EDSP 370Character Principles for Lesson PlansCharacter edu

EDSP 370Character Principles for Lesson Plans
Character education based on God's Word can be taught in every
lesson in every subject area. Christian educators have long
recognized the importance of teaching character traits in the
home, church, and school. Character education in public
schools is a recent trend in reaction to the lack of moral
character in our nation's young people.
The following list of character traits and the descriptions were
developed by a public school system. This list defi nes moral
decency as viewed by our society regardless of religious beliefs.
Correlated scripture verses have been added for each trait listed,
although the scripture verses would not be included in public
school instruction. (Portions of verses could be used for
younger children – see italics.) Literature-based approaches
provide a wonderful opportunity to teach character with the
abundant wealth of examples in children's literature.
Character education is not the same as "values education."
There is a danger in values education taught from a secular
perspective because the absolute truth of God's Word is not
acknowledged. Values clarification activities are used to teach
situational ethics. As Christians, we are opposed to such
methods. We are the salt and the light of the world (Matthew
5:13-16). We can have a positive influence on the lives of our
students by modeling and discussing the character traits listed
below.
Consideration of Others
Compassion. That characteristic of meaningfully sharing and
responding to the feelings and needs of others which leads to

providing personal assistance and comfort to them.
"Beloved, if God so loved us, we ought also to love one
another." (I John 4:11)
"Inasmuch as you have done it unto one of the least of these my
brethren, you have done it unto me." (Matthew 5:40)
Conflict resolution. The ability to handle internal or external
anxieties in such a manner that they do not become a problem
for the individual or other person.
"A soft answer turns away wrath: but grievous words stir up
anger." (Proverbs 15:1)
"Love your enemies, bless them that curse you, do good to them
that hate you, and pray for them which despitefully use you, and
persecute you." (Matthew 5:44)
"For God is not the author of confusion." (I Corinthians 14:33a)
"Let all things be done decently and in order." (I Corinthians
14:40)
Cooperativeness. The recognition of our mutual
interdependence upon our fellow human beings which causes us
to treat them politely, to respect their utterances and w ishes,
and to work jointly with them for our common good.
Innovation, spontaneous creativity, critical judgment and
dissent are all complementary and essential outgrowths of the
attribute.
"Behold how good and how pleasant it is for brethren to dwell
together in unity." (Psalm 133:1)
"For we are laborers together with God." (I Corinthians 3:9)
"Do all things without murmurings and disputings." (Philippians
2:14)
Courtesy. Politeness of manners combined with kindness.
"And as you would that men should do to you, do you also to
them likewise." (Luke 6:31)
"It is more blessed to give than to receive." (Acts 20:35)

Forgiveness. The art of giving up resentment and anger toward
someone who has wronged us and restoring the broken relation.
"And be ye kind one to another, tenderhearted, forgiving one
another, even as God for Christ's sake hath forgiven you."
(Ephesians 4:32)
Gratitude. The sentiment of appreciation for a kindness received
and of admiration and love for the benefactor.
"O give thanks unto the Lord, for he is good." (Psalm 107:1a)
"Every good gift and every perfect gift is from above." (James
1:17a)
Loyalty. Steadfastness or faithfulness to a person, custom, or
idea.
"A friend loves at all times." (Proverbs 17:17a)
"A man that hath friends must show himself friendly: and there
is a friend that sticks closer than a brother." (Prov. 18:24)
Reliability. The consistent dependability of judgment, character
or performance that encourages confidence, belief or trust.
"Whatsoever your hand finds to do, do it with your might."
(Ecclesiastes 9:10a)
"Even a child is known by his doings, whether his work be pure,
and whether it be right." (Proverbs 20:11)
Tolerance. The capacity for and the practice of allowing and
respecting the differing natures, beliefs, and standards of
others. The avoidance of racial, religious or gender arrogance
or animosity. The ability to permit dissenting beliefs, customs
or standards.
"Thou shalt love thy neighbor as thyself." (Leviticus 19:18)
"Let us not therefore judge one another any more." (Romans
14:13a)
Truth
Honesty. Trustworthiness and fairness in speaking and dealing

