1. Just checking… ► Insert a in the box containing the most reactive metal. ► This metal forms the compounds 2 X, 2 Y and 2 Z 2 Y and 2 Z ► Shade in the group in which X, Y and Z appear. ► Insert a in the box containing the most electronegative member of the group in which p 3 is filling.

2. Differentiated Instruction “May I see a menu, please?”

3. Teachers Can Differentiate by: Content Level of abstraction / depth to which students are held accountable. (core for all) Process Multiple options for making sense of the ideas Product Multiple options for expressing what they know

4. Differentiating the Process

5. When you… ► Dine out you are offered a menu. ► When you shop you choose the item that best suits your need. ► When listening to the news you choose the station you prefer.

6. The Key to a Differentiated Classroom ► ► The Key to a differentiated classroom is that:   students are regularly offered CHOICES   students are matched with tasks compatible with their individual learner profiles.

7. Menus / Choice Boards ► Teacher friendly  easy to construct ► Encourage  Responsibility  Independence  Accountable

8. Menus / Choice Boards ►C►C►C►Contain a variety of requirements / activities SSSStudents choose one or more activities to complete in order to learn a skill or develop a product. ccccan be organized so that students are required to choose options that focus on several different skills pppprovide clear instruction in their use gggguide students towards challenging (not frustrating) activities

9. AP Chem Exam (modified menu) differentiation ► Choose five of the eight reactions. Write the net ionic equation for each. In all cases a reaction occurs. Reactions take place in aqueous solutions. Equations need not be balanced. Make certain that the equations to grade are obvious. (1 point for reactants, 2 points for products) ► a) lead (IV) ions are reduced by iodide ions. ► b) hydrogen sulfide is bubbled through a solution of silver nitrate. ► c) potassium permanganate solution is added to concentrated hydrochloric acid. ► d) concentrated hydrochloric acid.solution is added to concentrated ammonia ► e) magnesium metal is added to dilute nitric acid giving one of the products a compound in which nitrogen has an oxidation number of (-3). ► f) solid calcium hydride is added to excess water. ► g) Silver acetate is added in abundance to a solution of trisodium phosphate ► h) solid sodium cyanide is added to water

10. Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis. Dinner Menu – Photosynthesis Appetizer (Everyone Shares) Write the chemical equation for photosynthesis. Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.

11. geography and culture Complete at least three of the activities in Column A and all of the activities in Column B. Column A ► ► 1. Come to the Geography and Culture workshop on Monday and Tuesday. ► ► 2. Many common words have their roots in native American culture. Use the dictionary to trace the relationship between the following words and the culture of native American tribes: false face, squaw, teepee, maize. Be sure to identify the tribe the word comes from. ► ► 3. Complete the native American drumming study station. Schedule a time to watch the descriptive video with a friend. Use the worksheets at the station to illustrate the pattern found in the traditional drumming of one tribe. ► ► 4. Write a letter to a child your age from a tribe that is interesting to you. In the letter, tell him or her about the ways that geography continues to influence the culture of your neighborhood. Include things like how climate controls the kinds of sports people play, or the types of automobiles they prefer. ► ► 5. Select one of the native American songs found at the Listening Station. As you listen, try to imagine what the music is trying to describe. Draw a picture or write a poem to capture you ideas Column B ► 1. READ Select one book from the green dot section our native American library. Read it with a friend. ► 2. APPLY Make a resource map of our state. Be sure to include all of the natural resources local tribes had available to them. ► 3. EXPAND Select a video describing a tribe from a different section of the country. Compare this tribe to one that is local. Put your findings a Venn Diagram sheet available at the map station.

12. Another form of menus ► Tic-Tac-Toe

13. THINK-TAC-TOE Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.

14. Tic-Tac-Toe Activities Students complete the three activities of their choice in a straight row, creating a winning tic-tac-toe(project). Mathematical/Logical 1. Determine how many people could sleep in Haywood Hall. Limit your answer to the bedrooms and possible beds in the Hall. 2.Find out how many members were in the original State Council -- list members. Linguistic/Verbal 1.Create journals as suggestion the activities. the activities. 2..Write a story about Dr. E. Burke. Include historical events. 3.Create a dinner party food list using food original to the Haywood Hall time period. 4. Create a brochure about the Hall. Bodily/Kinesthetic 1. Act out a scene -- pretend to be a child or adult at the Hall. 2. Learn a dance popular in the 2. Learn a dance popular in the 18th or 19th century. 3. Create a model of the mantel in the living room. 4. Research a jostling board. How was it used? Who used it? Visual/Spatial 1. Create your family tree using the Haywood family tree as an example. 2. Draw a Haywood family crest. Do some research on the family seals and some research on the family seals and crests. crests. 3. Create an illustrated dictionary of terms related to Haywood Hall. Free Choice Intrapersonal 1. Create a journal. Choose a Haywood to become. 2. Consider how life was in the 1800s. Write a narrative. You can choose to write as a servant, a Haywood family member, a child at the Haywood boarding school, etc. 2. Consider how life was in the 1800s. Write a narrative. You can choose to write as a servant, a Haywood family member, a child at the Haywood boarding school, etc. Interpersonal 1. Create a dialog for characters in a Haywood play. 2. Plan a group activity for Haywood Hall. for Haywood Hall. 3. Plan a group tour of Haywood Hall and gardens. Naturalist 1. Catalog the garden's major flowers. 2. Plan an herb garden. 3. Catalog the types of painting/art in Haywood Hall. Musical 1. Research the piano, the flute. 2. Write a musical piece, circa 2. Write a musical piece, circa1800s. 3. Design a dance for the 19th century.

15. Did you know? Research shows: Research shows: ► that students enter the classroom with a variety of abilities and interests, requiring that teachers employ a variety of learning options (Keefe & Jenkins, 2005; Yatvin, 2004). ► that excellent teachers rely on a variety of instructional strategies rather than relying exclusively on one method (Langer, 2004). ► the most effective teachers function more as facilitators and coaches rather than as lecturers and direction givers, particularly in the upper grades ► (Bolliger, 2004; McCain, 2005).