Differentiating through a Novel Study
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Transcript of Differentiating through a Novel Study
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Brian Williams & Kristen WawerProfessional Development
April 18th, 2013
Differentiating through a Novel Study
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Introduction
Accommodating Diverse Learners
Differentiated: Instruction Assessment Grouping
Focus: Backwards Planning Thematic Design Essential Question Development
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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?
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Choice of Literature
Direct Relationship to Essential Question/Theme
Refer to Book List Pp. 3-8
Additional Resources Lexile.Com
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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
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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
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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)
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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
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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
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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.
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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
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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
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Conclusion
Accommodate Diverse Learners through Differentiation
Develop Essential Question/Theme to Link Diverse Learners
Incorporation of Various Activities Focusing on Differentiated: Instruction Assessment Grouping