Differentiation Strategies

Learning Contract
The learner will present the four stages of the butterfly life cycle correctly.

Assessment: Diagram of the Butterfly Life Cycle

Rubric- This will be used to assess each category of the diagram, i.e.,
Content, Organization, Details.

Activity/Example: The activity will be students will be given a document that has the four stages
and then certain activities that go with each stage underneath. These can be anything a video link
to watch to a sheet explaining what it is. This is all the information they will need on the life
cycle of a butterfly. We will go over mainly everything in class through exploration, but this will
be some things they may need to look at twice. At the end of the document is a sheet having
them select at five activities from each stage. There will be eight to ten activities per stage. They
will check off the one they want to do and then select when they want to “show off their skills”
(present). Once they have selected these two things they will sign it, their parents and the teacher.
This gives them a choice while also making sure they know the life cycle of a butterfly.

Example is below.

Butterfly Life Cycle Learning Contract

Select 5 Different Research Methods for each stage of the Butterfly Life Cycle and mark what
day would be best for skill showoff.
Stage 1: Egg
o Video
o PowerPoint
o Interactive Game 1
o Interactive Game 2
o Educreation
o Information Sheet
o Observation Station
o Exploration Station
Stage 2: Caterpillar
o Video
o PowerPoint
o Interactive Game 1
o Interactive Game 2
o Educreation
o Information Sheet
o Observation Station
o Exploration Station
Stage 3: Chrysalis
o Video
 o PowerPoint
o Interactive Game 1
o Interactive Game 2
o Educreation
o Information Sheet
o Observation Station
o Exploration Station
Stage 4 : Butterfly
o Video
o PowerPoint
o Interactive Game 1
o Interactive Game 2
o Educreation
o Information Sheet
o Observation Station
o Exploration Station
Skill Showoff:
o March 13th
o March 15th
o March 17th
When signing this I _______________________ agree to have the document turned in on
March 10th. I will also make sure that I am honest and complete the assignment’s I have
marked (there are at least 5 marked per stage.) I will also be able to present my skills on the
day I selected with the knowledge I gained.

Student Signature:_________________________

Parent Signature:__________________________

Teacher Signature:___________________________

Instructional Objective: The learner will be able to recall all twenty-six letters of the alphabet.

Assessment:

Checklist- students must fulfill the checklist by the end of the unit.
 Letter
 Capitalized Letter

Activity/Example:

For an A I will…
· Complete all 10 items on the checklist

For a B I will…
 · Complete 8 out of the 10 items on the checklist.
For a C I will…
· Complete less than 8 items on the checklist.

Student’s Signature _________________________

Parent’s Signature ___________________________

Teacher’s Signature ___________________________

Instructional Objective:
The learner will recall and utilize new and acquired vocabulary words.
Assessment:
Checklist- The students will be assessed based on a checklist for adequate completion of each of
their three chosen activities. For every activity that is fully complete, the students will get a
check mark for that activity, and are given a grade based on how many they fully complete.
Activity/Example:

Out of a grid of many vocabulary activities, the students will sign their contract agreeing to
complete and submit three of the activities of their choosing from the grid. For this assignment, I
would create an actual contract with the grid of the activities that the students and parents would
sign.

Vocabulary Contract Grid

For an A, I will…


 Complete 3 activities of
 my choice from the contract grid


For a B, I will…


 Complete 2 activities of
 my choice from the contract grid, OR


 Partially complete 3 activities
 from the contract grid


For a C, I will….
 
 Complete 1 activity of my
 choice from the contract grid, OR


 Partially complete 2 activities
 from the contract grid


For a D, I will…


 Partially complete 1 activity
 of my choice from the contract grid.


Student Signature: ______________________________________________________

Parent Signature: _______________________________________________________
Teacher Signature: _____________________________________________________

Tiered Questions

Instructional Objective: The learner will identify and describe the planets of the solar system and
their characteristics effectively 80% of the time.

Assessment: Summative Test. Students will be given a map of the solar system and it’s planets.
They will have to label each one and list characteristics of each.

