Differentiating Instruction: Objective - Students will identify the central idea in text and expl...

1. Learning Profile

1.1. Students

1.1.1. ~Sally

1.1.2. *Martin

1.2. Likes and Dislikes

1.2.1. ~Enjoys watching Brain Pops ~Likes to interact with others ~Enjoys web 2.0 applications

1.2.2. *Loves Sustained Silent Reading *Prefers to work independently, but is willing to work 1:1 with a serious, like-minded student *Enjoys web 2.0 applications

1.3. Learning Style Profile

1.3.1. ~Auditory/Project based

1.3.2. *Visual Spacial (reading and Doing)

2. Readiness

2.1. Sally

2.1.1. Standardized tests indicate "highly proficient" in ELA and "approaching proficiency" in math

2.1.2. Struggles to achieve goals and meet objectives in class due to attention deficit

2.2. Martin

2.2.1. Standardized tests indicate "highly proficient" in both, ELA and math

2.2.2. Eager to learn, but struggles with boredom as he is an extremely high performer

3. Interests as Reported on Learning Profile Cards Click - "Watch Video"

3.1. Sally

3.1.1. Soccer

3.1.2. Music (listening and making) and playing on the computer * details unspecified

3.1.3. Enjoys doing crafts with friends

3.2. Martin

3.2.1. Chess

3.2.2. Reading for pleasure and wood crafting

3.2.3. Enjoys playing on his x-box 1 and play station 4

3.3. Personalities ~Sally is an outgoing extrovert who has a dynamic personality that draws peers to her. She is known for standing up peers when she believes he/she is being unfairly treated. *Martin is a polite and cooperative, and is very much an introvert. He is amiable to collaborative work, but prefers to work with like-minded, high performing peers.

4. Strategies for Meeting Objectives - Lessons

4.1. Design of Activities/Discussions: Memory, Analysis, Creativity, Practicality

4.1.1. Structured to meet objectives for student groupings based on Sally and Martin's multiple intelligences

4.2. 1. Assignment(s) in the computer lab: Independent Practice -www.readtheory.com to complete written responses to questions requiring students to draw conclusions from the book the class is reading; Alternative assignment for students who have proficiently completed this assignment: Get a piece of paper from the "What if" box that asks questions requiring student to engage in critical thinking skills related to the text. *If more than one student has completed the first assignment, they can either work on a "What if" together if they choose to partner together.

4.2.1. 2. Assignment in computer lab: go to www.readwritethink.org and compose a letter to the narrator either forecasting what will come next, or questions related to what has occurred thus far.

4.3. Review KWL concepts and relate the form of writing in the book we are reading to a reading from a Scholastic News article. Complete 1 example for the class and have the class work together to create another example. Assignment: Complete KWL handout for the book the class is reading together *note - this assignment can be completed independently or with a seat partner

4.3.1. Differentiation for students who complete the assignment early - either get a library pass to select a book to check out, or craft an illustration of how they envision a scene in the reading with supplies in the craft closet

4.3.1.1. Differentiated option 2: Read a NY Times article and complete the attached KWL exercise.