Around the History of the World in 90 Days
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Transcript of Around the History of the World in 90 Days
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Around the History of the World in 90 Days
Differentiating Common Core
Activities in PLTs
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Today’s Objectives: P.W.B.A.T…
• Explain the positive impact of common core in the social studies classroom
• Recognize the value of collaboration• Implement two or more new formative
assessment strategies• Create a differentiated common core lesson
through collaboration
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Introductions
• Name• School• Years of experience• Subject(s) you teach
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Common Core StandardsEnglish Language Arts and Mathematics
GCS 3 • June 2, 2010
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Let’s review……
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Rationale
o EquityStudents expectations the same regardless of where they live
o College and Career ReadinessStudents need to be more than proficient
o Comparability State results will be comparable through common assessments
o Sharing of ResourcesThe ability to share instructional materials across state lines can improve practice
o Economies of ScalePossible savings due to sharing of resources and assessments
o Student MobilityStudents moving into and out of states will have the same standards
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Rationale
o EquityStudents expectations the same regardless of where they live
o College and Career ReadinessStudents need to be more than proficient
o Comparability State results will be comparable through common assessments
o Sharing of ResourcesThe ability to share instructional materials across state lines can improve practice
o Economies of ScalePossible savings due to sharing of resources and assessments
o Student MobilityStudents moving into and out of states will have the same standards
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o Text complexity
o Balance of literature and informational texts
o Direct link to college and work readiness
o Literacy standards for science and social studies
o Clear vertical progressions across grades
ELA Standards Advances
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o Text complexity
o Balance of literature and informational texts
o Direct link to college and work readiness
o Literacy standards for science and social studies
o Clear vertical progressions across grades
ELA Standards Advances
8
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o Text complexity
o Balance of literature and informational texts
o Direct link to college and work readiness
o Literacy standards for science and social studies
o Clear vertical progressions across grades
ELA Standards Advances
9
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o Text complexity
o Balance of literature and informational texts
o Direct link to college and work readiness
o Literacy standards for science and social studies
o Clear vertical progressions across grades
ELA Standards Advances
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o Text complexity
o Balance of literature and informational texts
o Direct link to college and work readiness
o Literacy standards for science and social studies
o Clear vertical progressions across grades
ELA Standards Advances
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Revised Bloom Taxonomy
Cognitive Process
Types of Knowledge
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Where to begin: How to determine differentiation needs
• Reading level• Retention/recall ability• Vocabulary• Life experiences• Motivational level• Interest level
Write-Around Activity• Brainstorm a list of activities
you have used to determine abilities and interests
• After one minute, pass your index card to the right.
• Read the list. Add to the list. Star (*) ideas that you want to inquire about.
• Repeat until your card returns to you.
• Table talk
•Pictograph•Personal Timeline•Free Write
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You are not alone! Collaboration
• PLTs• Case managers• LEP teachers• Staff
PLT Examples:Vocabulary AssessmentsShared FolderDelicious
Reflection – Opinion Journal
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Differentiating Common Core Lessons
Example Lesson Disability Awareness Common Core Activity
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John Locke – Book 2, Chapter 11 Excerpt12. Idiots and madmen. How far idiots are concerned in the
want or weakness of any, or all of the foregoing faculties, an exact observation of their several ways of faultering would no doubt discover. For those who either perceive but dully, or retain the ideas that come into their minds but ill, who cannot readily excite or compound them, will have little matter to think on. Those who cannot distinguish, compare, and abstract, would hardly be able to understand and make use of language, or judge or reason to any tolerable degree; but only a little and imperfectly about things present, and very familiar to their senses. And indeed any of the forementioned faculties, if wanting, or out of order, produce suitable defects in men's understandings and knowledge.