Activity/Example:

Below Level: What is the name of each planet and what is at least one characteristic that set it
apart from the other planets?
At Level: What is the name of each planet and what is at least two characteristics that set it apart
from the other planets?
Above Level: What is the name of each planet and what is at least three characteristics that set it
apart from the other planets?

Instructional Objective: The learner will identify and describe who Thomas Jefferson is and what
the Declaration of Independence is with proficiency.

Assessment: I will have multiple forms of a test and score their answers with a Rubric.

Activity/Example:
Below level: Who wrote the Declaration of Independence?
At level: Make observations as to why America wanted to be free. What were some pros and
cons for becoming independent?
Above level: What parts of the DOI are most important to you?

Instructional Objective: The learner will identify the 5 parts to a writing a paper. (Introduction, 3
supporting paragraphs, and conclusion)

Assessment: Students will be given a sheet of paper with empty label lines for the students to
label each part of the paper and include a description to each label.

Activity/ Example:

Below: What are 3 of the 5 parts to writing a paper?

At-Level: What are the five parts to writing a paper?

Above Level: What are the five parts to writing a paper and why are these important?

Compacting
Instructional Objective: The learner will correctly differentiate the life cycles and habitats of
animals that live in the jungle.

Assessment:
Sarah: Diorama of the life cycle of an animal
Josh: Report and PowerPoint about different habitats of the jungle
Anna: Script and performance about animals who live in the jungle
Activity/Example: Create and fill out “The Compactor” Form – in Differentiation Packet.
(You will need to compact for three different students.)

Student Name: Sarah

Areas of Strength
Life cycle and habitat of
jungle
- Great with art
- Loves to create
Documenting Mastery
Received “A” on quiz
Mastered Life cycle and
habitats unit
Alternate Activities
Will create a diorama of a life
cycle of animal
Will present it to the class

Will work with other students

and help them create their
own diorama
Student Name: Josh
Areas of Strength
Life cycle and habitat of
jungle
- Great writer
- Presenting is fun for
him
Documenting Mastery
Received “A” on quiz
Mastered Life cycle and
habitats unit
Alternate Activities
Will write a report about the
different habitats of the
jungle
Will make a PowerPoint for
the class to use
Will collaborate with other
students to help them create a
report and work with him to
make the PowerPoint

Student Name: Anna

Areas of Strength
Life cycle and habitat of
jungle
- Loves to work with
others
- Performing in front of
the class is fun for her
Documenting Mastery
Received “A” on quiz
Mastered Life cycle and
habitats unit
Alternate Activities
Will write a short script about
animals that live in the jungle
Will cast different students to
help her perform for the class
Will collaborate with other
students to create costumes
and other props to perform

Instructional Objective: The learner will accurately solve the equation for the given variable.

Assessment: The student will be graded for the correct answer upon completion.

Activity/Example: Create and fill out “The Compactor” Form – in Differentiation Packet.
(You will need to compact for three different students.)

Areas of Strength Documenting Mastery Alternate Activities

Lily Potter- Met advanced proficiency on The student will apply

pre-assessment equations into the real world
Lives on farm by solving an equation for
how much a business can
produce based on costs.
 Joseph Tribiani- Met advanced proficiency on The student will analyze the
pre-assessment prices in a store and solve for
Totaling multiple things how many things they can
buy given a limit of money.

Emily Warden- Met advanced proficiency on The student will design an

pre-assessment equation based on a family
Percentages wanting to go to dinner and
get gas but only wanting to
spend $80 that evening.

Instructional Objective: The learner will be able to name all of the planets in order from
closest to farthest away to the sun correctly.

Assessment:
1) The students will email results and be graded based on completion
2) The student will show the teacher mastery of the completion of the learning center/pocket
activity in this email

Areas of Strength Documenting Mastery Alternate Activities

George White-
Naming the planets in order
from closest to farthest away
to the sun
Did meet proficiency levels
on the pre-assessment
The student will find a
website, such as
universetoday.com to find the
actual distance of each planet
from the sun.

Sean Williams-
Naming the planets in order
from closest to farthest away
to the sun
Did meet proficiency levels The student will create a
on the pre-assessment PowerPoint to represent the
order of the planets and their
distance.

