Heacox Diane. - Differentiating Instruction in The Regular Classroom. How To Reach and Teach All Learners, Grades 3-12

A CD-ROM of Customizable Forms for
Differentiating
Instruction in the
Regular Classroom
How to Reach and Teach
All Learners, Grades 3–12
Diane Heacox, Ed.D.

Copyright © 2003 by Diane Heacox, Ed.D.
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this CD-ROM may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without express written permission of the publisher, except for brief
quotations or critical reviews.
ISBN 1-57542-118-6
Permission is granted for individual teachers to print and photocopy the pages included in the Contents for individual
or classroom work only. The reproducible forms may be modified and customized for individual or classroom use pro-
vided the permissions line on each form is maintained. Printing, photocopying, or other reproduction of these mate-
rials for an entire school or school system is strictly forbidden.
Unless otherwise noted, the forms included here are original or have come from the author’s collection of materials.
Every effort has been made to find and credit the original sources of adapted or borrowed materials, and any errors of
omission are strictly unintentional. Please call such errors to the publisher’s attention, and we will correct them in
future versions.
The Interest Inventory form is adapted from The Interest-A-Lyzer by J.S. Renzulli (Mansfield Center, CT: Creative
Learning Press, 1997). Used with Permission.
The How We Think and Learn form is adapted from the ideas of Howard Gardner. See his Frames of Mind (New York:
Basic Books, 1983) and Intelligence Reframed (New York: Basic Books, 1999).
The Multiple Intelligences Checklist form and the Answer Key for “Multiple Intelligences Checklist” are from Multiple
Intelligences in the Classroom by Thomas Armstrong (Alexandria, VA: Association for Supervision and Curriculum
Development, 2000), pp. 24–27. Adapted with permission.
All curriculum maps used in this CD-ROM are based on concepts of mapping in Mapping the Big Picture by Heidi Hayes
Jacobs. Alexandria, VA: Association for Supervision and Curriculum Development. Copyright
by permission. All rights reserved.
©
1997 ASCD. Reprinted
The Matrix Plan form and its samples are based on a concept developed by Linda King and Barbara LeRose, Racine
Public School, Racine, Wisconsin.
The Reading Around the Topic form is adapted from Teaching Gifted Kids in the Regular Classroom: Strategies and
Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented by Susan Winebrenner
Used with permission from Free Spirit Publishing Inc.
2001. ©
The Resources Log form is adapted from Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every
Teacher Can Use to Meet the Academic Needs of the Gifted and Talented by Susan Winebrenner
sion from Free Spirit Publishing Inc.
©
2001. Used with permis-
The Compacting Form and Project Description form is adapted from The Compactor by Joseph S. Renzulli and Linda H.
Smith (Mansfield Center, CT: Creative Learning Press, 1978). Used with permission.
The Challenge Levels figure is based on Taxonomy of Educational Objectives: Book I Cognitive Domain by Benjamin S.
Bloom, et al. (New York: Longman, 1984).
Adobe and Adobe Acrobat Reader used in this CD-ROM are trademarks of Adobe Systems Incorporated.
Systems Incorporated. All rights reserved.
© 2003 Adobe
Editors: Jennifer Brannen and Darsi Dreyer The following are registered trademarks of Free Spirit Publishing Inc.:
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Contents
Introduction by Dianne Heacox Chapter 3

✐
Essential Questions and Unit Questions
List of Reproducible Forms Curriculum Map
✐
Chapter 1 Chapter 4
Classroom Practices Inventory
✐
Matrix Plan
✐
Integration Matrix
Chapter 2
✐
Student Learning Profile Chapter 7
Interest Inventory Worklog
Projects, Presentations, Performances Spin-off
(Grades 3–5)
Reading Around the Topic
Projects, Presentations, Performances
(Grades 6 & up) Resources Log
About Multiple Intelligences Project Planner and Checklist
How We Think and Learn Self-Reflection

✐
Multiple Intelligences Checklist
Chapter 10:
Answer Key for “Multiple Intelligences
Checklist” Compacting Form and Project Description
Sample Family Letter to Accompany “Multiple Conference Log

Intelligences Checklist” Mentor and Subject Area Specialist Application
Sample Family Letter to Report Results
of “Multiple Intelligences Checklist” Appendix A
✐
Verbal/Linguistic Intelligence Letter to Families
✐
Logical/Mathematical Intelligence
✐
Visual/Spatial Intelligence Appendix B
✐
Bodily/Kinesthetic Intelligence Short Shots: Questions to Challenge Thinking
✐
Musical Intelligence Observer’s Checklist
✐
Interpersonal Intelligence Self-Reflection: Learning Dialogue
✐
Intrapersonal Intelligence
✐
Naturalist Intelligence
✐
= modifiable form in the PDF
Reproducible Figures Additional CD-ROM Only
and Sample Forms Reproducible Sample Forms
Curriculum Map: Sample (Ocean Biosphere) Curriculum Map: Sample (Elementary Social
Studies/Community)
Curriculum Map: Sample (Geometry)
Curriculum Map: Sample (Elementary
Sample Skills List
Mathematics/Measurement)
Challenge Levels
Curriculum Map: Sample (Shakespeare/
Curriculum Map: Sample (Differentiated Ocean Romeo and Juliet)
biosphere)
Integration Matrix: Sample (Microeconomics)
Brief Lesson Plans
Integration Matrix: Sample (Community)
Matrix Plan: Sample (Ocean Biosphere)
Matrix Plan: Sample (Romeo and Juliet)
Integration Matrix: Sample (American Novel)
Matrix Plan: Sample (Geology)
Workcards: Sample (Solar System)
Workcards: Sample (Cultural/Ethnic Studies)
Language Arts Pathways: Grammar
and Sentence Structure
Math Pathways: Number Theory
Workcard: Sample (Project 3/Book Character
Conversation)
Matrix Plan Used to Design a Project Menu: Sample
Folktales and fairy tales)
Project Menu: Sample (Folktales and fairy tales)
Sample: Teacher-Directed Spin-off (Art History)
Sample: Spin-off with Required Product (Science Fair
exhibit)
Grading Based on Rigor
Questions to Spark Dialogue
The CCPP Toolkit
Introduction to the CD-ROM
for Differentiating Instruction
in the Regular Classroom
I was first introduced to the concepts of differentiation through the original matrix planning form devel-
oped in schools in Racine, Wisconsin, when I was an elementary classroom teacher. As my use of tech-
nology increased, the matrix quickly found its way onto my computer. Later, I developed the
integration matrix and added it to my computer’s planning tools for differentiation.
When working with teachers from small rural schools to large urban districts, I continually hear
raves about the planning tools and reproducible pages offered in Differentiating Instruction in the Regular
Classroom. This CD-ROM version of the book’s forms should ease and speed your planning for differ-
entiated instruction. The forms are designed to be simple to use and customized to your particular
needs. Also included are additional samples of both curriculum maps and matrices.
I hope that the planning forms, in particular, will enable you to share your ideas for differentiation
with teaching colleagues on the other side of your district, within your state, or across the nation via
email attachment. I also encourage you to send your ideas to me! As I work with teachers, they always
ask what other teachers are doing with differentiation. I’d be pleased to pass along your ideas.
Enjoy!
Diane Heacox
Classroom Practices Inventory
Use this inventory to look at what you are already doing in your classroom to differentiate instruction.
Mark an “X” on each line to show where your current teaching practices lie on the continuum.
Traditional classroom: Differentiated classroom:
Covering the curriculum is my first I base my teaching on students’ learning

priority and directs my teaching. needs as well as on the curriculum.
Learning goals remain the same for Learning goals are adjusted for students
all students. based on their needs.
I emphasize critical and creative thinking

I emphasize mastery of content and skills. and the application of learning.
I match students to specific informational

Students use the same informational resources based on their learning needs
resources (books, articles, Web sites). and abilities.
I use several instructional formats

(for example, whole class, small groups,
I primarily use whole-class instruction. partners, individuals).
As appropriate, I group students for

I tend to group students heterogeneously. instruction based on their learning needs.
All students move through the curricu- The pace of instruction may vary, based
lum together and at the same pace. on students’ learning needs.
As appropriate, I give students oppor-

tunities to choose activities based on
All students complete the same activities. their interests.
Continued ➡
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D.,
copyright © 2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or
printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may
have been modified from its original format and content.
Classroom Practices Inventory continued . . .
I use a variety of instructional strategies

I tend to use similar instructional (for example, lectures, manipulatives,
strategies day to day. role plays, simulations, readings).
Students complete different activities based

All students complete all activities. on their needs or learning preferences.
I use methods for testing out of work

All students are involved in all and for compacting (speeding up, elimi-
instructional activities. nating, replacing) work, as appropriate.
My enrichment work demands critical

My enrichment work provides more and/or creative thinking and the production
content or more application of skills. of new ideas, thoughts, and perspectives.
In reteaching, I use a different instructional

In reteaching, I provide more practice method from the one I used to teach the
using a similar instructional method. material the first time.
My reteaching activities typically involve

lower-level thinking—knowledge and My reteaching activities demand higher-
comprehension—to reinforce basic skills level thinking while reinforcing basic
and content. skills and content.
Before beginning a unit, I use preassessment

I assume that students have limited or strategies to determine what students
no knowledge of curriculum content. already know.
I use ongoing assessment to check students’

I usually assess students’ learning at the learning throughout an instructional
end of an instructional sequence. sequence.
I typically use the same assessment tool, I allow for learner differences by providing
product, or project for all students. a variety of ways to show learning.
Student Learning Profile
Name: ___________________________________________________________________________________________________________________________________________________________________________
ACHIEVEMENT TEST
Name of test: _______________________________________________________________________________________________________________________________________________________
Year National Percentile Score Local Percentile Score

Math (overall)
__________________ (subtest)
__________________ (subtest)
Science
Social Studies
Language Arts (overall)
__________________ (subtest)
__________________ (subtest)
Reading (overall)
__________________ (subtest)
__________________ (subtest)
APTITUDE AND/OR INTELLIGENCE TEST

Name of test: ______________________________________________________
Year National Percentile Score Local Percentile Score

Verbal
Spatial
Quantitative
Continued ➡
Student Learning Profile continued . . .
GRADES
Previous Year Current Grades
Language Arts/English
Mathematics
Social Studies
Science
Other areas:
Notes on results of state assessments:

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Special learning needs or modifications (including special education recommendations):

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Interests: ___________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Prefers to work: ❑ alone ❑ with partner ❑ in small group ❑ in large group
Learning style preferences (visual, auditory, and/or kinesthetic): ___________________________________________

______________________________________________________________________________________________________________________
Multiple intelligences strengths/preferences (Verbal/Linguistic, Musical, Logical/Mathematical,

Interpersonal, Visual/Spatial, Intrapersonal, Bodily/Kinesthetic, Naturalist):
__________________________________________________________ ____________________________________________________________ ___________________________________________________________
__________________________________________________________ ____________________________________________________________ ___________________________________________________________
Comments: _________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________
Interest Inventory
Name: _______________________________________________ Date: _________________________
1. What is your favorite activity or subject in school? Why? Your least favorite? Why?
2. What are your “best” subjects? What makes them the easiest for you?
3. What subjects are difficult for you? What makes them the hardest?
4. What subject makes you think and work the hardest? Why is it the most challenging?
5. Rate the following topics according to your interests.

