Today became
GREAT
when YOU
arrived!
SHHHHH/SHARE….1. Pick an activity
2. Write or think quietly
3. Be ready to share when time is called.
• Explain to a new student
teacher what
differentiation is in terms
of what he/she would be
doing in the classroom –
and why. The definition
should help the new
student teacher develop
an image of differentiation
in action.
From C. Tomlinson, Wildly
Exciting Education 2010
• Write a definition of
differentiation you feel
clarifies its key intent,
elements and
principles.
• Develop a metaphor,
analogy, or visual symbol
that you think represents
and clarifies what’s
important to understand
about differentiation.
TARGET
• I can explain the key
elements of differentiated
instruction.
Jacque Melin
GVSU
melinj@gvsu.edu
www.formativedifferentiated.com
Community
•Teacher/Student
Connections
•Safe Environment
•Shared
Partnership
Curriculum
•Essential
KUDs
(Targets)
•Engagement
•Teaching up
Assessment
•Pre-Assessments
•Formative
(on-going)
Assessments to
inform instruction
•3-P Grading
Instruction
•Addressing
Readiness,
Interests,
Learning Profiles
•Multiple
strategies
•Flexible
management
From C. Tomlinson, Wildly
Exciting Education 2010
Common Sense Differentiation
• Create a learning environment that supports
the hard work of learning.
COMMUNITY
• Be clear about the learning destination (TARGETS)
CURRICULUM
• Know where students are in relation to the destination
(FORMATIVE ASSESSMENTS)
ASSESSMENT
• Adjust teaching to make sure that students arrive at
the destination (and move beyond it)
(DIFFERENTIATED INSTRUCITON)
INSTRUCTION
From C. Tomlinson, Wildly
Exciting Education 2010
• Differentiation is NOT a set
of strategies….
• It’s a way of thinking about
teaching and learning
From C. Tomlinson, Wildly
Exciting Education 2010
Strategies are TOOLS
to accomplish the goals of DI.
They are no more differentiation
than a hammer and saw
are the house they help to build.
#1
QUALITY DI
Paving the way to learning
• Mindset
Connections
Community
Quality DI Begins with a
growth mindset, moves to student-teacher connections, & evolves to community.
From C. Tomlinson, Wildly
Exciting Education 2010
The Predictive power of mindset
• Fixed
– Success comes from being
smart
– Genetics, environment
determine what we can do
– Some students are smart –
some aren’t
– Teachers cannot override
students’ learning profiles.
• Growth
– Success comes from effort
– With hard work, most
students can do most things
– Teachers can override
students’ learning profiles
– A key role of the teacher is
to set high goals, provide
high support, ensure
student focus – to find the
things that makes school
work for a student.
– C. Tomlinson, August 2010
Wildly Exciting Education
Fixed Mindset
Growth Mindset
•Challenges
•Avoid challenges
•Challenges
•Embrace challenges
•Obstacles
•Give up easily
•Obstacles
•Persist in the face of
setbacks
•Effort
•See effort as
fruitless or worse
•Effort
•See effort as a path
to mastery
•Criticism
•Ignore useful
negative feedback
•Criticism
•Learn from criticism
•Success of Others
•Feel threatened by
the success of
others
•Success of Others
•Find lessons and
inspiration in the
success of others
•As a result, they may
plateau early and achieve
less than their full potential.
•As a result, they reach ever
higher levels of achievement.
Carol Dweck, Ph.D
A Visual Analogy for your
consideration
Katie Couric interview
with Captain Sully
Sullenberger
Captain Sully Sullenberger
– What do you find to be the
most compelling thing he
has to say? Why does it
strike you as the most
important?
– What does any of this
have to do with teaching?
What kind of pilot are you?
Teacher Mindset
WHO
Shapes
Student
Selfperception
HOW
Coverage
vs
Whatever
it takes
Mindset
WHAT
I teach
what I
believe you
can learn
How does teacher
Mindset impact
who, where, what,
& how we teach?
WHERE
Builds or
Erodes
Group
Trust
What are the
implications of
mindset for
differentiation?
C. Tomlinson, August 2010
Teacher/Student Connection
It is WHO we teach
not WHAT we teach!
Remembering Names
On the First Day of School
• Why is remembering names on the first
day important?
No matter what, you will eventually learn
all of your student’s names, so why not
engage in an activity the first day learning
your students names?
• Numerous techniques and strategies
Why?
1. Builds community:
– Name = badge of individuality
(James B. Duke, the cigarette king, offered to give
Trinity College in Durham, North Carolina, forty million
dollars if the college would change its name to Duke
University)
– Learn names = shows you care
– Students enjoy learning their peers’ names
2. Administrative issues:
– Helps with:
• Roll call
• Knowing health issues
• Back to school night or shadow a student day
• When the office calls for a student
• Students with the same name or nick names
• When parents come to meet you
• Special needs i.e., Resource, IEPs, etc…
3. Assessment: Assess student’s work with a picture of
them in your head
How do you learn your student’s names?
First Step in Succeeding in memorizing
names . . .
CARE and WILLPOWER
Tips:
1. Impression
2. Repetition
3. Association
Impression
1.) Hear the person’s name distinctly
–
–
–
Listen: Concentrate on the person’s name
If you didn’t get their name, ask them to repeat it
If the name is difficult, ask the person if you can write it
down:
•
The Chinese say “One time seeing is worth a thousand
times hearing”
2.) Get a clear impression of the person
Repetition
Use the name over and over
Association
Strongest bond - use your schemata - build on what you
already know - make connections
1. Similar Name: Do you know some one else with this
name?
2. Rhyme: Sillier the better
3. Appearance: Can you make a connection with their
profession or physical characteristics? i.e. Tom
Baldwin has very little hair
4. Meaning: Does the name have a famous connection
or associate with daily life routines? i.e Bill Fisherpicture Bill fishing.
5. Mind picture: Break your name apart into syllables
and tell a story to help people remember.
Think –Pair – Share
• Activity:
In pairs, think of a way to use the 5
steps in association to help us
memorize your name. Then choose one
of the associations to share with the
class.
You have 5 minutes.
You will share YOUR name with the
class.
Through repetition, we will memorize
everyone’s name.
#2
QUALITY DI
Paving the way to learning
Is Rooted in Meaningful Curriculum
#3
QUALITY DI
Paving the way to learning
Is guided by on-going assessment
for planning and feedback (not
grades)
Alphabet Graffiti
(formative)
#4
QUALITY DI
Paving the way to learning
Addresses student readiness,
interest and learning profile.
Steps to Create a Choice Lesson Differentiated
by Learning Preference, Interest or Readiness
1. Identify the subject and topic of study (unit).
2. Use curriculum documents to determine what you want the students to know,
understand and be able to do (TARGETS).
3. Decide on an activity structure that will allow students to choose a task that
interests them (e.g., choice boards, RAFT, cubing or thinkdot activity, learning
contract, WebQuest, etc.)
4. Brainstorm a variety of tasks based on what you know about the learning
preferences of your students.
5. Eliminate tasks that will not lead the students to TARGETS.
6. Choose the activities that will be the most engaging for your students and best
match their learning preferences.
7. Check to see that all students will reach the same TARGETS, no matter which
task(s) they complete.
8. Describe the learning activities in detail. Create student handouts, if
appropriate.
9. Determine how student work will be assessed.
10. Decide how you will facilitate sharing and bring closure to the lesson.
Don’t Bother Differentiating FLUFF
If you are going to spend
time planning to differentiate
by interest, learning profile,
or readiness, be sure to use
key understanding!!!
SHHHHH/SHARE….1. Pick an activity
2. Write or think quietly
3. Be ready to share when time is called.
• Explain to a new student
teacher what
differentiation is in terms
