Today became GREAT

when YOU arrived!

Welcome!Today’s Agenda:

• I can explain the elements of differentiated instruction.

• I can use differentiated strategies to meet the diverse interests, learning profiles and readiness levels of my students.

Jacque Melinmelinj@gvsu.edu

www.formativedifferentiated.com

Most-Effective Teachers

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

How do I meet the needs of all learners when student needs

and talents vary so greatly?

SHHHHH/SHARE….1. Pick an activity 2. Write or think quietly

3. Be ready to share when time is called.

• Explain to a new student teacher what differentiation is in terms of what he/she would be doing in the classroom – and why. The definition should help the new student teacher develop an image of differentiation in action.

• Write a definition of differentiation you feel clarifies its key intent, elements and principles.

• Develop a metaphor, analogy, or visual symbol that you think represents and clarifies what’s important to understand about differentiation.

From C. Tomlinson, Wildly Exciting Education 2010

TARGET

• I can explain the key elements of differentiated instruction.

CommunityCurriculum

Assessment•Essential

KUDs (Targets)

•Engagement

•Teaching up

•Teacher/Student Connections

•Safe Environment

•Shared Partnership

•Pre-Assessments

•Formative (on-going)

Assessments to inform instruction

•3-P Grading

Instruction

•Addressing Readiness, Interests,

Learning Profiles

•Multiple strategies

•Flexible management

From C. Tomlinson, Wildly Exciting Education 2010

Common Sense Differentiation• Create a learning environment that supports

the hard work of learning.

• Be clear about the learning destination (TARGETS)

• Know where students are in relation to the destination (FORMATIVE ASSESSMENTS)

• Adjust teaching to make sure that students arrive at the destination (and move beyond it) (DIFFERENTIATED INSTRUCITON)

CURRICULUM

ASSESSMENT

INSTRUCTION

COMMUNITY

From C. Tomlinson, Wildly Exciting Education 2010

is NOT… IS…

Individualizing instruction for each student

Providing instruction to meet the range of student needs

Differentiating Instruction…

From Katie Ellis

is NOT… IS…

Assigning all students the same activities

all of the time

Using varied strategies that address students’ readiness, interests, and learning styles

Differentiating Instruction…

From Katie Ellis

is NOT… IS…

Using the same instructional materials for all students

Using varied resourcesfor varied learners

Differentiating Instruction…

From Katie Ellis

is NOT…IS…

Using multiple means of assessment

Differentiating Instruction…

Assessing all students’ learning in the same way

is

From Katie Ellis

• Differentiation is NOT a set of strategies….

• It’s a way of thinking about teaching and learning

Strategies are TOOLS

to accomplish the goals of DI.

They are no more differentiation

than a hammer and saw

are the house they help to build.

From C. Tomlinson, Wildly Exciting Education 2010

#1QUALITY DI

Paving the way to learning

• Mindset Connections Community

Quality DI Begins with a growth mindset, moves to student-teacher connections, & evolves to community.

From C. Tomlinson, Wildly Exciting Education 2010

The Predictive power of mindset• Fixed

– Success comes from being smart

– Genetics, environment determine what we can do

– Some students are smart – some aren’t

– Teachers cannot override students’ learning profiles.

• Growth– Success comes from effort– With hard work, most

students can do most things

– Teachers can override students’ learning profiles

– A key role of the teacher is to set high goals, provide high support, ensure student focus – to find the things that makes school work for a student.

– C. Tomlinson, August 2010Wildly Exciting Education

•Challenges•Avoid challenges

•Obstacles•Give up easily

•Effort•See effort as fruitless or worse

•Criticism•Ignore useful negative feedback

•Success of Others•Feel threatened by the success of others

•As a result, they may plateau early and achieve less than their full potential.

•Challenges•Embrace challenges

•Obstacles•Persist in the face of setbacks

•Effort•See effort as a path to mastery

•Criticism•Learn from criticism

•Success of Others•Find lessons and inspiration in the success of others

•As a result, they reach ever higher levels of achievement.

Fixed Mindset Growth Mindset

Carol Dweck, Ph.D

A Visual Analogy for your consideration

Katie Couric interview with Captain Sully Sullenberger

Captain Sully Sullenberger

– What do you find to be the most compelling thing he has to say? Why does it strike you as the most important?

– What does any of this have to do with teaching?

What kind of pilot are you?

#2QUALITY DI

Paving the way to learning

Is Rooted in Meaningful Curriculum

Clear Learning Targets shift us away from what we, as teachers,

are covering towards what our students are learning.

Frayer Model

Learning Target

Definition

NonexamplesExamples

Facts/Characteristics

Clear description of what is to be learned;Provides a clear visionof the ‘destination’ forstudent learning

• Measureable & attainable• Focus on intended learning • Focus on “chunks” of a standard• Clear, specific language

congruent to standard

Adding FractionsDo Exercise 3.7 on pg 148Learning ActivitiesTasksPre-RequisitesAssessments

I can add fractions with unlike denominators. I can identify the parts of a plant.

#3QUALITY DI

Paving the way to learning

Is guided by on-going assessment for planning and feedback (not grades)

#4QUALITY DI

Paving the way to learning

Addresses student readiness, interest and learning profile.

How We Teach Makes A Difference!

Steps to Create a Choice Lesson Differentiated

by Learning Preference, Interest or Readiness

1. Identify the subject and topic of study (unit).

2. Use curriculum documents to determine what you want the students to know, understand and be able to do (TARGETS).

3. Decide on an activity structure that will allow students to choose a task that interests them (e.g., choice boards, RAFT, cubing or thinkdot activity, learning contract, WebQuest, etc.)

4. Brainstorm a variety of tasks based on what you know about the learning preferences of your students.

5. Eliminate tasks that will not lead the students to TARGETS.

6. Choose the activities that will be the most engaging for your students and best match their learning preferences.

7. Check to see that all students will reach the same TARGETS, no matter which task(s) they complete.

8. Describe the learning activities in detail. Create student handouts, if appropriate.

9. Determine how student work will be assessed.

10.Decide how you will facilitate sharing and bring closure to the lesson.