(1 = very interested, 2 = somewhat interested, 3 = not interested)
___ Dance ___ Computers ___ Social Studies

___ Business ___ World Languages ___ Politics/Law
___ Music ___ Drama ___ Sports
___ Writing ___ Math ___ Science
6. What are your favorite games or sports?
7. If you could learn about anything you wanted to, what would you choose to learn about?
Be specific. (For example: science-fiction writing, meteorology, architecture, Shakespeare, Africa.)
Continued ➡
Interest Inventory continued . . .
8. What are three things you like to do when you have free time (besides seeing friends)?
9. What clubs, groups, teams, or organizations do you belong to? Include both school
activities and those not sponsored by the school.
10. What things have you collected in the past? What, if anything, are you currently collecting?
11. Have you ever taught yourself to do something without the help of another person?
If so, what?
12. If you were going to start a book club, what kinds of books would your club read?
13. If people were to come to you for information about something you know a lot about,
what would the topic be?
14. If you could plan a field trip for learning, where would you go? Why would you choose
that place?
15. When you’re using the computer, are you usually playing games, doing homework,
doing research, visiting Web sites, visiting chat rooms, shopping, exchanging email,
programming, or some other activity?
Continued ➡
Interest Inventory continued . . .
16. If you could interview an expert on any subject, what subject would you like to talk to
someone about?
17. If you could interview one significant person from the present and one from the past,
who would you interview? Why would you choose these two people?
18. What careers are you currently interested in?
19. In school, I prefer to work:

❑ alone ❑ with one other person ❑ in a small group ❑ in a larger group
20. In school, I learn best:

❑ alone ❑ with one other person ❑ in a small group ❑ in a larger group
21. What helps you learn? (For example, a hands-on activity, reading, taking notes, or reading out loud.)
22. What makes learning more difficult for you? (For example, lectures, lots of writing.)
23. Think of a great teacher you’ve had. Describe what made this teacher so terrific.
24. What past school assignment or project are you proudest of? Why?
25. What project done outside of school are you proudest of? Why?
26. What else would you like me to know about you as a learner?
Adapted from The Interest-A-Lyzer, by J.S. Renzulli (Mansfield Center, CT: Creative Learning Press, 1997). Used with permission.
Projects, Presentations, Performances (Grades 3–5)
Name: _______________________________________________
What kinds of school assignments or projects do you like to do? Read the following eight
lists. For each list, draw a circle around all the different activities you would enjoy doing to
show others what you’ve learned.
List 1
Debating Creative writing Writing a conversation
or dialogue
Writing poetry Creating a riddle
Writing a letter
Making a speech Writing a report to the editor
Storytelling Making an audiotape Writing a fairy tale,
Writing an essay Creating a crossword myth, or legend
puzzle Creating a newspaper
Writing a research paper
Writing a journal or magazine
Writing a story
Writing a summary Writing a letter
Writing a biography
Writing a pamphlet
Writing a magazine or or brochure
newspaper article
Writing a slogan
List 2
Designing a maze Constructing a time line Designing a computer
or puzzle program, game, or graphic
Constructing a chart
Investigating a problem or graph Developing a hypothesis
Making an outline Inventing a code
Solving a number Recording information
problem
Designing a survey
Making a diagram
Continued ➡
Projects, Presentations, Performances (Grades 3–5) continued . . .
List 3
Drawing Making a collage Making digital camera
slides
Sketching Making visual aids for
a presentation (slides, Creating a board game
Painting transparencies, props)
Designing a pamphlet
Designing a Web site Taking photographs or brochure
Creating a pop-up book Making a mobile Designing a postcard
Creating a cartoon or Constructing a model Designing a greeting card
comic strip
Making a storyboard Designing sets for a play
Making a clay or
papier-mâché sculpture Designing a structure or Making a diorama
building
Making a map
Making a diagram
Making a poster
Creating illustrations
Making a mural for an ad
List 4
Role playing Performing a dance or Developing an invention
other creative movement
Making a videotape Doing an experiment
Performing in a play
Performing a skit
Constructing a model
Pantomiming
List 5
Performing music Doing a choral reading Playing a musical
instrument
Composing lyrics Writing a song
(the words to songs) Performing rhythms with
Singing in a group,
percussion instruments
Performing or writing choir, or chorus
a rap
Creating a jingle
Continued ➡
Projects, Presentations, Performances (Grades 3–5) continued . . .
List 6
Participating in a Debating personal thoughts, Doing a volunteer
group activity ideas, perspectives project
Participating in a Solving problems Organizing an event
discussion with a group or activity
Conducting an interview Planning a campaign for
a cause or an issue
List 7
Keeping a personal Expressing your opinions Keeping a personal log or
journal or diary and ideas record
Setting personal goals
List 8
Classifying objects Constructing a display Designing an exhibit
of objects or artifacts for a zoo or museum
Making predictions
Making comparisons Making observations
Identifying objects based
on their characteristics Planning a walking tour Identifying a problem
Creating a collection Investigating how Solving a problem
something works
Participating in a
simulation
Projects, Presentations, Performances (Grades 6 & up)
Name: _______________________________________________
What kinds of school assignments or projects do you like to do? Read the following eight
lists. For each list, draw a circle around all the different activities you would enjoy doing to
show others what you’ve learned.
List 1
Writing a character Writing a biography Creating a Writing a letter to
sketch crossword puzzle the editor
Writing a magazine
Debating or newspaper article Writing a journal Taking part in a
mock trial
Writing poetry Designing a Writing a summary
checklist Writing an
Making a speech Writing a pamphlet
information brief
Writing fiction or or brochure
Storytelling nonfiction Creating a
Creating a slogan
Writing an essay newspaper
Writing a report or motto
or magazine
Writing a research Making an Writing a
paper Writing an epitaph
audiotape conversation or
Writing a story dialogue Writing a fairy tale,
myth, or legend
List 2
Designing a maze Calculating Making a storyboard Making a flow chart
or puzzle probabilities
Solving an equation Designing an
Investigating a Developing a theory or a number opinion poll or a
problem problem survey
Making a
Making an outline calculation Doing an evaluation Designing a
or a rating computer program,
Designing a matrix Analyzing trends
game, or graphic
and patterns Recording data or
Making a diagram information Developing a
Developing a
Creating an analogy hypothesis
formula Doing an analysis
Constructing a Formulating plans
Computing an Drawing a
timeline answer caricature
Constructing a chart Inventing a code Doing a critique
or graph
Continued ➡
Projects, Presentations, Performances (Grades 6 & up) continued . . .
List 3
Drawing, sketching, Making a map Constructing a Creating a board
or painting model game
Making a poster
Illustrating Designing a Designing a
Making a mural structure pamphlet or
Building a prototype
Making a collage brochure
Making a diagram
Designing a Web
Making visual aids Designing a
site Planning advertising
for a presentation postcard
graphics
Creating a cartoon (transparencies, Designing a greeting
or comic strip slides, props) Making digital
card
camera slides
Making a clay or Taking photographs Designing sets for a
papier-mâché Constructing a
Making a mobile play
sculpture display of a
collection
List 4
Role playing Performing a dance Performing in a play Developing an
or other creative invention
Dramatizing Constructing a model
movement
Doing a lab activity
Performing a skit Making a videotape
Improvisational or an experiment
Pantomiming acting Doing a parody or
spoof
List 5
Performing music Performing or Doing a choral Playing a musical
writing a rap reading instrument
Composing lyrics
Creating a jingle Writing a song Writing music
Performing in a
musical Performing rhythms Singing in a group, Improvising music
with percussion choir, or chorus
instruments
Continued ➡
Projects, Presentations, Performances (Grades 6 & up) continued . . .
List 6
Participating in a Debating personal Paraphrasing ideas Participating in a
group activity thoughts, ideas, of others roundtable
perspectives discussion
Participating in a Planning a
discussion Building consensus campaign for a Organizing an event
within a group cause or an issue or activity
Conducting an
interview Solving problems Doing a volunteer Helping with
with a group project conflict resolution
Peer counseling
List 7
Keeping a personal Summarizing your Developing a Developing support
journal or diary ideas or beliefs personal mission for a personal
statement opinion
Keeping a personal Setting personal
log or record goals Making a self- Presenting your
assessment of your personal viewpoint,
Identifying your
work perspective, or
beliefs about an
belief
issue
List 8
Classifying objects Participating in a Investigating how Conducting
simulation something works observations
Making predictions
Constructing a Designing an exhibit Identifying a
Identifying objects
display of objects or for a zoo or problem
based on
artifacts museum
characteristics Solving a problem
Making
Exploring a topic or
comparisons
theme
Planning a walking
Creating a collection
tour
About Multiple Intelligences
Important things to remember about multiple intelligences
• Educational professor Howard Gardner has explored eight ways to think and learn—so far.
There are probably more to be discovered.
• You are stronger in some areas (intelligences) than others. But everyone has strengths and
limitations.
• There is no one best way to learn. All are important.
• You may find that learning comes easier or is more fun in your areas of strength.
• You need experiences in all eight ways of thinking so you can “pump up” the ones you’re
less strong in.
• Many things you do require you to use more than one intelligence to accomplish a task.
• Multiple intelligences aren’t meant to label you. They’re simply information about your
learning preferences.
How you can use multiple intelligences