of what he/she would be
doing in the classroom –
and why. The definition
should help the new
student teacher develop
an image of differentiation
in action.
From C. Tomlinson, Wildly
Exciting Education 2010
• Write a definition of
differentiation you feel
clarifies its key intent,
elements and
principles.
• Develop a metaphor,
analogy, or visual symbol
that you think represents
and clarifies what’s
important to understand
about differentiation.
Thinking About the Sternberg Intelligences
ANALYTICAL
Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.
PRACTICAL
Streetsmart – Contextual – Focus on Use
Demonstrate how someone uses ________ in their life or work.
Show how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of
______________, develop a plan to address the problem.
CREATIVE
Innovator – Outside the Box – What If - Improver
Find a new way to show _____________.
Use unusual materials to explain ________________.
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
Make connections between _____ and _____ to help us understand ____________.
Become a ____ and use your “new” perspectives to help us think about
____________.
Art and Color: Choice Board
(Triarchic Intelligences)
Target:
I can analyze the use of
color in painting.
Analytical
After you have looked at Monet’s Paintings 6.24 and 6.25 in
your book. Select one painting and write a paragraph
describing and analyzing it’s tone. Tone is associated with
the feeling that Monet has about the scene, how he conveys
the feeling to the viewer, and how he encourages the viewer
to respond with emotions to the scene, First make a list of
adjectives for the colors and forms in the painting. Then
begin a paragraph using your list of words and make specific
references to the painting.
Practical
Make a painting or a collage that focuses on
major events in your life. Use color to
indicate the emotional connection you have
with the specific event.
Creative
Poets use color in their poetry, sometimes to describe
objects but also as metaphors of feelings, moods, or
scenes. Look in Bartlett’s Familiar Quotations for
literary references to each color. You will find under
red, a reference to Percy Bysshe Shelley’s “Ode to the
West Wind.” Find a copy of the poem and locate his
description of autumn leaves. Write your own color
metaphors.
Physical Education: Choice Board
(Triarchic Intelligences)
TARGET:
I can communicate, cooperate,
be a member of a team and
enjoy participating in physical
activity.
Analytical
Analyze the task you have ahead of you. What will you need to
succeed? What obstacles are you likely to encounter? What is
the best way to go about this task so that everyone
participates/everyone exploits his or her strengths/you meet the
lesson goals. Complete the task. Critique your performance –
focus on team performance rather than individual. Compare this
activity to other team endeavors. What this task a good way to
learn about teamwork? Why or why not?
Practical
Perform this task in a way which takes the: least physical effort;
moderate physical effort; highest level of physical effort; relies on
each member equally; relies on each member’s special strengths;
uses the least/most equipment, expenses, etc.
Discuss: When might you need to use each approach? What are
the +/- of each? How can this exercise help you in real life?
Creative
Complete the task to the best of your ability. Change the
rules and try it again; repeat (make sure the task stays
safe!). Design another such task that encourages
cooperation and communication in a different way –
perhaps nonverbal communication. What if you didn’t
have the equipment you were given? How could you
accomplish the task? What equipment is necessary? Nice
to have? Unnecessary?
Food Pyramid: Choice Board
(Triarchic Intelligences)
TARGET:
I can explain the changes
in the food pyramid.
Analytical
Analyze the 2 pyramids to discover which change is
the most significant as measured by the changes in
caloric consumption at that level. Provide a
breakdown of how you arrived at your decision and
illustrate your finding with examples of representative
food items that illustrate the shift in the balance.
Practical
Using the old version of the pyramid, devise the ideal
diet for a 17 year old girl of a certain height; then,
revise this diet to reflect the principles set forth by the
new pyramid. Provide notes you would use as you
explain to this “client” exactly how her
“recommended” diet has changed and why.
Creative
Think of another way to proportionally illustrate the
principles set forth by the food pyramid. Illustrate an
“old” and “new” version of your metaphor, making
sure to adhere to the proportions set forth by each
version of the pyramid. For each metaphor version,
include representative examples of food choices.
French-speaking Cultures: Choice Board
(Triarchic Intelligences)
TARGET:
I can compare Frenchspeaking cultures with U.S.
cultures.
French Culture - Creative Task
You work for the local county museum in your town. The museum
director is a friend of the family and knows of your interest in
francophone cultures. She asks you and your friends to design
a temporary museum exhibit for an upcoming show designed to
interest local high school students in other cultures. She
particularly wants students to come away from the exhibit with
an understanding of both the similarities and differences
between typical leisure time activities of young people from our
local region and at least two French-speaking cultures. Once
you complete your research, design a museum quality display
about each country that clearly points out similarities and
differences between these cultures. Attach a brief written
explanation, in English, to be posted alongside the exhibit that
delineates your overall findings about similarities and
differences between the cultures and encourages viewers to
investigate the cultures further.
French Culture - Practical Task
You are a student intern at a travel agency in your town. The boss has asked
you and your friends to research at least two French speaking cultures and
compare them to local U.S. culture with respect to the activities young
people typically engage in. Your results will be presented to a group of local
teachers who are considering working with your agency to set up a summer
study program in a variety of francophone cultures. These teachers wish to
know what their students might expect in terms of leisure time activities in
the various countries, so that they can make informed decisions about which
countries to target. Once you complete your research, design an
informational brochure, poster, or series of PowerPoint slides about each
country that clearly points out similarities and differences between these
cultures. Attach a brief editorial for publication in the group’s monthly
newsletter in which you summarize your overall findings about similarities
and differences between the cultures and make recommendations for further
study.
French Culture - Analytic Task
You work as a student consultant for a Think Tank in your town.
Your work group has been assigned to a committee on creating
cultural links among young people of a variety of cultural and
regional backgrounds. Because your group members are
studying French, you are given the task of analyzing at least
two French speaking cultures and comparing them to local U.S.
culture with respect to the activities young people typically
engage in. Your work will be used as a pilot for a larger
comparative analysis to be completed by the larger committee.
After completing your research, design a flow chart, Venn
diagram, or other graphic organizer that clearly depicts the
results of your analysis. The organizer may be done on the
computer, if you wish. Attach a brief outline in English based
on your overall findings, which clearly delineates your
recommendations to the committee.
Spanish: Tic-Tac-Toe Board
(Multiple Intelligences)
TARGET:
I can ?????
En la tabla hay varios ejercicios para mejorar tu conocimiento del español. Tienen que completar dos