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Stacey Clifford’s LOCKE, EQUALITY AND COGNITIVE DISABILITY
What are the differences, for Locke, between changelings and idiots? Unfortunately, I find it nearly impossible to know for certain what in fact distinguished these groups. But we know that they shared a common defect of the mind that rendered them both incapable of abstraction, language and personal identity. Retracing Locke’s myriad uses of idiots–to disprove innate ideas, to elucidate key human faculties, and to draw the bounds of human membership–we might say that idiots are changelings: while they never fully materialize in Lock’s text, their shape constantly shifts change dependent on the task at hand. Indeed, because they never fully emerge enables their shape-shifting status. Hence, although Locke relegates idiots to the periphery of moral existence, their function is central to Locke’s enterprise.
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Differentiating Common Core Lessons
Example LessonRenaissance Common Core Activity
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Examples of Renaissance Art, Architecture and Sculptures
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Focus Activity #1ABC Brainstorming
Using the alphabet handout, list up to ten products created using your assigned fuel
A: EthanolB: PetroleumC: OilD: Coal
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A: Ethanol
• http://www.ethanol.org/index.php?id=39
Uses of EthanolHairspray Mouthwash Cologne Perfume Aftershave
Cough treatments
Decongestants Iodine solution Disinfectant spray
Paint
Lacquer Explosives Production of vinegar
Production of yeast
Extracts
Flavorings Glazes
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B: PetroleumUses of Petroleum
Toothpaste Ink Football cleats Bicycle tires
Dresses Perfumes Motorcycle helmets Hair coloringLipstick Eyeglasses Detergents Telephones
Skis Bandages Mops Umbrellas
Cameras Tennis rackets Water pipes Shampoo
Guitar strings Gasoline Clothes Combs
Heart valves Refrigerators Speakers Tires
Wheels Toilet seats Candles Hand lotion
Football helmets Balloons Crayons Movie film
Model cars Golf balls Ballpoint pens Nail polish
Basketballs Purses Deodorant Trash bags
Sun glasses Parachutes Shaving cream Contact lenseshttp://www.ranken-energy.com/products%20from%20Petroleum.htm
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C: Oil
Products made using OilArt supplies Artificial limbs Aspirin Bandages
Cleaning products Candles Carpets Clothing
Crayons Creams Cosmetics Cutlery
Dice Dyes Electronics Film
Fishing line Floor wax Glasses Glue
Guitar strings Heart valves Helmets Ink
Nail polish Paint Panty hose Plastics
Records Shampoo Shoes Tires
http://www.thedailygreen.com/environmental-news/latest/oil-in-products-460510
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E: Coal
Products made using CoalAbrasives Baking powder Batteries Chalk
Concrete Fertilizer Golf balls Insulation
Linoleum Mothballs Paint Paper clips
Perfumes Pens Plastic Poster boards
Rubber bands Shingles Sugar substitute Trays
http://www.coaleducation.org/lessons/primary/uses/find_coal.htm
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Focus Activity #2Conversation Questions
Pg. 73 Texts and Lessons for Content Reading
Underline interesting phrases or comments Look for up to three quotes or passages to
underline For each quote or passage, jot down “fat”
questions to discuss at your table
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Fat Question Examples• How could that…• What is your opinion on…• How did you react when…• Why do you think…• Why is this…• How do you feel about…• What reasons would you give for…• How does _____ relate to your own experiences?• Explain…• Give me some examples of…• Why do you think _____ did that?• What does _____ make you think about?
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Your Turn!
1. Resources:a. Essential Standards for
Goal 8 b. Reading and Writing
Standards for Literacyc. Activity templated. Examples of modified
activitiese. Variety of texts
Ccsiworldhistoryin90days.weebly.com
2. Group Instructions:a. Write an essential questionb. Plan the activity using the templatec. Include differentiated versions of texts and questions for diverse learners.
3. Present to the whole group.
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Wrap it up!
• Turn and talk activity• Plus/Delta
TODAY’S OBJECTIVES:• Explain the positive impact
of common core in the social studies classroom
• Recognize the value of collaboration
• Implement two or more new formative assessment strategies
• Create a differentiated common core lesson through collaboration