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Putting Differentiation Into Practice Maria Montalvo

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  • Individual assessment of the learning. Each participant will be able to choose an organizer.
  • Let’s look at this definition that is very encompassing, highlight or underline the key words that are most meaningful to you in this definition.
  • What are your expectations. Post expectations on the board.
  • Discuss in detail
  • Code formative (F) and summative (S)
  • Participants will read the Wisdom of Formative Assessment findings and respond to the question. If we put all our resources around summative assessing then we miss critical opportunities to positively affect learning.
  • Go over the MI Sheet in your groups.
  • Our focus is on process and product. This is the how of teaching using the instructional strategies
  • You can differentiate
  • RAFT is an acronym for Role, Audience, Format, and Topic.  In a RAFT, students take on a particular role, develop a product for a specified audience in a particular format and on a topic that gets right at the heart of what matters most in a particular segment of study.  At some points, a teacher may want to assign students particular RAFTs and at other points may want the student to make the choice.  RAFT assignments are typically of fairly short duration and can be completed at school or at home.
  • You can use this strategy to design classroom writing topics for ANY classroom (language arts, mathematics, science, social studies, etc) so students have lots of mental elbow room to connect what they know and are learning to different genres of writing. RAFT writing allows students to personalize their responses to learning
  • EXAMPLE IN SCIENCE
  • EXAMPLE IN SCIENCE
  • EXAMPLE IN SCIENCE
  • EXAMPLE IN SCIENCE
  • EXAMPLE IN SCIENCE
  • Sample choice board around a theme of study.
  • Record on an index card in your groups.
  • Transcript

    • 1. PUTTING DIFFERENTIATION INTO PRACTICE
      WHAT IS DIFFERENTIATION?
      WHO ARE YOUR STUDENTS?
      WHAT DO STUDENTS NEED?
    • 2. Welcome!
      On one side of your name tent using a marker, write your first name in large letters.
      Donnella
      Donnella
    • 3. Putting Differentiation Into Practice
    • 4. Three Little Known Facts About YOU!
      How I Learn Best
      Things I Do Best
      Your Name
      Write A Famous Title
      Of Yourself
      Add Additional Details, Items, Facts, about
      yourself
    • 5. Energizing Partners
    • 6. Debrief
    • 7. QUOTE SELECTION
      Read over the quotes listed and choose the one that best reflects your thinking.
      At your table read and discuss each selected quote.
      In your group, decide on a commonly agreed upon quote and select a person from your group to share with the entire group.
    • 8. PUTTING DIFFERENTIATION INTO PRACTICE
      WHAT IS DIFFERENTIATION?
      WHAT DO STUDENTS NEED?
    • 9. Traditional Classroom
      Student differences are masked or acted upon when problematic
      Assessment is most common at the end of learning to see “who gets it”
      A relatively narrow sense of intelligence prevails
      A single definition of excellence exists
      Student interest is infrequently tapped
      Relatively few learning profile options are taken into account
      Whole-class instruction dominates
      Coverage of texts and curriculum guides derives instruction
      Mastery of facts and skills out-of-context are the focus of learning.
      Single option assignments are the norm
      Time is relatively inflexible
      A single text prevails
      Single interpretations of ideas and events may be sought
      The teacher solves problems
      The teacher provides whole-class standards for grading
      A single form of assessment is often used.
      Differentiated Classroom
      Student differences are studied as a basis for planning
      Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner needs
      Focus on multiple forms of intelligence is evident
      Excellence is defined in large measure by individual growth from a starting point
      Students are frequently guided in making interest-based learning choices.
      Many learning profile options are provided for
      Many instructional arrangements are used
      Student readiness, interest, and learning profile shape instruction.
      Use of essential skills to make sense of and understand key concepts and principles is the focus of learning
      Multi-option assignments are frequently used
      Time is used flexibly in accordance with student need
      Multiple materials are provided
      Multiple perspectives on ideas and events are routinely sought
      The teacher facilitates students’ skills at becoming more self-reliant learners
      Students help other students and the teacher solve problems
      Students work with the teacher to establish both whole-class and individual learning goals
      Students are assessed in multiple ways
    • 10. Traditional vs. Differentiated
      RIGHT SIDE OF THE ROOM
      In your groups, read through the characteristics of a traditional classroom and illustrate what you visualize a Traditional classroom would look like.