Don’t Bother Differentiating FLUFF

If you are going to spend time planning to differentiate by interest, learning profile, or readiness, be sure to use key understanding!!!

Prufrock Press

SHHHHH/SHARE….1. Pick an activity 2. Write or think quietly

3. Be ready to share when time is called.

• Explain to a new student teacher what differentiation is in terms of what he/she would be doing in the classroom – and why. The definition should help the new student teacher develop an image of differentiation in action.

• Write a definition of differentiation you feel clarifies its key intent, elements and principles.

• Develop a metaphor, analogy, or visual symbol that you think represents and clarifies what’s important to understand about differentiation.

From C. Tomlinson, Wildly Exciting Education 2010

Linear – Schoolhouse Smart - SequentialANALYTICALThinking About the Sternberg Intelligences

Show the parts of _________ and how they work.Explain why _______ works the way it does.Diagram how __________ affects __________________.Identify the key parts of _____________________.Present a step-by-step approach to _________________.

Streetsmart – Contextual – Focus on UsePRACTICAL

Demonstrate how someone uses ________ in their life or work.Show how we could apply _____ to solve this real life problem ____.Based on your own experience, explain how _____ can be used.Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem.

CREATIVE Innovator – Outside the Box – What If - Improver

Find a new way to show _____________.Use unusual materials to explain ________________.Use humor to show ____________________.Explain (show) a new and better way to ____________.Make connections between _____ and _____ to help us understand ____________.Become a ____ and use your “new” perspectives to help us think about ____________.

Story Response: Choice Board

(Triarchic Intelligences)

TARGET:

I can describe the theme or message that a writer or author wants to communicate.

Analytical Listen to or read a story and create a chart that tells events in the story and how they contribute to the theme of the story.

Practical Think of a time you or someone you know was in a situation similar to the main character in the story. Draw and/or write about it and include the theme or message that was similar to the story.

Creative Imagine that the story continues after the last page. Write or act out the next scene. This scene should relate to the theme or message of the story.

Food Pyramid: Choice Board

(Triarchic Intelligences)

TARGET:

I can explain the changes in the food pyramid.

Analytical Analyze the 2 pyramids to discover which change is the most significant as measured by the changes in caloric consumption at that level. Provide a breakdown of how you arrived at your decision and illustrate your finding with examples of representative food items that illustrate the shift in the balance.

Practical Using the old version of the pyramid, devise the ideal diet for a 17 year old girl of a certain height; then, revise this diet to reflect the principles set forth by the new pyramid. Provide notes you would use as you explain to this “client” exactly how her “recommended” diet has changed and why.

Creative Think of another way to proportionally illustrate the principles set forth by the food pyramid. Illustrate an “old” and “new” version of your metaphor, making sure to adhere to the proportions set forth by each version of the pyramid. For each metaphor version, include representative examples of food choices.

Immigration: Choice Board

(Triarchic Intelligences)

TARGET:

I can explain the meaning of “melting pot,” “mosaic,” and “salad bowl” as they relate to immigration in America.

Analytical Analyze how and why the U.S. population has shifted from a melting pot to a salad bowl or mosaic as it has assimilated new immigrants.

Practical Think of the population of Grand Rapids and Kent County. Is it better for Grand Rapids to assimilate new people to this area like a melting pot or a salad bowl? Defend your position.

Creative Create a different pair of metaphors to characterize how immigrants assimilated in the past and how they assimilate today. Write an explanation for each or create a visual to depict them.

Dividing Fractions: Choice Board

(Triarchic Intelligences)

TARGET:

I can explain and apply fraction division.

Analytical Your friend needs a really clear, step-by-step explanation of how to divide fractions. Please create one.

Practical Demonstrate how someone at school, home, or in our town uses division of fractions to solve real needs in his or her life. Help us see HOW and WHY this person uses fraction division.

Creative Find a new way to teach people what dividing fractions is all about and how it works.

Spelling: Tic-Tac-Toe Board

(Multiple Intelligences)

TARGET:

I can use spelling patterns to help me spell new words.

Verbal/Linguistic

Write a commercial advertising your spelling pattern. Convince others of its importance by giving many examples of how the pattern is used in words.

Logical/Mathematical

Create as many groups for your spelling words, based on patterns or relationships you can find in words.

Visual/Spatial

Create a web or mind map with the spelling pattern in the middle.

Intrapersonal

Create a log book and record the words you find that fit the pattern and where you found them.

Free Choice

Think of a way to demonstrate or remember words with the spelling pattern. Check your idea with your teacher first.

Naturalist

List as many words as your can find that relate to nature or the environment that fit the spelling pattern.

Body/Kinesthetic

Use a large piece of paper to write the letters in the spelling pattern in large letters. Use other pieces to make letters so new words can be formed by rearranging the letters. See how many words you can make in one minute. Challenge your friends.

Musical

Create a song or rap about the pattern and some of the words that can be created using the pattern.

Interpersonal

With a partner, create a game to remember and practice the spelling pattern. Write instructions so other classmates can play it.

Spelling Patterns Tic-Tac-Toe

Vocabulary: Tic-Tac-Toe Board

(Multiple Intelligences)

Target: I can use strategies to help me decode unknown words.

Game Guru (Visual- Spatial/Logical- Mathematical)

Design and create a board game that you and your classmates can use to quiz yourself on the vocabulary terms f rom this week’s guided reading selection.

Sing it! (Musical)

Write a song or rap that describes the steps of one of your f avorite strategies we’ve learned and practiced for fi guring out the meaning of unknown words. You (or a f riend) can even sing it or rap it f or us later in the unit if you’d like to!

Drama, Drama, Drama! (I nterpersonal/ I ntrapersonal/Linguistic

Bodily- Kinesthetic) Write a play using all of the vocabulary words f rom this week’s guided reading selection. You, and some of your classmates if needed, will get to perform the play later in the unit!

Persuade me! (Linguistic/ I ntrapersonal)

Choose on of your f avorite strategies f or fi guring out the meaning of an unknown word. Write an essay, persuading a new teacher to use that strategy in his or her classroom. (See the “Persuade me” rubric f or grading details before you begin.) .