• Information about your preferences can help you make good choices when you’re asked to decide
how you’ll learn something or when you’re given a choice of project.
• Thinking about your strengths can give you ideas on how you might study more effectively.
For example, if you’re strong in visual/spatial thinking, drawing sketches or pictures may help
you learn and remember.
• A group project can turn out well if the people in your group have different strengths. You may
want to divide up tasks so that each member is working in a strength area. For example, the
person who’s strong in verbal/linguistic thinking does the writing, the person strong in visual/
spatial thinking does the drawings or illustrations, and so on. Your project may be more
successful if everyone gets to work in a way he or she prefers.
• A group project can also turn out well when all the people in your group have similar
strengths. Think how good a skit could be if everyone in the group was strong in bodily/
kinesthetic thinking!
• Working in a way that’s harder for you will be more of a stretch. But you can still do high-quality
work. Don’t use multiple intelligence theory as an excuse for not doing your best.
How We Think and Learn
Say It. Verbal/linguistic learners enjoy and understand oral and written language. They prefer to com-
municate with others through speaking and writing. They often like to read. They learn best through
language: listening, speaking, reading, telling, discussing, and writing.
Count It. Logical/mathematical learners love numbers of all sorts—numbers in math, naturally, but
also the numbers associated with science, social studies, and language arts. The percentage of sea ani-
mals in each phyla, the population growth of the United States since the last census, the number of hours
Americans spend watching television: these numbers will capture the attention of logical/mathematical
learners. These learners have the ability to think conceptually and to see patterns. They like to solve
problems and reason things out. They learn best using numbers and analysis.
Picture It. Visual/spatial learners make mental pictures and images to help themselves learn and
remember. They learn best with the opportunity to represent material visually (such as in graphic
organizers, pictures, webs, and diagrams).
Move It. Bodily/kinesthetic learners like to express themselves and their ideas through movement.
They have good large-muscle and/or fine-motor skills and need to touch and do things. They learn best
through action, hands-on activities, and the opportunity to manipulate materials.
Hum It. Musical learners respond to pitch, rhythm, tone, and musical patterns. They may enjoy
singing, rapping, or playing an instrument. They may or may not have musical skills, but they respond
strongly to music. They learn best when learning is linked to their sense of rhythm and music.
Lead It. Interpersonal learners are “people people.” They are often good at motivating others, organiz-
ing, and communicating. They tend to get along well with others. Many are empathetic and intuitive.
An interpersonal learner might use her leadership abilities as a student council member or as an organ-
izer of a food drive. Another interpersonal learner might enjoy “stirring things up” a little. Learners with
an interpersonal preference enjoy working and playing with others.
Reflect on It. Intrapersonal learners are thoughtful and reflective. They closely examine ideas, issues,
and perspectives. They understand themselves and their own feelings about things. They like their
independence and may set goals to work toward. They learn best when allowed to reflect, share per-
sonal opinions, and work alone.
Investigate It. Naturalist learners can adjust to, adapt, and use their surroundings to succeed or survive.*
Some may be called “street smart.” They observe how systems work and can be effective manipulators
of situations and settings. They often feel a personal connection with the natural world. They learn best
when called on to figure out how things work, to observe, and to investigate.
Adapted from the ideas of Howard Gardner. See his Frames of Mind (New York: Basic Books, 1983) and Intelligence Reframed (New York:
Basic Books, 1999).
*Multiple Intelligences Centers and Projects by Carolyn Chapman and Lynn Freeman (Arlington Heights: IL: Skylight Professional
Development, 1996), pp. 6–7.
Multiple Intelligences Checklist
Student’s name: ________________________________________________________________________________________________________________________________________________
Your input will help me better understand your child. There are no right or wrong answers. Please
check the items you believe most accurately describe your child.
__________ 1. Demonstrates balance, small- and large-motor dexterity, and precision in physical tasks.
__________ 2. Is very interested in math.
__________ 3. Remembers melodies.
__________ 4. Is highly observant of surroundings.
__________ 5. Loves to chart, graph, map, and organize information.
__________ 6. Loves to tell stories and engage in conversation and discussion.
__________ 7. Asks questions about fairness; has a strong interest in right and wrong, justice and injustice.
__________ 8. Asks questions to seek more information about what she or he observes.
__________ 9. Prefers to work independently; is self-directed.
__________ 10. Shows mechanical skill; can take things apart and put them back together easily.
__________ 11. Spells accurately and easily.
__________ 12. Is well coordinated and has a good sense of timing.
__________ 13. Has leadership abilities; is able to influence others’ opinions and actions.
__________ 14. Easily computes math problems mentally.
__________ 15. Is highly verbal and is able to clearly convey ideas orally.
__________ 16. Plays a musical instrument with ease and/or has a good singing voice.
__________ 17. Enjoys working on logic puzzles or brainteasers.
__________ 18. Understands abstract ideas.
__________ 19. Likes to move around and stay active.
__________ 20. Draws and sketches accurately and with detail.
__________ 21. Improvises vocal or instrumental music and/or composes music.
__________ 22. Is able to adapt and adjust to changing circumstances; is flexible.
__________ 23. Develops physical skills quickly and easily.
__________ 24. Is fascinated and challenged by computers; easily uses computers for more than playing
simple games.
__________ 25. Is sensitive to the feelings, thoughts, and motivations of others.
__________ 26. Prefers things to be orderly and logical.
__________ 27. Is “street smart”; understands how systems work and can use them to personal advantage.
Continued ➡
From Multiple Intelligences in the Classroom by Thomas Armstrong (Alexandria, VA: Association for Supervision and Curriculum
Multiple Intelligences Checklist continued . . .
__________ 28. Enjoys acting things out, doing skits and plays; is dramatic.
__________ 29. Has a good memory for names, places, dates, and other facts.
__________ 30. Can mimic others’ gestures or mannerisms.
__________ 31. Likes to sketch out ideas or represent them visually.
__________ 32. Excels in sports or other physical activities (dancing, martial arts, creative movement).
__________ 33. Can easily identify, categorize, and classify objects, information, and ideas.
__________ 34. Prefers to work and learn with others.
__________ 35. Enjoys word games such as crossword puzzles, Scrabble, and acrostics.
__________ 36. Understands cause and effect, actions and consequences.
__________ 37. Has a strong will.
__________ 38. Shows a strong interest in music.
__________ 39. Accurately identifies and conveys feelings.
__________ 40. Interacts comfortably and confidently with others.
__________ 41. Learns best by seeing and observing; recalls information through images and pictures.
__________ 42. Is comfortable with his or her individuality, regardless of peer pressure.
__________ 43. Easily conveys thoughts and ideas in writing.
__________ 44. Is interested in and sensitive to nature.
__________ 45. Has a good vocabulary in comparison to age peers.
__________ 46. Likes to read and do research to find out about topics of interest.
__________ 47. Is fascinated with numbers and statistics (for example, baseball averages); has an excellent
memory for such figures.
__________ 48. Is able to organize and motivate others.
__________ 49. Shows a strong sense of rhythm in movement and speech.
__________ 50. Enjoys puzzles, mazes, and other visual challenges.
__________ 51. Has a strong sense of self; high self-esteem.
__________ 52. Often sings or hums.
__________ 53. Reflects on and ponders situations.
__________ 54. Prefers to be actively engaged with a subject, rather than simply hear or read about it.
__________ 55. Enjoys chess, checkers, and other strategy games.
__________ 56. Clearly recognizes and understands her or his personal strengths and limitations.
__________ 57. Likes making models and three-dimensional figures (for example, LEGO structures).
__________ 58. Forms friendships easily.
Answer Key for “Multiple Intelligences Checklist”
VL = Verbal/Linguistic LM = Logical/ Mathematical VS = Visual/Spatial
BK = Bodily/Kinesthetic M = Musical IP = Interpersonal
IR = Intrapersonal N = Naturalist
BK 1. Demonstrates balance, small- and large-motor dexterity, and precision in physical tasks.
LM 2. Is very interested in math.
M 3. Remembers melodies.
N 4. Is highly observant of surroundings.
LM 5. Loves to chart, graph, map, and organize information.
VL 6. Loves to tell stories and engage in conversations and discussions.
IR & IP 7. Asks questions about fairness; has a strong interest in right and wrong, justice and injustice.
N 8. Asks questions to seek more information about what she or he observes.
IR 9. Prefers to work independently; is self-directed.
VS & LM 10. Shows mechanical skill; can take things apart and put them back together easily.
VL 11. Spells accurately and easily.
BK 12. Is well coordinated and has a good sense of timing.
IP 13. Has leadership abilities; is able to influence others’ opinions and actions.
LM 14. Easily computes math problems mentally.
VL 15. Is highly verbal and is able to clearly convey ideas orally.
M 16. Plays a musical instrument with ease and/or has a good singing voice.
LM & N 17. Enjoys working on logic puzzles or brainteasers.
LM 18. Understands abstract ideas.
BK 19. Likes to move around and stay active.
VS 20. Draws and sketches accurately and with detail.
M 21. Improvises vocal or instrumental music and/or composes music.
N 22. Is able to adapt and adjust to changing circumstances; is flexible.
BK 23. Develops physical skills quickly and easily.
LM & VS 24. Is fascinated and challenged by computers; easily uses computers for more than playing
simple games.
IR & IP 25. Is sensitive to the feelings, thoughts, and motivations of others.
LM 26. Prefers things to be orderly and logical.
N 27. Is “street smart”; understands how systems work and can use them to personal advantage.
Continued ➡
Answer Key for “Multiple Intelligences Checklist” continued . . .
BK 28. Enjoys acting things out, doing skits and plays; is dramatic.
N & VL 29. Has a good memory for names, places, dates, and other facts.
BK 30. Can mimic others’ gestures or mannerisms.
VS 31. Likes to sketch out ideas or represent them visually.
BK 32. Excels in sports or other physical activities (dancing, martial arts, creative movement).
N 33. Can easily identify, categorize, and classify objects, information, and ideas.
IP 34. Prefers to work and learn with others.
VL 35. Enjoys word games such as crossword puzzles, Scrabble, and acrostics.
LM 36. Understands cause and effect, actions and consequences.
IR 37. Has a strong will.
M 38. Shows a strong interest in music.
IR 39. Accurately identifies and conveys feelings.
IP 40. Interacts comfortably and confidently with others.
VS 41. Learns best by seeing and observing; recalls information through images and pictures.
IR 42. Is comfortable with his or her individuality, regardless of peer pressure.
VL 43. Easily conveys thoughts and ideas in writing.
N 44. Is interested in and sensitive to nature.
VL 45. Has a good vocabulary in comparison to age peers.
VL 46. Likes to read and do research to find out about topics of interest.
LM 47. Is fascinated with numbers and statistics (for example, baseball averages); has an
excellent memory for such figures.
IP 48. Is able to organize and motivate others.
M 49. Shows a strong sense of rhythm in movement and speech.
VS 50. Enjoys puzzles, mazes, and other visual challenges.
IR 51. Has a strong sense of self.
M 52. Often sings or hums.
IR 53. Reflects on and ponders situations.
BK 54. Prefers to be actively engaged with a subject, rather than simply hear or read about it.
LM 55. Enjoys chess, checkers, and other strategy games.
IR 56. Recognizes and understands her or his personal strengths and limitations.
VS 57. Likes making models and three-dimensional figures (for example, LEGO structures).
IP 58. Forms friendships easily.
From Multiple Intelligences in the Classroom by Thomas Armstrong, (Alexandria, VA: Association for Supervision and Curriculum
Sample Family Letter to Accompany
“Multiple Intelligences Checklist”
Dear Family,
In order to help all my students succeed in school, I am gather-
ing information about what each student knows and needs to
learn. I am also asking students about the ways they prefer to
learn. Some students, for example, like to learn by building and
constructing, some prefer to read and discuss, and some learn
best by drawing or sketching. By knowing more about how my
students like to learn and about their strengths and interests, I
can do a better job planning my curriculum.
You can help me get to know your child better. Included with this
letter is a Multiple Intelligences Checklist. This checklist will
give me information about how your child prefers to think and
learn. It’s based on the ideas of Dr. Howard Gardner of Harvard
University. Gardner believes that all of us have thinking and
learning strengths or preferences. In fact, he’s described eight
ways to think, learn, and show what we’ve learned. He calls
these “multiple intelligences.” People learn most easily in their
areas of strength. However, Gardner also suggests that, with
practice, we can improve our ability to use all eight ways of
thinking.
Please read each item and put a checkmark beside any state-
ment that you believe describes your child. There are no right or
wrong answers. Please return the checklist to me by
______________________. Once I’ve read over your checklist, I will
send you information about your child’s preferred ways to learn.
Thank you!
Sample Family Letter to Report Results
of “Multiple Intelligences Checklist”
Dear Family,
Thank you for completing the Multiple Intelligences Checklist.
Based on your responses, I have checked the top three areas of
preference for your child:
___ verbal/linguistic
___ logical/mathematical
___ visual/spatial
___ bodily/kinesthetic
___ musical
___ interpersonal
___ intrapersonal
___ naturalist
This letter also includes two information sheets about what