with others. The absence of fraud, deceit, lying, and stealing.
"Speak every man the truth to his neighbor." (Zechariah 8:16a)
"Lie not one to another." (Colossians 3:9)
Integrity. The quality of living honestly, truthfully and
sincerely so that others may always believe what one says and
trust what one does; an unconditional commitment to truth and
honesty.
"Providing for honest things, not only in the sight of the Lord,
but also in the sight of all men." (II Corinthians 8:21)
"He that is faithful in that which is least is faithful also in
much" (Luke 16:10a)
Justice. The entitlement of every person to that fair treatment
which is his or her impartial or unprejudiced due.
"God is no respecter of persons." (Acts 10:34b)
Consideration of Self
Discipline. The quality of practicing restraint over and control
of one's emotions and behavior.
"I will behave myself wisely." (Psalm 101:2a)
"And that you study to be quiet, and to do your own business,
and to work with your own hands, as we commanded you." (I
Thessalonians 4:11)
"And whatsoever ye do in word or deed, do all in the name of
the Lord Jesus." (Colossians 3:17a)
Perseverance. The maintenance of an activity in spite of
counter-influences, opposition, or discouragement. Persistence
in an endeavor.
"And let us not be weary in well-doing: for in due season we
shall reap, if we faint not." (Galatians 6:9)
Sacrifice. The giving up of a valued thing for the sake of
another person or for that which is more important or more
worthy.

"Better is little with righteousness than great revenues without
right." (Proverbs 16:8)
"Give and it shall be given unto you." (Luke 6:38a)
Self control. Restraint exercised over one's own impulses,
emotions or desires. The ability to control one's behavior and
act in a reasonable manner.
"He that hath no rule over his own spirit is like a city that is
broken down, and without walls." (Proverbs 25:28)
Self-esteem. Belief in one's self and one's potential for
successful participation in our society. Must be moderated with
tolerance for others.
"I can do all things through Christ which strengthens me."
(Philippians 4:13)
Responsibility
Citizenship/Patriotism. The support of or love of one's country,
especially through an understanding of its ideals and
advantages; not inconsistent with opposition to specific
governmental policies or actions. Implies respect for,
adherence to, and participation in the democratic process.
"Let every soul be subject unto the higher powers. For there is
no power but of God: the powers that be are ordained of God."
(Romans 13:1)
Courage. The willingness to face obstacles, including danger,
with determination.
"Be strong and of a good courage; be not afraid, neither be
dismayed: for the Lord your God is with you wherever you go."
(Joshua 1:9)
"The Lord is my light and my salvation; whom shall I fear? The
Lord is the strength of my life; of whom shall I be afraid?"
(Psalm 27:1)
Duty/Stewardship. The management of talents and abilities in
such a way that contributions are made to humankind and to the

preservation of the planet.
"And whatsoever ye do, do it heartily, as unto the Lord, and not
unto men." (Colossians 3:23)
"For unto whomsoever much is given, of him shall be much
required." (Luke 16:48b)
Equality of Opportunity. An occurrence that is free of prejudice
and provided to every individual.
"He makes the sun to rise on the evil and on the good, and sends
rain on the just and the unjust." (Matthew 5:45)
"The laborer is worthy of his hire." (Luke 10:7)
Respect for Authority. Acceptance of the need for and privacy
of authority in given circumstances. An acknowledgement that
privileges and rights in a democracy should be balanced by a
sense of obligation to others. Socially conscious conduct,
though neither passive nor obsequious.
"Honor thy father and thy mother." (Exodus 10:12a)
"Obey them that have the rule over you." (Hebrews 13:17a)
Respect for Natural Environment. An awareness and
appreciation of the limited resources available for humankind
which is reflected in one's own behavior.
"In the beginning God created the heaven and the earth."
(Genesis 1:1)
"All things were made by him; and without him was not
anything made that was made." (John 1:3)
Work Ethic. The confidence that diligent work is honorable and
will be rewarded with personal satisfaction, a sense of
accomplishment and/or material prosperity.
"Be steadfast, unmovable, always abounding in the work of the
Lord, forasmuch as you know that your labor is not in vain in
the Lord." (I Corinthians 15:58)
"But let every man prove his own work, and then shall he have
rejoicing in himself alone, and not in another." (Gal. 6:4)