      LEFT SIDE OF THE ROOM
      In your groups, read through the characteristics of a differentiated classroom and illustrate what you visualize a DI classroom would look like.
      You have 10-15 minutes for this activity.
    • 11. Assessing the Learning
      Choose a graphic organizer for comparing and contrasting to indicate how the teachers are similar and different. Chart your information.
      Write a summary statement below your graphic organizer.
    • 12. Compare and Contrast Diagram
      How Different?
      With Regard To:
      ALIKE
      DIFFERENT
      Assessments
      Instruction
      Students
      SUMMARY
    • 13. The Square Compare and Contrast Diagram
    • 14. Topic:
      Same and different ways of thinking
    • 15. Comparison/Contrast FeetLeft Footprint—Write three things that are the same.Right Footprint—Write three things that are different.
    • 16. Define Differentiation?
      • How would you define Differentiation?
      • 17. Discuss your definition with an energizing partner.
    • Energizing Partners
    • 18. What is Differentiation?
      Differentiating instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interests.
      -- Diane Heacox, Ed.D. “Differentiating Instruction in the Regular Classroom”
    • 19. Snapshot of A Differentiated Classroom
      Carol Ann Tomlinson (1999)
      Differentiated Classroom…
      one in which the teacher responds to the unique needs of students.
      Content … Process…. Product
      are differentiated
    • 20. Looking at DI in the Classroom
      ENVIRONMENT
      How should the environment of the classroom support learning?
      PRODUCT
      What gives evidence of understanding?
      DI
      BRAIN
      What brain- compatible practices keep students on task?
      PROCESS
      What are the instructional practices that support learning?
      CONTENT
      What resources and content are students expected to know?
    • 21. EXPECTATIONS
      • On a sticky note write down what you would like to better understand about using differentiated instruction.
      • 22. Discuss your expectations with your group.
      • 23. Together decide on two expectations that represents the entire group.
    • PUTTING DIFFERENTIATION INTO PRACTICE
      WHAT IS DIFFERENTIATION?
      WHO ARE YOUR STUDENTS?
      WHAT DO STUDENTS NEED?
    • 24. Bounce On Over…
      Go to the corner that best describes how much you know about tennis…
    • 25. Pre-Assessment Squaring Off
    • 26. Join Forces
    • 27. DEBRIEF
    • 28. It’s what our students learn after their time with us that matters
      In my experience, there are teachers who put 100 percent of the responsibility on the kids, teachers who share the responsibility, and teachers who take 100 percent of the responsibility. Teachers in that middle category seem to be the most successful at my school.
      The thing is, if I look at my end grades and saw a huge percentage of F’s, I’d be disturbed. I’d look for causes (missing work, low scores, etc.) and figure out what types of strategies to try with those students. I am the teacher, and so it is up to me to teach the kids I have, be they unprepared, irresponsible, etc… I’m not saying that’s easy, but if what we’re doing isn’t getting us the desired results, doing the same thing over and over and expecting something different is not only nonproductive, it creates stress and unhappiness in our lives.
    • 29. PRE-ASSESSMENT
      • Pre-assessments are diagnostic and determine the students’ levels of readiness regarding the topics.
      • 30. The purpose of pre-assessment is to determine what students know about a topic before it is taught.
    • Assessing for Differentiation
    • 31. Assessments
      Formative
      Summative
    • 32. Brainstorm Assessments Tools
      In your groups, brainstorm as many
      different methods of assessments that can
      be used in the classroom.
      CONDITIONS
      2 minutes.
      Name first then write
      The more the better
      CODE
      F for formative
      S for summative
    • 33. Assessment Strategies
    • 34. ASSESSMENTS
      FORMATIVE
      SUMMATIVE
      What defines formative?
      What defines summative?
    • 35. Formative Assessments are
      continuous checkpoints.
      done frequently.
      informative on student understanding and progress.
      helpful to teachers in determining next steps.
    • 36. Summative Assessments are
      • given periodically at a particular point in time to evaluate understanding.
      • 37. given to students at the end of the learning.
      • 38. reflective of the essential and enduring knowledge.
