Differentiated Learning

Project Control, Project Closing, Timeline template

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Differentiated Learning by Mind Map: Differentiated Learning

1. Objective Being Addressed

2. Learning Profiles

2.1. Student A finds writing tiresome

2.1.1. Make sure that student A knows she will have time for discussion to process content. Instead of having to just write what she knows, she will have to discuss and debate her understanding of why certain details from the text are indicative of complexity within a character.

2.1.2. When pulling information from the text on complex characters, she can instead write short notes and use highlighters to show she understands parts of a text that make a character complex.

2.2. Student B is skilled at creative processes

2.2.1. As a partner option, students can work together or alone to create their own short stories or five page excerpts and then share with others to see if they could draw the same conclusions about the supportive text to character complexity. This would allow Student B a create outlet in storytelling.

2.2.2. An assignment that lets students use an online presentation tool such as Prezi or Storyboard could allow Student B to use create processes in making a presentation on spotting evidence of character complexity in texts.

3. Interests

3.1. Student C partipates in sports

3.1.1. I could give an option of excerpts to read for spotting the evidence of character complexity. This would allow me to diversify selection to cater to student interests. If at least one of the options contains sports related material in setting or character details, then Student C might be more interested.

3.1.2. I could ask Student C to summarize any knowledge of the complexities faced by sporting people (in fact or fiction) and then see if he can summarize any points from his summary on why that sporting person might be complex.

3.2. Student D hates books

3.2.1. An alternative or extra option could be having a five minute video and summarizing the points of the video that give evidence of character complexity. Character complexity isn't just in the realm of fiction novels, but goes to many other genres and mediums.

3.2.2. Summarizing points of complexity for real historical figures and arguing for the evidence pulled could be an alternative to reading a fiction excerpt. Student D could then use research instead of merely reading a single text.

4. Readiness Level

4.1. Student E has reading trouble

4.1.1. Reading proficiency is important, but a lack of this skill shouldn't get in the way of comprehending the big idea of the unit: complex characters are those with deep personalities and diverse reactions to experiences that influence the course of a story. Team reading or pair reading might help a student with reading trouble as it would allow them to follow along with their reading as they hear it dictated to them. Also when they are reading with a partner and they come to a difficult spot, the partner can help them. In this case, special attention should be paid to who Student E is partnered with to make sure they are not embarrassed.

4.1.2. There are a few text to speech software out there, and some of them are quite good. Allowing a student with reading difficulty to have access to an electronic version of the text that they can copy and paste into the text to speech software could allow them to follow along better.

4.2. Student F has an actor parent and already knows about aspects being discussed

4.2.1. Working with the student and possibly their parent, I could have them come in and teach a lesson of their own devising on complex characters. For Student F, this would have value as she gets to use her knowledge in a way that helps others and helps make it more formalized and concrete.

4.2.2. I could utilize Student F to help with assessments and checking understanding.

5. Overarching Standard