1

Brian Williams & Kristen WawerProfessional Development

April 18th, 2013

Differentiating through a Novel Study

2

Introduction

Accommodating Diverse Learners

Differentiated: Instruction Assessment Grouping

Focus: Backwards Planning Thematic Design Essential Question Development

3

Backwards Planning

Content area concepts or ELA standards

One over-arching theme

Essential Questions 3-5 high-interest questions

opinion questions Stress one per week Examples

Is killing ever justified? Do you have the power to create real change? How does society influence your actions and mindsets?

4

Choice of Literature

Direct Relationship to Essential Question/Theme

Refer to Book List Pp. 3-8

Additional Resources Lexile.Com

5

Student Ability Levels

Ability Identification

Gates-MacGinitie Comprehension Vocabulary http://tfadeltaela.wordpress.com/

vision-goals/diagnostics/

Grade level Lexile Score Translation

Match Student with Predetermined Books Lexile Scores Teaching Experience with

Student

Invest Students in Assessment for BEST Results

6

The Grouping Process

Flexible Grouping Exposure to different types of

learners & different content

Home Group Based on reading level

(relatively homogeneous) Same novel Differentiated activities

Heterogeneous Groups Random or purposeful Change often High level discussions based on

essential questions

7

Differentiated Assessment

What assessments/activities to incorporate?

Assessments/Activities What knowledge will be gained? How assessment relates back to essential

question/theme?Refer to Assessment/Activity List

Writing Verbal Pp. 10-11

Examples: Journal (Writing) Debates (Verbal)

8

Philosophical Chairs

What is it?

A discussion/debate on a relevant topic where students are allowed to change their opinions

Can be used at any point in a unit

Forces students to apply textual evidence and life experience

Pp. 12-15

9

Student Rules

Participate at least one time

Write down at least one thing someone said that changed your thinking.

Be silent when it is not your turn

Change seats if your opinion changes

9

10

Become the Students

Step 1: Look at the card you received when you walked in.

Step 2: Read over the synopsis for the book that your home group read.

Step 3: Look at the point of view assigned to you.

Step 4: Go to the part of the room that matches your argument.

10

11

Discuss

In your new group with like-minded people, discuss your ideas for two minutes

Write down one example from your novel and one example from real life that could support your given point of view.

Teacher moderates Mostly does not intervene Introduce new idea if necessary Students can become moderators

11

12

Accountability

Accountability promotes participation

Some ideas: Hand in notecards Popsicle sticks Others?

Differentiate by: Sentence-starters Requiring more or less evidence Student-directed research

Example: http://www.youtube.com/watch?v=U0XTkCSb6a8

12

13

Conclusion

Accommodate Diverse Learners through Differentiation

Develop Essential Question/Theme to Link Diverse Learners

Incorporation of Various Activities Focusing on Differentiated: Instruction Assessment Grouping