"If any would not work, neither should he eat." (I Thessalonians
3:10)
Page 3 of 4
George (445-42-5432) and Christina Campbell (993-43-9878)
are married with two children, Victoria, 7, and Brad, 2. Victoria
and Brad’s Social Security numbers are 446-75-4389 and 449-
63-4172, respectively. They live at 10137 Briar Creek Lane,
Tulsa, OK 74105. George is the district sales representative for
Red Duck, a man-ufacturer of sportswear. The company treats
him as an independent contractor. His principal job is to solicit
orders of the company’s products from department stores in his
territory, which includes Oklahoma and Arkansas. The company
provides no office for him. Christina is a maker of fine quilts
which she sells in selected shops in the surrounding area. The
couple uses the cash method of accounting and reports on the
calendar year. Their records for the year reveal the following
information: 1. George earned $65,000 during the year and paid
estimated taxes of $5,000. 2. Christina’s income and expenses
of her quilting business, Crazy Quilts, include
Quilt sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 7,000
Costs of goods sold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 600
Telephone (long-distance calls) . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .100
Christina makes all of the quilts at home in a separate room that
is used exclusively for her work. This room represents 10% of
the total square footage of their home. Expenses related to
operating the entire home include utilities, $2,000, and insur -
ance, $500. Depreciation attributable solely to the home office
is $800. Christina computes her deduction relating to use of her
car using actual expenses, which included gas and oil, $900;

insurance, $300; and repairs, $100. The car is fully de-
preciated. Her daily diary revealed that, for the year, she had
driven the car a total of 20,000 miles, including the following
trips:
Trip Description
Home to sales outlets and return . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .10,000 Miles
Between sales outlets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 2,000 Miles
Miscellaneous personal trips . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . .8,000 Miles
3. George incurs substantial expenses for travel and
entertainment, including meals and lodging. This is the second
year that George has used the standard mileage rate for
computing his automobile expenses. During the year he drove
50,000 miles; 40,000 of these were directly related to business.
Expenses for parking and tolls directly related to business were
$90. Total meal and lodging costs for days that he was out of
town overnight were $600 and $1,200, respec-tively.
Entertainment expenses were $400.
4. This is George’s second marriage. He has one child, Ted (age
11), from his first marriage to Hazel, who has custody of the
child. He provides more than 50% of the child’s support. The
2007 divorce agreement between George and Hazel provides
that George is entitled to the exemption for Ted. George paid
Hazel $4,800 during the year, $1,600 as alimony, and the
remainder as child support. Ted’s Social Security number is
122-23-3221.
5. The couple’s other income and expenses included the
following:
Dividends (IBM stock owned separately by George) . . . . . . . . .
. . . . . . . . .400
Interest on redeemed Treasury bills . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 700
Interest on City of Reno bonds . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 566

Interest paid on home mortgage . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 10,000
Real property taxes on home. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . .900
Safety deposit box fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .50
State income taxes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .$4,000
6. Both taxpayers elect to give to the Presidential campaign
fund.
Compute the couple’s tax liability for the year. If forms are
used, complete Form
1040 for the year, including Schedules A, B, C, and SE. Ignore
any alternative minimum tax.
George (445
-
42
-
5432) and Christina Campbell (993
-
43
-
9878) are married with two children,
Victoria, 7, and Brad, 2. Victoria and Brad’s Social Security
numbers are 446
-
75
-
4389 and 449
-
63
-
4172, respectively. They live at 10137 Briar Creek Lane, Tulsa,
OK 741

05. George is the
district sales representative for Red Duck, a man
-
ufacturer of sportswear. The company treats
orders of the company’s products
from department stores in his territory, whic
h includes Oklahoma and Arkansas. The company
which she sells in selected shops in
the surrounding area. The couple uses the cash method of
accounting and reports on the calendar
year. Their r
ecords for the year reveal the following information: 1. George
earned $65,000
during the year and paid estimated taxes of $5,000. 2.
Christina’s income and expenses of her
quilting business, Crazy Quilts, include
Quilt sales . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7,000
. . . . . . . .
600
Telephone (long
-
distance calls) . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .
.1
00