these preferences or “intelligences” mean. How We Think and
Learn describes Howard Gardner’s eight multiple intelligences,
or ways of thinking. The second sheet, About Multiple
Intelligences, lists important points to keep in mind about these
thinking preferences and how students can use the information
to help them do better in school.
The information from the Multiple Intelligences Checklist
will help me in planning for your child at school. It may also
help you as you work with your child at home. If you have any
questions about multiple intelligences, feel free to call me at
______________________ or email me at ________________________________.
Thank you for your help.
Verbal/Linguistic Intelligence
Multiple Intelligences Observations
List students’ names on the numbered lines. Review the following list of verbal/linguistic characteristics with your stu-
dents in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each
column, considering each characteristic in turn.) Students with the highest number of checks exhibit verbal/linguistic
strengths, based on your perceptions.
A. Loves to tell stories and engage in conversation E. Enjoys word games such as crossword puzzles,
and discussion. Scrabble, and acrostics.
B. Spells accurately and easily. F. Easily conveys thoughts and ideas in writing.
C. Is highly verbal and is able to clearly convey ideas G. Has a good vocabulary in comparison to age peers.
orally. H. Likes to read and do research to find out about
D. Has a good memory for names, places, dates, and topics of interest.
other facts.
Student Names A B C D E F G H
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
Verbal/Linguistic Intelligence continued . . .
A. Loves to tell stories and engage in conversation E. Enjoys word games such as crossword puzzles,
and discussion. Scrabble, and acrostics.
B. Spells accurately and easily. F. Easily conveys thoughts and ideas in writing.
C. Is highly verbal and is able to clearly convey ideas G. Has a good vocabulary in comparison to age peers.
orally. H. Likes to read and do research to find out about
D. Has a good memory for names, places, dates, and topics of interest.
other facts.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Logical/Mathematical Intelligence
List students’ names on the numbered lines. Review the following list of logical/mathematical characteristics with
your students in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go
down each column, considering each characteristic in turn.) Students with the highest number of checks exhibit
logical/mathematical strengths, based on your perceptions.
A. Is very interested in math. G. Usually prefers things to be orderly and logical.
B. Loves to chart, graph, map, and organize information. H. Understands cause and effect, actions and
C. Easily computes math problems mentally. consequences.
D. Enjoys working on logic puzzles or brainteasers. I. Is fascinated with numbers and statistics; has an
E. Understands abstract ideas.
J. Enjoys chess, checkers, and other strategy
F. Is fascinated and challenged by computers; easily uses games.
computers for more than playing simple games.
Student Names A B C D E F G H I J
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
Logical/Mathematical Intelligence continued . . .
A. Is very interested in math. G. Usually prefers things to be orderly and logical.

B. Loves to chart, graph, map, and organize information. H. Understands cause and effect, actions and
C. Easily computes math problems mentally. consequences.
D. Enjoys working on logic puzzles or brainteasers. I. Is fascinated with numbers and statistics; has an
E. Understands abstract ideas.
J. Enjoys chess, checkers, and other strategy
F. Is fascinated and challenged by computers; easily uses games.
computers for more than playing simple games.
Student Names A B C D E F G H I J
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Visual/Spatial Intelligence
List students’ names on the numbered lines. Review the following list of visual/spatial characteristics with your students
in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each col-
umn, considering each characteristic in turn.) Students with the highest number of checks exhibit visual/
spatial strengths, based on your perceptions.
A. Shows mechanical skill; can take things apart D. Learns best by seeing and observing; recalls
and put them back together easily. information through images and pictures.
B. Draws and sketches accurately and in detail. E. Enjoys puzzles, mazes, and other visual
C. Likes to sketch out ideas or represent them challenges.
visually. F. Likes making models and three-dimensional
figures.
Student Names A B C D E F
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
Visual/Spatial Intelligence continued . . .
A. Shows mechanical skill; can take things apart D. Learns best by seeing and observing; recalls
and put them back together easily. information through images and pictures.
B. Draws and sketches accurately and in detail. E. Enjoys puzzles, mazes, and other visual
C. Likes to sketch out ideas or represent them challenges.
visually. F. Likes making models and three-dimensional
figures.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Bodily/Kinesthetic Intelligence
List students’ names on the numbered lines. Review the following list of bodily/kinesthetic characteristics with your stu-
dents in mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each
column, considering each characteristic in turn.) Students with the highest number of checks exhibit bodily/kinesthetic
A. Demonstrates balance, small- and large-motor E. Enjoys acting things out, doing skits and plays;
dexterity, and precision in physical tasks. is dramatic.
B. Is well coordinated and has a good sense of F. Can mimic others’ gestures or mannerisms.
timing. G. Excels in sports or other physical activities.
C. Likes to move around and stay active. H. Prefers to do things, rather than hear or read
D. Develops physical skills quickly and easily. about them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
Bodily/Kinesthetic Intelligence continued . . .
A. Demonstrates balance, small- and large-motor E. Enjoys acting things out, doing skits and plays;
dexterity, and precision in physical tasks. is dramatic.
B. Is well coordinated and has a good sense of F. Can mimic others’ gestures or mannerisms.
timing. G. Excels in sports or other physical activities.
C. Likes to move around and stay active. H. Prefers to do things, rather than hear or read
D. Develops physical skills quickly and easily. about them.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Musical Intelligence
List students’ names on the numbered lines. Review the following list of musical characteristics with your students in
mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each column,
considering each characteristic in turn.) Students with the highest number of checks exhibit musical strengths, based on
your perceptions.
A. Remembers melodies. D. Shows a strong interest in music.

B. Plays a musical instrument with ease and/or has a E. Shows a strong sense of rhythm in movement and
good singing voice. speech.
C. Improvises vocal or instrumental music and/or F. Often sings or hums.
composes music.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
Musical Intelligence continued . . .
A. Remembers melodies. D. Shows a strong interest in music.

B. Plays a musical instrument with ease and/or has a E. Shows a strong sense of rhythm in movement and
good singing voice. speech.
C. Improvises vocal or instrumental music and/or F. Often sings or hums.
composes music.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Interpersonal Intelligence
List students’ names on the numbered lines. Review the following list of interpersonal characteristics with your students
umn, considering each characteristic in turn.) Students with the highest number of checks exhibit interpersonal
A. Has leadership abilities; is able to influence D. Interacts comfortably and confidently with
others’ opinions and actions. others.
B. Is sensitive to the feelings, thoughts, and E. Is able to organize and motivate others.
motivations of others. F. Forms friendships easily.
C. Prefers to work and learn with others.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
Interpersonal Intelligence continued . . .
A. Has leadership abilities; is able to influence D. Interacts comfortably and confidently with
others’ opinions and actions. others.
B. Is sensitive to the feelings, thoughts, and E. Is able to organize and motivate others.
motivations of others. F. Forms friendships easily.
C. Prefers to work and learn with others.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Intrapersonal Intelligence
List students’ names on the numbered lines. Review the following list of intrapersonal characteristics with your students
umn, considering each characteristic in turn.) Students with the highest number of checks exhibit intrapersonal
A. Asks questions about fairness; has a strong E. Is comfortable with his or her individuality,
interest in right and wrong, justice and injustice. regardless of peer pressure.
B. Prefers to work independently; is self-directed. F. Has a strong sense of self.
C. Has a strong will. G. Reflects on and ponders situations.
D. Accurately identifies and conveys feelings. H. Clearly recognizes and understands her or his
personal strengths and limitations.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
Intrapersonal Intelligence continued . . .
A. Asks questions about fairness; has a strong E. Is comfortable with his or her individuality,
interest in right and wrong, justice and injustice. regardless of peer pressure.
B. Prefers to work independently; is self-directed. F. Has a strong sense of self.
C. Has a strong will. G. Reflects on and ponders situations.
D. Accurately identifies and conveys feelings. H. Clearly recognizes and understands her or his
personal strengths and limitations.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Naturalist Intelligence
List students’ names on the numbered lines. Review the following list of naturalist characteristics with your students in
mind. Go across each row, checking the characteristics that seem applicable to each student. (Or go down each column,
considering each characteristic in turn.) Students with the highest number of checks exhibit naturalist strengths, based
on your perceptions.
A. Is highly observant of surroundings. D. Is “street smart”; understands how systems work

B. Asks questions to seek more information about and may use them to personal advantage.
what he or she observes. E. Is interested in and sensitive to nature.
C. Is able to adapt and adjust to changing F. Can easily identify, categorize, and classify objects,
circumstances; is flexible. information, and ideas.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Continued ➡
Naturalist Intelligence continued . . .
A. Is highly observant of surroundings. D. Is “street smart”; understands how systems work

B. Asks questions to seek more information about and may use them to personal advantage.
what he or she observes. E. Is interested in and sensitive to nature.
C. Is able to adapt and adjust to changing F. Can easily identify, categorize, and classify objects,
circumstances; is flexible. information, and ideas.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Essential Questions and Unit Questions
Subject: _______________________________________________________________
Most important concepts (indicate those that address curriculum standards)
Essential questions (indicate those that address curriculum standards)
1.
2.
3.
4.
5.
Unit/Theme: _________________________________________________________
Unit questions (after each question, write the number of the related essential question)
1.
2.
3.
4.
5.
Curriculum Map
Subject: _______________________________________________________________
Unit/Theme: _________________________________________________________
Essential Questions
1.
2.
3.
4.
5.
(*) exit points
Curriculum Standards Content/Topics
Continued ➡
Adapted from Mapping the Big Picture by Heidi Hayes Jacobs. Alexandria, VA: Association for Supervision and Curriculum Development.
Copyright © 1997 ASCD. Reprinted by permission. All rights reserved.
Curriculum Map continued . . .
Unit Questions
1.
2.
3.
4.
5.
Skills Projects/Products
Adapted from Mapping the Big Picture by Heidi Hayes Jacobs. Alexandria, VA: Association for Supervision and Curriculum Development.
Copyright © 1997 ASCD. Reprinted by permission. All rights reserved.
Matrix Plan
Unit/Theme: __________________________________________________________
Unit Questions:
1.______________________________________________________________________
2.______________________________________________________________________
Bloom’s Taxonomy
Knowledge Comprehension Application
tell, list, define, label, recite, locate, explain, summarize, identify, demonstrate, construct, record, use,
memorize, repeat, find, name, describe, report, discuss, review, diagram, revise, reformat,
record, fill in, recall, relate paraphrase, restate, retell, show, illustrate, interpret, dramatize, practice,
outline, rewrite organize, translate, manipulate,
convert, adapt, research, calculate,
operate, model, order, display,
implement, sequence, integrate,
incorporate
Continued ➡
Matrix Plan continued . . .
3.______________________________________________________________________
4.______________________________________________________________________
5.______________________________________________________________________
6.______________________________________________________________________
7.______________________________________________________________________
Analysis Evaluation Synthesis
compare, contrast, classify, critique, judge, predict, verify, assess, justify, compose, hypothesize, design,
solve, deduce, examine, differentiate, rate, prioritize, determine, select, formulate, create, invent, develop,
appraise, distinguish, experiment, decide, value, choose, forecast, refine, produce, transform
question, investigate, categorize, infer estimate
Integration Matrix
Unit/Theme: ___________________________________
Unit Questions:
Bloom’s Taxonomy Knowledge Comprehension Application Analysis Evaluation Synthesis
tell, list, define, label, locate, explain, summa- demonstrate, construct, compare, contrast, clas- judge, predict, verify, compose, hypothesize,
recite, memorize, repeat, rize, identify, describe, record, use, diagram, sify, critique, categorize, assess, justify, rate, priori- design, formulate, create,
find, name, record, fill in, report, discuss, review, revise, reformat, illustrate, solve, deduce, examine, tize, determine, select, invent, develop, refine,
recall, relate paraphrase, restate, retell, interpret, dramatize, differentiate, appraise, decide, value, choose, produce, transform
show, outline, rewrite practice, organize, distinguish, experiment, forecast, estimate
translate, manipulate, question, investigate,
convert, adapt, research, categorize, infer
calculate, operate, model,
order, display, implement,
Gardner’s Multiple sequence, integrate,
Intelligences incorporate
Verbal/Linguistic
poetry, debate, story-
telling, essay, checklist,
journal
Visual/Spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game
Logical/
Mathematical
diagram, outline,
timeline, chart,
critique, graph
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Continued ➡
Publishing Inc., Minneapolis, MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free
Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.
Naturalist
classification,
collection, solution to
problem, display,
observation, forecast,
investigation,
simulation, exhibit,
identification
Musical
song, rap, lyrics,
composition,
jingle/slogan,
melody
Bodily/Kinesthetic
role play, skit,
pantomime, dance,
invention, lab,
improvisation,
prototype
Intrapersonal
journal, log, goal
statement, belief
statement, self-
assessment, editorial
Interpersonal
discussion, roundtable,
service learning, con-
versation, group activ-
ity, position statement,
interview
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit
Worklog
Name:________________________________________________
Today: Note specific information about today’s accomplishments: page numbers read, Web sites reviewed, topic of notes taken, graphics designed, model worked
on or built, music recorded, and so on.
Next Time: Write your goals for your next work session or the next step in the project. Include any additional materials or resources needed.
Keep this in your work folder.
Date Today Next Time
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis,
MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their
needs, it may have been modified from its original format and content.
Spin-off
Name:________________________________________________
General topic: _______________________________________________________________________________
What is your specific topic? _________________________________________________________________
What content or key ideas will you include?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
How will you share your work?
Project ideas:
Evaluation Checklist
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
❑ __________________________________________________________________________________________
Reading Around the Topic
Name:________________________________________________
Topic to be explored: _________________________________
Looking at many resources on your topic is a good way to help you choose a narrower topic for your
project. Use this form to keep track of all the resources you view and write down possible subtopics
that interest you.
Resources Reviewed
Books (Include title, author, publisher, publisher location, copyright, page numbers reviewed, and where you found
the book.)
Magazines/Newspapers/Journals (Include title of resource, volume number, publication date, title and author
of article, page numbers, and where you found the resource.)
Internet sites (Include URL and name of author or organization.)
Other resources, such as interviews, software, videos, and museum/art exhibits

