1. First, let’s chew on the KUD...

2. KUD... It’s what you will... K NOW -what Differentiation is -where you can use differentiation in your lessons U NDERSTAND –how to implement types of DI in your own classroom –how ways to differentiate are related be able to D O: - create two lesson idea’s utilizing an aspect of DI This is also known as unpacking the standard in BSSD speak!

3. Read the first two pages in your handout about ideas on differentiation... - If it’s true, what would I see in the classroom? - What would the teacher be doing? - What would the students be doing?

5. Learning Profiles Multiple Intelligences –Gardner Learning Modalities Problem Solving Strategies –Sternberg Personality Characteristics –Array Interaction

6. The Teacher… Nanci Smith … selects the knowledge, skills and essential understandings that the students are either: 1) beginning to explore, or 2) synthesizing and demonstrating mastery of. … looks at the K-U-Ds and find learning/assessment modes through which students could demonstrate their understanding. … selects jobs/occupations that are associated with the different learning styles. How to Create a MI Assignment

7. How to Create a MI Assignment, cont. Examples … Visual – Spatial: Artist, Cartoonist, Magazine layout editor Logical-Mathematical: Architect, Engineer, Mathematician Interpersonal – Counselor, Tour Guide, Teacher Musical/Rhythmic: Songwriter, Performing Artist Verbal-Linguistic: Writer, Commentator, Announcer Body-Kinesthetic: Actor, Builder Intrapersonal: Poet, Songwriter, Reflector (Journal) Naturalistic: Forest Ranger, Botanist

8. Sternberg’s Three Intelligences Analytical Practical Creative

9. Examples Across the Curriculum: Analytical Analyze the development of the character of Heathcliff in Wuthering Heights. Critique the design of the experiment (just gone over in class or in a reading) showing that certain plants grew better in dim light than in bright sunlight. Judge the artistic merits of Roy Lichtenstein’s “comic-book art,” discussing its strengths as well as its weaknesses as fine art. Compare and contrast the respective natures of the American Revolution and the French Revolution, pointing out ways both in which they were similar and those in which they were different. Evaluate the validity of the following solution to a mathematical problem and discuss weaknesses in the solution, if there are any. Assess the strategy used by the winning player in the tennis match you just observed, stating what techniques she used in order to defeat her opponent. Nanci Smith

10. Examples Across the Curriculum: Practical Apply the formula for computing compound interest to a problem people are likely to face when planning for retirement. Use your knowledge of German to greet a new acquaintance in Berlin. Put into practice what you have learned from teamwork in football to making a classroom team project succeed. Implement a business plan you have written in a simulated business environment. Employ the formula for distance, rate, and time to compute a distance. Render practical a proposed design for a new building that will not work in the aesthetic context of the surrounding buildings, all of which are at least 100 years old. Apply a lesson that a literary character learned to your life. Nanci Smith

11. Examples Across the Curriculum: Creative Create an alternative ending to the short story you just read that represents a different ay things might have gone for the main characters in the story. Discover te fundamental physical principle that underlies all of the following problems, each of which dffers from the others in the “surface structure” of the problem but not in its “deep structure…” Imagine if the government of China keeps evolving over the course of the next 20 years in much the same way it has been evolving. What do you believe the government of China will be like in 20 years? Suppose that you were to design one additional instrument to be played in a symphony orchestra for future compositions. What might that instrument be like, and why? Predict changes that are likely to occur in the vocabulary or grammar of spoken Spanish in the border areas of the Rio Grande over the next 100 years as a result of continuous interactions between Spanish and English speakers. Imagine what it feels like to be a parabola, and describe yourself and your life. Suppose Huck Finn had been named Helen Finn. Nanci Smith

12. How can we address these differences in class?

13. R ole A udience F ormat T opic Example RAFT’s

14. Name:_________________________________ Period:____________ Date:__________ Partner’s Names:__________________________________________________________ ________________________________________________________________ Due Date: Astronomy Rafts For this assignment you and your partners will choose one of the following assignments. You will work with your partners to create a story that follows the topic and format. All topics can be found in your textbook but a minimum of two other sources is required. Choose your assignments wisely and be very creative. Students will also be responsible for presenting their assignments to the class in a 3 – 8 minute presentation. RoleAudienceFormatTopic Supergiant StarYounger starDialogA look back at my life MoonAstronautsAdvice columnWhat to expect with your visit A galaxyneighboring galaxiesLetter of ConcernWe are growing apart A PlanetprotoplanetsMotivational SpeakerYou too can be a strong, independent Planet EarthSun and other planetsRicki Lake ShowNo I am the Center Sun Tour GuideSun TouristsTour guide dialogAdd some heat to your life GalaxyOther galaxiesLetter to the EditorWhat is this redshift trying to prove Plutoother planetsPetitionWhy should I be a planet or moon **** Other ideas may be used also. Any other idea besides the listed topics must be approved by Miss Wall. Think creativity!