is used exclusively for her work.
This room represents 10% of the total square footage of their
home. Expenses related to
operating the e
ntire home include utilities, $2,000, and insur
-
ance, $500. Depreciation
attributable solely to the home office is $800. Christina
computes her deduction relating to use of
her car using actual expenses, which included gas and oil, $900;
insurance, $300; a
nd repairs,
$100. The car is fully de
-
preciated. Her daily diary revealed that, for the year, she had
driven the
car a total of 20,000 miles, including the following trips:
Trip Description
Home to sales outlets and return . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . .
10,000 Miles
. . . . . . . .
2,000 Miles
. . . . . . . . .
8,000
Miles

entertainment, including meals and lodging.
This is the second year that George has used the standard
mileage rate for computing his
automobile expenses. During the year he drov
e 50,000 miles; 40,000 of these were directly
related to business. Expenses for parking and tolls directly
related to business were $90. Total
meal and lodging costs for days that he was out of town
overnight were $600 and $1,200, respec
-
tively. Entertainm
ent expenses were $400.
4
.
This is George’s second marriage. He has one child, Ted (age
11), from his first marriage to
Hazel, who has custody of the child. He provides more than
50% of the child’s support. The
2007 divorce agreement between George and Hazel
provides that George is entitled to the
exemption for Ted. George paid Hazel $4,800 during the year,
$1,600 as alimony, and the
George (445-42-5432) and Christina Campbell (993-43-9878)
are married with two children,
Victoria, 7, and Brad, 2. Victoria and Brad’s Social Security
numbers are 446-75-4389 and 449-
63-4172, respectively. They live at 10137 Briar Creek Lane,
Tulsa, OK 74105. George is the
district sales representative for Red Duck, a man-ufacturer of
sportswear. The company treats
orders of the company’s products
from department stores in his territory, which includes
Oklahoma and Arkansas. The company

which she sells in selected shops in
the surrounding area. The couple uses the cash method of
accounting and reports on the calendar
year. Their records for the year reveal the following
information: 1. George earned $65,000
during the year and paid estimated taxes of $5,000. 2.
Christina’s income and expenses of her
quilting business, Crazy Quilts, include
Quilt sales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 7,000
. . . . . . . . 600
Telephone (long-distance calls) . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .100
is used exclusively for her work.
This room represents 10% of the total square footage of their
home. Expenses related to
operating the entire home include utilities, $2,000, and insur -
ance, $500. Depreciation
attributable solely to the home office is $800. Christina
computes her deduction relating to use of
her car using actual expenses, which included gas and oil, $900;
insurance, $300; and repairs,
$100. The car is fully de-preciated. Her daily diary revealed
that, for the year, she had driven the
car a total of 20,000 miles, including the following trips:
Trip Description
Home to sales outlets and return . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .10,000 Miles
. . . . . . . . 2,000 Miles
. . . . . . . . .8,000 Miles

entertainment, including meals and lodging.
This is the second year that George has used the standard
mileage rate for computing his
automobile expenses. During the year he drove 50,000 miles;
40,000 of these were directly
related to business. Expenses for parking and tolls directly
related to business were $90. Total
meal and lodging costs for days that he was out of town
overnight were $600 and $1,200, respec-
tively. Entertainment expenses were $400.
4. This is George’s second marriage. He has one child, Ted (age
11), from his first marriage to
Hazel, who has custody of the child. He provides more than
50% of the child’s support. The
2007 divorce agreement between George and Hazel provides
that George is entitled to the
exemption for Ted. George paid Hazel $4,800 during the year,
$1,600 as alimony, and the
EDSP 370Lesson Plan Template
I. Subject and Grade Level:
II. Topic:
III. STANDARDS
A. Virginia Standard of Learning:
B. Common Core State Standard:
IV. Objective:
V. Materials:
VI. Technology Connection:
VII. Biblical/ Character Education Principle:
VIII. Procedures:
A. Set:
B. Developmental Activities:
i. Instruction:
ii. Guided Practice:

iii. Independent Practice:
IX. Closure:
X. Diversity/Differentiation for Exceptionalities:
A. Learning Styles (modalities / multiple intelligences):
B. Gifted:
C. LEP:
D. LD, ED, ADD:
E. Multicultural Connections:
F. Impact on Instructional Design:
XI. Summative Assessment/Evaluation:
EDSP 370
Lesson Plan Assignment Instructions
Overview
The lesson plan is the key component to effective instruction in
the classroom. Studies have shown that teachers who are well
prepared with exciting and interesting lesson plans have to deal
with far fewer behavior issues in their classrooms. That is why
it is so important for you to learn the basics of designing a
lesson plan. To begin, use the following list to choose a grade
level and core content area for which you would like to develop
a lesson plan. It would be wise to create your plan for the age
level and content area you are currently teaching or planning to
teach. You may not use a lesson plan you have created for
another course for this Lesson Plan Assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)

Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you
will need to consult the Virginia State Department of
Education’s website to locate the state standards for your
particular grade and subject area (see Resources section).
Virginia’s SOLs. You will also need to locate the Common
Core Standard for your particular grade level and subject area
(see Resources section).
Once you have located the standards for the grade level and
subject area for your plan, choose one around which you want to
develop your lesson plan. Keep in mind that this is a single
lesson plan, not an entire unit, so you will have to narrow down
your topic to one that can easily be taught in a single lesson.

For example, if you want to cover addition for Kindergarten,
you will narrow that to one specific concept of addition that is
to be taught to kindergarteners.
Complete your Lesson Plan Assignment using the provided
Lesson Plan Template document.
· Name: You must put your first and last name on the lesson
plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject
area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your
grade/subject area that your state standards require you to teach
(e.g., addition in math, nouns in grammar, plants in science,
Mexico in geography, comprehension in reading, etc.).
· Lesson Subtopic: Narrow down your specific topic to one
particular concept on which your lesson plan will focus. For
example, if you choose addition in math for first grade, you will
further narrow that to a specific concept of addition that is
taught to first graders, like double digits; addition within 10; or
adding two-digit numbers. Remember, this needs to be very
focused and must be covered in the standards for your grade and
subject area.
· State Standard and Common Core Standard: You will need to
identify which state standard aligns with the grade, subject,
topic, and subtopic you have chosen. Provide the following
information: a working link your instructor can open to check
the VA standard and Common Core standard with the verbatim
wording of the standard for each (e.g., VA SOL 1.5 “The
student will recall basic addition facts with sums to 18 or less
and the corresponding subtraction facts.”
Objective: Create a learning objective to go with the topic,
subtopic, and standard you have chosen. The learning objective
must contain a condition, a performance/practice, and a
criterion (CPC).

In order to successfully complete this stage, you will need to do
the following:
· Identify a specific condition (a tool that you will give the
students to complete the performance.) For example, “Given a
list of 10 double-digit addition problems…”
· Identify a measurable performance (identify, list, recite, draw,
etc.) that you want your students to be able to complete when
the lesson is over. For example, “…each student will be able to
solve…”
· Identify a criterion (an acceptable level of performance). For
example, “….9/10 of the double-digit problems correctly.”
Here is a helpful template you can use: “Given ____________,
each student will be able to _____________ ___/___times
correctly.” (Note: This should be one simple and concise
sentence.)
Your objective should be written to match the Summative
Assessment at the end of the Lesson Plan.
Biblical Integration
Now that you have created an objective for your subtopic,
consider how to integrate biblical or character principles into
your lesson. Find Scripture verses/principles or character
principles that relate to your subtopics. Be sure to explain how
the verse or character principle you chose specifically fits in
with the lesson and how it relates to your students. In other
words, how are you going to connect the principle with the rest
of the lesson so the students have a better understanding of God
and who He is? The point of this section is to be creative and to
include the opportunity to reinforce biblical values and moral
character into daily lessons. For example, if you are teaching a
lesson on money, you can bring out Scripture verses that teach
how important it is to handle our money in a way that is
honoring to the Lord. You can emphasize honesty, tithing,
saving, borrowing and lending, etc., using different Scripture
references. For this stage, fill in only the Character/Biblical