You Decide! (I ntrapersonal)

Do you have an idea of something you can create that would help you to practice one of

the learning targets f or this unit? Great! J ust grab a “You Decide” f orm, fi ll it out, turn it in, and I ’ll get back to you about it!

Draw it! (Spatial/Naturalist) Use elements f rom nature (leaves, flowers, sand, etc…) to create a detailed and attractive poster describing the steps f or one of your favorite strategies that we have learned and practiced f or fi guring out the meaning of an unknown vocabulary word. We will hang your poster up in the room to help us remember the steps of the strategy you choose!

Technology Rocks! (Visual- Spatial/Linguistic) Use the computer to create a brochure using Publisher, or a PowerPoint presentation. Your fi nished product should explain one strategy f or figuring out how to read an unknown word, and one f or figuring out the meaning of it.

Now that’s Puzzling! (Spatial/Logical- Math./Linguistic)

Use the puzzlemaker.com website to create a crossword puzzle f or the vocabulary words f rom this week’s guided reading selection. We’ll use your puzzle to test our knowledge later in the unit!

Create some “LI NCS” (Spatial, Linguistic, I nterpersonal)

Choose three vocabulary words f rom this week’s guided reading selection, and create a LI NCS card f or each word to help you remember what the words mean.

Story Elements: Tic-Tac-Toe Board

(Auditory, Visual, Kinesthetic)

Target: I can describe the elements of a story (characters, setting, plot).

Novel Think Tac-Toe Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make

your work thoughtful, original, rich with detail, and accurate.

Create a pair of collages that compares you and a character in the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking.

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem.

Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.

Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why.

Make a model or a map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.

Make 2 timelines. The first should illustrate and describe a least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.

Using books of proverbs and/on quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.

Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.

Novel Title: ____________________ Author:_______________________Activities Selected: _______, _____, _____Student: ______________________

Counting Principles & Probability: Tic-Tac-Toe Board

(Auditory, Visual, Kinesthetic)

Targets: •I can write the steps of a math induction proof for a given series.•I can apply Pascal’s Triangle to find the coefficients of a binomial expansion.•I can apply the Binomial Theorem to expand a binomial.•I can find probabilities of mutually exclusive & independent events.

Counting Principles & Probability Tic-Tac-Toe Board

Choose three activities in a row (horizontally, vertically, or diagonally) to complete. The activities are designed to help you relate to and remember probability concepts. They are due at the end of the unit, so please work on them after completing daily work in class, or at home. You may work by yourself or with one other person on any or all three activities.

1. Letter of Advice Write a letter to a friend who is in Algebra 2 this year, and going to take Precalculus next year. Don’t scare them! Instead, list and describe four pieces of advice that would help them succeed in Precalculus. Stretch your brain, and make at least 2 pieces of advice relevant to this unit.

(Interpersonal/ Linguistic)

2. In The News Pretend you are a journal reporter in the 1600s. (You’ll also need to pretend they had TV and reporters then!) Your job is to describe the controversy over Pascal’s Triangle…did Blaise Pascal really discover it? Should it be named after him? Use the internet to conduct some research. Plan it out ahead of time, then create a short clip (less than 5 minutes) with a video camera.

(Bodily/ Kinesthetic)

3. Graphing Calculator Activity Create 5 probability problems that are solved most efficiently with a Graphing Calculator. (Hint: using combinations, permutations and The Binomial Theorem guarantees this). Make at least 2 of the problems real-life scenarios. Include the answers as well.

(Mathematical/Logical)

4. Poem or Rap Write a poem or rap about either permutations & combinations, Pascal’s Triangle, or The Binomial Theorem. Be sure to include information that will give your fellow math students a clever way of remembering how to use the mathematical skill you chose! Your work may be either read or performed for the class.

(Musical/ Rhythmic)

5. Jeopardy Review Game Write Jeopardy questions that can be used to review our Probability Unit. Include 10 questions with answers. Use an index card for each question, with the answer on the back. We will use 6 categories, which are the titles of the lessons in your book. Write at least one question for each category.

(Linguistic/ Intrapersonal)

6. Poster It is your chance to make a cheat sheet for your classroom! Design and make a poster that includes the important concepts from this unit. Make it colorful, and include at least 2 relevant pictures or drawings. It will be displayed in the classroom, until test day of course!

(Visual/ Spatial)

7. Internet Research Search the Internet to find 5 games

that use Combinatorics (permutations or combinations).

Begin at Mrs. Thomasma’s Math of Games website:

www.mathematicsofgames.pbwiki.com

For each game, write a brief description of the game, which

combinatorics are used, and how knowledge of the math might help

with strategy! (Intrapersonal)

8. Comic Strip Create a comic strip that highlights a concept about probability, counting principles, math induction, or another topic from our unit. Include illustrations and dialogue.

(Visual/ Spatial)

9. Nature Walk Take a walk outside to brainstorm examples of arithmetic and geometric patterns that occur in nature. You may consider architecture also. Record at least four of your observations. Draw or take pictures of them, and explain which type of sequence each exemplifies.

(Naturalist)

Paul Revere’s Ride:

Tic-Tac-Toe BoardTargets:

•I can analyze situations that illustrate conflicts between conscience and respect for authority

•I can identify key terms: King George III, Proclamation of 1763, Quartering Act, revenue, Sugar Act, Stamp Act, Patrick Henry, boycott, Sons of Liberty, Crispus Attucks, the Townshend Acts, writs of assistance, Samuel Adams, Boston Massacre, John Adams, committee of correspondence, Boston Tea Party, militia, Minutemen, Intolerable Acts, First Continental Congress, Paul Revere, Lexington and Concord, Loyalist, Patriot, mercenary

Name:

Grade 8 American Studies I Extension Menu Paul Revere’s Ride by Henry Wadsworth Longfellow

Directions: Choose a learning activity from one square to complete. If you choose the square, “Write your idea here,” please see the teacher with your idea first. Circle the number of the learning activity you choose. Turn in this paper with your work.

