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Milisa Sammaciccia Ismail, MEd.Change Leadership For The

Diff erentiated Educational Environment

Strategies in Differentiated

Instruction

OverviewThe content area that I selected for this assignment is based on an interactive reading assignment using various instructional tools to reinforce and develop skills. A historical background lecture on World War II (1930-1945) will need to be given to the students to assist in their understanding of the time in which the story takes place. Students will make connections through literal understanding, inferential and fi nally through evaluation.

Diff erent forms of interaction will take place during the project. The reading of the book, Anne Frank The Diary of A Young Girl, will be read by the teacher aloud to the classroom as a whole. The movie, The Diary of Anne Frank , will be reviewed by the class as well.

Students will participate in instructional aides such as Thin-Pair-Share, journal writing, and fi nally a Tic-Tac-Toe selected book report.

Empathetic connections are made with the reading and movie and cooperative and interactive lessons are plans to encourage participation skills. Connections to characters are developed.

Student Demographics

This assignment is being used in a classroom setting of 7 th graders.

Classroom is diff erentiated with various learning styles and multiple intelligences.

Diversity in the classroom is prominent and includes students who are English language learners.

Goals & Objectives

• Students will be able to understand the main idea of the book and movie representation.• Reasonable references will be able to be concluded by the students from information that is not evident. • Students will formulate reactions to the read text and movie presentation.• Students will be able to articulate thoughts and predictions.• Students will participate in interactive activities to promote skill building.

Materials

1) Anne Frank: The Diary of a Young Girl by Anne Frank, translated from the Dutch by B.M. Mooyaart

2) The Diary of Anne Frank, movie (2009)3) Loose-leaf journals for students

AssessmentsEach instructional strategy that follows contains an assessment applicable to the assignment. • Journal Writing (formative assessment): we will use the grading rubric provided.• Think-Pair-Share (formative assessment): information assessment is formed through listening to the development of students thoughts and their level of interaction and understanding to verbal prompts. We will assess listening skills, active communication, note-taking during readings, and cooperative skills. • Book Report (summative assessment): we will use the point allocation provided in the quadrants.

Instructional Strategy #1: Journal Writing

Journal writing allows student to reflect on how keeping a written journal can help someone get through times that are diffi cult, as demonstrated by Anne Frank.

Journal writing is an instructional activity that allows the students an opportunity to internalize what they are learning.

Writing prompts should be developed that parallel the section being read.

When presenting this in the diff erentiated classroom, be sure to encourage students by using the multiple intelligences. For our visual learners, allow them to use drawings and diagrams to represent the material. For learners who are more auditory, allow them the option of presenting a dialogue between characters. “For kinesthetic learners, allow them to prepare review game rules and regulations” (Bagwell, 2011, para. 2)

Instructional Strategy #1: Journal Writing

“Students who use journals are actively engaged in their own learning and have the opportunity to clarify and refl ect upon their thinking” (Instructional Strategies, 2011, para. 1).

Ideas, special thoughts, feelings, vocabulary and sections of interest can all be recorded in the student journal.

We will be using the reading response type journal. Students should record their questions, impressions, predictions, emotions and even a letter to a particular character they feel a connection with.

Getting ready: prepare a loose leaf booklet for each student. Prepare models and sample journal entries. Schedule time after each reading session and use of other instructional tools (such as Think-Pair-Share) to allow students to record their thoughts and ideas in their journal while the information and feelings are still “fresh”.

We shall be grading each of the journal entries bur rather will be off ering constructive comments on the entries. Journals will be graded using the assessment rubric upon completion.

Assessment: Journal Rubric

5/5 On balance, journal responses are full and complete. Some entries are insightful and perceptive, connecting personal experience to the text and making inferences and judgments. There is a thoughtful interpretation of what was read, heard, or viewed. Some entries go beyond personal experiences or the particular to generalize some aspect(s) of the author’s craft, style, and use of language. All inferences and judgments are supported with reference to the text. Not every entry needs to be at this level for students to be rated at a 5 level.

4/5 Journal responses are complete. They show personal involvement with and understanding of the text, and make reasonable inferences and judgments. They reflect an understanding of the author’s stance and perspective on the world. Inferences and judgments are supported with reference to the text. Some entries comment on the author’s craft, style, and use of language.

3/5 Journal responses meet basic expectations but some responses are missing necessary detail or include unnecessary information. The writer relates to or identifies with characters in the text, but only makes inferences and judgments with general reference to the text. Entries show the reader connecting the text to life experiences or other texts, but not critically assessing the author’s ideas, craft, style, or use of language.

2/5 Journal responses are general and not expanded upon or may ramble repetitively without clear connections. The writer may empathize with or judge characters in the text, but not consider the context or significance of the character’s experiences. Entries show an attempt to interpret or explain the text, but make inferences and judgments with only vague reference to the text itself. Consideration is not given to the author’s ideas, craft, style, or use of language.

1/5 Journal responses are incomplete, unclear, or show little effort or insight. The writer occasionally makes observations or predictions about characters or eventsbut these are vague and unsupported. Entries are often simply summaries or retellings of the events in the text. The writer may rate the text, but give little or no support for assertions, and any judgments are on the basis of personal opinion or pre-conceptions.