    • ASSESSMENTS
      FORMATIVE
      SUMMATIVE
      • State assessments
      • 39. District benchmark or interim assessments
      • 40. End-of-unit or chapter tests
      • 41. End-of-term or semester exams
      • 42. Scores that are used for accountability for schools (AYP) and students (report card grades).
      • 43. Observations
      • 44. Questioning strategies
      • 45. Self and peer assessment
      • 46. Admit and Exit Tickets
      • 47. Conferences
    • Assessment Strategies
    • 48. Connect with your Energizing Partner
      Explain the difference in formative and summative with your energizing partner.
    • 49. Student Feedback
      “ The most powerful single innovation that enhances achievement is feedback.”
      --John Hattie
      Read the research done by John Hattie and Marzano.
      HO
    • 50. Based on research, where should teachers spend most of their time in assessment preparation?
    • 51. KNOWING THE INTEREST, LEARNING STYLE AND MULTIPLE INTELLIGENCES
    • 52. Knowing the Interest of the Students
      Look at the interest inventory in your notebook and discuss how it can help with differentiating instruction.
      Refer to the T-shirt activity.
      How can that be used as an interest inventory?
    • 53. Logical Mathematical
      Naturalist
      Body Kinesthetic
      Musical Rhythmic
      Interpersonal
      Verbal Linguistic
      Intrapersonal
      Visual Spatial
    • 54. Multiple Intelligences of the Students
      • Jigsaw the explanations for MI
      • 55. Arrange yourselves in groups of eight (count off 1-8, 1-8, etc).
      • 56. Come together and each person share their explanations.
    • Energizing Partners
    • 57. Select a Topic
      A. With your partner select a content topic :
      Examples: Language Arts … Speaking, Listening, Reading, Writing
      Science … Experiments, Observations, Physical Science, Earth Science, Environmental Science
      Math … Geometry, Number Sense, Algebra, Probability
      Social Studies … World History, American History, Geography, Economics, Civics
      Create three different ways to teach your topic around the Multiple Intelligences. Chart your ideas using a graphic organizer.
    • 58. PUTTING DIFFERENTIATION INTO PRACTICE
      WHAT IS DIFFERENTIATION?
      WHAT DO STUDENTS NEED?
    • 59. PROCESS
      Process.. the way it is delivered and taught.
      Ways to differentiate process:
      • Questioning Strategies
      • 60. Projects
      • 61. Choice Board/ Tic Tac Toe
    • PRODUCTS
    • 62.
      • A good product is not just something students do for enjoyment at the
      end of the day.
      • It must cause students to think about, apply, and even expand on all the key understandings and skills of the learning it represents.
      • 63. It has to align to the standards.
    • Possible
      Products for Students
      Map
      Diagram
      Sculpture
      Discussion
      Demonstration
      Poem
      Profile
      Chart
      Play
      Dance
      Campaign
      Cassette
      Quiz Show
      Banner
      Brochure
      Debate
      Flow Chart
      Puppet Show
      Tour
      Lecture
      Editorial
      Painting
      Costume
      Placement
      Blueprint
      Catalogue
      Dialogue
      Newspaper
      Scrapbook
      Lecture
      Questionnaire
      Flag
      Scrapbook
      Graph
      Debate
      Museum
      Learning Station
      Advertisement
      Book List
      Calendar
      Coloring Book
      Game
      Research Project
      TV Show
      Song
      Dictionary
      Film
      Collection
      Trial
      Machine
      Book
      Mural
      Award
      Recipe
      Test
      Learning Log
      Puzzle
      Model
      Timeline
      Toy
      Article
      Diary
      Poster
      Magazine
      Computer Program
      Photographs
      Terrarium
      Petition Drive
      Teaching Lesson
      Prototype
      Speech
      Club
      Cartoon
      Biography
      Review
      Invention
    • 64. Ways
      to Differentiate Product
      • Choices based on readiness, interest, MI, and learning profile
      • 65. Clear expectations; i.e. rubrics, contracts, etc.
      • 66. Timelines
      This is what you must consider in designing performance tasks that requires students to give evidence of their learning through a product.
    • 67. QUESTIONING STRATEGIES
    • 68. Original Terms New Terms
      Evaluation
      Synthesis
      Analysis
      Application
      Comprehension
      Knowledge
      (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
    • 74. DIFFERENTIATEDACCORDING TO BLOOM’S TAXONOMY
      At your table review the six higher order thinking questions from Bloom’s Taxonomy and give examples of how you have applied the levels of questions in your instruction.