15. Sample RAFT Strips RoleAudienceFormatTopic SquantoOther Native Americans PictographsI can help the inept settlers Band MemberOther Band Members Demo TapeHere’s how it goes Positive NumbersNegative NumbersDating AdOpposites Attract Rational NumbersIrrational NumbersSongMust you go on forever? DecimalsFractionsPoemDon’t you get my point? PerimeterAreaDiary EntryHow your shape affects me MonetVan GoghLetterI wish you’d shed more light on the subject! Joan of ArcSelfSoliloquyTo recant, or not to recant; that is the question TreeUrban SprawlEditorialMy life is worth saving ThoreauPublic of his dayLetter to the EditorWhy I moved to the pond Young ChromosomeExperienced Chromosome Children’s BookWhat becomes of us in mitosis?

16. RAFT ACTIVITY ON FRACTIONS RoleAudienceFormatTopic FractionWhole NumberPetitionsTo be considered Part of the Family Improper FractionMixed NumbersReconciliation Letter Were More Alike than Different A Simplified FractionA Non-Simplified Fraction Public Service Announcement A Case for Simplicity Greatest Common Factor Common FactorNursery RhymeI’m the Greatest! Equivalent FractionsNon EquivalentPersonal AdHow to Find Your Soul Mate Least Common FactorMultiple Sets of Numbers RecipeThe Smaller the Better Like Denominators in an Additional Problem Unlike Denominators in an Addition Problem Application formTo Become A Like Denominator A Mixed Number that Needs to be Renamed to Subtract 5 th Grade Math StudentsRiddleWhat’s My New Name Like Denominators in a Subtraction Problem Unlike Denominators in a Subtraction Problem Story BoardHow to Become a Like Denominator FractionBakerDirectionsTo Double the Recipe Estimated SumFractions/Mixed Numbers Advice ColumnTo Become Well Rounded 5 th Grade Team, Free Rock Elementary, Brighton, NY

17. The Feudal System Students will Know: Names and roles of groups in the feudal class system. Understand: Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events. Be Able to Do: Research See events through varied perspectives Share research & perspectives with peers Grade 6 Social Studies RAFT

18. Feudal Pyramid RAFT RoleAudienceFormatTopic KingThe SubjectsProclamationRead My Lips, New Taxes KnightSquireJob DescriptionChivalry, Is it for you? LordKingContractLet’s Make a Deal SerfAnimalsLament PoemMy So Called Life MonkMassesIlluminated Manuscript Do As I Say, Not as I Do LadyPagesSongABC, 123 Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation. Kathryn Scaman

19. Our Example Rafts... ROLEAUDIENCEFORMATTOPIC WristKeyboardSongStop you are hurting me StudentCommunityskitProblem solving AECCommunitybrochure Letter EAlphabetFast track phonics When I am long.. CirclesPolygonsDating AdWhy not me? LetterAlphabetPlaydough, Skit, sand, writing, What am I? NickelPennySimulation, songWhy am I not brown?

20. Proportional Reasoning Think-Tac-Toe Create a word problem that requires proportional reasoning. Solve the problem and explain why it requires proportional reasoning. Find a word problem from the text that requires proportional reasoning. Solve the problem and explain why it was proportional. Think of a way that you use proportional reasoning in your life. Describe the situation, explain why it is proportional and how you use it. Create a story about a proportion in the world. You can write it, act it, video tape it, or another story form. How do you recognize a proportional situation? Find a way to think about and explain proportionality. Make a list of all the proportional situations in the world today. Create a pict-o-gram, poem or anagram of how to solve proportional problems Write a list of steps for solving any proportional problem. Write a list of questions to ask yourself, from encountering a problem that may be proportional through solving it.

21. Similar Figures Menu Negotiables (Choose 1): 1.Create a book of similar figure applications and problems. This must include at least 10 problems. They can be problems you have made up or found in books, but at least 3 must be application problems. Solve each of the problems and include an explanation as to why your solution is correct. 2.Show at least five different applications of similar figures in the real world, and make them into math problems. Solve each of the problems and explain the role of similarity. Justify why the solutions are correct.

22. Similar Figures Menu Optionals: 1.Create an art project based on similarity. Write a cover sheet describing the use of similarity and how it affects the quality of the art. 2.Make a photo album showing the use of similar figures in the world around us. Use captions to explain the similarity in each picture. 3.Write a story about similar figures in a world without similarity. 4.Write a song about the beauty and mathematics of similar figures. 5.Create a “how-to” list or book about finding and creating similar figures.

