Differentiated Instruction Lesson Plan

Readiness
I.

Goals/Objectives/Standards
a. Goal Students will learn that the Eastern Mediterranean, a region with a dry
climate and valuable resources, sits in the middle of three continents.
b. Objective Students will understand primary characteristics of the physical
geography of the Eastern Mediterranean:
1. The Eastern Mediterraneans physical features include the
Bosporus, the Dead Sea, rivers, mountains, deserts, and plains.
2. The regions climate is mostly dry with little vegetation.
3. Important natural resources in the Eastern Mediterranean include
valuable minerals and the availability of water.
c. Standard
IAS- 7.3.4- Identify and describe major physical characteristics of regions
in Africa, Asia, and the Southwest Pacific.
IAS- 7.3.6- Compare climate regions of Africa, Asia, and the Southwest
Pacific and explain why they differ.
NCSS- Thematic Standard: III- People, Places, and Environments
Disciplinary Standard: 2 Geography

II.

Anticipatory Set
a. Interactive Map:
http://my.hrw.com/ss2/ss06_07_08/student/flash/wgmed_m4enf_plL1/layer_v
iewer.html
i. What is the purpose of a political map?
ii. What does a physical map show us?
iii. Tell me information from climate map
iv. Answer question on side of interactive map

III.

Purpose
a. The students will learn about the physical geography of the Eastern
Mediterranean through several activities and some reading.

IV.

Management
a. Students will sit in their seats and answer questions when they are asked
b. Students will volunteer to read when I ask who wants to read

Instruction
V.

Lesson Presentation

a.
b.
c.
d.
e.
f.

Bell Ringer- 5 mins.- Interactive Map in Anticipatory Set

Interactive Reader- 15 mins.- Attached section summary reading/questions
Challenge Activity- 7 mins.- Activity on bottom of section summary
Word Search- 10 mins.- Attached word search over vocab
Maps- 10 mins.- Maps in Powerpoint with Questions
Video & Questions- 10 mins.- Video about Dead Sea with questions

VI.

Guided Practice
a. Interactive Reader- Students will read a summary over the section. Along with
the reading are questions that we will go over together.

VII.

Closure and Check for Understanding

a. Word search over vocab and key terms, checking if the students understand
the definitions of the words.

VIII.

Independent Practice/Extending the Learning

a. Challenge Activity
b. Read Chapter 8 Section 2 for homework

IX.

Technology
a. Smartboard- Used to show powerpoint slides, do activities, view maps
b. Ipads/Textbooks/Workbooks- Used to read the interactive reading
c. Powerpoint- Used to do bell ringer and maps

Adaptations/Accommodations
X.

Remediation
a. Print maps/resources out for the students who may need it.
b. Given word bank for Word Search

XI.

Enrichment
a. Give students Chapter 8 Section 1 Assessment to do from the textbook.
b. Ask students extra questions about the reading.

XII.

Inclusion
a. Give the students with IEPs or ELL a notes sheet that summarizes the section
read.
b. Give students with IEPs or ELL more individual time enunciating important,
difficult words to them.

Evaluations

XIII.

Student Learning
Formative Assessments- Chapter Quiz
Summative Assessments- Unit Test/Project

XIV. Teacher Effectiveness

a. How many students achieved the objective? For those that did not, why not?
I would say more than half, but not all. It was just tough because when teaching
geography is it better for the students to learn about specific places through
definition or through visual pictures and maps? That is kind of one of my
struggles with the content today. I also think that it hurt me not knowing what
exactly students knew already about geography or the Eastern Mediterranean, so I
was a little unsure what their prior knowledge was.
b. What were my strengths and weaknesses?
My strengths were using a variety of instructional strategies that covered a
multitude of multiple intelligences. I also did a great job of using visual aids. I
also thought the content flowed fairly well. My weaknesses were that I did not
give clear enough instructions on one of the activities, a few of the activities took
longer than I thought they would have, and I need to work on classroom
management. When students are loud or talkative I do not always know what to
do. I feel bad being too stern because it isnt my classroom, and several of the
methods we used are not effective.
c. How should I alter this lesson?
I would give some clearer instruction on a few of the activities. I also would
maybe use less visual aid. Im not exactly sure how I would do it, but I would find
a way to make the content more appealing. I felt like the lesson was good, but just
a little boring.
d. How would I pace it differently?
e. Were all students actively participating? If not, why not?
For the most part, yes. There are several students who just do not participate and
do not talk, but lots of my lesson included engagement and participation, so that
helped. Students were often answering questions, at the board, or reading.
f. What adjustments did I make to reach varied learning styles and ability levels?
g. Blooms Taxonomy

h. Gardners Multiple Intelligences