    • 75. DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY
      QUESTION STARTERS
      POTENTIAL ACTIVITIES
      Level I: KNOWLEDGE (Recall)
      What is the definition for ….?
      What happened after…?
      Recall the facts.
      What were the characteristics of ..?
      Which is true or false?
      How many…?
      Who was the…?
      Tell in your own words.
      Describe the …
      Make a time line of events.
      Make a facts chart.
      Write a list of …steps in…facts about…
      List all the people in the story.
      Make a chart showing…
      Make an acrostic.
      Recite a poem.
      Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007 pg. 122
      HO
    • 76. DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY
      QUESTION STARTERS
      POTENTIAL ACTIVITIES
      Level II: COMPREHENSION
      Why are these ideas similar?
      In your own words retell the story of…
      What do you think could happen?
      How are these ideas different?
      Explain what happened after.
      What are some examples?
      Can you provide a definition of…?
      Who was the key character?
      Cut out or draw pictures to show an event.
      Illustrate what you think the main idea was.
      Make a cartoon strip showing the sequence of …
      Write and perform a play based on the …
      Compare this _____ with _______.
      Construct a model of …
      Write a news report.
      Prepare a flow chart to show the sequence….
      Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007
      HO
    • 77. DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY
      QUESTION STARTERS
      POTENTIAL ACTIVITIES
      Level III: APPLICATION (applying without understanding is not effective )
      What is another instance of ..?
      Demonstrate the way to …
      Which one is most like ..?
      What questions would you ask?
      Which factor would you change?
      Could this have happened in.. Why or why not?
      How would you organize these ideas?
      Construct a model to demonstrate using it.
      Make a display to illustrate one event.
      Make a collection about …
      Design a relief map to include relevant information about an event.
      Scan a collection of photographs to illustrate a particular aspect of the study..
      Create a mural to depict…
      Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007
      HO
    • 78. DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY
      QUESTION STARTERS
      POTENTIAL ACTIVITIES
      Level IV: ANALYSIS
      What are the component parts of ..?
      What steps are important in the process of …
      If … then …
      What other conclusions can you reach about … that have not been mentioned?
      The difference between the fact and the hypothesis is….
      6. The solution would be to …
      7. What is the relationship between.. and …?
      Design a questionnaire about…
      2. Conduct an investigation to produce….
      3. Make a flow chart to show …
      4. Construct a graph to show….
      5. Put on a play about....
      Review … in terms of identified criteria.
      Prepare a report about the area of study.
      Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007
      HO
    • 79. DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY
      QUESTION STARTERS
      POTENTIALACTIVITIES
      Level V: SYNTHESIS
      Can you design a…..?
      Why not compose a song about …?
      Why don’t you devise your own way to ….?
      Can you create new and unusual uses for ….?
      Can you develop a proposal for ….?
      6. How would you deal with …?
      7. Invent a scheme that would…
      Create a model that shows your new ideas.
      2. Devise an original plan or experiment for…
      3. Finish the incomplete…
      4. Make an hypothesis about….
      5. Change … so that it will ….
      Propose a method to ….
      Give the book a new title.
      Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007
      HO
    • 80. DIFFERENTIATED ACCORDING TO BLOOM’S TAXONOMY
      QUESTION STARTERS
      POTENTIAL ACTIVITIES
      Level VI: EVALUATION
      In your opinion…
      Appraise the chances for …
      Grade or rank the …..
      What do you think should be the outcome?
      What solution do you favor and why?
      6. Which systems are best? Worst?
      Rate the relative value of these ideas to …
      8. Which is the better bargain?
      Prepare a list of criteria you would use to judge a … Indicate priority ratings you would give.
      2. Conduct a debate about an issue.
      3. Prepare an annotated bibliography..
      4. Form a discussion panel on the topic of …
      5. Prepare a case to present your opinions about…
      List some common assumptions about …. Rationalize your reactions.
      Differentiated Instructional Strategies: One Size Doesn’t Fit All (2nd ed.) Gayle Gregory and Carolyn Chapman. Corwin Press. 2007
      HO
    • 81. DIFFERENTIATEDACCORDING TO BLOOM’S TAXONOMY
      Which month marked the most significant events leading to the Revolutionary War?