Sara Hill-
Naming the planets in order
from closest to farthest away
to the sun
Did meet proficiency levels The student will draw a
on the pre-assessment picture that’s shows the
planets in order from the sun.
Independent Study
Instructional Objective: The learner will identify an animal going into extinction and provide
information on it.

Assessment: Completion of research/brochure; the project will be graded by using a rubric

provided to the student, detailing what needs to be included in the brochure, i.e., images,
characteristics, and specific details.

Activity: Independent Study DETAILS: The student will choose an animal going into extinction
and after the teacher has approved the animal chosen, the student will research facts on said
animal. The student will construct a brochure with images and information that shows what the
student learned. The student will work on this project during independent study time or at home.
The project should be completed in one week’s time.

Instructional Objective: The students will research the impact humans have had on the Amazon
Rainforest

Assessment:

The student will be assessed on the student’s presentation with a rubric that has been given to
them. The student will use their research to produce a poster or visual aid.

Activity/Example:
-The student will work and research books and websites pertaining to the Amazon rainforest.
The child will be allowed to use the library
Students will use their research to develop their main idea
The students will keep track of their work through journaling—this will be turned in at the end of
the project
The presentation will be due at the end of two weeks

Flexible Grouping

Instructional Objective
Students will be able to summarize the plot of a story including 2 specific events.

Activity/Example
Students will be grouped based on learning style, and each group will be given a different section
of a story. Students will then be expected to create a short presentation summarizing their section
of the story, which will be shared with the class chronologically, so all students hear the story in
its entirety.

Assessment
Students will be assessed based on their participation in the group as well as their
appropriateness as an audience member.
Instructional Objective: The learner will be able to draw and name two-dimensional
shapes. Standard MA 1.3.1a

Assessment: The students will take a quiz over naming and drawing two-dimensional shapes.

Activity/Example: The students could name two-dimensional shapes with a partner. The partner
will be their neighbor. Then I will regroup the students in groups of three to four students, in
these groups will define what are the characteristics of each two-dimensional shape. These
groups will be determined by numbering the students off. The reason for this is students who
have a higher math level can be in groups with students who may have a lower math level and
could help them. Students can learn better at times if their peers are teaching them instead of the
teacher. An example of this is a triangle has three edges and three angles. After this, the students
would go back to their seats draw the shapes on a worksheet under the correct two-dimensional
shape name.

Instructional Objective: The learner will articulate meaningful feedback on another student’s
work.

Assessment: Students’ feedback will be assessed using a grading rubric for their peer review
sheet that will cover the criteria I expect to see in valuable feedback: Multiple/diverse comments,
recognition of something that enhances the work and what can be done to amplify that, at least
one comment on something the original writer can work on, and MUGS.

Activity/Example: Have students select a corner of the classroom, depending on which section
of their paper they would like feedback on (introduction, body, conclusion, or citing).

Instructional Objective: The learner will be able to correctly recognize all eight planets in the
solar system by using a model or representation of the solar system.

Assessment: The students will be assessed on their models of the solar system and their ability to
describe the motion of the planets.

Activity/Example: The students will be grouped in fours to create a model of the solar system.
Groups will be determined by their level of learning, two above level and two below level.

Learning/Interest Center

Learning-Interest Center Lab

Kindergarten
Reading Center
Objective:
 o The student will match written words
with their correct corresponding
picture.

Assessment:
o Anecdotal Record

Activity:
o There will be two different pieces of a
puzzle that match. One piece will have
a written word on it (ex. Hat). The
other piece will have a picture. The
objective is to match the written word
with its matching picture, to complete
the picture.

Objective:
o The student will represent different
numbers using the correct number of
objects.

Assessment:
o Write the numbers and draw objects to
represent the numbers in their math
journals.
Math Center o Checklist (see at the end)

Activity:
o There will be pieces of laminated
paper that have a picture of a gumball
machine on them. In the center of each
machine there will be a number. The
students will them take a plastic
tweezers and place that number of
little colored pompoms into the center
of the machine.