Principle section on the lesson plan.
Procedures
The next section to complete on your Lesson Plan Template is
the procedures section.
You will be filling in the procedures section of the Lesson Plan
Template. This is the main part of your lesson plan and should
be the most detailed. This is where you are going to discuss how
you will teach the lesson using each of the procedures listed.
Here are some guidelines for each section:
· Anticipatory Set: The anticipatory set is to be a very brief
activity that gains the attention of the students. It may be a
book, a song, a poem, a short news article, etc., that catches the
attention of your students and sparks an interest in the topic of
the lesson. This will be no more than 5 minutes.
· Instruction: This is the direct instruction portion of your
lesson plan and must, therefore, be the most detailed. Use
numbers or bullets to write out step-by-step what you will
actually teach the students about this topic. Only include the
steps of how you will teach the lesson in this section.
PowerPoint presentations, interactive notebooks, graphic
organizers, Smart Board presentations, etc., are all acceptable
things to use to help teach your lesson. However, this is not the
place to include instructions for completing activities used in
your guided or independent practice. The time spent on this
section will vary depending on the grade level for which the
plan is designed.
· Guided Practice: In this section, students will practice as a
group or small groups what has been taught in the instruction
section. You will give immediate feedback to allow students to
self-correct if necessary. Depending on the time frame of your
activity, you may be able to complete 2 or 3 guided practice
activities before you have the students complete the
independent practice. The time spent on this section will vary
depending on the grade level for which the plan is designed.
· Independent Practice: The Independent Practice is designed to

allow the students to practice without the help of their peers.
The teacher can still walk around and assist students with this
activity. (Note that this should not be a group activity, nor
should it be a repeat of the Guided Practice.) This assignment
must be completed in class and before the Closure. This
assignment can’t be used as the Summative Assessment.
· Closure: How will you tie your lesson together and bring it to
a close? This will be a short summary/review of the material
taught in the lesson. This section will take only a few minutes.
· Summative Assessment: This section should include your
assessment. The assessment should match the objective that you
wrote at the beginning of the lesson plan. Students should
complete the assessment on their own. The results from the
Summative Assessment provides information to the teacher and
helps determine whether the lesson was mastered, needs to be
retaught, or whether individual students may need additional
help. These results will guide future planning.
Materials, Technology, and Diversity/Differentiation
· Materials: Continue to correct any mistakes within the Lesson
Plan and highlight them in yellow so they are easy to identify.
Then, fill in your Materials and Technology sections. First,
decide what materials you are going to need to teach your
lesson; list them in the space provided. Beside each material
listed, give a brief explanation of how that material is to be
used within the lesson.
· Technology: Next, you will be adding various technology
options to the lesson. This section would include the use of
computers, smart boards, overhead projectors, video or audio
clips, etc. Again, there is a lot of technology available to use if
you are willing to search for it; be creative and diverse with
your technology integration. Explain how you would
incorporate the technology you chose into the lesson, and
explain how the technology will benefit the teacher, the
students, and the lesson itself. Be sure to include viable links
for any websites, online video or audio clips, games, etc., that

you find on the Internet.
· Diversity/Differentiation: Think about how you are going to
differentiate your lesson to meet the needs of all learners in
your classroom (this includes physical and learning disabilities,
behavior disorders, gifted students, and ESL students, as well as
the different learning modalities: visual, auditory, and
kinesthetic). Explain how you will modify your instruction,
activities, or assignments to meet the needs of each type of
learner. (Do not depend on having aids or tutors to help you).
Be specific in the description of your differentiation so it is
clear why you are doing this and how it will benefit each
learner. Follow the tips below for each type of learner:
· Gifted: Gifted students resent having more work to do just
because they understand the concepts more readily. Instead, try
giving them an alternate activity/assignment that is more
challenging and allows them to reach the higher order thinking
skills.
· LEP: These students typically have language barriers. Think
about how you can adjust your instruction, activities, or
assignments to better help them understand.
· LD, ED, ADD: Many times, students in this group are dealing
with behavior issues. How can you align your instruction,
activities, or assignments to best meet their needs?
· Multicultural Connections: The students in your class will
most likely represent more than one culture. How can your
lesson, activities, or assignments help include the value of all
cultures?
· Learning Styles (Auditory, Visual, Kinesthetic): Each one of
these has specific needs. Think through what you could modi fy
in your lesson to accomodate them.
· Multiple Intelligences: How will you modify your instruction,
activities, or assignments to best enhance these important areas?
· Impact on Instructional Design: How is the lesson
differentiated to meet the specifici needs of students with
Intellectual Disabilities? What accommodations can be

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