      COMPREHENSION
    • 82. DIFFERENTIATEDACCORDING TO BLOOM’S TAXONOMY
      What does each of the figures in the political cartoon about the Revolutionary War represent?
      ANALYSIS
    • 83. DIFFERENTIATEDACCORDING TO BLOOM’S TAXONOMY
      Using the mapping techniques we learned yesterday, how would you show someone how to get from Boston to Philadelphia?
      APPLICATION
    • 84. DIFFERENTIATEDACCORDING TO BLOOM’S TAXONOMY
      From our study of cities during Colonial times, what things do you think were the most important ideas to consider in building a new city during that time period in history?
      SYNTHESIS
    • 85. DIFFERENTIATEDACCORDING TO BLOOM’S TAXONOMY
      What do you think might have happened if the British won the Revolutionary War?
      EVALUATION
    • 86. DIFFERENTIATEDACCORDING TO BLOOM’S TAXONOMY
      Who was our first president?
      KNOWLEDGE
    • 87. Group Activity
    • 88. Activity
      • Review your Bloom Taxonomy packet.
      • 89. As a team, create six questions around a topic content you teach that reflects the different levels Bloom’s Taxonomy questioning.
      • 90. You have six squares to create six levels of questions based on Bloom’s Taxonomy.
      • 91. Use the H.O.T.S. Cards as a model and the Higher Order Thinking Skill .
    • CUBING STRATEGIES
    • 92. CUBING
      Cubing gives students a chance to look at a
      concept from a series of different perspectives.
      Cubing with its many sides, allows students to
      look at an issue or topic from a variety of angles and
      develop a multidimensional perspective rather than a
      single one.
      Cubing allows the teacher to differentiate for
      readiness in a very un-obvious way. Since all students
      are working with cubes, students are not aware that
      their neighborsmight be doing something a little
      different.
    • 93. CUBING FRACTIONS
      Side One:Locate It
      In two minutes, make a list
      of all of the places in
      which we find fractions in
      every day life. Have your
      partner time you.
      Side Two: Define It
      What is a fraction? How
      would you explain what
      a fraction is to a first
      grader?
      Side Three:Solve It
      Complete fraction problems
      1-10 on page 65. Have
      your partner check your
      work.
      Side Four:Analyze It
      What are the parts of a
      fraction? Define each
      part and describe their
      relationships to one
      another.
      Side Five:Think About It
      When dividing fractions,
      why do we have to “invert
      and multiply”? Show your
      thinking on paper.
      Side Six:Illustrate It
      Create a children’s
      picture book
      about fractions. Use “Give
      Me Half!” as an example.
    • 94. CUBINGThe Stages of Matter
      Side One: Namethree states of matter.
      Side Two: Compare the phase changes that occurs when a substance changes state.
      Side Three: Illustrate the molecules arrangement in each state of matter.
      Side Four: Create an Experimentthat demonstrates how temperature changes the state of matter.
      Side Five: Prescribe a way where a solid changes directly into a gas without going through the liquid state.
      Side Six: List a misconception that students might have about changes in states of matter. OR
      How is understanding states of matter applied to understanding the water cycle.
    • 95. Cubing
      List
      Explain
      Design
      Discuss
      Propose
      Debate
      Tell what
      happened in this chapter/story/article, etc.
    • 96. Review the Think Dot Samples
      Distribute & Discuss
    • 97. Think Dots Planner
      Title:
    • 98. R.A.F.T.S.
    • 99. A RAFT is…
      • an engaging, high level strategy that encourages
      writing across the curriculum
      • a way to encourage students to…
      ‒ …assume a role
      ‒ …consider their audience,
      ‒ …examine a topic from a relevant perspective,
      ‒ …write in a particular format
      • All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and
      adapting to student readiness levels.
    • 100. How Would Using R.A.F.T.S. Provide Useful Assessment?
      Writing R.A.F.T.S. demonstrates student understanding of a concept or topic of study.
      It can be used to apply knowledge learned to clarify thinking and allow the teacher to peek inside a student’s head and check their understanding.
      It also can be the way to bring together students' understanding of main ideas, organization, elaboration, and coherence...in other words, the criteria by which compositions are most commonly judged.