Objective:
Writing Center o The student will choose one out of the
three writing prompt and use pictures
to represent it.
 Assessment:
o Write and draw in their writing
journals.
o Checklist (See at the end)

Activity:
o The students will get to choose from
three writing prompts. They will have
to copy the prompt from the
book/journal to their own journal.
Then, they will will create a drawing
that represents their prompt they
chose. When they are done, I would
like them to try and sound out words
of pictures they drew and write them
next to them.

Math Journal Checklist

Yes No
Date at the top of the page (example: Monday: June 4, 2019) (1pt)
Write SIX different numbers of their choice, they have to be above the number 5.
(6pt)
Each written number is legible (1pt)
 Each number has a drawing of objects that represent that number. (1pt)
All objects are colored in with crayon (1pt)

Writing Journal Checklist

Yes No
Date at the top of the page (example: Monday: June 4, 2019) (1pt)
At least ONE writing prompt is written in words on the page (1pt)
The writing is legible (1pt)
There is a drawing that represents their thoughts about the prompt (1pt)
The drawing is colorful (1pt)
There are at least 2 words of pictures they tried to sound out (or spelled correctly)
wrote next to the drawing. (2pt)

Instructional Objective: The learner will correctly identify three-dimensional figures.

Assessment: Anecdotal Record grouped with the anticipated strategies consisting of the different
three-dimensional shapes and the dates in the left-hand column. Students names will be recorded
when each shape is mastered.

Activity/Example: This is an activity where students will have a multitude of objects that are
different three-dimensional shapes. There will be multiple objects that are the same shape and
must be organized on the match sheets with the corresponding three-dimensional shape name.

Instructional Objective: The learner will identify which object is out of place in a sequence of
objects presented.

Assessment: Observation, as well as a comprehension work sheet with similar activities of that
done in the center.

Activity/Example: This center will have different objects or pictures of objects that are grouped
together. Out of the groups there will be one object that does not belong. It is the students task to
identify which object is out of place. Ex: Cat, Dog, Fish, Mouse. Fish would not belong.

Instructional Objective:
The learner will use key vocabulary to describe natural resources and where they are located.

Assessment:

Students are given a region map that shows the five regions of the United States.
In each region, they must list 3 different natural resources that are harvested from the region and
what they are used to make in the United States.

Activity/Example:

Region activity where students are formed into groups and assigned a region based on learner
profiles, each region/ group has to do a report on what natural resources are available in their
U.S. region, and then what the physical properties are and what they are used to make. The
natural resources that they find must be written in phonetic form to help them spell and sound
them out. Students must also include the volume of estimated available natural resources in the
region and how long it will be available.

Tiered Assignments
Instructional Objective: A learner will be able to understand basic fraction skills. (4th grade) MA

4.1.1.f Use visual models to find equivalent fractions.

Assessment: Benchmark fractions (1 whole, ½, ⅓, ¼, ⅕, ⅙, ⅛, 1/9, 1/10, 1/12)

Activity/Example:

After the classroom teacher does a lesson over fractions. Teaching about numerators and

denominators, how some benchmark fractions can equal each other, and how different fractions

can’t equal each other when you put them together.

● Group A will have a paper that has 10 rectangles on it. They will be making their own

benchmark fractions and writing them into their fraction strips. They will need to finish

by coloring them the same colors as the benchmark fractions. They will then practice

simplifying fractions and writing different benchmark fractions that equal each other.

Using their benchmark fractions, they need to check their fractions they made with the

actual benchmark fractions, just in case they didn’t divide their fraction strip correctly.

● Group B will have a worksheet that already has the fractions set up for them. They will

color in the benchmark fractions the colors of the fraction strips. They will practice

showing equal benchmark fractions, using their fraction strips they made.
 ● Group C will have the benchmark fractions manipulatives. They will practice putting

together different benchmark fractions to equal each other. For example ⅔ = 4/6.

Instructional Objective: The learner will apply concepts of proper communication and
speaking/speech strategies. - LA 10.3.1a
Assessment: Student(s) will create a book report with one visual aid to present to the class.
Presentation will be graded with a rubric.
Activity/Example:

Below Grade Level Grade Level Advanced Level

Students will work in Student will read novel Student will read novel and present as
pairs to read and on own and present to individual as well as read their favorite
present their novel to the class an as individual. passage/scene from the novel in their
the class. presentation.

