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Beginning Differentiation
Rachael Metzker Blaisdell
Classroom Activity: Write a Poem
Describing Yourself 3rd Grade
 The students will all be asked to write a poem
describing themselves.
 They will be required to draw a picture as well.
 The next slides will provide examples of ways this
activity can be differentiated based on students needs
in the classroom.
Example Basic Poem:
ELL Students
 They can say their ideas out loud and the instructor can
help write the ideas down.
 They can draw several pictures illustrating the idea in
their head and then practice copying the poem the
teacher has helped them construct.
 Pairing ELL students to help write their poems and spell
out words that may be difficult.
 If an ELL student is more of a logical thinker and needs
more time to formulate a response, the time will be
given.
 Pairing gifted students with ELL students to help mentor
and encourage ELL students.
Example of Photo Story:
Special Needs Students
 If a student is auditory-musical they can find a song that
they feel represents themselves and then draw a photo
of how that song makes them feel.
 If a child needs to act out their poem this can be done.
The child could do it in front of the class or one on one
with the teacher and an aid if necessary.
 If the student is a kinesthetic learner with special needs
they can bring objects in that represent them and these
items will be used to formulate a poem.
 Special needs students with similar strengths or learning
styles can be paired together.
 More time can be given including one on one time with
teachers aids.
Example of Objects that
Represent the Students
Advanced or Gifted Learners
- If a student want to read their poem to the class this
could be a positive form of differentiation and
motivation.
- If there are two social gifted learners they can work
together after they do their poem and make one about
something made up they would do together.
- A student could turn their poem into a song and
sing/play it for the class.
- A student could paint a picture of their poem going
beyond the basic illustration required.
- A student could make a work of art with their hands and
bring it in with the poem rather than just the
illustration.
Example Art Piece:
Conclusion:
 As instructors we must be mindful of our students. Each
one is unique and trying to put them all in one box and
expect the same results is never realistic. We must
understand that one childs “simple poem” made them
feel as accomplished as another childs “work of art”.
We must encourage and excite our students so that they
may continue their journey down a path toward learning
long after they leave our classrooms.

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Presentation3

  • 2. Classroom Activity: Write a Poem Describing Yourself 3rd Grade  The students will all be asked to write a poem describing themselves.  They will be required to draw a picture as well.  The next slides will provide examples of ways this activity can be differentiated based on students needs in the classroom.
  • 4. ELL Students  They can say their ideas out loud and the instructor can help write the ideas down.  They can draw several pictures illustrating the idea in their head and then practice copying the poem the teacher has helped them construct.  Pairing ELL students to help write their poems and spell out words that may be difficult.  If an ELL student is more of a logical thinker and needs more time to formulate a response, the time will be given.  Pairing gifted students with ELL students to help mentor and encourage ELL students.
  • 6. Special Needs Students  If a student is auditory-musical they can find a song that they feel represents themselves and then draw a photo of how that song makes them feel.  If a child needs to act out their poem this can be done. The child could do it in front of the class or one on one with the teacher and an aid if necessary.  If the student is a kinesthetic learner with special needs they can bring objects in that represent them and these items will be used to formulate a poem.  Special needs students with similar strengths or learning styles can be paired together.  More time can be given including one on one time with teachers aids.
  • 7. Example of Objects that Represent the Students
  • 8. Advanced or Gifted Learners - If a student want to read their poem to the class this could be a positive form of differentiation and motivation. - If there are two social gifted learners they can work together after they do their poem and make one about something made up they would do together. - A student could turn their poem into a song and sing/play it for the class. - A student could paint a picture of their poem going beyond the basic illustration required. - A student could make a work of art with their hands and bring it in with the poem rather than just the illustration.
  • 10. Conclusion:  As instructors we must be mindful of our students. Each one is unique and trying to put them all in one box and expect the same results is never realistic. We must understand that one childs “simple poem” made them feel as accomplished as another childs “work of art”. We must encourage and excite our students so that they may continue their journey down a path toward learning long after they leave our classrooms.