    • 101. 3/4/2010
      A Different Perspective R.A.F.T.S.
      Role of the writer-helps the writer decide on point of view and voice.
      Audience for the piece of writing-reminds the writer that he/she must communicate ideas to someone else; helps the writer determine content and style
      Format of the material-helps the writer organize ideas and employ format conventions for letters, interviews, story problems, and other kinds of writing.
      Topic or subject for the piece of writing-helps the writer to zero in on main ideas and narrow the focus of the writing.
      Strong verbs- directs the writer to the writing purpose, for example to persuade, analyze, create, predict, compare, defend, or evaluate.
    • 102. 3/4/2010
      R.A.F.T. in Science/Health
      Role- Kidney
      Audience- Your host/body
      Format- Letter
      Topic- What you need to stay healthy; why your host would be better off.
      Strong Verb-Explaining
      You are a kidney in the human body. Write a letter to your host to explain what you need to stay healthy and why the host will be better off if you ARE in tip-top condition.
    • 103. R.A.F.T. in Math
      Role- Square Root
      Audience- Whole Number
      Format- Love Letter
      Topic- Explain the relationship that you have with each other
      Strong Verb-Explaining
      You are a Square Root in a problem. Write a loveletter to your significant Whole Number to explain the special love you have for the way he/she fulfills all your dreams in finding solutions to the problem.
    • 104. R.A.F.T. in Social Studies
      Role- Oprah
      Audience- Your Television Public
      Format- Talk Show
      Topic- Why women should be given women’s suffrage in the early 20th century
      Strong Verb-Persuading
      You are Oprah, the modern day famous talk show host. Prepare questions to interview a woman suffragist onyour show who will explain why women should be given the right to vote as it relates to the life style of the early 20th century in the United States. Add the response from your guest women’s suffragist that can be posted on your web for those who missed the show that day.
    • 105. R.A.F.T. in Science
      Role- Single drop of ocean water
      Audience- Yourself
      Format- Trip Log
      Topic- Trip taken through the water cycle
      Strong Verb-Record
      You are a single drop of ocean water that is beginning a trip through the water cycle . Write an imaginative trip log to record your progress as you evaporate from the ocean, travel through the air, rain down on the land, and flow back to the ocean.
    • 106. R.A.F.T. in Language Arts
      Role-Car in a junk yard
      Audience-Teen who destroyed the car
      Format- Farewell Letter
      Topic- Take care of your car
      Strong Verb- Scolding
      Dear Claude,
      I’ve been forced to sit in this junk yard for the past year. Every day I’ve had to face the loss of more and more body parts until there is almost nothing left of me. But tomorrow, my time is up; I’m scheduled to be compacted, so I have to write this letter now. It is hard for me to say this, but I think you need to know you are a real jerk!
      I gave you the best years of my life, and how did you treat me? You refused to change my oil on a regular basis. (I get cranky when I have a dirty crankcase!). You always fed me the cheapest fuel, never letting me have any fuel containing detergents to help keep my parts clean. You constantly slammed on the brakes, wearing the treads from my tires. You never checked my tire pressure. I had to work extra hard to move with such low pressure in my tires. Do you know how much gas money you wasted over the years by driving on underinflated tires? You never gave me a lube job even though I constantly screamed for one.
      I tried so hard to do my best, but you did not lift a finger to help. On, no! Here it comes, the big crunch! I’ve reached the end of my road….CRUNCH!
    • 107. Choice Board Wrap Up
    • 108. Choice Board Project
    • 109. Tic-Tac-Toe
      Student Choice Activities
    • 110. Think-Tac-Toe
      Directions: Select and complete one activity going across, from each horizontal row to help you and others think about the Periodic Table. Remember to make your work thoughtful, original, accurate, and detailed.
      HO
    • 111. PRESENTATIONS
    • 112. Summarize
    • 113. Summary Activity
      Three Key Points
      Summary Paragraph
    • 114. Where Do I Begin?
    • 115. TTT: Things Take Time
      • One unit at a time
      • 116. One lesson at a time
      • 117. One strategy at a time
    • Putting Differentiation Into Practice
      Donnella Cranford
      donnella.cranford@mresa.org
      Evaluation Time……