Instructional Strategy #2: Think-Ink-Pair-Share

This instructional activity allows students to predict what will happen during a class-read story and become interactive. Student are given time to “think” about the topic(s) presented at diff erent intervals of the story. Students can be matched up with a peer to develop a their thoughts or, teachers can use a Q&A strategy with the classroom as a whole. This instructional tool fosters a willingness towards classroom participation.

Rotation of students during diff erent segments is suggested to encourage student interaction and varying perspectives.

Assessment of this strategy presents itself in the form of information assessment where the teacher can quietly walk around the interactive groups and assess what is being discussed.

“Think-Ink-Pair-Share helps students develop critical thinking skills in the following areas: making predictions, problem solving, decision making, and consensus building” (Strategies, 2011, p. 26).

Instructional Strategy #2: Think-Ink-Pair-Share

Discussion prompts should be developed. A list of targets should be created before beginning each reading section.

“Describe the strategy and its purpose with your students, and provide guidelines for discussions that will take place.  Explain to students that they will (1) think individually about a topic or answer to a question;(2) pair with a partner and discuss the topic or question; and (3) share ideas with the rest of the class” (Using Think-Pair-Share, 2011).

“Think” – this is where the teacher begins to ask higher level questions in order to deepen critical thinking processes.

“Pair” – students are paired up to share their thoughts and work together. Through this interaction, they are able to gain another insight.

“Share” – the classroom comes together and shares the ideas and thoughts about their responses to the given prompts.

Instructional Strategy #3: Tic-Tac-Toe- Book

Report1. Discuss novel basics,using notes or Powerpoint:• Intro• Genre• Setting• Characters• Plot• Plot resolution• Theme• RecommendationPossible points = 60

2. Create a poster promotingthe novel as a new release.• Include informationabout the author.• poster board size• Use persuasivelanguage toencourage people tobuy your book.Possible points = 51

3. Act out a scene from yourbook.• Costume/propsrealistic for character• Short paragraphexplaining the scene(written or oral)Possible points = 45

4. Write a one-page, double spaced, character sketch. Thisis NOT a picture. It is TYPEDdescription/analysis of a singlecharacter.• Physical description• Personality• Actions• Motivation• How this character islike/unlike you.Possible points = 80

5. Write a book review ofyour book as though you arethe book critic for the CourierJournal.• A brief summary of thestory• Critical analysis –“This is good . . . thisis bad . . “• RecommendationPossible points = 68

6. Write a test.• 10 multiple-choice• 10 true/false• 5 essayIndicate the correct answersfor the multiple-choice andtrue-false.List suggested responses tothe essays.Possible points = 60

7. Develop a travelbrochure, usingPublisher.• Describe the settingas a vacationdestination.• Provide pictures and aphysical description.• Points of interest• Recreationalopportunities• History, if applicablePossible points = 60.

8. Develop a setting map ofthe setting, using Publisher.• A map of the settingthat includes importantareas where theaction takes place.• Pictures of the setting• Write a paragraphexplaining ways thesetting affected thestory.Possible points = 51

9. Redesign the book cover.• Front cover: title,author’s name, picturepertaining to the book• Back cover: synopsisof the book, authorinformation, and one“praise” comment fromanother sourcePossible points = 45

Instructional Strategy #3: Tic-Tac-Toe- Book

Report Through this form of instructional strategy, students

are allowed to select the tasks that are of interest them.

3 activities/selections in a particular row are selected by each student from the choices presented.

All 3 selections are formulated and placed together in a single report.

Cover sheet should include the title of each report.

ResourcesBagwell, L. (2011). Differentiated instruction activities. eHow, Retrieved from http://www.ehow.com/list_6461444_differentiated-instruction-activities.html

Coleman, Initials. (2011). Book report rubric. Retrieved from http://www.myteacherpages.com/webpages/VColeman/index.cfm?subpage=1182767

Diary of Anne Frank Book (Image). Retrieved on 15 July 2011 from http://www.goodreads.com/book/show/48855.Anne_Frank

Diary of Anne Frank Movie (Image). Retrieved on 16 July 2011 from http://allaboutwarmovies.com/2011/03/10/the-diary-of-anne-frank-2009-the-bbc-mini-series/

Tic-tac-toe book report. (n.d.) Retrieved from http://www.lanesville.k12.in.us/lcsyellowpages/BKRptRResponseForms/TTTbkreport2010.pdf

Resources Continued…Instructional strategies online: what is journal writing. (2011). Retrieved from http://olc.spsd.sk.ca/de/pd/instr/strats/journal/

Journal (Image). Retrieved on 16 July 2011 from http://freetechjournal.com/tech-experts/press-and-journal.html

Rubric for journal. (n.d.). Retrieved on 16 July 2011 from www.sasked.gov.sk.ca/docs/ela102030/pg168.pdf

Strategies that differentiate instruction. (2011). Retrieved 17 July 2011 from http://www.sdesa6.org/content/docs/StrategiesThatDifferentiateInstructionK_4-080808.pdf

Test (Image). Retrieved on 16 July 2011 from http://www.ct4me.net/standardized_test_preparation.htm

Teacher Reading (Image). Retrieved on 17 July 2011 from http://studentpersonalpages.loyola.edu/smdripps/www/teacherresources.html

Using the think-pair-share technique. (2011). Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html