(Include, as needed, the name of person, title of software or video, or location of exhibit.)
After exploring my topic, I’m interested in the following subtopics: _________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Adapted from Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs
of the Gifted and Talented by Susan Winebrenner © 2001. Used with permission from Free Spirit Publishing Inc.
Resources Log
Name: _______________________________________________
Topic of study: _______________________________________
Resources Used
Books (Include title, author, publisher, publisher location, copyright, and page numbers.)
Magazines/Newspapers/Journals (Include title of resource, volume number, publication date, title and author of
article, and page numbers.)
Internet sites (Include URL and name of author or organization.)
Other resources, such as interviews, software, videos, and museum/art exhibits (Include, as needed, the
name of person, title of software or video, or location of exhibit.)
Adapted from Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs
of the Gifted and Talented by Susan Winebrenner © 2001. Used with permission from Free Spirit Publishing Inc.
Project Planner and Checklist
Name:________________________________________________________________________
__
❑ 1. Due date for topic and questions: ________________________________
The specific topic I will investigate: ______________________________________

The specific questions I will investigate (list as many who/what/why/when/where/how questions as appropriate):
____________________________________________________________________________________________
____________________________________________________________________________________________
❑ 2. Due date for resources:____________________________________
The resources I will use (minimum of three)

❑ Print resources (books, magazines, journals)
_________________________________________________________________________________________
_________________________________________________________________________________________
❑ Web sites
_________________________________________________________________________________________
_________________________________________________________________________________________
❑ Other resources (interviews, software, videos, exhibits)
_________________________________________________________________________________________
_________________________________________________________________________________________
❑ 3. Due date for product description: ________________________

Describe your product: _______________________________________________________________________
____________________________________________________________________________________________
❑ 4. Due date for evaluation checklist: ________________________
Evaluation checklist: Complete the checklist to evaluate your project and have a classmate complete
one to give you feedback on your project.
❑ 5. Due date for decision about sharing: _____________________

I will share my project using
❑ a display
❑ a presentation
❑ 6. Due date for self-reflection: _______________________________
Complete the Self-Reflection form.
Self-Reflection
Name: _______________________________________________
Describe your project: ________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Write four “I learned” statements to describe something new you learned by doing your project.
1. I learned _________________________________________________________________________________
2. I learned _________________________________________________________________________________
3. I learned _________________________________________________________________________________
4. I learned _________________________________________________________________________________
What are two things about your project that you are particularly proud of?
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
Describe something you would improve or do differently if you had an opportunity to change
something about your project.
What was the most difficult part of this project?
What was the most enjoyable part?
On a scale of 1 to 4 (4 is highest), how would you rate your project? 1 2 3 4
Why do you give it that rating?
Compacting Form and Project Description
Name of student: _________________________________________________________________
Signature of student: _____________________________________________________________
Signature of teacher: _____________________________________________________________
Signature of parent/guardian: ____________________________________________________
Curriculum Area(s) Speed up/Test-out/Eliminate Project Description
Resources needed:
Steps in the project:
Criteria for quality work:
Due date:
Adapted from The Compactor by Joseph S. Renzulli and Linda H. Smith (Mansfield Center, CT: Creative Learning Press, 1978). Used
with permission.
Conference Log
Name:_____________________________________________
Project advisor:____________________________________
Topic for the project:_______________________________
Date Advisor’s comments Goals for next conference Date of next conference
From Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3–12 by Diane Heacox, Ed.D., copyright © 2002. Free Spirit Publishing Inc., Minneapolis,
MN; 800/735-7323; www.freespirit.com. This page may be photocopied or printed for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their
needs, it may have been modified from its original format and content.
Mentor and Subject Area Specialist Application
Name: ________________________________________________________________________________________________________
Address: _____________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Telephone: _____________________________________________________________________________________________________
Email: __________________________________________________________________________________________________________
What is the best way and time to reach you? ____________________________________________________________
What skills, knowledge, or experience could you share with our students?
Are you interested in working:
❑ in the classroom doing a presentation?
❑ with a small group of interested students on a project?
❑ with an individual student on a project?
❑ other? (Please explain.)
Are you available:
❑ during the school day?
❑ directly before or after school?
❑ at other times or through media such as videotape? (Please explain.)
Would you be willing to provide weekly, ongoing advice and feedback (in person or via
telephone or email) to a student working on a project in your area of interest or expertise?
❑ Yes ❑ No
Letter to Families
Dear Parent or Guardian,
This year I will be getting to know your son or daughter as a

learner and as an individual with special interests and learning
needs. I’ll be asking you to help me by returning a checklist with
your perspectives on your child’s interests and learning prefer-
ences. My purpose is to increase my students’ interest in and
excitement about learning and, most importantly, to help them
be successful in school.
This school year you will see or hear about the teaching
ideas I am using to better meet the needs of all my students.
Students will be learning in a variety of ways. Sometimes we’ll
all be working together; at other times, students will be working
in small groups, with a partner, or on their own. For group work,
they will sometimes choose who to work with and what project
they want to tackle. Other times, I will form groups and assign
projects based on what students know, what they need to learn,
or how they prefer to learn. All students will be offered chal-
lenging learning experiences and all will be actively involved in
their learning.
My goal is to provide opportunities for all students to be
successful and to enjoy learning. Students love both variety in
learning and taking on new challenges. They learn at different
paces. And they all have preferences about how they like to
learn and how they like to show what they have learned. I will
be doing my professional best this year to attend to differences
among students, trying to ensure that each student is a success-
ful, confident learner.
Please feel free to call or email me with questions or com-
ments. I would enjoy hearing from you.
Sincerely,
Short Shots: Questions to Challenge Thinking
What do you believe and why?
What should be done next and why?
Why do you think that’s the answer? Explain.
How can we find out about _______?
Why do you think that about _______?
What would you do about _______ and why?
What are some other ways?
What is the most . . .
useful and why?
interesting and why?
effective and why?
logical and why?
creative and why?
What are the possible causes of _______?
What are the possible consequences or effects of _______?
What conclusions could you draw of _______?
How would you _______?
How could you _______?
How would you propose a plan to _______?
How would you formulate a solution to ______?
How would you defend _______?
How would you state the problem?
How would you support your conclusion?
Observer’s Checklist
Observer: ___________________________________________________
Participant: ________________________________________________
Did the participant:

___ appear to be well prepared?
___ present ideas, not opinions?
___ make relevant comments and stay on the subject?
___ use evidence or examples to support ideas?
___ ask for clarification when needed?
___ encourage others to participate?
___ listen carefully to others?
___ speak loudly and clearly?
___ stay engaged in the conversation?
___ talk to other participants, not just the facilitator?
___ stay open to others’ ideas?
___ show respect for others?
What was the best point the participant made during the dialogue?
What did the participant do well?
What speaking and listening skills should the participant keep in mind
for the next learning dialogue?
Self-Reflection: Learning Dialogue
Name: _____________________________________________________________
Date: ______________________
Topic of Dialogue: __________________________________________________
What was the most interesting question asked?
What was the most interesting idea you heard from another participant?
Was there anything that puzzled or confused you? Describe it.
How did you contribute to our dialogue today?
What would you do differently next time?
What should we change next time to make our dialogue better?
Curriculum Map: Sample
Subject: Fourth-grade science

Unit/Theme: Ocean Biosphere
Essential Questions Unit Questions

1. What are the characteristics of a biosphere? 1. What are the characteristics of oceans?
2. What are some typical plants and animals 2. What plants and animals live in oceans?
that live in each biosphere?
3. What food chains link ocean plants with
3. How do plants and animals interact in each ocean animals?
biosphere?
4. How does the geography of oceans affect
4. How does the geography of a biosphere human beings?
affect human beings?
5. How have human beings affected oceans?
5. How have human beings affected biospheres?
Asterisks (*) refer to exit points for differentiated activities.
Curriculum Standards Content/Topics Skills Projects/Products
Write and speak for Geography Identifying Scale drawing

a variety of academic of oceans attributes*
purposes. Food chain web
Ocean habitats Determining cause/effect
Inquiry Chart*
Gather information Ocean animals Classifying*
to answer questions. Storytelling
Ocean plants Comparing/
Geography Contrasting* Illustration,
Understand the Environmental mural, poster
interactions of people, Issues/Concerns Identifying
places, and locations. relationships Venn diagram
Living Systems Inventing Belief statement

Understand the
interactions and Problem solving Action plan*
interdependence
of living systems. Drawing Lyrics
conclusions
Scrapbook
Examining
viewpoints Role play
Subject: Tenth-grade geometry