actividades de “informal writing” y una actividad “bbc”. El día de entregar todo es ______________.
Informal Writing
Escríbele una carta a un(a) amigo(a).
Este(a) amigo(a) no tiene compañero
con quien ir. Imagina que el baile
formal de la escuela es en dos
semanas. Salúdalo(la) y
o
Expresa la importancia del
baile
o
Pídele consejos
o
Despídete
BBC
Vayan al website de
http://www.bbc.co.uk/apps/ifl/
languages/spanish/news/quizeng
ine?
quiz=spnews_salsa_1
Lean el artículo y escuchen lo
que dicen sobre el baile salsa.
Escribe un resumen de lo que
leíste. Deben completar el
ejercicio también.
Informal Writing
Escribe una carta. Imagina que le
escribes al (a la) gerente de una
compañía de Internet porque recibes
demasiado correo electrónico que no
has solicitado y quieres quejarte.
Salúdalo(la) y
o
explícale el problema
o
expresa lo que quieres y
por qué
o
pregunta lo que debes
hacer
Informal Writing
Escribe un mensaje electrónico.
Imagina que una estación local de
televisión en español ha cancelado
tu programa favorito y le quieres
escribir al (a la) director(a). Saluda
al (a la) director(a) de la estación y
o
Expresa tu reacción a la
cancelación
o
Explica por qué te gustaba
el programa
o
Dale alguna recomendación
Informal Writing
Escribe un mensaje electrónico.
Imagina que respondes al editorial
que un periódico local acaba de
publicar. “Los jóvenes de hoy no
tienen disciplina.” Saluda al (a la)
editor(a) y
o
menciona el editorial
o
expresa tu reacción al
artículo
o
ofrécele sugerencias que
ayuden a ampliar su idea
sobre los jóvenes
Informal Writing
Escribe un mensaje electrónico.
Imagina que acabas de tener un
accidente y le quieres dar la noticia
a un(a) amigo(a). Saluda a tu
amigo(a) y
o
explícale lo que sucedió
o
dile cómo te sientes ahora
o
menciona lo que te ha
dicho el médico
BBC
Vayan al website de
http://www.bbc.co.uk/apps/
ifl/languages/spanish/news/
quizengine?quiz=spnews_paco_1
Lean el artículo y escuchen lo
que dicen sobre Paco de Lucía.
Escriban un resumen de lo que
leíste. Deben completar el
ejercicio también.
BBC
Vayan al website de
http://www.bbc.co.uk/apps/ifl/
languages/spanish/news/
quizengine?
quiz=spnews_quino_1
Lean el artículo y escuchen lo
que dicen sobre Maflada.
Escribe un resumen de lo que
leíste. Deben completar el
ejercicio también.
Informal Writing
Escribe una tarjeta para darle las
gracias a un(a) amigo(a). Imagina
que te ha enviado un libro de regalo.
Saluda a tu amigo(a) y
o
menciona el regalo
o
expresa tu reacción al
regalo
o
menciónale una actividad
para reunirse pronto
o
despídete
Rúbrica
Seguir direcciones
Gramática
Expresión y
creatividad
Vocabulario
5
Superó todas las
direcciones
Menos de 4 errores
Mucha expresión y
creatividad
Mucho vocabulario
nuevo y uso correcto
3
Cumplió las
direcciones pero
falta algo
Más de 7 errores
Bastante expresión
y creatividad
Mucho vocabulario
pero falta algo
1
No hizo lo suficiente
0
No siguió las
direcciones
Más de 8 errores
Falta expresión y
creatividad
No mucho
vocabulario nuevo
Difícil leer
No hay expresión
lógica ni creatividad
Muchos problemas
con el vocabulario
: Tic-Tac-Toe Board
(Multiple Intelligences)
Target:
I can explain color and/or
color theory.
Poem or rap
Write a poem or rap about color
theory. Research the symbolic
meanings people have given to
various colors. What cultural factors,
if any, influence these different
meanings? Ask your English teacher
how poets and writers use color in
different ways and make up a poem
or rap to present to the class.
(Musical/ Rhythmic)
Chart
Go outside and find a leaf that has a value of
color. You will be starting to look at that leaf
with 100% color. From there you will pick
out all the colors that you see. Write each
color down and give it a % of how much of
the leaf it covers. After you have all of your
percents you will divide your square piece of
matteboard up by the percents. You will
then color match and fill in each area with
the matched color. Finally glue the leaf on
the board in an interesting manner.
(Logical/ mathematical)
Interview
Interview the director of theatre arts to find
out the way that color is used in stage
lighting and scenery. In particular, find out
more about transparent gels that are used to
filter stage lighting and create various color
effects. Write a proposal directed to the
director of theatre, how you plan to create
the lighting effects a play of your choice.
(Interpersoanl)
Computer Color Wheel
Use the brush, pencil, and/or shape tools to design a manufactured
imaginary, or natural shape. This shape will be used to create a unique
color wheel; therefore, the size should be somewhat small so that 12
copies of this shape can be used on a full page. When a satisfactory
shape has been made, use the LASSO SELECTION tool to tightly select
the object. Then choose the copy command from the edit menu to
make a duplicate on the clip board. Use the paste command to
successively copy 12 editions of the shape. These shapes should be
arranged without overlapping to form a continuous, but not
necessarily a circular, design. Experiment with flipping and reversing
some of the shapes. After achieving an interesting arrangement, assign
each shape the appropriate primary, secondary, and intermediate
colors by using the fill tool. Email this to Mrs. Bosco
nbosco@lowellschools.com
(intrapersonal)
Free Choice
Color
Must be approved by Mrs. Bosco
Nature Art
Consider Andy Goldworthy and his nature art. Do
some research on his work (thinking about space,
color, and line). Go outside and create your own
nature art. Take a photo of it and be prepared to
discuss this with the class.
(Naturalist)
Magazine Color Study
Choose a hue, then look through
magazines and cut out examples of all
the variations of that hue you can find.
Classify the colors into 5 groups: (1)
pure hue, (2) dull tint, (3) dull shade,
(4) bright tint, (5) bright shade. Glue
examples to a small sheet of white
paper and label each group.
(Bodily/ Kinesthetic)
Monet’s feeling
Study Monet’s paintings in figures 6.24 and
6.25 in the book, select one painting and write
a paragraph describing and analyzing its tone.
Keep in mind that tone is associated with the
feeling Monet has about the scene, how he
conveys feeling to the view, and how he
encourages the viewer to respond with
emotions to the scene. First make a list of
adjectives for the colors and the forms in the
painting. Then begin a paragraph using your
lists of words making specific references to
the painting.
(Verbal/ linguistic)
Poster
You will be exploring how color is used in
advertising, take notes. Choose a common
everyday product such as toothpaste,
cereal, or detergent. Identify the color
used most often and discuss why it is
used. Use a piece of poster board and
advertize one of these products..
(Visual/ spatial)
Spanish Clothing Unit: Tic-Tac-Toe Board
(Auditory, Visual, Kinesthetic)
Target:
I can use clothing
vocabulary (in Spanish).
Please choose one from the green category, one from the red category and one from the yellow category.
CLOTHING
Assessment of _________________________________ Tic-Tac-Toe
1. AUDITORY
Listen to the song “La Lavadora” and write
down as many clothing words that you hear.
Then, write the English definition.
_____ Write a minimum of 15 clothing
words in Spanish.
_____ Write all 15 of the words in English.
2. VERBAL/LINGUISTIC
Write a commercial which advertizes at least
10 clothing items in Spanish.
______ Commercial format
_____ Includes prices.
_____ Advertises 10 clothing items.
_____ Use props-pictures or actual clothing.
_____ All words are in Spanish.
4. NATURALIST
5. LOGICAL
Group clothing according to weather patterns Make a crossword puzzle with at least 20
in Spanish. Label in English and have one
vocabulary words in Spanish.
drawing per category.
_____ Use 20 clothing words in Spanish.
_____ There are at least 5 weather patterns _____ Has 1 clue per clothing item.
_____ There are at least 4 clothing items per _____ Includes a blank copy and a master
weather pattern.