Instructional Objective: The student will be able to identify elements of literary text from their
small group story books.

Assessment:
Students will present their activity. Depending on their level, students will list the story
elements, summarize the main events, or discuss the authors purpose. While students are
sharing their information from the book, I will be checking off to see if the students
understood the task.

Activity/Example:

Below grade level Grade level Above grade level

List story elements Summarize the main events Discuss the authors purpose

4-MAT
Instructional Objective:
Standard: 0.1.5.b.
The learner will show an understanding of context clues and successfully complete two
of the four differentiated centers.

Assessment:
This will be a formative assessment. I will have the students complete two of the centers
and then come back to me and we will go over what they have done and see if they have any
questions or misunderstandings. After this I will determine if they are ready to do the other 2
centers.

Activity/Example:
Step 1 “Why”: The WHY activity will show two different passages. One will be a mixed up
story that does not make sense and one will be a normal story. The student will pick which story
makes sense and which one does not.
Step 2 “What”: The WHAT activity will be focused on words that we can use to find context
clues and comprehension. The students will read a passage and circle the words that can help
answer three questions on the bottom of the page.
Step 3 “How”: The HOW activity shows the students how to use sentence clues to find what the
main idea is in a passage. After they read the short passage then they will highlight what the
main idea and circle the clues that brought them to the main idea.
Step 4 “If”: The IF activity will be where the students can finish the story based on the main
ideas they have found. We will be reading a short book I will stop before the end of the story and
have the students draw and write what they believe the ending will be.

Instructional Objective:
Learners will correctly identify parts of a book. (title, author, illustrator)

Nebraska Standard:
LA 0.1.1.c Identify parts of a book (e.g., cover, pages, title, author, illustrator).

Performance Based Assessment:

- The students will model the correct way to hold a book and identify specific parts of the
book. (Cover page, title, author, illustrator, picture, copyright page, reading words left to
right, reading left page first, back page, and demonstrate flipping pages of a book.)
- The teacher will use a checklist to grade the understanding of students’ knowledge with
identifying parts of the book.

Activity/Example:

Step 1: Answering “Why” (Targets Type 1 Learners)

- The teacher will explain why it is important to know each part of the book and why we
read books from left to right and front to back.
- Students will do a Scavenger Book Hunt. They will have to find on the book where the
author is or the illustrator, etc.
- Students will read a book from end to beginning and then beginning to end. Explain the
important of which way was better learning the story by writing 3-5 sentences.
Step 2: Answering “What?” (Targets Type 2 Learners)
- The teacher will define and explain each part of the book.
 - Listen to a video explaining each part/https://www.youtube.com/watch?v=7dhW9I2xbFg
- Match definitions to parts of book puzzle pieces

Step 3: Answering “How?” (Targets Type 3 Learners)

- The students will know how the book works, read left to right, the title, main concept to
story, etc.
- Students will find a partner each student will write a story. Then give their story to their
partner. The partner will read the story and create an illustration for the story.

Step 4: Answering “What if?” (Targets Type 4 Learners)

- The students will be in groups of three and they will have specific roles. One will be the
author, one will be the illustrator and the last will be the editor/publisher. Together they
will create their own book using all identified parts.

1. Instructional Objective:
a. The learners will explore & discuss the Native American tribes that once
dominated the plains of Nebraska with proficiency.

2. Assessment:
 The teacher will lead the class exploration and discussion. The teacher will also
walk around the room during group discussions to listen to students talk amongst
themselves and offer input where needed.
 The teacher will use a rubric to grade the creativity and delivery of the Native
American presentation piece.