Unit/Theme: Introduction to Geometry

1. What ways of thinking are used in 1. What is geometric thinking?
mathematics?
2. What is geometric problem solving?
2. How are mathematical thinkers problem
solvers and problem posers? 3. How are algorithms used to describe shapes?
4. How do Escher-like figures represent
3. What are essential tools for mathematics?
geometric concepts?
4. How is mathematical knowledge useful in
everyday life? 5. How is geometry represented in shadow
and light?
Apply concepts of Standard geometric Seeing objects Geometric constructions

shape, space, and meas- shapes geometrically using hand tools (ruler,
urement to illustrate protractor, compass)*
and describe the physi- Triangle inequality Geometric
cal world and solve problem solving* Geometric constructions
problems. Geometric invariants using software*
Recognizing invariants:
Colinearity concurrence sum, product, ratio Math journal*
Congruence Proving theories from Portfolio of

investigations work samples
Bisectors
Visualizing The “Box Problem”*
Medians (determining
Analyzing maximum value)
Continuous and
discrete change Forming conjectures End-of-unit test
based on experiments
Explaining and justifying

conjectures
Developing conjectures
into proofs
Sample Skills List
Following are examples of thinking and learning skills associated with analysis, critical thinking, and
creative thinking.
Analytical Skills Critical Thinking Skills Creative Thinking Skills

identifying attributes analyzing trends fluency
observing setting goals flexibility
discriminating same/ making decisions originality
different
developing hypotheses elaboration
comparing/contrasting
testing generalizations brainstorming
classifying
inductive reasoning visualizing
setting criteria
deductive reasoning inventing
sequencing
distinguishing fantasy/ finding problems
identifying relationships reality
solving problems
identifying patterns determining advantages/
disadvantages
predicting
identifying point of view
determining cause/
effect determining bias
comprehending distinguishing fact/opinion
analogies/metaphors
judging accuracy
formulating
determining relevance
summarizing
judging credibility of sources
making inferences
recognizing assumptions/
fallacies
examining viewpoints
drawing conclusions
Challenge Levels
Level Definition Action Activities
Synthesis Put together in a new Create It compose, hypothesize,

or different way design, formulate,
create, invent,
develop, refine,
produce, transform
Evaluation Determine worth or value Judge It judge, predict, verify,

based on criteria assess, justify, rate,
prioritize, determine,
select, decide, value,
choose, forecast,
estimate
Analysis Examine critically Examine It compare, contrast, clas-

sify, critique, categorize,
solve, deduce, examine,
differentiate, appraise,
distinguish, experiment,
question, investigate,
categorize, infer
Application Use what you Use It demonstrate, construct,

have learned record, use, diagram,
revise, reformat, illustrate,
interpret, dramatize,
practice, organize,
translate, manipulate,
convert, adapt, research,
sequence, integrate,
incorporate
Comprehension Show your Understand It locate, explain, summa-

understanding rize, identify, describe,
report, discuss, locate,
review, paraphrase,
restate, retell, show,
outline, rewrite
Knowledge Recall facts and Know It tell, list, define, label,

information recite, memorize, repeat,
find, name, record, fill in,
recall, relate
Based on Taxonomy of Educational Objectives: Book 1 Cognitive Domain by Benjamin S. Bloom, et al. (New York: Longman, 1984).
Subject: Fourth-grade science

Unit/Theme: Ocean Biosphere
Write and speak Geography of oceans Identifying Scale drawing

for a variety of attributes* AP, LM, VS
academic purposes. Ocean habitats C, AP, AN, E
Food chain web C,VS
Inquiry Ocean animals Determining cause/effect
Gather information AN, E Chart* C, VS
to answer questions. Ocean plants
Classifying* AN, E Storytelling AP, VL
Geography Environmental
Understand the issues/concerns Comparing/ Illustration, mural, poster
interactions of people, Contrasting* AP, VS
places, and locations. AN, E
Venn diagram
Living Systems Identifying AP, AN, E, LM, VS
Understand the relationships
interactions and C, AN, E Belief statement
interdependence AN, E, S, VL
of living systems. Inventing AN, S
Action plan*
Problem solving AN, E, S, VL
AN, E
Lyrics S, M
Drawing conclusions
AN, E, S Scrapbook
C, AP, VL, VS
Examining
viewpoints AN, E Role play
AP, AN, S, VL, BK
Key to Differentiated Activities (*) exit points

Bloom’s Taxonomy
K = KNOWLEDGE C = COMPREHENSION AP = APPLICATION AN = ANALYSIS E = EVALUATION S = SYNTHESIS
Gardner’s Multiple Intelligences

VL = VERBAL/LINGUISTIC LM = LOGICAL/MATHEMATICAL VS = VISUAL/SPATIAL BK = BODILY/KINESTHETIC
M = MUSICAL Inter = INTERPERSONAL Intra = INTRAPERSONAL N = NATURALIST
Brief Lesson Plans
Social Studies
■ Examine the issues surrounding the use of the atomic bomb during World War II. Establish your posi-
tion, for or against, and compose a convincing argument to be presented in a point/counter point
dialogue.
■ Gather and analyze data showing the patterns of immigration in your community. Present your results
on a bar graph.
■ Compare and contrast slavery in ancient Greece and Rome to slavery in the United States. Present your
information on a display board.
Language Arts
■ Write a script and role play a scene from a fable.
■ Use a chart to analyze the realistic and fanciful parts of a science fiction story.
■ Examine the conflicts between characters and within characters in a novel. Write an essay about
your conclusions, giving evidence to support them.
Science
■ Predict the effects of acids and bases on various living and nonliving materials by conducting
experiments and recording your conclusions in a lab book.
■ Construct a map of an ecosystem showing the interrelationships of plants, animals, and habitats.
■ Analyze how a particular change can be both beneficial and harmful to an organism’s habitat.
Create a diagram to show your conclusions.
Math
■ Applying your skills of geometry, create a design for a stained glass window.
■ Calculate the various cookie ingredient combinations for several kinds of cookies using butterscotch
chips, chocolate chips, and walnuts, and using vanilla or chocolate cookie dough. Chart the possible
combinations.
■ Build a model of a miniature race car and create a scale drawing that could allow others to build an
accurate model.
Music
■ On a chart, categorize various composers according to musical style.
■ Compare musical styles by compiling an audiotape with music that shows each style.
■ Improvise an interlude in vocal or instrumental music.
Matrix Plan: Sample
Unit/Theme: Ocean biosphere

Unit Questions: What are the characteristics of oceans? What plants and animals live in oceans? What food chains link
ocean plants with ocean animals? How does the geography of oceans affect human beings? How have human beings
affected oceans?
Bloom’s Taxonomy
Knowledge Comprehension Application Analysis Evaluation Synthesis
tell, list, define, label, locate, explain, demonstrate, construct, compare, contrast, judge, predict, verify, compose, hypothesize,
recite, memorize, summarize, identify, record, use, diagram, classify, critique, assess, justify, rate, design, formulate
repeat, find, name, describe, report, revise, reformat, solve, deduce, prioritize, determine, create, invent, develop,
record, fill in, discuss, review, illustrate, interpret, examine, differentiate, select, decide, value, refine, produce,
recall, relate paraphrase, restate, dramatize, practice, appraise, distinguish, choose, forecast, transform
retell, show, outline, organize, translate, experiment, question, estimate
rewrite manipulate, convert, investigate, categorize,
adapt, research, infer
calculate, operate,
model, order, display,
implement, sequence,
integrate, incorporate
Brainstorm and list Create a chart that In a collaborative Identify the posi- Design a new ocean
animals and plants shows the differ- group, illustrate the tives and negatives animal incorporat-
that live in the ences between an animals and plants of living in either a ing at least three
ocean. (1) ocean and a lake in that live at various coastal state or an characteristics of
terms of smells, depths of the ocean inland state. Role existing animals.
tastes, sounds, and by designing a cut- play a commercial Write a description
appearance. (2) paper mural. (6) convincing others to of each characteris-
move to your state. tic, explaining your
(10) reasons for selecting
it. (17)
In groups, research Identify common Select a fable, myth, Examine the Collect and analyze Create lyrics for a
the migratory routes characteristics of or tale of the sea. similarities and articles from maga- sea shanty or song
of gray, blue, right, land and sea mam- Present it to the differences between zines and news- about a sea adven-
or humpback mals. Explain the class through land and sea geogra- papers about ture, or create a rap
whales, or of bottle- adaptations each storytelling. (11) phy. Present your current problems to teach facts about
nose dolphins. kind of animal has comparisons in a and issues related to the sea. (13)
Locate and plot your made, based on Venn diagram. (3) ocean life. Create
animal’s route on a habitat. Write a an ocean scrapbook
world map, labeling summary of your and share it with
its summer and conclusions. (7) the class. (12)
winter habitats. (8)
Using scale In teams, research Create a poster or Write a belief state- Collect data on Develop an action
drawings, create ocean plants and diagram showing ment conveying threats to the habi- plan to replace jobs
life-sized drawings ocean animals. high- and low-tide your viewpoint and tats of at least three in fishing communi-
of at least five sea Make and arrange adaptations of a feelings about an ocean animals. ties lost due to fish-
animals. Show and drawings to tidepool animal. environmental issue Determine trends ing moratoriums.
discuss size illustrate food (9) related to oceans, and prioritize (14)
comparisons. (5) chains. (4) such as oil spills or actions we must
offshore drilling. take to preserve
(16) ocean life. (15)
Based on a concept developed by Linda King and Barbara LeRose, Racine Public Schools, Racine, Wisconsin.
Integration Matrix: Sample
Unit/Theme: Twentieth-century American novel
Unit Questions: How does a novel reflect its times and the novelist’s personal history? How are characters developed in a novel? How are symbols used to
convey meaning in a novel?
Verbal/Linguistic As you read your novel, Identify the historical Research the life of Select one main
poetry, debate, story- record at least five context of your novel. your author, including character to analyze in
telling, essay, checklist, phrases, word choices, What was taking place background, upbring- a character journal. For
journal sections of dialogue, or socially, economically, ing, life experiences, each chapter: 1. List 2–3
descriptions that you and politically at the and personality. Write a key quotations from or
found interesting. Share time of its publication? short descriptive piece about the character.
your selections and rea- Write an information that could serve as an 2. Examine the charac-
sons for selecting each brief as if you were a introduction to a review ter’s actions, behavior,
with a partner reading journalist of the time. of your novel. (4a) and reactions.
the same novel. (1) (5a) 3. Select one word that
best represents the
character. (7)
Visual/Spatial Describe your novel’s Develop a visual or Assess the use of

drawing, model, poster, characters and their musical representation symbols in your novel,
photograph, storyboard, relationships to each of your main character. looking at characters,
illustration, board game other by creating a rela- Include physical char- dialogue, actions and
tionship map. (2) acteristics, personal interactions, and physi-
attributes, and change cal objects. On an illus-
and/or growth as repre- trated poster, show
sented in the novel. (8) each symbol and give
your interpretation of
its meaning. (11)
Logical/ Diagram how your Determine how your