copy (with the answers filled in).
_____ Limit repeated items to 3 for the
entire project.
_____ One drawing per category.
7. INTRAPERSONAL
8. KINESTHETIC
Free choice. How do you learn vocabulary
Make clothing out of various materials and
best? Fill out a proposal form and get it
label them in Spanish.
approved before beginning.
______ Uses physical material to make
_____ Includes 10-20 clothing words in
clothing.
Spanish depending on the activity.
______ Clothing is 3-D.
***Other requirements will be discussed
______ Makes 10-20 clothing items
once the proposal is made.
depending on the material used. (See
teacher).
______ Has labels in Spanish.
3. VISUAL
Design a fashion ad with at least 10 clothing
items represented.
_____ Fashion ad format
_____ Includes prices
_____ Advertises 10 clothing items
_____ Pictures of each item are in the ad
_____ All words are in Spanish
6. INTERPERSONAL
With a partner, write a dialogue and act it out
in class.
_____ Include at least 2 characters.
_____ Use at least 10 clothing words in
Spanish.
_____ Use all Spanish words.
_____ Both partners do equal work.
_____ Act the dialogue out in front of a
small group or the whole class.
9.MUSCIAL
Write a learning song for at least 10 to 15 of
the clothing words in Spanish or Spanglish.
Remember to challenge yourself!!!
_____ Song format
_____ Uses 10-15 Spanish clothing words.
_____Helps students learn the vocabulary.
Unité 4
Nombre: ______________________________
Due:
This is your project for Unité 4. Using the chart below, you must complete at least one
block in each column. You will need to show me one completed block per column for
credit. Each activity is worth 20 pts. You may choose to do one extra block for 20 pts.
extra credit.
Use 10 new vocabulary
words, each in a different
juicy sentence (at least 8
words long)
Make a word search using
(20 words) from the Unité 4
vocabulary. Have someone
do the word search (on a
copy) and initial it.
Make a set of picture flash
cards (3x5 minimum size)
for at least 20 new
vocabulary words in Unité
4.
Send me an email and in it
use at least 10 new words
meaningfully to tell me
about what your room looks
like. Print up a copy of the
email for credit.
kbloom@hcpss.org
Make a crossword, using as
many Unité 4 words as
possible (min. 20). Have a
classmate do the crossword
(on a copy) and initial it.
Draw a picture of a “Jardin
Zoologique” and label at
least 15 animals in French
that you can see in your
zoo.
Draw a picture of a boy or a
girl on a poster and write a
5 sentence description of
the person using a minimum
of 10 new vocabulary words
from Unité 4.
Make a diorama or Lego
model of your bedroom and
label at least 10 items that
can be found in your room.
Draw or make a diorama of
a technologically advanced
classroom. Label at least 10
different items in the
classroom.
Draw or download pictures
of 10 things you own (j’ai)
or would like to have (je
voudrais) and tell what
color each item is.
Take a familiar tune and
make a song about the
vocabulary. Sing it (or have
someone sing it) to me and
the class.
Write a story using the
vocabulary from Unité 4,
and tape yourself reading it.
Make a story board or
cartoon using the new
vocabulary. Use captions
or dialogue for each cell.
Minimum: 5 cells/10 new
words.
Write a skit about the
vocabulary and perform it
or get some people to
perform it with you. Use at
least 10 new vocabulary
words from Unité 4.
Make a rebus (picture
story), using at least ten
new vocabulary words, and
have someone read it back
to you.
Physical Education: Tic-Tac-Toe Board
(Multiple Intelligences)
Target:
I can think about how I do
a drill and improve it.
Verbal/Linguistic
Listen to or read
directions for the drill;
perform the drill; write or
record a brief reflection
of how you did on the
skill and how you could
improve.
Interpersonal
Talk with your partner to
teach, encourage &
debrief each drill; act as
a coach while your
partner does the drill.
Intrapersonal
Practice the drill, reflect
on how it went and how
it feels while you do
each drill; How can you
improve? What will you
try next?
Bodily/Kinesthetic
Your Choice
Vary the amount of
Please have this approved
movement different parts
by me.
of your body makes in
each of the drills; how
does this affect your
performance on each skill?
Musical/Rhythmic
Logical/Mathematical
Figure out the parts that
make up the whole skill;
how can improving the
parts affect the whole?
Naturalist
How might you classify the
skills in all of the drills?
What is similar and what is
different from drill to drill?
How can this knowledge
help you improve?
Visual/Spatial
Draw a diagram that
shows how to do the skill;
visualize yourself
performing the skill, then
do it; use your observation
skills to help your partner
improve.
Pass to music – when music
speed changes, change the
speed of the drill; try to pass
in a rhythmic pattern; count
out loud: 1,2, 3 Kick! For
example: does this help or
hinder you? Why?
Key:
A = advanced or complex
activities written at the analysis,
evaluation, or synthesis of
Bloom’s Taxonomy.
B = basic activities written at the
application level.
Multiple Versions –
“Prescribe” particular boards
to particular students based on
their current learning needs.
Remember –
ALL students deserve
challenging, engaging activities.
Spanish: Learning Menus
Targets:
I can explain Mexico’s Day
of the Dead celebration.
Day of the Dead Choice Menu
Main Dish (complete all)
•
•
Participate in a small group discussion about the origins of Day
of the Dead Celebration. Chart your findings.
Use a graphic organizer to compare and contrast Mexico’s Day
of the Dead to the U.S. custom of Halloween.
Side Dish (choose two)
•
•
•
•
Create a timeline of the history of the day of the dead.
Design a Day of the Dead review game. Create the game board,
questions and rules for the game.
Design and build an altar for the Day of the Dead celebration
(not to scale) and be sure to place the proper items on the altar.
Create a Day of the Dead mask and explain the significance of
the mask in the celebration.
Dessert (optional and can only be completed after the other 2
courses)
• Bake Pan de Muerto and Sugar Skulls to share with the class.
Create a skull using the Papel Picado patterns.
Pizza Builder Choice Board
Orchestra
Task: Build a ‘Pizza’ that
represents a genre or style of
music that is interesting to you
Pizza Builder!!
Crust Choices: (Select one)
•
Thin Crust: A solo work for an
unaccompanied instrument or voice
•
Hand Tossed Crust: A work for a chamber
ensemble of 2-15 performers
•
Deep Dish Crust: A work for large
ensemble, over 16 performers
•
Gluten Free Crust: A work for mechanical
or computer based sound generators
Pizza Builder!
Sauce Choices: (Select one)
•
Red Sauce: represents music created for no
specific occasion but simply as entertainment.
•
White Sauce: represents uplifting music
created for a specific purpose or cultural event.
•
Pesto Sauce: represents somber music created
for a specific purpose or cultural event.
•
Barbeque Sauce: represents music created for
a festive occasion or cultural event.
Pizza Builder!
• Toppings: (Select your favorite!)
•
The Middle Ages: A delicious pizza topped with
the sounds of singing Monks, recorders, shawms,
and citterns. Note: peasants will be served on
traditional wooden utensils; nobles will be served on
gold plates.
•
The Renaissance: A very festive pizza topped
with the sounds of crumhorns, hurdy-gurdies, lutes,
and essence of sackbut. Note: some toppings have
been aged to preserve their potency.
Pizza Builder!
• Toppings – Con’t: (Select your favorite!)
•
The Baroque: More refined than the Renaissance, this
pizza includes the sounds of the viol family and the
harpsichord. Depending on your sauce, you may detect a
note of certain brass instruments. Note: This pizza served by
a celebrity impersonator dressed as J. S. Bach
•
The Classical: Very formal in design, this square pizza
features the sounds of strings and woodwinds with
percussion and occasional brass instruments. You must
