Differentiated Learning Strategies

1. Interests

1.1. Music (plays piano/violinn) & Singing (in choir), Taylor Swift is her favorite singer

1.1.1. Strategy 1: When the students are broken into groups to work on the script/performance, students with an interest in music will have the job of being the sound/music editor. They will be responsible for providing the sound effects and underlying music to give the performance mood and enhance character development. They can record these sounds or music and play them at the appropriate cues during the performance. (Process & Product)

1.1.2. Strategy 2: In Drama and in Scriptwriting, scripts/scenes/characters, are broken into and discussed as beats. This idea or way of thinking may be helpful to musically inclined students because they can relate it to rhythm or patterns, which may make plot, character arcs, and scene/emotion reversal easier to understand, write, and portray. (Process)

1.2. Loves Math & Science, especially learning about insects and inventors

1.2.1. Strategy 1: When the students are broken into groups, students with an interest in math or science and tend to think more analytically will have the job of the Script Doctor. They will plot the rise and fall of the action according to the story arc to make sure the conflict builds to the climax and then the tension falls as the story is resolved. They will have to pay close attention to the progression of scenes and the characters to fit the story arc. (Process & Product)

1.2.2. Strategy 2: Graphic Organizers - These are great to keep a step-by-step order to outlining the story or script. They can also be used to put characters (protagonist, antagonist, ancillary) and plot points (introduction, rising action, climax, falling action, resolution) in order or in categories for clear understanding. They will give the creation of a script a more formulaic approach, which may make it easier for mathematically inclined thinkers to follow. (Process)

2. 4th Grade Objective: Working in groups, students will be able to adapt and write short plays based on classic stories, poems, and literature.

3. Created by: Vicki Richardson

4. Learning Profiles

4.1. Kinesthetic Learner

4.1.1. Strategy 1 - Arrange the Scenes on the Graph - Kinesthetic learners often need to physically touch and move about as they learn. To demonstrate understanding of the story structure, the graph of a story arc will be drawn or projected, the kinesthetic learners will be given scene descriptions that they have to go up and attach to the correct plot point and explain why as the same time. - they can even act like or speak in the character's voice as they explain. They will have to complete their explanation in a set time (can use a projected stopwatch or an hour glass timer that they can see). (Process)

4.1.2. Strategy 2 - Improvisation - Kinesthetic learners may need to act out the concepts they are learning or imagine putting themselves in the story. This exercise will give them that opportunity. Students, working in groups, will have to make up and create a short play 2-3 minute play demonstrating the arc of a story. One person will act as the narrator to call out each plot point. The story must be driven by the conflict with others, self, or nature. (Product)

4.2. Auditory Learners

4.2.1. Strategy 1: To understand story structure I will show this video. For the auditory learners especially, the video is terrific because the explanation is done in a rap. It will be a good way for the auditory learners to listen to the rhythm and the words in the song to remember the progression of the story arc. (Process)

4.2.2. Strategy 2: Think Pair Share - Auditory learners often need to talk through their learning process. To demonstrate understanding of story structure, the auditory learners will have the opportunity talk through the plot points of a story and explain where the scenes (or parts of the story) fall in the story arc. This may involve drawing a graph to pinpoint the 5 plot points: (introduction, rising action, climax, falling action, resolution). Different stories are divided into scenes and the students have to talk through their thought process and explain why a scene belongs in a specific plot point. (Product)

5. Readiness

5.1. ELL Student

5.1.1. Strategy 1: ELL students will listen to the story on tape that they will adapt into a performance piece and follow the text as they listen to reinforce word recognition and increase vocabulary. (Process)

5.1.2. Strategy 2: Work with graphic organizers to divide characters or the story text into scenes that show the story arc. They can also draw pictures if necessary. The use of graphic organizers will assist in breaking the text into smaller pieces; also they are designed to include imagery to explain unfamiliar terms. (Process)

5.1.3. Strategy 3: Students will create a film for their project, which will give them the opportunity to write and use cue cards for dialogue, do several takes of a scene, and edit their best work into their film while learning to use MovieMaker or iMovie. They can turn it into a silent film if they wish with dramatic music and writing the scene cards to explain what is happening. The point is to lower their affective filter by giving them ample time to work into speaking in front of the class if they are shy or embarrassed. By giving the students the opportunity to read from cue cards or do a second take lessens the pressure to get everything right in one shot. (Process & Product)

5.1.4. Strategy 4: The stories that they work with to adapt into a script can be a lower level reading text so that they will be able to accomplish the task and achieve the same goals, but not feel overwhelmed with text that is too advanced for their English speaking/comprehension level. They can be given options to select from so that they have a choice in the story they adapt. (Content)

5.2. Gifted & Talented

5.2.1. Strategy 1: Provide more challenging tasks such as adapting a script and performance piece based on a more complex text and making it accessible and meaningful for a specified group, e.g a special needs group. This challenges able pupils intellectually, socially and creatively. Another aspect is to have the more advanced students research a particular acting style (Farce, Slapstick, Kabuki, Mime), explain it to the class with visuals and performance, and incorporate that style into their production. (Content, Process & Product)

5.2.2. Strategy 2: Resident Dramaturg - Have students research the timeframe their story is set and create a presentation on what was happening socially, politically, or economically at that time, what style clothing the people wore, what types of food did they eat, etc., and how that may have influenced the story's author or character choices. They can choose the format or presentation style that they would like to use (Infograph, Prezi, Powtoon, Documentary style film). They will present this information to the class. (Process & Product)

5.2.3. Strategy 3: In their group, they can be given the job of project manager or producer to challenge their leadership abilities. They could also be paired with the ELL students to act as teacher/mentor for the group. They will have to work with the students and explain the concepts while coming up with strategies to create the script and performance piece that all can equally participate. (Process, Product, & Social Growth)