Summarize the plot of
Mathematical novel represents its author’s life or experi-
your book by construct-
diagram, outline, social, economic, and ences may have influ-
ing a timeline of
timeline, chart, political times. Include, enced or been
events, chapter by
critique, graph as appropriate, charac- represented in the
chapter. (3)
ters, setting, plot, points novel. Chart any
of view. (5b) similarities. (4b)
Naturalist If your main character
classification, lived today, what kinds
collection, solution to of things would you
problem, display, find in his/her back-
observation, forecast, pack, briefcase, duffel
investigation, bag, or purse? Collect
simulation, exhibit, and organize items to
identification display to the class. Be
ready to defend your
selections with evi-
dence from the novel.
(9)
Musical Develop a visual or

song, rap, lyrics, musical representation
composition, of your main character.
jingle/slogan, Include physical char-
melody acteristics, personal
attributes, and change
and/or growth as repre-
sented in the novel. (8)
Bodily/Kinesthetic Taking the role of your

role play, skit, novel’s narrator, drama-
pantomime, dance, tize a scene or an
invention, lab, action sequence.
improvisation, Audiotape or videotape
prototype your dramatization. (6)
Intrapersonal Is there a message, les-

journal, log, goal son, or reflection in
statement, belief your novel that is appli-
statement, self- cable to your life or cir-
assessment, editorial cumstances? In your
journal, write about
what you’ve learned
through reading and
reflecting on this novel.
(10)
Interpersonal With students who read

discussion, roundtable, other novels, discuss
service learning, con- similarities and differ-
versation, group activ- ences in novels and in
ity, position statement, authors’ lives. (4c)
interview
Workcards: Sample
Solar System
Grade 3
Green Team Purple Team

Carefully review your books and bookmarked Carefully review your science magazines and
Web sites. Each group member should select a dif- bookmarked Web sites. Each group member
ferent planet to study. Do the following activities: should select a different planet to study. Do the
following activities:
On your own:
1. List the planets in order from the sun. Write On your own:
one new fact you learned about each planet.
1. Write three facts about the planet you chose
2. On construction paper, sketch the planets in that weren’t included in our classroom study.
order of size, from largest to smallest.
2. Write two questions about the planet you
3. Complete a chart listing how the planet you chose that science hasn’t answered yet. (What
chose is like and not like Earth. is still a mystery about the planet?)
With your work team: With a partner from your work team:
Plan and present a skit about why each of you Decide whether your planet or your partner’s
would like to visit and explore the planet you planet would be best for the United States to
chose. explore and possibly settle. Prepare a class pres-
entation about your decision and the reasons for
your choice. Create a visual aid to use in your
presentation.
Workcards: Sample
Cultural/Ethnic Studies
Middle School or High School
Blue Team Red Team

We have examined both voluntary and involun- We have examined both voluntary and involuntary
tary immigration to America. Check the immi- immigration to America. Check the immigrant
grant group below that you will research for your group below that you’ll research for your project*:
project*:
❑ Africans (voluntary immigrants)
❑ Africans (voluntary immigrants) The African nation I will study: ____________________
The African nation I will study: ____________________________
❑ Africans (involuntary immigrants)
❑ Africans (involuntary immigrants) The African nation I will study: ____________________
The African nation I will study: ____________________________
❑ Europeans
❑ Europeans The European country I will study: ________________
The European country I will study: ______________________
❑ Hispanics/Chicanos/Latinos
❑ Hispanics/Chicanos/Latinos The Hispanic/Chicano/Latino
The Hispanic/Chicano/Latino country that I will study: ____________________________
country that I will study: ______________________________________
❑ Asians
❑ Asians The Asian country I will study: _____________________
The Asian country I will study: ____________________________
❑ Arabs
❑ Arabs The Arabic country I will study: ____________________
The Arabic country I will study ____________________________
Using available media center resources, including
Using available media center resources, including CD-ROMs and the Internet, do the following:
CD-ROMs and the Internet, do the following:
1. Identify the discriminatory factors faced by
1. Identify the reasons for your group’s immigra- this group, as well as actions the group took to
tion to the United States. challenge discrimination.
2. Create a timeline of key events in the history 2. Describe the group’s general degree of assimila-
of this group’s life in America. tion into mainstream American culture (include
language, evidence of communities, and sense
3. Create a Hall of Fame of notable Americans
of cultural/ethnic identity). What factors may
from this group and their contributions to
have assisted or hindered their assimilation?
American life.
3. Identify the group’s current economic status in
Use a trifold display board for your information. America and determine factors that may have
Develop a creative class presentation to share the contributed to this status.
results of your team’s research.
Develop a class presentation of the results of your
research, in the style of a news magazine, that
includes role-played interviews.
* There are both national and regional preferences about the naming of cultural and ethnic groups. If you choose to use this example
activity, please adjust the language as needed. For more information about cultural/ethnic studies, see Teaching Strategies for Ethnic
Studies by James A. Banks (Needham Heights, MA: Allyn & Bacon, 1997).
Language Arts Pathways:
Grammar and Sentence Structure
Grade 7
Skills
Identification of: Sentence types:
❑ Nouns ❑ Verbs ❑ Compound sentences
❑ Adverbs ❑ Adjectives ❑ Fragments/run-ons
❑ Pronouns ❑ Conjunctions Word choice:
❑ Prepositional phrases ❑ Subject/predicate ❑ Subject/verb agreement
❑ Verb tense
Select from these book projects:
1. Choose and analyze a scene from your book. If 5. Provide a new solution for a problem faced by
you were a film director, how would you pres- a character. Present your solution as a
ent the action? Create specific, detailed plans response in an advice column.
on a story board and in a written summary.
6. Write a review of the book as a columnist for a
2. Pretend you’ve been asked to write a letter of newspaper’s arts section. Discuss plot, theme,
recommendation for one of the book’s charac- and character development. Present your
ters who wants a job. Include a description of opinions about the book, with supporting evi-
the character’s personal traits, strengths, and dence. Critique the author’s ability to tell a
limitations. story.
3. Compose a conversation between yourself and 7. Create a scrapbook or collection of illustrations
a character in the book. What would you ask of significant events from the book. Include
this person or discuss? What would you want notes or comments as if written by one of the
to know? What would you want to say? Write characters.
out both your dialogue and the character’s dia-
8. If this book were being made into a film, what
logue, or write a script for the conversation
would you choose as the theme song? Tape the
and audiotape it with a partner.
song and explain on audiotape why it’s a good
4. Determine a new solution for a problem pre- musical statement of the book and movie’s
sented in the book. Identify possible conse- theme.
quences of this change for characters and for
9. Design your own book project. See me before
subsequent action in the story. Create a flow
you start.
chart of the implications.
Math Pathways:
Number Theory
Grade 5
Skills
❑ Squaring numbers ❑ Identifying even and odd numbers
❑ Identifying factors ❑ Identifying divisibility
❑ Identifying multiples ❑ Constructing rectangular arrays
❑ Identifying prime and composite numbers
Select from these activities:
1. Create a mind map that will help someone 4. Create a “Guess My Number” booklet, using
remember number theory. any of the following as clues: squaring, factor-
ing, multiples, prime/composite, even/odd,
2. Develop a die or spinner game using prime/
and divisibility.
composite or even/odd numbers.
5. Create a math rap or rhyme that will help
3. Design a string of math operations whose
someone remember a concept from number
answer is 128. Use a combination of any of the
theory (for example, how to square numbers).
following: squaring numbers, identifying mul-
tiples, and identifying factors. 6. Design your own project using number theory.
See me before you start.
Workcard: Sample
(Project 3/Book Character Conversation)
Compose a conversation between yourself and a character in the book. What would you ask this charac-
ter or discuss with him or her? What would you want to know? What would you want to say? Write out
both your dialogue and the character’s dialogue, or write a script for the conversation and audiotape it
with a partner.
1. Choose a character from the book to have a conversation with.
2. Imagine what you would ask the character or talk about:
■ Would you talk about something in the plot of the book?

■ Would you want to know more about the character’s likes, dislikes, and experiences?
■ Is there something that puzzles you about this character or others in the book that you would
like to ask about?
■ Is there something unresolved or undecided in the book that you would like to know more
about?
■ Do you want to know the character’s perspective or opinion about something that happened in
the story?
■ What else would you like to discuss with the character?

3. Choose one of the following:
a. Write the conversation, including both your dialogue and the character’s dialogue.
b. Write a script of the conversation and audiotape it with a partner.
Evaluation checklist for the conversation or script

❑ Includes topics based on the plot and action of the book.
❑ Provides enough detail so that the responses of the character can be clearly understood.
❑ Conveys the character’s probable responses, based on the story.
❑ Uses appropriate grammar, punctuation, and capitalization.
❑ Uses correct spelling.
❑ Shows correct word choice and verb tense.
Quality criteria for audiotape

❑ Is clear and loud enough to be understood.
Matrix Plan Used to Design a Project Menu
Unit/Theme: Folktales and fairy tales

Unit Questions:
What are the characteristics of folktales and fairy tales?
What are repeating patterns or themes used in folktales and fairy tales?
How is factual information represented in this genre?
How are lessons taught or morals presented in folktales and fairy tales?
What are some cross-cultural stories or themes found in folktales and fairy tales?
Bloom’s Taxonomy
tell, list, define, label, locate, explain, demonstrate, con- compare, contrast, judge, predict, verify, compose, hypothesize,
recite, memorize, summarize, identify, struct, use, diagram, classify, critique, cate- assess, justify, rate, design, formulate,
repeat, find, name, describe, report, revise, record, gorize, solve, deduce, prioritize, determine, create, invent,
record, fill in, discuss, review, reformat, illustrate, examine, differentiate, select, decide, value, develop, refine,
recall, relate paraphrase, restate, interpret, dramatize, appraise, distinguish, choose, forecast, produce, transform
retell, show, outline, practice, organize, experiment, question, estimate
rewrite translate, manipulate, investigate, categorize,
convert, adapt, infer
research, calculate,
operate, model, order,
display, implement,
sequence, integrate,
incorporate
Read about wolves List the heroes and Retell a folktale or Pretend that a villain If you could have Retell a folktale or
in reference books villains in fairy fairy tale of your in a folktale or fairy a magic power like fairy tale from the
or on our book- tales we’ve read in choice on an illus- tale is going on trial. the characters in villain’s perspec-
marked Web sites. class and those you trated timeline. Decide if you will fairy tales, what tive. Share your
Review the fairy read on your own. Include a minimum defend or prosecute power would you story by creating
tales we’ve read Explain why you of four events. this villain. Write choose and how a comic strip.
that have wolves consider each a testimony that could would you use it?
as characters. Make hero or a villain by be used in a trial to Show yourself and
a chart listing facts creating picture prove the villain’s your new power by
and fiction (true/ book illustrations or guilt or innocence. making a poster,
false information) a rap or jingle. Include information telling a story, writ-
about wolves, or about what caused ing a song or rap,
create a collection the villain to go bad or doing a skit.
of items or artifacts and what led to his
to represent your or her actions in the
ideas about wolves, story. Tape, record,
whether fact or or act out your
fiction. testimony.
Write a journal Compare and con-

entry about a day trast two versions of
in the life of a folk- a fairy tale, one
tale or fairy tale from Grimm’s Fairy
character. Include Tales and one from
details from the another culture.
story. Chart how the ver-
sions are alike and
different.
Project Menu: Sample
Topic: Folktales and fairy tales

1. Read about wolves in reference books or on our 5. Retell a folktale or fairy tale of your choice on an
bookmarked Web sites. Review the fairy tales illustrated timeline. Include at least four events.
we’ve read that have wolves as characters. Make a
6. Retell a folktale or fairy tale from the villain’s
chart that lists facts and fiction (true/false infor-
perspective. Share your story by creating a comic
mation) about wolves, or create a collection of
strip.
items or artifacts to represent your ideas about
wolves, whether fact or fiction. 7. Write a journal entry about a day in the life of
a folktale or fairy tale character. Include details
2. If you could have a magic power like the char-
from the story.
acters in fairy tales, what power would you choose
and how would you use it? Show yourself and 8. Compare and contrast two versions of a fairy
your new power by making a poster, telling a tale, one from Grimm’s Fairy Tales and one from
story, writing a song or rap, or doing a skit. another culture. Chart how the versions are alike
and different.
3. Make a list of the heroes and villains in the fairy
tales we’ve read in class and those you’ve read on
your own. Explain why you consider each a hero
or a villain by creating picture book illustrations
or a rap or jingle.
4. Pretend that a villain in a folktale or fairy tale is
going on trial. Decide whether you will defend or
prosecute this villain. Write testimony that could
be used in a trial to prove the villain’s guilt or
innocence. Include information about what
caused the villain to go bad and what led to his or
her actions in the story. Tape record or act out
your testimony.
Sample: Teacher-Directed Spin-off
General topic: Art History
What is your specific topic?
■ Choose a style of art and an artist associated with this style.
■ Years when this style of art was being produced

■ Key elements of the style
■ Biography of the artist you’ve chosen
■ The artist’s most significant works
How will you share your work?