wear a powdered wig when ordering this pizza.
Pizza Builder!
• Toppings – Con’t: (Select your favorite!)
• The Romantic: A house favorite, this super-sized pizza
features your traditional orchestral instrument family – but in
twice the proportion. Earplugs recommended.
•
The Modern: an unusual pizza, this pie pushes forms
and shapes to an extreme. Order it with any combination of
toppings. Note: crust will be asymmetrical.
•
The Jazz: you may order the ‘big band’ or ‘combo’
version of this pizza. Each features excellent rhythm and
improvised solos. Note: this pizza may not be available if the
chef is between sets.
Pizza Builder!
• Bake and Deliver Your Pizza:
•
You may use the media center as your
information ‘Oven’. Use the media sources available
to you to find a piece of music that represents the
pizza you have created. You will be preparing your
pizza for consumption by the class. When you
‘Serve’ your pizza, be prepared to play either an
audio or video with audio clip of the music.
Pizza Builder!
• Assessment Rubric:
• Meets or exceeds expectations:
– Crust, sauce, and toppings well thought out to produce a
representative piece of music with an example that
includes the ingredients. Pizza well baked and arrives hot!
• Some expectations met:
– Crust, sauce, and toppings do not combine in a
completely logical way – representative music difficult to
categorize, and ingredients not well represented. Pizza
may have been baked for too short a time.
• Expectations not met:
– Pizza was missing a major ingredient, or was not baked
sufficiently.
Show-And-Tell Boards
All students have the same TASK,
but have a choice of SHOW AND
TELL.
Top row – what they could show
Bottom row – what they could tell
Need 1 SHOW & 1 TELL
Task: Describe a piece of music from AD 1200 to present in
terms of its significance and/or personal relevance.
actual musical score in A written timeline of Illustrations, photos,
SHOW The
manuscript or print – Note: significant cultural and graphics or other written
you will be expected to
explain the instrumentation
and why it is unusual or
significant. (solos only)
TELL
musical events
surrounding the piece
of music you have
selected. (Solos or
duets only)
You are a popular radio
You are a musician
announcer. Construct a
involved in a
public service
performance of the
announcement advertising a music you have
performance of the piece of selected. Create a
music you have selected.
speech or interview
Create a desire for your
explaining the
listeners to attend. (solos
significance or
only)
relevance of the music
you chose. (solos or
duets only)
evidence explaining the
historical significance or
personal relevance of the
music you have selected.
(solos, duets, or trios)
You are the composer of the
music being examined.
Create a speech or interview
explaining the significance or
relevance of the music you
chose. (solos, duets, or trios)
TARGET: I can write in a technical format.
TASK: Write a set of directions for explaining
how to use a Web 2.0 Tool.
SHOW
Illustrations Diagram
or Flow
Chart
TELL
Use topic
headings
and
paragraphs
How-to
Brochure
Use
Write
detailed
detailed
numbered sentences
or bulleted
steps
Painting – Choosing a Subject:
Multiple Intelligences : Choice Board
TARGET:
I can choose a subject to
paint and explain my
reasons for selecting this
subject.
Arts:Painting
Choice Board
Verbal/Linguistic
Prepare an oral explanation to
give to a classmate about why
your subject is important
enough to paint.
Logical/Mathematic &
Visual/Spatial
Prepare a flow chart that illustrates
how you go about choosing a subject
or setting for your painting.
Musical/Rhythmic
Make a soundscape (no words)
that captures the same kind of
feeling you wish your painting to
capture.
Intrapersonal
Interpersonal &
Bodily/Kinesthetic
Naturalist
Create a skit or pantomime that
illustrates the right and the wrong
way to go about choosing a subject
for your work.
Find a quiet space and write a me a
letter telling how you go about
deciding on a subject for your
painting. Let me inside your head!
Go outside to find inspiration for your
painting. Sketch patterns, textures,
moods, etc. in nature that you wish
to introduce into your work. How did
this experience influence the final
product?
Foods:
Cubes (novelty)
TARGET:
I can review information
about food preparation.
Look at the food
magazines provided.
Choose a story
about preparing or
cooking a dish. Be
ready to tell the
class what you
learned.
Study the dessert recipes
in the recipe box. Figure
out how to adapt the
recipe for twice as many
serving. Now pretend you
only have half that amount
of flour the original recipe
calls for. How will you
adapt the recipe so it still
turns out?
Your own idea of
something related
to food
preparation.
Teacher approval
required.
Using the materials
provided, set the
dinner table in an
attractive yet
functional manner.
Be ready to explain
your decisions.
Experiment with
various ways of
mixing ingredients
together (fold, whip,
stir, etc.). Be ready
to demonstrate
these different
ways to the class.
What makes a
meal
“satisfying?”
Come up with a
list of dos and
don’t. Why
should we care.
Read and write
about
Hunchback of
Notre Dame.
What symbols
represented the
beliefs held inside
cathedrals –
animals, gargoyles,
flowers.
Your own idea of
something related
to food
preparation.
Teacher approval
required.
How do space,
light, acoustics,
colors, relate to
cathedrals.
What is YOU
cathedral? How
do we measure
ourselves vs.
wholeness,
bigness.
Find out how
cathedrals
were
engineered.
Ancient Civilizations: Cubing
(Multiple Intelligences)
Learning Goals: Students will –
Know: The geographic, political, economic, religious,
cultural, and social structures of an ancient civilization.
Understand: Our understanding of why civilizations
dominate or decline can be expanded by studying the
people and events of ancient civilization.
Do: I can create a product that demonstrates an
understanding of aspects of ancient civilizations.
Ancient Civilizations
Topic Cube
Describe the
type of
government or
leadership that
was present.
Roll the topic cube to determine the
topic that will be explored.
Roll the product cube to determine
how understanding of the topic will
be represented.
Describe
the
economy
Describe
some of the
main
cultural
activities.
Identify the location
of the civilization
and describe the
connections
between the
geography and
development of the
civilization.
Describe
the social
system.
Describe
the
traditions
and beliefs.
Ancient Civilizations
Product Cube
Brochure
Original song
or rhyme
adapted from a
nursery rhyme
Roll the topic cube to determine the
topic that will be explored.
Roll the product cube to determine
how understanding of the topic will
be represented.
Talk Show
Chart or
graphic
organizer
Advice
Column
Public Service
Announcement
Tobacco Prevention: RAFT
TARGET:
I can research information
about tobacco prevention
that has to do with
enhancing health.
Role – What is your role as the artist?
Audience – Who will be looking at your art?
Format – What is the best way to present your art?
Topic – Who or what is the subject of the artwork?
Directions: Choose a role. Consider the audience. Complete the assignment in your
sketchbook using the format and topic for that role. You may use colored pencil for this
project. Use the checklist on the next page to make sure you are doing your best work.
Role
Audience
Format
Topic
Paintbrush
Peers
Cartoon
The World is full of
Color.
Emotional Colors
Elementary
Students
Children’s Book
Cover
Weather.
Warm or cool
colors
The Public
Warning Ad
Warning!
Don’t……….
Analogous Color
Scheme
Dole & Gabbana
Paper People
Wardrobe
What to wear for
the new fall design.
Spanish: RAFT
TARGET:
I can use Spanish words
and sentences to tell where
things are located in the
classroom.
RAFT Assignment
Theme: Classroom – Use classroom objects, present conjugation of activities done in class, and prepositions of a location to talk
about where things are located. Language/Level: Spanish 1 Honors
