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APA
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Education
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English (U.S.)
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Planning Instruction for Diverse Students

Coursework Instructions:

WORK NEEDS TO BE COMPLETED ON THE ATTACHED DOCUMENT:
Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.
For this assignment, complete the "Planning Instruction for Diverse Students" template based on the following scenario:
Ms. Allen, a sixth grade teacher, is about to teach a lesson on plot development and resolution. She knows she has a wide variety of students in her class with specific strengths, and wants to draw upon them to maximize student attention and learning. Ms. Allen knows using an anticipatory set will activate prior learning, as well as engage and motivate the students initially, but she also knows varying her instruction to serve her students’ needs is imperative.
Review the lesson plan included on the "Planning Instruction for Diverse Students" template.
Determine how Ms. Allen can develop specific learning opportunities based on Gardner’s theory of multiple intelligences.
For each of the intelligences listed, design a developmentally appropriate lesson activity Ms. Allen could incorporate to increase student engagement and learning. Each explanation should be 50-100 words and based on Gardner’s theory.
Support your findings with 2-3 scholarly resources.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented, using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Coursework Sample Content Preview:

Name:
Date:
Course:
Instructor:
Planning Instruction for Diverse Learners
Sample Lesson Plan
Name:
Grade/Topic: 6th Grade ELA
Lesson Name: Plot Diagram
National/State Learning Standard: Arizona’s English Language Arts Standards – 6th Grade 6.RL.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Academic Language: Exposition, conflict, rising action, climax, falling action, resolution, plot, plot diagram
Specific Learning Targets/Objective: Students will be able to identify story elements of a fable and defend why they would be defined as exposition, conflict, rising action, climax, falling action, and resolution.
Anticipatory Set: Students will watch a brief video that introduces a plot diagram through the Disney movie “The Lion King.” Throughout the video, students will be asked if they can identify other favorite movies (or books) that contain a coinciding element of the plot diagram. Students will use these examples later on in the lesson.
Multiple Means of Representation:Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram.
Multiple Means of Expression: Students will diagram the plot of a short fable using vocabulary from the lesson. Students will defend their rationale on the provided diagram sheet.
Differentiating for Diverse Learner
Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram.
Howard Gardner’s Multiple Intelligence Theory

Lesson Activity

Interpersonal
Intelligence

Students are in groups of five, and they focus on cooperative learning, and they teach others what they have learned and exchange ideas. A group leader is chosen and is tasked with writing down each member’s contribution and explaining words that explain the storyline.  
The activity meets the interpersonal intelligence as there is a focus on interaction, and the students respond to teach other verbally based on others expressions, voice, gestures and postures (Shearer & Karanian, 2017).

Logical-Mathematical
Intelligence

To focus on logical problem analysis, numerical knowledge and relationships, the students would record information using timelines and mapping the story. After reading a story, the students would come up with the timeline map and cause-effect maps reflecting the relationship between the characters where there is a greater focus on the main characters.
The activity meets the logical-math...
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