Social Studies Differentiation Part 1: Lesson Plan Grade level: Social studies standard: Arts standard: Learning objective: 1-2 learning objectives: Description of the learning activity that integrates social studies and the arts (100-150 words): Formative Assessment: Differentiation for three students on the "Class Profile" (i.e., How will the following three students meet the designed objective? What additional choices or options can be offered to address the needs of these students?) At least one student must be below and one must be above grade level. Student name: ___________ - explanation of differentiation: Student name: ___________ - explanation of differentiation: Student name: ___________ - explanation of differentiation: Part 2: Reflection Questioning Strategies Part 1: Questioning Strategies Social studies standard: Arts standard: Grade level: 1st grade Learning objective: Through this social studies and art learning activity the students will be able to identify and understand different elements of culture along with traditional elements of society. Five probing questions that can be used as pre-assessment and formative assessment questions: 1. What culture do you belong? 2. Please share some of the prominent elements of your culture. 3. How culture integrate with society? 4. What is the impact of culture and society in our life? 5. What traditional elements of society are you still perusing? Part 2: Reflection Reflection: Asking a variety of questions and using different strategies can help students develop higher order skills, recall information or promote analytical skills or critical thinking skills. According to Tofade et al. teachers ask questions to in order to recall their learning, explore their subject materials and to engage in discussions or peer interactions. In order to stimulate their learning variety of questions can help students develop different skills as they address different cognitive domains with the determination of achieving different learning outcomes. Questions that are provoking a student’s understanding of a learning are those that ask the learner to provide examples or summaries an information. Moreover, application questions require student to execute a process and analysis questions determine the inter-relationship of a constituent parts of a material (Tofade et al., 2013; Brualdi, 1998). In order to help student with different types of learning skills, different questioning strategies can be used. There are two ways to characterize question; one way is to classify them as convergent or as divergent. Close ended questions are called convergent questions. Convergent questions are used to draw a single best answer form the respondent. While divergent do not have a single “best” answer but are used to explore a range of issues related to a topic (Tofade et al., 2013). Questioning is one of the strategies that can help balance a diverse student need. There.

1. Social Studies Differentiation
Part 1: Lesson Plan
Grade level:
Social studies standard:
Arts standard:
Learning objective:
1-2 learning objectives:
Description of the learning activity that integrates social studies
and the arts (100-150 words):
Formative Assessment:
Differentiation for three students on the "Class Profile" (i.e.,
How will the following three students meet the designed
objective? What additional choices or options can be offered to
address the needs of these students?) At least one student must
be below and one must be above grade level.
Student name: ___________ - explanation of differentiation:
Student name: ___________ - explanation of differentiation:
Student name: ___________ - explanation of differentiation:

2. Part 2: Reflection
Questioning Strategies
Part 1: Questioning Strategies
Social studies standard:
Arts standard:
Grade level: 1st grade
Learning objective:
Through this social studies and art learning activity the students
will be able to identify and understand different elements of
culture along with traditional elements of society.
Five probing questions that can be used as pre-assessment and
formative assessment questions:
1. What culture do you belong?
2. Please share some of the prominent elements of your culture.
3. How culture integrate with society?
4. What is the impact of culture and society in our life?
5. What traditional elements of society are you still perusing?
Part 2: Reflection
Reflection:
Asking a variety of questions and using different strategies can
help students develop higher order skills, recall information or
promote analytical skills or critical thinking skills. According

3. to Tofade et al. teachers ask questions to in order to recall their
learning, explore their subject materials and to engage in
discussions or peer interactions. In order to stimulate their
learning variety of questions can help students develop different
skills as they address different cognitive domains with the
determination of achieving different learning outcomes.
Questions that are provoking a student’s understanding of a
learning are those that ask the learner to provide examples or
summaries an information. Moreover, application questions
require student to execute a process and analysis questions
determine the inter-relationship of a constituent parts of a
material (Tofade et al., 2013; Brualdi, 1998). In order to help
student with different types of learning skills, different
questioning strategies can be used. There are two ways to
characterize question; one way is to classify them as convergent
or as divergent. Close ended questions are called convergent
questions. Convergent questions are used to draw a single best
answer form the respondent. While divergent do not have a
single “best” answer but are used to explore a range of issues
related to a topic (Tofade et al., 2013).
Questioning is one of the strategies that can help balance a
diverse student need. There are different kinds of students in a
school, some are slow learners and others are fast learners,
some learn through one means and other through other means.
For example, there are different types of questioning strategies,
such as probing. Probing is a great way to engage students in
learning. If a student is a slow learner questions can be
modified to suit the level of his learning and to add to a
student’s learning one can use probing to help a student through
a topic. For others that are fast learners one can use high level
of questioning such as analysis level questions to further
enhance a student’s learning. As high level of question needs a
student to think more critically it can be used to help the
student.

4. References
Tofade, T., Elsner, J., & Haines,, S. T. (2013). Best Practice
Strategies for Effective Use of Questions as a Teaching Tool.
American Association of Colleges of Pharmacy.
Brualdi, A. C. (1998). Practice Assessment, Research and
Evaluation .
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