1. Write an original narrative poem (minimum 4 stanzas) about an American Patriot or historical event from Paul Revere’s time period. Utilize several poetic devices from Paul Revere’s Ride, such as alliteration, personification, rhyme, inversion, simile, and metaphor. Include accurate information and interesting details about your subject.

2. Imagine that you are Paul Revere and have just successfully completed your Midnight Ride to Lexington. Write a journal entry (minimum 3 paragraphs) to record your experiences and feelings of this historic night. Include accurate information and interesting details.

3. Locate information on another American Revolution “rider”, such as Sybil Ludington, Jack Jouett, William Dawes, or Tench Tilghman. Create a graphic organizer to compare and contrast that rider with Paul Revere. Include at least 5 pieces of factual information in each section of the organizer.

4. Create a timeline to sequence at least ten events from Paul Revere’s life and at least ten important events in US history that occurred during Revere’s life. Describe and illustrate the events.

5. Construct a historically accurate map to show the route of Paul Revere’s ride, depicting at least ten important landmarks. Use color to enhance your map and include a title, compass rose, scale, and a legend or key.

6. Locate and read several sources (primary and/or secondary) that describe Paul Revere’s ride. Design a chart or graphic organizer to show the similarities and differences (at least 5 of each) between Paul Revere’s historic ride and Longfellow’s poem.

7. According to Adlai Stevenson, former US ambassador to the United Nations, “Patriotism is not short, frenzied outbursts of emotion, but the tranquil and steady dedication of a lifetime.” Research Paul Revere’s life. Write an essay (minimum 5 paragraphs) to explain whether or not Paul Revere demonstrated this type of patriotism.

8. Write your idea here. ______________________ ______________________ ______________________ ______________________ ______________________ Teacher Initials for Approval: ____

9. Review the events of Paul Revere’s life and his contribution to the American Revolution. Write an essay (minimum 5 paragraphs) justifying how Paul Revere stood up to social and political pressure to do what he felt was right.

Early Republic & Expansion:

Tic-Tac-Toe BoardTargets:

Box 1: I can describe the precedents established by the Washington Administration. Box 2: I can identify the costs and benefits of the Louisiana Purchase, explaining why Americans migrated west, include Lewis and Clark, their group, and their effectiveness in expanding our claim.  Box 3: I can identify the successes and failures of the Jefferson Administration. Box 4: I can describe the major battles/events of the War of 1812 Box 5: I can identify the successes and failures of the Washington, Adams, Jefferson and Madison Administrations. Box 6: I can describe the major battles/events of the War of 1812 Box 7: I can describe the foreign policy of the Monroe Administration in relation to Spain, Central and South America, including evaluating the Monroe Doctrine. Box 9: I can identify the successes and failures of the Washington, Adams, Jefferson, and Madison Administrations.

Name Grade 8 American Studies I Extension Menu Early Republic

Choose a learning activity from one square to complete. If you choose the square, “Write your idea here,” please see the teacher with your idea

first. Circle the number of the learning activity you choose. Turn in this paper with your work.

1. Research the Presidency of George Washington. Create a visual display (poster, graphic organizer, PowerPoint presentation, etc.) to illustrate at least 6 important precedents that he set while President that we still observe today. Share your findings with the class in a 3-5 minute presentation.

2. Imagine that you are a member of the Lewis and Clark expedition. Compose a journal (at least 3 pages in length) describing several days of the journey. Your journal entries must be typed or neatly written in blue or black ink. Create a meaningful illustration for each journal entry. Illustrations must be neat and colorful.

3. Research Thomas Jefferson and his life before, during, and after his Presidency. Create a museum style (three panel) display including several artifacts that show at least 6 different interests and talents of Mr. Jefferson. Share your findings with the class in a 3-5 minute oral presentation.

4. Study the historical significance of Fort McHenry, including how/why its location was chosen, why it is called a "Star Fort," and why it is constructed in such a shape. Construct a diagram, replica, or blueprint of the fort to use as a visual aid as you share your findings with the class in a 3-5 minute oral presentation.

5. Locate information on the leadership styles of Washington, Adams, Jefferson, and Madison. Create a visual (poster, graphic organizer, etc.) to compare and contrast the leadership styles of two of these early presidents. Be sure to include specific examples that show qualities of each president that made him a good leader.

6. Investigate the life of Francis Scott Key and the story behind “The Star-Spangled Banner.” Compose a 3 minute monologue in which you, as Francis Scott Key, describe the events that inspired you to write our national anthem. You may include your thoughts and feelings on this fateful night in American history.

7. Examine the purpose and historical significance of the Monroe Doctrine. Design a 3-5 panel political cartoon that explains and interprets the principles behind this famous document. Your cartoon should be neat, colorful, creative, and historically accurate.

8. Write your idea here. ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Teacher Initials for Approval: ______

9. Choose a partner or a small group (no more than 4 people) and dramatize a conversation between any of the early Presidents. Select 3 or 4 topics to discuss, write a script, locate costumes and props, and rehearse. Present your 5-10 minute dramatic re-enactment to the class.

Arrange activities on the board so that you control the students’ choices.

Key:

A = advanced or complex activities written at the analysis, evaluation, or synthesis of Bloom’s Taxonomy.

B = basic activities written at the application level.

Projects are arranged so that any way the student completes the TTT requires they do at least one advanced activity.

Non-Fiction Books – I can recall facts from an expository book.

Create a crossword puzzle of facts from the book.

(B)

Write a newspaper article using facts from the book.

(B)

Create a board game using the facts from the book.

(A)

Create an informational brochure with facts from the book.

(A)

Create a topic web for the facts from the book.

(B)

Create a Powerpoint presentation of at least 4 slides using facts from the book.

(A)

Construct a diagram, model, or chart of facts from the book.

(B)

Script and role-play a news report with the facts from the book.

(A)

Create a rap, poem, or song with facts from the book.

(A)

Establishes the rule that each student’s TTT route must cross through the middle.

Fiction Books – I can state the main ideas about the events and characters in a fiction book.

Create a new ending, an epilogue, or sequel to the story.