3. Activity/Example:

Step 1: Answering “Why?” (Targets Type 1 Learners)

 The teacher will explain why Native Americans are important to our history and
how that history connects to our everyday lives.
o Students will explore Native American influences on modern life via tech
tools and discuss findings with the class.
 I.e.: Farming-burning off the fields, levies, etc.
Step 2: Answering “What?” (Targets Type 2 Learners)
 The teacher will introduce the Native American tribes that specifically dominated
the plains of Nebraska.
o Students will engage in discussion.
 Students will engage in additional exploration via tech tools and
share with the class.
Step 3: Answering “How?” (Targets Type 3 Learners)
 The class will explore and discuss how these tribes lived before and after the
Indian Removal.
o The class will watch learning videos and listen to Native American music.
 The class will explore and discuss the lasting effects these tribes have had on the
state of Nebraska. (i.e. Names of towns & rivers)
Step 4: Answering “What if?” (Targets Type 4 Learners)
  The students will work in groups of two or three to create a Native American
presentation piece to deliver to the class.
o The piece will be used to help explain a (NE) Native American tribe of
their choice. Students can create a Native American artifact (i.e. Pipe,
mask, headdress, etc.), learn/teach a dance, learn/teach a list of native
words or sign language, etc.
Choice Board

State Standard: SS 12.4.5.d (US) Present an evaluation of historical information about the
United States (e.g., pictures, posters, oral/written narratives, and electronic presentations)

Instructional Objective: Students will develop a project over a 20th century American history
event that best fits their type of intelligence style.

Assessment: A rubric developed over each type of project the students can choose. Each project
will need citations from outside sources. The following list shows the criteria for each project
and what a proficient project would include:
1. Use of citations: The student makes effective use of sources to enhance the
information used in the project.
2. Page/length requirements: The student meets the expectations for length of the
project, whether it is a paper, diagram, presentation, etc.…
3. Relevance of Content: The student makes effective use of relevant content and
does not include irrelevant information

Activity/Example: 20th Century American History

Verbal/Linguistic Logical/ Mathematical Intrapersonal

(Word Smart)
Pick fifteen vocabulary words
from a chapter in the
textbook and write at least a
one-page paper with all of the
words included in their
correct context.
Interpersonal
(People Smart)
Create an op-ed column on
your analysis of the Civil
Rights Movement. Discuss
why you think African
Americans are being met
(Math Smart)
Examine the voting results of
the 1960 presidential election
between JFK and Richard
Nixon. Create a poster with
the statistics of how many
people voted, the voting
demographics, and the
democrat/republican voting
ratio of each state. You will
present your findings.
Existential
(Philosophy Smart)
Write about your philosophy
on whether or not it was
humane for the US to drop
two atomic bombs on
Japanese civilian populations.
Was this the lesser of two
(Self-Smart)
Write a three-page paper from
the perspective of an 18- year
old boy who was just drafted
to fight in the Vietnam War.
Would you fight, or would
you object? Explain your
reasoning
Musical/Rhythmic
(Music Smart)
Create a song for the “Roarin’
‘20s”. The lyrics should
reflect the good-time feelings
of the period and how people
felt the prosperous era would
 with so much resistance in
their hopes for civil rights.
Visual/Spatial
(Art and Space Smart)
Create campaign posters for
three 20th century U.S.
presidents of your choice.
Include their campaign
slogans and pictures of
policies they stood for.
evils, or did it usher in an
unacceptable arms race?
Bodily/Kinesthetic
(Body Smart)
Give a presentation on how
Polio affected the body before
a vaccination was discovered.
Include a poster with a human
body to explain what parts of
the body were affected and
how they were affected
never end. Lyrics should flow
to the tune of big-band music.
Naturalist
(Nature Smart)
Create a diagram that shows
how the Clean Air Act of
1970 improved the
environment in urban areas of
the United States. Include
pictures of trees and people to
discuss the effects the Act had
on these two groups.

Instructional Objective:
The learner will correctly identify grade-level sight words.

Assessment:
Parents will sign a paper saying that their child did the activity or…
The student will hand in their activity.

Activity/Example:

I Spy Sight Words Sight Words Spider Web Sight Word Treasure Hunt
Where’s the marble? Sight Word Tic-Tac-Toe 3D Sight Word Search
Catch: With Sight Words Invisible Sight Words Choose Your Own

ANCHORING
Instructional Objective: The learner will plan and conduct an investigation to compare the effects
of different strengths or different directions of pushes and pulls on the motion of an object.