Role
1. Student
Audience
Format
Exchange Student coming to
RHS next semester
Email
A Desk
Admission of jealousy
(tener cellos – to be jealous)
2. Chair
Phone call for help
3. Sra Frye
Another teacher
4. Student
8th grade students
Love Song/Poem
Topic
Describe the class, what time it
is, what we do in the class.
Also, describe what the class
looks like and where things are
located.
Explain what the students do
with the desk. Explain where
everything is located in the
classroom and why the desk is
lucky (tener suerte – to be
lucky) to be a part of it all.
Sra. Frye is sick and needs
another teacher to teach her
class. Explain how the class is,
where everything is located and
what we do on a regular basis.
Explain why Spanish 1 Honors
is the best class to take your
freshman year. Explain what
cool things/people are in the
classroom and where they are
located. Sing about what we do.
Consumer Education Class RAFT
In this RAFT, all students will have a Topic that focus on food safety practices.
The Formats are meant to appeal to different learning styles.
Role
Audience
Format
Topic
Raw chicken
pieces
Chefs in training
Dramatic speech
Why foods like me (poultry) require
special handling and care of utensils
Cartoon
characters
Saturday morning
viewers
Jingle, rap, or
chant
The importance of cleanliness and
washing hands
National
Restaurant
Organization
Restaurant workers
Illustrated Poster
or Flow Diagram
Proper care of knives and cutting boards
Bacteria
Ground beef
Role play or
simulation
Dangers of thawing meat out on a
counter
Power
Company
Consumer
Relations Dept.
Homeowners who
have lost power for
3+ days due to
hurricane or ice
storm
Consumer Alert
messages for
broadcast on TV
What to do with items from the
refrigerator and freezer that have come
to room temperature
Mayonnaise in
egg salad
Picnickers
Urgent Email
Watch out! I’m going to get you!
Business Education RAFT
Students are reviewing elements from “Insert” Drop Down Menu
This RAFT uses the columns of Role and Audience to review basic elements and vocabulary of this unit.
Role
Audience
Format
Topic
Page
number
Writer of a document List of questions
Text Box
TV audience
Late Night’s Top
10 List
What you need to know to use me
right.
Clip art
Student preparing a
PowerPoint
presentation
Song lyrics
”Find me, Place me, Change Me”
Column
break
Page break
Opinion statement
Why I’m more important than you
A Caption
Editor
Set of directions
How to clarify what is in a pie chart or
diagram
Auto Text
feature
Writers of business
letters
Energizer Bunny
commercial
The advantages of using Auto Text
What to consider about how to format
me and where I belong
Review the strategies for
INTEREST
•
•
•
•
•
•
Tri-mind choices (Sternberg)
Tic Tac Toe choice boards
Learning Menus
Show and Tell boards
Cubes
RAFTS
With a partner:
Describe your upcoming unit and a TARGET or 2 that you will be addressing
Choose one of the above strategies and describe how you will use it in your classroom.
How will you connect this learning activity to the TARGET(s)
Tier by:
•Readiness
•Degree of structure
•Need for support
Task Cards/Work Cards
Write a letter to yourself stating
at least five key points that you
would like to remember about
this presentation and how you
will use these things in your
classroom.
Write a letter to your principal
comparing what you learned
today to what is happening in
your school.
Write a persuasive letter to your
school board president
convincing him/her that your
school district must adopt the
philosophy of differentiated
instruction in your district.
Tips for Writing
Task Cards/Work Cards
• Make sure the directions are clearly stated in
student-friendly language.
• Include specific details (e.g., “Give a minimum of
three examples)
• Include criteria for quality or a rubric so students
clearly know your expectations for their work.
• As appropriate, sequence the steps students
need to follow.
• Include examples or samples of work as
necessary.
• Explain how students will share their work.
• Double-check that the directions can be followed
by students independently.
Tiered assignments should be:
-Different work, not simply more or less work
-Equally active
-Equally interesting and engaging
-Fair in terms of work expectations and time
needed
-Require the use of key concepts, skills, or
ideas
-Are used as practice or daily work, NOT as
an assessment task to be graded.
-Learn from each other – share work!
Tiering by Readiness Level
Spanish (clothing unit)- HS
TARGET
Communication (presentation mode)
Cultures (products & perspectives)
Connections (accessing information)
Comparisons (cultural comparison)
Communities (within & beyond the
school)
Tiering by Readiness Level
Spanish (clothing unit) – HS
Modified for special needs/more concrete
learner.
You work for an ad agency and have been assigned
to create a mini-catalog or a brochure for the big
sale next weekend at a department store. Using
magazine picture, authentic photos from the
Internet, or your own drawings, create your sale
flyer. You can decide the theme, age, or gender
group to target. There must be at least 12 items,
priced in euros. Make the ad as appealing and
creative as possible and be ready to present the
ad to the class.
Tiering by Readiness Level
Spanish (clothing unit) - HS
On-Target Tier for Most Students (grade
level)
Your role is to write dress code rules for
school. Describe at least 6 types of
clothes that are acceptable, and at least
6 that aren’t. Turn in a neatly written
copy of the rules for approval, and then
create a poster of fashion do’s and
don’t, and be ready to present it to the
class.
Tiering by Readiness Level
Spanish (clothing unit) - HS
Modified Tier for Complex/Abstract
thinkers
Your role is to write two role-playing scenarios for
employees of a clothing store to use in practicing
how to deal with a variety of customers. In each, set
up practice conversations between two difficult
customers and a sales person. The salesperson
should encourage and persuade the customers,
rather than be confrontational. One customer
should complain about price and another about size
and color. Submit a written copy, and be ready to
present as a model of your favorite scenario of the
two you’ve written.
Tiered Lesson
Skill: Dribbling and Basketball
Dribble from point A to point B in a straight line with one hand.
Switch to the other hand and repeat.
Use either hand and develop a new floor pattern
Zigzag one hand then the other hand
Increased speed
Change pattern to simulate going around
an opponent
In and out of pylons as fast as possible
Dribble with one hand - partner playing
defense
Increase speed and change hands
Experimental Design: Tiered Assignment
Cubes or Think Dots
TARGET:
I can explain the various
stages in the experimental
design process.
Name all of the body
systems that work
together to perform
activities.
Create a Beady Neuron
●
Explain why the story
(that was read in class)
was used to talk about
the Endocrine System.
●
●
Draw a heart…
-Use arrows to show the
path of blood
-Label the parts of the
heart
List the path the food you
eat will travel.
●
●
●
●
●
●
●
Body Systems
●
●
●
●
●
●
●
How do the Muscular and
Skeletal Systems work
with each other?
●
●
●
●
Name and define all of
the body systems that
work together to perform
activities.
Basic
●
Create a Beady Neuron
and explain each part of
the Neuron.
●
●
●
●
●
Create another story or
paragraph that could be
used to introduce the
Endocrine System.
Take us through the path
of the Digestive System.
(Anyway you would like)
Abstract
●
●
●
●
●
●
●
●
How do the Muscular and
Skeletal Systems work
with four other systems?
●
Draw a heart…
-Use arrows to show the
path of blood
-Label the parts of the
heart
-Lightly shade the parts
of the heart blue to show
carbon dioxide rich blood
- Lightly shade the parts
of the heart red to show
oxygen rich blood
●
●
●
●
●
●
Basic Elements Defining
the Core Curriculum
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
Thinking Skill
Subject Matter
Research