(A)

Compose a letter to a character, the author, or between two characters.

(A)

Write and dramatize a commercial promoting the book.

(A)

Illustrate a poster about the major events from the book.

(B)

Construct a story map or story board of events.

(ALL)

Create a journal or diary entry for one of the characters.

(A)

Compare/contrast two characters in the book using a chart.

(A)

Write a character sketch for one of the characters.

(B)

Create a conversation between two characters in the book.

(A)

Multiple Versions –

“Prescribe” particular boards to particular students based on their current learning needs.

Remember –

ALL students deserve challenging, engaging activities.

Basic VersionSolar System – I can describe

the major heavenly bodies of the solar system.

Draw and label a diagram of the solar system.

(VL, VS, B)

Use words and pictures to create a topic web of facts about the sun, moon, and planets.

(VL, VS, B)

Create a Venn diagram to compare two planets, or the sun and the moon.

(LM, A)

Create an illustrated timeline showing the phases of the moon.

(LM, VS, B)

Illustrate a new constellation and write an original myth that explains its origin.

(VL, VS, A)

Create a guide to the stars, including important constellations and their mythical stories.

(VL, B)

Create an illustrated flipbook that includes riddles about a particular planet or object in space, and a final page with the mystery planet or object revealed.

(VS, VL, A)

Create a picture dictionary for your solar system vocabulary words.

(VS, VL, B)

Plan a demonstration to show the characteristics of the seasons and day and night, explaining how and when they happen.

(BK, N, B)

Advanced VersionSolar System – I can describe

the major heavenly bodies of the solar system.Imagine that you are an astronaut in the International Space Station. Write three days of journal entries discussing what you see, do, think and feel about your experience, Include facts about space in your entries.

(VL, A)

Develop at least two new ways to categorize the planets. Label your categories and diagram your results.

(LM, A)

What planet or space object do you most resemble? What characteristics do you share? Write a portrait of yourself beginning, “Just like (name of planet or object), I …”Use accurate characteristics of the planet or object in your portrait.

(VL, A)In what ways might we use the moon and its resources to benefit Earth? Write a letter to NASA, using facts about the moon to support your ideas.

(VL, A)

Illustrate a new constellation and write an original myth that explains its origin.

(VL, VS, A)

Create a Venn diagram to compare two planets, or the sun and the moon.

(LM, A)

Create an illustrated flipbook that includes riddles about a particular planet or object in space, and a final page with the mystery planet or object revealed.

(VS, VL, A)

Use our solar system vocabulary words to create a script for an ad promoting space exploration.

(VL, A)

Plan a demonstration that explains the effects on Earth if rotation and revolution ceased to exit.

(BK, N, A)

Poetry: Learning Menu

Probability: Learning Menu

Music: Learning Menu

Targets: Not determined

Language Arts Poetry Unit

Main Dish (complete all)

1. Research a famous poet. Create a mind map that might have been in his/her head while writing his/her works. For example, Robert Frost would have been thinking about things such as woods and snow.

2. Write about yourself. Use good descriptive words in the poem format of your choice that helps us know and understand something important about you.

3. Illustrate a poem. Find a poem that you like and illustrate it then explain in writing why you chose that poem.

Side Dishes (you must do at least two of these)

1. Write a cinquain. 2. Write a poem that sounds like Shel Silverstein. 3. Write an acrostic poem using figurative language. 4. Write a poem using the format of your choice. 5. Select, memorize and recite a poem. Teacher approval of selected poem is

needed. Desserts (You may do one or more of these if time allows)

1. Create a PowerPoint presentation about figurative language. This PowerPoint should include one slide that illustrates a simile, metaphor, and onomatopoeia. Be sure to include clipart.

2. Record a dramatic reading of a poem; be sure to add appropriate sound. 3. Write an original score to accompany a poem of your choice. Be prepared

to perform for the class.

Menu Subject: Algebra I - Probability

Main Dish (complete all)

1. Create a list of 10 pairs of events. 5 pairs should contain events that are dependent and 5 should be independent. Explain each classification.

2. Examine a list of functions and determine which functions represent probability distributions.

Side Dish (choose two)

1. Work with a partner to analyze the game of “Primarily Odd.” See your teacher for game cubes and further instructions.

2. Design a “game spinner” that has this probability distribution: P(red) = 0.1; P(green) = 0.2; P(blue) = 0.3; P(yellow) = 0.4.

3. Suppose a dart lands on a dartboard made up of four concentric circles. For the center of the board (the “bull’s eye”), r = 1.5; the remaining rings have widths of 1.5. Use your understanding of area and probability to determine the probability of 1) hitting the “bull’s eye” and 2) landing in the outermost ring.

Dessert (optional and can only be completed after the other 2 courses)

1. Figure the probability of “Murphy’s Law” and make a case for whether or not it should indeed be a “law.”

2. Use a frequency table to chart the colors that your classmates wear for a week. Then, use the probability to predict how many students will wear a certain color on a given day.

Menu Subject: Music

Main Dish (complete all) 1. Participate in a small group discussion about the origins of music. Chart

your findings. 2. Use a graphic organizer to compare and contrast music to another form of

artistic expression. Side Dish (choose two)

1. Create a timeline of music history. 2. Use body language to show reactions to different types of music. 3. Design a musical review game. Create the game board, questions and

rules for the game. 4. Role-play important events from musical history. Write a script and video

tape the production.

Dessert (optional and can only be completed after the other 2 courses)

1. Design a brochure to invite people to a historical music production. 2. Analyze how the history of music affects lives today. Create a Power

Point to depict your findings.

Show-And-Tell Boards

All students have the same TASK, but have a choice of SHOW AND TELL.

Top row – what they could show

Bottom row – what they could tell

Need 1 SHOW & 1 TELL

TARGET: I can write in a technical format.

TASK: Write a set of directions for a household task or school activity.

SHOW Illustrations Diagram or Flow Chart

How-to

Brochure

TELL Use topic headings and paragraphs

Use detailed numbered or bulleted steps

Write detailed sentences

TARGET: I can describe events that occurred during the civil rights movement

TASK: Describe a significant event that occurred during the civil rights movement.

