Explanation:  This lesson is created to meet the needs of the diverse learners in my classroom.  This is a combined 2nd and 3rd Grade Class.  The students were hand picked to be in this class.  The 2nd and 3rd Graders are believed to be working on the same intellectual level.  However, differences in learning content and styles are apparent.  Due to this, I split the class into two groups, 2nd Grade Group and 3rd Grade Group.  These two groups read two different books that were on two different educational levels.  Following the reading of these books, both groups were assigned a letter writing activity.  Both these activities were based on Multiple Intelligence Theory.  Through the activities described below, the students were able to use "different kinds of smart" to complete the differentiated writing task.

The Linguistic Learner was able to use the written word to write the assigned letter.
The Logical Learner was encouraged to use specific sums mentioned in Uncle Jed's Barbershop.  Some students even drew paper money on their letters and focused their attention on how difficult is was for Uncle Jed to save his money to open his barbershop.
The Intrapersonal Learner was able to use personal feelings and memories within the contents of the letter.  The activity gave the students room for choice and creativity.
The Spatial Learner decorated the envelope and the letter to represent his/her thoughts.
The Bodily-Kinesthetic Learner was given the freedom to move around the classroom to collect stationery, stamps, crayons, envelopes and other desired materials.

Topic:  Friendly Letter
Grade Levels: 2/3

Instructional Objectives:
1. Second Grade students will read Hanna's Cold Winter by Trish Marx.
2. Third Grade students will read Uncle Jed's Barbershop by Margaree King Mitchell.
3. All students will complete a letter writing activity.

Materials Required:
1.  Hanna's Cold Winter
2.  Uncle Jed's Barbershop
3.  Stationery
4.  Writing Implements
5.  Crayons
6.  Stamps and envelopes
7.  Dictionaries

Concepts:
Five parts of a friendly letter
Creativity
Challenge
Accomplishment
Character

Anticipatory Set:
    2nd Grade:  Discuss the students favorite animals.  Ask them what they would do if an animal they loved was in trouble and did not have enough food to eat.  Do a picture walk of the book and have students make predictions of what the book will be about.
    3rd Grade:  Ask the students if they ever had a great challenge to overcome.  Discuss ways that they gave something up that they really wanted because they knew it would help family or friends.  Do a picture walk of the book and have students make predictions of what the book will be about.

Procedure for 2nd Grade:
1. Follow anticipatory set.
2. Read  Hanna's Cold Winter.
3. Discuss the setting, the characters and concepts such as war, peace and challenges.
4. Assign each student to pick a character from the story and write a letter to him or her.  Explain that they have the freedom to be as creative as they like and can draw pictures.
5. Do closing.

Procedure for 3rd Grade:
1.  Follow anticipatory set.
2.  Read Uncle Jed's Barbershop.
3.  Discuss feelings about segregation, personal experiences and reflections.  Discuss the challenges that Uncle Jed faced and the steps he took to overcome them.
4.  Assign each student to write a letter to Uncle Jed about how proud they are of him and all of his accomplishments.  Explain how they can incorporate any of his challenges and accomplishments that they desire.
5.  Do closing.

Key Discussion Questions for 2nd Grade:
 1. Who are the characters in this story?
 2.  What makes each character different and/or same?
 3.  What would we like to write to a character?

Key Discussion Questions for 3rd Grade:
1.  What is segregation?
2.  What are some challenges that Uncle Jed faced?
3.  What are some of Uncle Jed's accomplishments?

Closure for 2nd Grade:
    Ask the students for characters and ideas that they are thinking of for their letter writing activity.  Write some ideas on the board.

Closure for 3rd Grade:
    Ask students for some ideas that they are thinking about including in their letter.  Write some of them on the board.

Assessment:

Rubric:
 
 

Criteria	Advanced	Competent	Developing	Not Yet Apparent
Form	Students has all 5 parts of a Friendly Letter	Student has 4 parts of a Friendly Letter	Student has 3 parts of a Friendly Letter	Student has 2 or less parts of a Friendly Letter
Topic/Creativity	Student writes on topic and includes creative and descriptive details and/or pictures	Student writes on topic with creativity	Student does not not write on topic, but is creative and includes detail	Student does not write on topic and does not demonstrate creativity or detail
Grammar	Student uses proper grammar	Student uses adequate grammar	Student uses inventive grammar	Student uses no grammar
Punctuation	Student uses proper punctuation	Student uses adequate punctuation	Student uses inventive punctuation	Student uses no punctuation

Reflection on the lesson:

Justification for the entry:
   Please see Explanation above.

Connection between lesson and philosophy of learning and teaching:
    I believe that all students learn at different paces and through different methods and ways.  This lesson allowed for flexible grouping as well as multiple ways of knowing and responding.  The students were given the creative freedom that they needed within structured guidelines.

Evaluation of methods:
    The method of dividing the class into two groups was helpful and allowed for the students to feel comfortable reading the selections.  Having all the prior practice of writing letters was also beneficial as students were able to concentrate on content and creativity more than form.

Possible Improvements:
    Improvements for the future would include a peer sharing of the letters.  Students would have benefited from hearing the letters of their peers as well as the letters of students from the other group.