Skills and/or
Resources
Culmination or
Exhibition
List
The causes
After reading
and effects for the text, pages
the technology 42-49.
evolution in
education.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Process Element – Thinking
Skills
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
List
The causes and
effects for the
technology
evolution in
education.
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Judge with
criteria
The causes
and effects for
the technology
evolution in
education.
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Process Element – Research
Skills
Process:
Thinking
Skills
List
Judge with
criteria
Content
The causes and
effects for the
technology
evolution in
education.
The causes
and effects for
the technology
evolution in
education.
Process:
Research
Skills
Product
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
technology
professor at the
university; use the
Internet to
research; and read
the text, Chapter
IV.
Write a
paragraph to
share the
information.
Differentiating the Core:
Modifying the Product Element
Process:
Thinking
Skills
Content
Process:
Research
Skills
List
The causes
After reading
and effects for the text, pages
the technology 42-49.
evolution in
education.
Judge with
criteria
The causes
and effects for
the technology
evolution in
education.
Interview an
technology
professor at the
university; use the
Internet to
research; and read
the text, Chapter
IV.
Product
Write a
paragraph to
share the
information.
Write an editorial
and debate the
positive and
negative
consequences of
the technology
evolution in
education.
Differentiating the Core:
Modifying the Content Element
Process:
Thinking
Skills
Content
Process:
Research
Skills
Product
List
The causes and
effects for the
technology
evolution in
education.
After reading
the text, pages
42-49.
Write a
paragraph to
share the
information.
Interview an
technology
professor at the
university; use the
Internet to
research; and read
the text, Chapter
IV.
Write an editorial
and debate the
positive and
negative
consequences of
the technology
evolution in
education.
Judge
with
criteria
The use of technology for first,
drill and practice & tutorial
programs, to secondly,
productivity tools, to thirdly,
data-driven virtual learning
that contributed to the causes
and subsequent effects of the
technology evolution in
education.
Review the strategies for
READINESS
• Task cards
• Think dots
With a partner:
Describe your upcoming unit and a TARGET or 2 that you will be addressing
Choose one of the above strategies and describe how you will use it in your classroom.
How will you connect this learning activity to the TARGET(s)
Choices involving Learning Profile
The “Profiler”
What is your preferred Learning Profile?
• Write
• Draw
• Act
• Sing
• Build
http://www.niehs.nih.gov/kids/music.htm#index
• You have just attended a stimulating
workshop
on differentiated
instruction and
Differentiation
“Profiler”
you feel motivated to let the world know
more about differentiated instruction. Your
“world” might be a group of students,
parents, fellow teachers, and/or the general
public. You will join a group of workshop
participants who are as motivated as you
are and share your excitement about
differentiate instruction to spread the news
about this teaching and learning
philosophy!
TARGET:
I can explain key elements of differentiated
instruction.
Differentiation “Musician”
Your mission is to write and perform a song (any style of
music) about the experience of observing in a
classroom which is focused on developing units and
using strategies that help to differentiated instruction.
You can make up a new tune or write new lyrics that fit
with an existing melody.
• You should have at least one verse about each of the
FOUR elements that should be the focus of a
differentiated classroom.
• Include a chorus about the goal of differentiated
instruction.
• Make it personal and fun.
Differentiation “Writers”
Your task is to write an article for USA Today telling the
public how differentiated instruction helps teacher to meet
the needs of diverse learners in their classrooms. You
should minimally include the following information:
• How students differ as learners.
• How student learning differences affect how students
learn.
• Evidence you have that explains that students work
harder when what they are asked to do connect to
something they are interested in doing and/or connects to
their learning profile.
• Identify classroom techniques/strategies that support the
achievement of students who have different readiness
levels, different interests and/or different learning profiles.
Differentiation “Builders”
• Your group has been commissioned to build a
model of a differentiated classroom for a local
museum featuring best practices in education.
Your model must accurately reflect the FOUR
elements of differentiated instruction in a
classroom where these elements are being
practiced. You must be able to explain your
model to museum officials.
Differentiation “Actors”
Your job is to create and perform an episode of a
children's or teenager’s television program. This
episode should be all about differentiated
instruction.
• Be sure to include the following information:
• What is differentiated instruction.
• What it is like being in a classroom where
differentiated instruction is practiced.
• How you (the student) will benefit from being
in a classroom where differentiated instruction
is practiced.
Differentiation “Artists”
• Create a poster – or series of posters – that
clearly illustrates the key points of what it
means to differentiate instruction. Your
poster(s) will be designed for those who are
unable to read, so it/they must communicate
clearly through pictures and graphics, and
should not rely heavily on captions. Your
posters should depict the three sets of FOUR
elements of differentiated instruction. Poster
paper, markers and other materials are
available; let your instructor know what else
you need.
Role
Artist
Level 1: On or Below Grade Level
Draw or design an advertisement with
descriptions of various clothing items,
include the opinions of fashion experts.
Level 2: On or Above Grade Level
Draw or design an advertisement with
descriptions of various clothing items,
include opinions from fashion experts.
Make up a new clothing item that is not
invented yet.
Singer/
Songwriter
Write and perform a song or poem
describing modern day clothing which
includes public opinion of the clothing.
Write and perform a song describing
modern day clothing which includes
public opinion of the clothing. Include a
comparison to clothing worn when you
were younger.
Online Ad
Writer
Write an “online” advertisement for
clothes with descriptions and customer
reviews.
Actor
Write an “online” advertisement for
clothes with descriptions and customer
reviews. Include a respectful
comparison to clothing from other
stores.
Act out a fashion show which includes a Act out a fashion show which includes a
complete description of the models’
complete description of the models’
clothing and critiques from journalists. clothing and critiques from journalists.
Include a comparison of the models’
clothing to the previous model.
Artist
Draw or design an advertisement with descriptions of various clothing items, include opinions from
fashion experts.
Corte Inglés, a Spanish department store, is hoping to expand to the United States. They
want to appeal to the younger Spanish-speaking population with their first advertisement.
They also want to feature fashion expert opinions in their ad to make it more meaningful.
They heard you were a fantastic artist with an eye for detail. Please draw or design an
advertisement with various clothing items with opinions from fashion experts.
Pick 10 items of clothing from our clothing list on Page 161 of your text book.
Draw or design pictures of the 10 items clothing including patterns and colors (can be done freehand
or on the computer).
Write appealing descriptions for each item of clothing. Be sure to include:

demonstrative adjectives

colors available

material it is made of

patterns available
Design an appealing way to give a fashion expert’s opinion of the clothing items.
Write the expert opinion and place in the advertisement by the proper clothing item.
(Make up a new clothing item that is not invented yet.)
Singer/Songwriter
Write and perform a song describing modern day clothing which includes public opinion of the clothing.
Corte Inglés, a Spanish department store, is hoping to expand to the United States. They
want to appeal to the younger Spanish-speaking population with their first advertisement
jingle. They also want to include positive opinions of their products in their ad to make it
more meaningful. They heard you were a talented musician with a ton of creativity and
potential. Please write a song with various clothing items and positive opinions.
Pick 10 items of clothing from our clothing list on Page 161 of your text book.
Write an advertisement jingle describing clothing (can be done using a popular tune).
Write appealing descriptions for each item of clothing. Be sure to include:

demonstrative adjectives

colors of the clothing

material it is made of

patterns of the clothing
Design an appealing way to give opinions of the clothing items (you can use celebrity endorsement).
(Include a comparison to clothing worn when you were younger.)
Writer – Online Advertiser
Write an “online” advertisement for clothes with descriptions and customer reviews.
Corte Inglés, a Spanish department store, is hoping to expand to the United States. They
want to appeal to the younger Spanish-speaking population with on-line advertisement.
They also want to include positive customer opinions of their products in their ad to make it
more meaningful. They heard you were a talented writer with a ton of creativity and can
describe things really well. Please write an on-line advertisement with various clothing items
and positive opinions.
Pick 10 items of clothing from our clothing list on Page 161 of your text book.
Write an on-line advertisement (can include pictures).
Write appealing descriptions for each item of clothing. Be sure to include:

demonstrative adjectives

colors available

material it is made of

patterns available
Write the customer reviews below the on-line advertisement (you can include pictures and the “star”
system to make it more authentic)
(Include a respectful comparison to clothing from other stores.)
Actor/Actress
Act out a fashion show which includes a complete description of the models’ clothing and critiques from
journalists.
Corte Inglés, a Spanish department store, is hoping to expand to the United States. They
want to appeal to the younger Spanish-speaking population by kicking off their ad campaign
with an huge fashion show. They heard you were a quite the actor/model and would like
you to use those skills to walk the runway in their clothing. They would also like you to
express your positive opinions of the other clothing you see in the fashion show. Please write
a script with descriptions of various clothing items, what you will be wearing and positive
opinions of your clothing items and the clothing items of others also in the show.
Pick 10 items of clothing from our clothing list on Page 161 of your text book.
Write a script to include ten items that will be worn in the fashion show.
Write vivid descriptions for each item of clothing. Be sure to include:

demonstrative adjectives

colors available

material it is made of

patterns available
Write your opinions of each of the clothing items in the fashion show.
(Include a comparison of the models’ clothing to the previous model.)
Review the strategies for
LEARNING PROFILE
• The “Profiler”
With a partner:
Describe your upcoming unit and a TARGET or 2 that you will be addressing
Describe how you will use this strategy in your classroom.
How will you connect this learning activity to the TARGET(s)