SHOW Charts and graphs

Timeline of incidents related to the event

Illustrations, photographs, graphics, or artifacts

TELL Newspaper article

Video news interview

Speech

Vocabulary Words: Choice Board

TARGET:

I can define vocabulary terms.

Language Arts:

Choice BoardFrayer Model Vocabulary Cards

Create a set of cards with terms and a separate set with definitions. Try to match the terms and definitions. Exchange cards with a friend.

Word CharadesWrite terms on one side of a set of cards and the definition on the back. Work with a partner and guess the words being acted out.

Three-Point VocabularyWord/Definition in own words

____________________________________________________________________

Synonym________

Diagram…

Relational Vocabulary Definition Web

Word

Sketch

Example

Definition in own words

Nonexample

Word

A sketch of what the word reminds me of.

Something I can use to help me remember the definition.

What the word means in my own words.

Like the word Unlike the word

Diagram Example

Word

Graphing:

Cubes (novelty)

TARGET:

I can solve a problem in a variety of ways.

Name ________________ Class ________________ Equation _______________

Graph the related function. Identify the x-intercepts.

Solve the equation by completing the square.

Solve the equation by factoring.

Solve the equation using the quadratic formula.

State the discriminant of the equation and the number of

solutions.

Which method is most direct in finding the solution to the

equation? Why?

x

y

Each student will be given a problem to solve in a variety ways based on his or her performance on a pre-assessment instrument. The level one problem is the easiest among the group while the level five problem is the most challenging.

(1) Level One: 2 2 8 0x x (2) Level Two: 29 30 25 0x x

(3) Level Three: 2 6 1x x

(4) Level Four: 22 3 2 0x x

(5) Level Five: 25 8 1x x

Ancient Civilizations: Cubing

(Multiple Intelligences)

Learning Goals: Students will –

Know: The geographic, political, economic, religious, cultural, and social structures of an ancient civilization.

Understand: Our understanding of why civilizations dominate or decline can be expanded by studying the people and events of ancient civilization.

Do: I can create a product that demonstrates an

understanding of aspects of ancient civilizations.

Describe the economy

Describe some of the main cultural activities.

Identify the location of the civilization and describe the connections between the geography and development of the civilization.

Describe the social system.

Describe the type of government or leadership that was present.

Describe the traditions and beliefs.

Roll the topic cube to determine the topic that will be explored.

Roll the product cube to determine how understanding of the topic will be represented.

Ancient Civilizations Topic Cube

Brochure

Talk Show

Chart or graphic organizer

Advice Column

Original song or rhyme adapted from a nursery rhyme

Public Service Announcement

Roll the topic cube to determine the topic that will be explored.

Roll the product cube to determine how understanding of the topic will be represented.

Ancient Civilizations Product Cube

Book Report: Story Events Cube

(Multiple Intelligences)

TARGET:

I can describe the main events of a chosen book.

Solar System: Cubing

(Visual, Auditory, Kinesthetic)

TARGET:

I can demonstrate an understanding of the objects in our solar system and their path around the sun.

Create a poster or mural that shows the different objects in the solar system and their path around the sun.

Create a three dimensional model that shows the different objects in the solar system and their path around the sun.

Create a journal from the point of view of the sun. Talk about the different objects that rotate around you.

Create a story (oral or written) about the different objects in the solar system and their path around the sun.

Create a play that shows the different objects in the solar system and their path around the sun.

Create a song, rap or poem that tells about the different objects in the solar system and their path around the sun.

Parts of Speech: RAFT

TARGET:

I can describe the parts of speech (e.g. nouns, verbs, adverbs, and so on).

Role Audience Format Topic

Noun Jury Mock trial argument

Reasons why I think I’m the most important part of speech of all.

Verb Other parts of speech

Invitation I’m where all the action is!

AdjectiveDear Abby

Letter to an advice column (and response).

I’m tired of always helping out my friend, the noun.

Adverb Other parts of speech

Lament Why doesn’t anyone ever remember what I do?

Pronoun Other parts of speech

Cartoon strip I feel like all I ever do is disguise myself as someone else.

Conjunction Students Song or Rap I bring things together.

Preposition Students Skit I make relationships between parts of speech happen!

Hold a “Parts of Speech Fair”

• ½ the students present their projects simultaneously in different parts of the room.

• The other ½ are fair-goers who visit each student, who explains or performs his or her project.

• Fair-goers use the following chart to summarize what they learn.

• Switch roles and repeat.

Part of Speech

What is it? Why is it important?

An example

Fahrenheit 451: RAFT

TARGET:•I can identify specific characteristics of a character.

•I can write with the voice of a character.

•I can find evidence to support my perspective and include it in my letter.

•I can correctly address an envelope.

RAFT: Censorship Letter Directions: Select a role from the left hand side of the table. Then complete the task found in the next three columns. The letter must be completed in the correct business letter format. Also a correctly addressed envelope will be completed.

ROLE AUDIENCE FORMAT TOPIC Guy Montag The citizens of the

Fahrenheit 451 society. Sent to the editor of local newspaper.

Letter Why I am rising up against the rules. How censorship has affected me.

Mechanical Dog Captain Beatty Letter How Guy Montag is breaking the rules. Why censorship is important to the Fahrenheit 451 society.

Mildred Montag Captain Beatty Letter Turning in her husband for collecting books and breaking the censorship laws of the Fahrenheit 451 society.

Captain Beatty Town Mayor Letter Reassure the mayor Beatty is doing his job as the chief and reporting there is a major violation of the censorship laws.

Professor Faber Guy Montag Letter Reinforcing the importance of his mission. Why fighting the censorship is vital to their success.

Mrs. Phelps Captain Beatty Letter Turning in Montag for collecting books in his house. Why they need to continue enforcing the censorship.

Solve absolute value equations and inequalities and justify steps in the solution: RAFT

TARGET:I can…•Solve absolute value equations.•Explain the steps in solving absolute value equations.•Identify “no solution” scenarios.•Identify extraneous solutions.•Solve absolute value inequalities.•Explain the steps in solving absolute value inequalities.•Tell if an absolute value inequality is always, sometimes, or never true.

