Differentiation tip for this week:
- Have you worked on a novel in the first semester?
- How about digging deeper into that Novel?
- How about beginning a comparative study of the two [or more] novels that you have used so far this year?
- What about students bringing in their favorite novels and delving deeper into that specific novel using higher order thinking questioning techniques?
- Assign sections of the novel to different pods in your classroom. i.e. chapter 1 for pod 1, chapter 2 for pod 2, chapter 3, for pod 3, chapter 4 for pod 4, chapter 5 for pod 5, chapter 6 for pod six.
- Students will re-read that chapter with your assistance using the guided reading process.
- They will delve deeper into the objectives using the indicators that you may be working on that specific week.
- To develop their writing skills, have them re-write that specific chapter from their own perspective.
- To bring the learning garden into the into the ELA process take students out into the learning garden, have them identify a vegetable and or flowering plant that they are specifically interested in. Ask them if they can develop a character or a method of weaving that vegetable or flower into their re-writing of the chapter. As the quarter progresses they should visit the garden to see how the vegetable is changing. The character in the story should be changing right along with the natural change that is occurring in the garden. [There are many changes occurring in the garden due to weather conditions.] Ensure that the students are using the author's craft as they rewrite the novel.
- Use the art department to assist the students in the illustration of their version of the novel. The novels that they read were probably not illustrated. If you look at the wall in the front office you will note that we have some artistically gifted students. Use these skills to reinforce concepts being taught in the classroom.
- Use these resources to assist you with delving deeper into the novels that you have read. http://
rloacscontentareasupport. blogspot.com/2013/02/ela- support-guide-authors- biascraft-etc.html
This interactive website has a lot of online games in the areas of writing, grammar and punctuation.
The above process will help the students to solidify their writing abilities as well as increase reading comprehension. Use this time to teach conventions of grammar, and polish up writing skills. As you are doing that reading comprehension will increase. This activity will give your readers a more personal reason for reading, wanting to read, and wanting to comprehend what they are reading. Make sure that the illustration does not become the most important part of the process, but give them at least 10 minutes of each session to work on an illustration that they would like to enhance their reading/writing activity.
Please ensure that the students are also using informational text while they are rewriting their novel. What realia and information can they research to enhance their rewrite of the story? That is the type of thing that an author does when he or she is writing a book. What historical context was the novel written in? Can their social studies teach assist you with the informational text to assist in the mood of the community during the time of the novel?
QUESTIONS:
Can you define why this a differentiation activity?
Can you differentiate this activity even more?
Can you create a rubric for this activity?
How can you convery the importance of this activity to the parents of your students?
How can you develop a choice board that will enrich this activity even more?
Talk to your team leaders about this and provide them with the answers. We will discuss your responses with them when we meet.
SCIENCE, MATH, AND SOCIAL STUDIES teachers, how can you use this process to enhance comprehension of informational text?
K-2 teachers can you use this process to develop the type of rich projects that you observed in Mr,. Dixon and Ms. Merkert's classes?
Next time we visit a college it will be in Ms. Chapman's classroom.
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