23. The Maturation of Tom Sawyer The Adventures of Tom Sawyer by Mark Twain Learning Preference Level 1: On or Below Grade Level Level 2: On or Above Grade Level ArtistThe Writing’s On the Wall You ARE Tom Sawyer. You will create a “Growth Mural” of yourself to give to Becky in order to show her how much you’ve matured. Life is Like a Box of Chocolate Illustrate Tom’s growth or maturation through the use of an extended metaphor or simile that compares Tom’s growth process to __________________ Announcer:Hannibal on a Wire Create an audio recording of the scene that you feel was the most important to Tom’s growth. Tommy Goes to Hollywood Create and produce an NPR segment in which the hosts of the show interview Steven Spielberg about his upcoming film adaptation of The Adventures of Tom Sawyer Writer:Growth Report Card You are a psychologist hired by Aunt Polly to examine Tom’s behavior and assess his growth. Investigative Report Develop a Private investigator’s Report about Tom’s emotional and mental growth and well- being. Actor:Lights, Camera, Action! Choose an important scene that demonstrates Tom’s growth of character, and act it out using props, costumes, etc. Live with Dr. Phil! Act out an episode of the Dr. Phil show in which characters from the book will discuss whether or not they believe that Tom has grown or changed and how.

24. Assessment Idea’s Informal (on going) Assessments: thumb-o-meter Give me 5 Colored Cards (red, green, yellow) Yes/No Cards vocab, synonym/antonym, cause/effect, fact/opinion, polygons Jigsaw Check Journals Free Write/Fast write Exit Cards (3-2-1, difference w/ examples) Graphic Organizers

25. Cubing Activities © ThinkDOTS Nanci Smith

26. CUBING 1.Describe it: Look at the subject closely (perhaps with your senses as well as your mind) 2. Compare it: What is it similar to? What is it different from? 3.Associate it: What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject. 4.Analyze it: Tell how it is made? What are it’s traits and attributes? 5.Apply it: Tell what you can do with it. How can it be used? 6.Argue for it or against it: Take a stand. Use any kind of reasoning you want – logical, silly, anywhere in between. Or you can.... Rearrange it Illustrate it Question it Satirize it Evaluate it Connect it Cartoon it Change it Solve it

27. Theme Describe the theme of your poem in a paragraph. Check for topic sentence, supporting details and conclusion Figurative Language Using a graphic organizer, list all the similes and metaphors in your poem. If you need help finding metaphors, consult With your group members Line Describe the way the lines are arranged Rhyme Figure out the rhyme scheme of the poem. Be prepared to teach it to the class. Setting Illustrate the setting of your poem. Use color (markers, pencils) and give your picture a title that is connected to the poem but not the title of the poem Speaker Describe the speaker of this poem. Be prepared to share orally. Poetry Level I

28. Theme Compare the theme of your poem to the theme of a story or novel you have read. Use a Venn diagram to show your comparison. Figurative Language Tell how the similes and metaphors in your poem enhance the imagery. Be prepared to share orally. Rhyme What does the rhyme scheme have to do with the meaning of the poem? Why do you think the poet chose this pattern? Line Describe the impact the line arrangement has on the poem. Argue convincingly In a short paragraph. Setting Illustrate the setting of your poem. Use color (markers, pencils) and give your picture a title that is connected to the poem but not the title of the poem Speaker How does the speaker feel? Find at least 2 feelings and be prepared to explain orally. Poetry Level II

29. Theme Write a short poem to express the theme of the poem you have chosen. Choose your own style. Figurative Language Write 2 more similes and metaphors that could be added to the poem. Rhyme Provide other examples Of rhyme or rhythm Besides end rhyme used in your poem. How does this add To the sound of the Poem? Be prepared To share orally Line How would the poet arrange the next lines of this poem if he/she were extending the meaning and theme? Setting If your poet were an artist, how would he/she express this poem as a picture? Use markers, pencils, etc. to illustrate your answer. Speaker Create another line for this poem that the speaker may have written. Poetry Level III

30. Nanci Smith Describe how you wouldExplain why you need solve or rolla common denominator the die to determine yourwhen adding fractions, own fractions.But not when multiplying. Can common denominators Compare and contrast ever be used when dividing these two problems:fractions? Create an interesting and challenging word problem A carpet-layer has 2 yardsthat can be solved by of carpet. He needs 4 feet___ + ____ - ____. of carpet. What fraction ofRoll the fraction die to his carpet will he use? Howdetermine your fractions. do you know you are correct? Diagram and explain the solution to ___ + ___ + ___. Roll the fraction die to determine your fractions.

31. So... What is Differentiation? Content Process Product Environment Readiness Interest Learning Profile –Multiple Intelligences –Sternberg’s Problem Solving Intelligences –Learning Modalities –Character