1. Talent at Risk Part 2 sbaum@cnr.edu

2. From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner

3. "First grade would be all right if it weren't for the 11 sequels."

5. "It's a pleasant place in a lot of ways, Mom, but you wouldn't believe the paperwork."

6. Differentiation self check Do teachers pretest students formally or informally? If yes, how do they use the information? Do teachers use a diversity of resources in any given unit or lesson that are more complex or geared for students in a higher grade Do teachers tend to give more work to bright students or different work? What kinds of grouping takes place in the classroom? Are the brighter kids ever grouped together?

7. Self check continued To what degree do are the following practices used? Independent study options Mentorships Curriculum compacting Acceleration Honors classes Talent development classes

8. IN THE CLASSROOM

9. What is tiering? Whole group teaching activity with one learning outcome Multiple levels of the learning activity levels

10. Postcard from Paris We know you have been having a fun time here in Goa Please create a picture post card with a message on the back of the picture. Your writing directions are in the your envelope.

11. Poem Create a poem describing the scene in your picture. Use similes and personifications to paint a vivid picture for the reader.

12. Descriptive paragraph In your message, write two sentences describing the scene or some feature in your picture. Think descriptively using size, color, and texture words. Write another sentences telling the reader what the scene or some feature of the scene is similar to.

13. Riddle Create a riddle about something in your picture. Use enough descriptors so the reader can visualize the scene and guess what it is. Make sure you describe the item well enough that the reader could create a sketch from your description.

14. Descriptive writing In your message, write two sentences describing the scene or some feature in your picture. Think descriptively using size, color, and texture words. Write another sentences telling the reader what the scene or some feature of the scene is similar to. Create a riddle about something in your picture. Use enough descriptors so the reader can visualize the scene and guess what it is. Make sure you describe the item well enough that the reader could create a sketch from your description. Create a poem describing the scene in your picture. Use similes and personifications to paint a vivid picture for the reader.

15. Choice Boards Creating Think Tac Toe Assignments Use Bloom’s Taxonomy Consider color coding Think about placement of choices.

16. Think Tac Toe Character Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the character are alike and different. Be sure to include the most important traits in each poem. A character in the book is being written about in the paper 20 years after the novel ends. Write the piece. Where has life taken him? Why? Now, do the same for yourself 20 years for yourself 20 years from now. Make sure both pieces are interesting, feature-type articles. You’re a “profiler”. Write and illustrate a full and useful profile of an interesting character from the book with emphasis on personality traits and mode of operating. While you’re at it, profile yourself too. Setting Theme

17. Think Tac Toe Setting Research a town or place you feel is equivalent to the one in which the novel is set. Use maps, sketches, and population and other demographic data to help you draw comparisons and contrasts. Make a model or a map of a key place in your life and of an important place in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the character’s life. The time and place in which people find themselves and in which events happen shape those people and evens in important ways. Find a way to convincingly prove that idea using the book or your own life. Setting Theme

18. Think Tac Toe Theme Find out about famous people in history or current events whose experiences and lives reflect the essential themes of your novel. Show us what you’ve learned. Create a multimedia presentation fully exploring a key theme from the novel. Use at least three media (ie. music, painting, poems, photography, and calligraphy). Draw at least two comparisons or contrasts between themes in your life & in the novel. Find several songs you think reflect an important message from the book and /or your life. Prepare an audio collage. Write an accompanying card that helps listeners understand why and how you think the songs express the book’s meaning. Setting Theme