Assessment: Checklist
 __ Thoroughly planned out the investigation.
 __ Attempted

investigation multiple times before presenting it, and has data recorded to show finings of
previous attempts.
 __ Investigation fully compares effects of BOTH different strengths and
directions on an objects motion.
 __ All group members participated and assisted with the
investigation.

Activity/Example: Students will have been presented this project in advance, they will be
instructed to get together with their group and work on the investigation during any free time
they may all have.
Instructional Objective: The learner will be able to draw and name two-dimensional
shapes. Standard MA 1.3.1a

Assessment: The students will take a quiz over naming and drawing two-dimensional shapes.

Activity/Example: The students could name two-dimensional shapes with a partner. The partner
will be their neighbor. Then I will regroup the students in groups of three to four students, in
these groups will define what are the characteristics of each two-dimensional shape. These
groups will be determined by numbering the students off. The reason for this is students who
have a higher math level can be in groups with students who may have a lower math level and
could help them. Students can learn better at times if their peers are teaching them instead of the
teacher. An example of this is a triangle has three edges and three angles. After this, the students
would go back to their seats draw the shapes on a worksheet under the correct two-dimensional
shape name.

Instructional Objective: The student will be able to state what the root word is with accuracy.

Assessment: Check with teacher.

Activity/Example: At the beginning of the day the student will be given a worksheet to work on
throughout the day. The worksheet will contain multiple different lists of words each list
containing words with similar root words. When the student has all of the roots identified they
will check with the teacher.

IO: Students will be able to write a short story utilizing mechanics, usage, and grammar rules and
guidelines.

Assessment: Short Story (Rubric – which will assess the following:

 Elements of a Short Story
 Short Mapping
 MUG’s

Activity/Example: Dice Stories, which the students will work on when they get to class each day
and at any time when they finish other work early.

1. Instructional Objective: The learner will demonstrate understanding of proper email

etiquette.

Assessment: Checklist

Has a clear and purposeful subject line ANCHORING

2. Instructional Objective: The learner will demonstrate an overhand
Assessment: Checklist
□ Step towards target with non-dominant foot
□ Throwing arm rotates behind the thrower and upwards
□ Body rotates to face target
□ Throwing arm swings forward to release ball at eye level
□ Throwing arm continues to move downwards after throw (Follow Through)

Activity/Example: Spot On: Objective – Get the most poly spots in your team’s hula hoop.
Students are in pairs. Each pair is given a foam ball and a hula hoop. Hula hoops are placed on
the baseline of the court. On the other side of the court poly spots are randomly placed at various
distances. To gain poly spots, one partner stands on a poly spot while the other, while staying on
their have of the court, throws the ball to their partner. If they catch the ball, the student picks up
the poly spot and runs it over to their hula hoop on the other end of the court and becomes the
thrower. Even if a catch isn’t completed students will change roles. The pair with the most poly
spots in their hula hoop at the end wins.

3. Instructional Objective: The Leaner will be able to use and identify contraction words.

Assessment:
Contraction cut and paste work sheet.

Activity/Example:
The Students will be given a worksheet that has words on it like let us and I have there will be 10
of theses and beside each of these words there will be a blank where you can cut and past the
contraction next too it from a work bank at the bottom of the page those words will look like
Let’s and I’ve.

□
□ Uses a professional salutation
□ Whole document uses proper spacing and alignment
□ Uses no humor and doesn’t assume that the receiver knows what you’re addressing
□ Contains 2 paragraphs and asks at least 3 questions
□ Proper usage of spelling and grammar
□ Has a proper closing and signature

Activity/Example: Objective – Produce an email to our principal regarding questions and

thoughts on an open campus lunch policy. Students will work individually using their school
emails to compose an email using proper etiquette addressed to the school principal concerning
their thoughts and concerns on an open campus lunch policy. The email will contain at least two
paragraphs with three of their questions on why or why not open campus lunch is a good idea.
Upon completion of their emails, students will pair up and proofread each other’s emails to make
sure that all of the checklist items and requirements are met. After proofreading is accomplished
they will send their email to the principal and my email for assessment.