Directions: You may work individually or with a partner. You will choose one row and write about the topic in the corresponding role and format and to the appropriate audience. It is preferred that this assignment be typed in 12 pt font with double spacing. You will be graded on content. Be sure that you cover everything about your topic and provide several examples.

Role Audience Format Topic Extraneous solutions Algebra police Confession

What we do that breaks the rules

Reporter Algebra students News story How to tell if your inequality is always, sometimes, or never

true

Teacher Parents Pamphlet How to help your

son/daughter solve absolute value equations

Algebra student Self Diary entry It’s so complicated to solve absolute value inequalities!

(List specifics.)

Review the strategies for INTEREST

• Tri-mind choices (Sternberg)• Tic Tac Toe choice boards• Learning Menus• Show and Tell boards• Cubes• RAFTSWith a partner:Describe your upcoming unit and a TARGET or 2 that you will be addressing

Choose one of the above strategies and describe how you will use it in your classroom.

How will you connect this learning activity to the TARGET(s)

Tier by:

•Readiness

•Degree of structure

•Need for support

Write a letter to yourself stating at least five key points that you would like to remember about this presentation and how you will use these things in your classroom.

Task Cards/Work Cards

Write a letter to your principal comparing what you learned today to what is happening in your school.

Write a persuasive letter to your school board president convincing him/her that your school district must adopt the philosophy of differentiated instruction in your district.

Tips for Writing Task Cards/Work Cards

• Make sure the directions are clearly stated in student-friendly language.

• Include specific details (e.g., “Give a minimum of three examples)

• Include criteria for quality or a rubric so students clearly know your expectations for their work.

• As appropriate, sequence the steps students need to follow.

• Include examples or samples of work as necessary.

• Explain how students will share their work.• Double-check that the directions can be followed

by students independently.

Tiered assignments should be:

-Different work, not simply more or less work-Equally active-Equally interesting and engaging-Fair in terms of work expectations and time needed-Require the use of key concepts, skills, or ideas-Are used as practice or daily work, NOT as an assessment task to be graded.-Learn from each other – share work!

Tiering by Readiness LevelPhysical Science - HS

TARGET

I can examine sources of energy: fossil fuels, nuclear fission, wind, solar, and tidal energy.

Tiering by Readiness LevelPhysical Science - HS

On-Target Tier for Most Students (grade level)

• Compare and contrast the advantages and disadvantages of each energy source.

• Present critical facts in a PowerPoint presentation.

Tiering by Readiness LevelPhysical Science - HS

Advanced Tier for Gifted Students

• Analyze and evaluate the arguments for each energy source, focusing on the environmental and financial impacts of each choice.

• Present critical facts and your own analysis in a PowerPoint presentation.

Tiering by Readiness LevelPhysical Science - HS

Modified/Adapted Tier for Special Needs Students

• Identify critical facts about each energy source that should be considered as we examine our future energy needs as a nation.

• Present bulleted lists of critical facts in a PowerPoint presentation.

Experimental Design: Tiered Assignment

Cubes or Think Dots

TARGET:

I can explain the various stages in the experimental design process.

Names: _________________ _______________________

Think Dots Activity

You and your partner will take turns rolling your die and working through the corresponding

activity. There is a task for each of you after each roll. Record your work and answers on the next page. If you repeat a number, the next person rolls. Keep taking turns rolling until all six activities

are completed.

RECALL

You: Write the formula for a

geometric sequence and tell

what each variable represents.

Partner: Write the formula for

the permutation of n things taken

r at a time.

COMPREHEND

You: Explain why a “zeroeth”

or “0th” row is needed in

Pascal’s Triangle.

Partner: Explain the difference

between arithmetic and

geometric sequences.

EVALUATE

You: Calculate the 5th row of

Pascal’s Triangle.

Partner: Use the 5th row to find

the 4th term in the expansion of

(2a + 3b)5

APPLY

You: Describe a situation that

would involve using a

permutation.

Partner: Describe a situation

that would involve using a

combination.

ANALYZE

You: Decide and explain whether you agree with this statement: “Math Induction proofs are like playing dominoes…each one knocks down the next as it falls.” Partner: Why do you think the 1st step of math induction involves “Assume”?

CREATE

You: Write 2 probability real-

life problems—one involving

independent events & one

about mutually exclusive

events.

Partner: Solve your partner’s

problems.

Think Dots Record Page Record your work and answers to the activity here. For each exercise, write your initials to indicate who began and who ended each box. 1. RECALL “You”: _____ Geometric Sequence formula: _________________________

Variable What it represents

an

a1

r

n

“Partner”: _____ Permutation of n things taken r at a time: ______________________ 2. COMPREHEND “You”: _____ Why a “zeroeth” row? ______________________________________________________________________________ ______________________________________________________________________________ “Partner”: _____ Arithmetic vs. Geometric Sequences ______________________________________________________________________________ ______________________________________________________________________________ 3. EVALUATE “You”: _____ “Partner”: _____ Pascal’s 5th row (show work here): 4th term in the expansion of (2a + 3b)5

(show work here): _______________________________ _______________________________

4. APPLY “You”: _____ Permutation situation: ______________________________________________________________________________ ______________________________________________________________________________ “Partner”: _____ Combination situation: ______________________________________________________________________________ ______________________________________________________________________________ 5. ANALYZE “You”: _____ “Math Induction proofs are like playing dominoes…each one knocks down the next as it falls.” Agree OR Disagree? ______________________________________________________________________________ ______________________________________________________________________________ “Partner”: _____ What I think about the “Assume” step: ______________________________________________________________________________ ______________________________________________________________________________ 6. CREATE “You”: _____ Problem with independent events: Problem with mutually exclusive events:

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ “Partner”: _____ Problems solved:

Basic Elements Defining the Core Curriculum

Process:

Thinking Skills

Content Process:

Research Skills

Product

Thinking Skill Subject Matter Research Skills and/or Resources

Culmination or Exhibition

List The causes and effects of the Industrial Revolution

After reading the text, pages 42-49.

