1. 1 Brian Williams & Kristen Wawer Professional Development April 18 th, 2013 Differentiating through a Novel Study

2. 2 Introduction Accommodating Diverse Learners Differentiated:  Instruction  Assessment  Grouping Focus:  Backwards Planning  Thematic Design  Essential Question Development

3. 3 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?

4. 4 Choice of Literature Direct Relationship to Essential Question/Theme Refer to Book List  Pp. 3-8 Additional Resources  Lexile.Com

5. 5 Student Ability Levels Ability Identification Gates-MacGinitie  Comprehension  Vocabulary  http://tfadeltaela.wordpress.com/visi on-goals/diagnostics/ http://tfadeltaela.wordpress.com/visi on-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

6. 6 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

7. 7 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)

8. 8 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

9. 9 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 9

10. 10 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. 10

11. 11 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 11

12. 12 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 http://www.youtube.com/watch?v=U0XTkCSb6a8 12

13. 13 Conclusion Accommodate Diverse Learners through Differentiation Develop Essential Question/Theme to Link Diverse Learners Incorporation of Various Activities Focusing on Differentiated:  Instruction  Assessment  Grouping