Write a paragraph to share the information.

Differentiating the Core:Modifying the Process Element – Thinking

SkillsProcess:

Thinking Skills

Content Process:

Research Skills

Product

Judge with criteria

The causes and effects of the Industrial Revolution

After reading the text, pages 42-49.

Write a paragraph to share the information.

List The causes and effects of the Industrial Revolution

After reading the text, pages 42-49.

Write a paragraph to share the information.

Differentiating the Core:Modifying the Process Element – Research

Skills

Process:

Thinking Skills

Content Process:

Research Skills

Product

Judge with criteria

The causes and effects of the Industrial Revolution

Interview an American history professor at the university; use the Internet; and read the text, Chapter IV.

Write a paragraph to share the information.

List The causes and effects of the Industrial Revolution

After reading the text, pages 42-49.

Write a paragraph to share the information.

Differentiating the Core:Modifying the Product Element

Process:

Thinking Skills

Content Process:

Research Skills

Product

Judge with criteria

The causes and effects of the Industrial Revolution

Interview an American history professor at the university; use the Internet; and read the text, Chapter IV.

Write an editorial and debate the positive and negative consequences of the Industrial Revolution.

List The causes and effects of the Industrial Revolution

After reading the text, pages 42-49.

Write a paragraph to share the information.

Differentiating the Core:Modifying the Content Element

Process:

Thinking Skills

Content Process:

Research Skills

Product

Judge with criteria

The patterns in the behaviors and trends of consumers and producers who contributed to the causes and subsequent effects of the Industrial Revolution.

Interview an American history professor at the university; use the Internet; and read the text, Chapter IV.

Write an editorial and debate the positive and negative consequences of the Industrial Revolution.

List The causes and effects of the Industrial Revolution

After reading the text, pages 42-49.

Write a paragraph to share the information.

Review the strategies for READINESS

• Task cards

• Think dots

With a partner:Describe your upcoming unit and a TARGET or 2 that you will be addressing

Choose one of the above strategies and describe how you will use it in your classroom.

How will you connect this learning activity to the TARGET(s)

The “Profiler”

Choices involving Learning Profile

http://www.niehs.nih.gov/kids/music.htm#index

What is your preferred Learning Profile?

• Write• Draw• Act• Sing• Build

Differentiation “Profiler”• You have just attended a stimulating workshop on

differentiated instruction and you feel motivated to let the world know more about differentiated instruction. Your “world” might be a group of students, parents, fellow teachers, and/or the general public. You will join a group of workshop participants who are as motivated as you are and share your excitement about differentiate instruction to spread the news about this teaching and learning philosophy!

TARGET: I can explain key elements of differentiated

instruction.

Differentiation “Musician”

Your mission is to write and perform a song (any style ofmusic) about the experience of observing in aclassroom which is focused on developing units andusing strategies that help to differentiated instruction.You can make up a new tune or write new lyrics that fitwith an existing melody.• You should have at least one verse about each of the

FOUR elements that should be the focus of a differentiated classroom.

• Include a chorus about the goal of differentiated instruction.

• Make it personal and fun.

Differentiation “Writers”Your task is to write an article for USA Today telling thepublic how differentiated instruction helps teacher to meetthe needs of diverse learners in their classrooms. Youshould minimally include the following information:• How students differ as learners.• How student learning differences affect how students learn.• Evidence you have that explains that students work harder

when what they are asked to do connect to something they are interested in doing and/or connects to their learning profile.

• Identify classroom techniques/strategies that support the achievement of students who have different readiness levels, different interests and/or different learning profiles.

Differentiation “Builders”

• Your group has been commissioned to build a model of a differentiated classroom for a local museum featuring best practices in education. Your model must accurately reflect the FOUR elements of differentiated instruction in a classroom where these elements are being practiced. You must be able to explain your model to museum officials.

Differentiation “Actors”Your job is to create and perform an episode of achildren's or teenager’s television program. Thisepisode should be all about differentiatedinstruction.• Be sure to include the following information:• What is differentiated instruction.• What it is like being in a classroom where

differentiated instruction is practiced.• How you (the student) will benefit from being in a

classroom where differentiated instruction is practiced.

Differentiation “Artists”• Create a poster – or series of posters – that

clearly illustrates the key points of what it means to differentiate instruction. Your poster(s) will be designed for those who are unable to read, so it/they must communicate clearly through pictures and graphics, and should not rely heavily on captions. Your posters should depict the three sets of FOUR elements of differentiated instruction. Poster paper, markers and other materials are available; let your instructor know what else you need.

Rock Musician

(musical/rhythmic)

You are a singer who is creating a song about the continuous change that happens in the rock cycle. Use a familiar jingle to create a song that describes what the rock cycle is and must include key terms such as layering, pressure, hardening, heat, melting, cooling, weathering, and erosion to describe the processes that happen throughout the rock cycle.

Rock Radio Commentator

(Verbal-Linguistic)

You are a radio commentator witnessing the rock cycle as it happens. Write and perform a commentary that gives a play-by-play account of what happens during the processes that form sedimentary, metamorphic and igneous rocks. Be sure to include key terms such as layering, pressure, hardening, heat, melting, cooling, weathering, and erosion to describe the processes that happen throughout the rock cycle.

Rock Cycle Cartoonist

(Visual-Spatial)

You are a cartoonist who is creating a series of cartoons to describe all of the different processes that take place in the rock cycle. Drawings must depict the ideas such as layering, pressure, hardening, heat, melting, cooling, weathering, and erosion to show the processes that happen throughout the rock cycle.

Tour Guide

(Interpersonal)

You are a rock cycle tour guide. You are designing a brochure to help visitors find their way through the rock cycle. The brochure will point out the highlights and describe what visitors will see such as layering, pressure, hardening, heat, melting, cooling, weathering, and erosion.

Review the strategies for LEARNING PROFILE

• The “Profiler”

With a partner:Describe your upcoming unit and a TARGET or 2 that you will be addressing

Describe how you will use this strategy in your classroom.

How will you connect this learning activity to the TARGET(s)