Project ideas:
■ Essay or research paper

■ Illustrated timeline
■ Audiovisual presentation
■ Poster
■ Magazine article
■ Critique
■ Scrapbook
■ Original song or rap
■ Storytelling
■ Diagram or chart
■ Storyboard
■ Skit
■ Journal or diary of the artist
■ Scripted, audiotaped interview
■ Collection of sketches
■ PowerPoint presentation
■ Other (please see me)
Sample: Spin-off with Required Product
General topic: Science Fair exhibit

What is your specific topic? _______________________

________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
Required product: display board
Evaluation checklist
❑ Presents accurate information about your topic.
❑ Presents information clearly so the reader can learn about your topic.
❑ Includes graphics such as illustrations, charts, or graphs.
❑ Lists a minimum of three references.
❑ Reflects careful planning and layout; presents a polished appearance.
Grading Based on Rigor
(appropriate for student-selected projects)
For a Grade of C
Knowledge/Comprehension/Application
■ Do a timeline or storyboard of events in a news story that was reported over several days.
■ Collect all the stories in the main section of your newspaper for three days. Organize the stories from
each day into a scrapbook of “Good News” and “Bad News.” Count up the number of stories of each
kind. Write your conclusions on the final page of your scrapbook.
For a Grade of B
Application/Analysis
■ Collect stories that focus on one gender or the other. Organize them in a scrapbook according to the
section of the paper you found them in (for example, sports, business, variety). Examine the number
of articles about men and about women and where they appear in the paper. What patterns do you
notice? Use graphs or charts to illustrate your points.
■ Write a letter to the editor related to a story that you find controversial or that you have strong feel-
ings or beliefs about. Present facts from the published article and provide supporting evidence for
your beliefs or position.
For a Grade of A
Analysis/Evaluation/Synthesis
■ Design interview questions for a key person in a current news story. Your questions should cover not
only important issues and events in the story but also new developments of your own creation. With
a classmate, role play your interview on audiotape or videotape.
■ Examine a current issue in the news and create two editorial cartoons, each presenting a different
viewpoint on the issue.
Questions to Spark Dialogue
Clarification Checking Assumptions

What is meant by _______________? What assumptions are being made?
What are the big ideas in _______________? Is this always true?
Give an example of _______________. What are some other perspectives or viewpoints
on this?
Tell us more about _______________.
How does _________ relate to ______________? Examining Viewpoints
How could you say that another way? Why do you believe that?
Summarize what ____________ said. What might be another point of view?
What do you think is the main problem/issue How would this be viewed from the perspective
in _______________? of ______________________?
What is the main point of ________________? What is an alternative? Another way?
Explain what you think about _______________. How are these ideas alike? Different?
Why do you think _________________ happened? What about ___________?
What do you think the author means by _______? What feelings or emotions might have
What does the term ________________ mean? caused _________________?
What does the author want you to believe? The author said _________________.
What evidence can you find for that conclusion? What do you think?
What does the reading say about _____________? Investigating Implications

What do you believe? Why? and Consequences
Providing Reasons and Evidence What might happen if ______________?
How do you know? If _____________ happened, what would be the

result? Support your conclusion.
Why do you think that is true?
What would be the effects of ________________?
Give reasons. Why?
What conclusions can you make concerning
What other information do we need? ________________________?
How could we find out _______________? In what way would ______________ change if
Can you think of an example to illustrate __________________ happened?
____________? What would be an alternative?
Do you agree? Disagree? Why?
Explain.
How could we prove or confirm that?
What support can you find for that idea?
The CCPP Toolkit
Directions: Choose one content catalyst, one process, and one product to design differentiated activities.
Content Catalysts
advertisement, commercial demonstration model PowerPoint presentation
anecdote diagram moral dilemma problem
art activity display movement profiles of people from
article editorial movie or video books or magazines
artifact editorial cartoon music quotations
artwork excerpt newspaper scenario
autobiography exhibit novel simulation
biography fable, folk tale, myth open-ended question slogan
case study field trip panel discussion speaker
chart historical fiction picture, photograph, speech
comic strip or cartoon interview illustration story
computer software letter to editor picture book survey or research results
dance or drama metaphor, analogy plan timeline
performance mini-lecture poetry Web site
Processes
adapt determine initiate record
analyze develop innovate refine
appraise diagram integrate reflect
assess differentiate interpret reformat
calculate distinguish invent research
categorize dramatize investigate respond
choose employ judge review
classify estimate justify revise
compare/contrast evaluate make select
compose examine manipulate sequence/order
construct experiment model solve
convert express operate support
create forecast organize synthesize
critique formulate practice transform
decide hypothesize predict translate
deduce illustrate prioritize use
demonstrate implement produce value
design incorporate question verify
detect infer rate write
Products
advertisement costume design investigative report play
advice column critical review limerick policy statement
animated film demonstration magazine article puppet show
book jacket experiment mask radio program
campaign for product or fairy tale/folktale oral presentation rhyme/riddle
candidate formula photo essay slide show/PowerPoint
comic book guidebook pictorial tour presentation
Adapted from original work of Diane Heacox, Sarah J. Noonan, and Gilbert Valdez, 1991.
Subject: Elementary Social Studies

Unit/Theme: Community

1. How do people, places, and locations interact? 1. How does geography influence a community and
its people?
2. What are the origins of groups represented in a
community? 2. What cultural and ethnic groups are represented
in our community?
3. How does a citizen contribute to the improvement
of a community? 3. What problems characterize our current commu-
nity? How might they be solved?
4. How do historical events shape a community?
4. How has history influenced our community and
5. How do maps represent geography? its people?
5. How does geography influence our community and
the lives of its citizens?
Social Studies Community Representing data Chart

Understand interaction on charts
of people, places, and Family Web site
locations. Examining viewpoints
Historical events in a Community “walk”
Understand historical community Problem solving
events and contributions Song, rap
of key people from differ- Urban/rural Drawing conclusions
ent time periods. communities Skit, sketch, role play
Comparing/contrasting*
Defend a position con- Unique characteristics Venn diagram*
cerning a current event of a community Identifying relationships
or issue. Photo-essay
Immigration Determining cause and
Write and speak for a effect Position statement
variety of academic Community problems
purposes. Originality Journal entry
Topographic maps
Inquiry Poster
Gather information to
answer questions. Bulletin board display
Subject: Elementary Mathematics

Unit/Theme: Measurement

1. What are standard units of measurement? 1. What are the standard units of measure for measur-
ing length, area, and perimeter?
2. What are measurable attributes of objects?
2. What properties of polygons, rectangular figures,
3. What techniques, tools, and formulas are used parallelograms, and triangles are utilized in calculat-
to measure? ing measurements?
3. What techniques, tools, and formulas are used to
measure length, area, and perimeter?
Mathematical Concepts Customary and metric Approximating measures Calculations of measure-

and Applications units of measure ments including length,
Apply concepts of shape, Calculating units area, and perimeter
space, and measurement Perimeter of polygons of measure* based on models/
to solve problems involv- figures*
ing two- and three- Area of rectangular Inventing
dimensional shapes. figures, parallelograms, Scale drawings of
triangles Analyzing selected objects
Use number concepts
and a variety of math Length using appropriate Solving problems Original invention design
operations to represent units with labels using custom-
information and solve ary units of measure
problems. Length using scale
drawings
Arts and Literature
Apply and interpret
artistic expression.
Subject: Shakespeare
Unit/Theme: Romeo and Juliet

1. What is the historical context of Shakespeare’s work? 1. What evidence of 16th century Elizabethan history
is represented in the play?
2. What dramatic forms are represented in
Shakespeare’s work? 2. What dramatic forms are represented in Romeo and
Juliet?
3. What poetic conventions characterize Shakespeare’s
work? 3. What poetic conventions does Shakespeare use in
Romeo and Juliet?
4. How are literary themes presented in a work?
4. How are literary themes represented in the play?
5. What devices do authors use to shape characters?
5. What devices does Shakespeare use to shape the
6. What contemporary issues are reflected in a characters in Romeo and Juliet?
particular work?
6. What contemporary issues are represented in Romeo
and Juliet?
Read a wide range of liter- Plotline Interpretating Personal ad

ature from many periods Shakespearean language
in many genres to build Dramatic form and poetic conventions Venn diagram
an understanding of the
many dimensions (e.g., Historical context Applying the poetic form Epitaph
philosophical, ethical, of iambic pentameter
aesthetic) of human Character development Artifact box
experience. Problem solving
Poetic conventions Storytelling with music
Analyze, critique, and Drawing conclusions and narration
construct meanings from Literary theme based on evidence
formal and informal Plotline diagram*
theater, film, television, Comparing and
and electronic media contrasting Sketch
productions.
Examining literary Dramatization
Apply knowledge of lan- “evidence”
guage structure, language Chart
conventions, media tech- Identifying attributes
niques, figurative lan- Journal
guage, and genre to Comprehending analogies
create, critique, and and metaphors
discuss print and
nonprint texts. Making inferences
Examining viewpoints
Unit/Theme: Microeconomics
Unit Questions: How do principles of supply and demand affect our economy? What are the effects of competitive forces on businesses? How are new
products researched and developed? What is the vocabulary of microeconomics? What role does government play in our economy? What market forces
affect our nation’s economy?
Verbal/Linguistic Write a memo to col- Using information pre- Analyze the role of gov- Collect press informa- Formulate a marketing
poetry, debate, story- leagues in your com- sented by a member of ernment in promoting tion concerning a failed presentation for a group
telling, essay, checklist, pany reflecting your a company’s research healthy competition. or faltering business. of potential investors in
journal perceptions, conclu- and development divi- Write an essay describ- Determine possible your company’s prod-
sions, and recommen- sion, create a checklist ing your perspectives causes and the underly- uct. Include a brochure
dations based on your of procedures for devel- and viewpoints on gov- ing issues in the com- to outline such informa-
investor’s meeting. (25) opment of a new ernment involvement. pany. Write an article tion as your mission,
product. (7) (6) for the business section target market, market
of your newspaper data analysis, and time-
sharing factual informa- line for production. (20)
tion, your perspectives,
and conclusions. (5)
Visual/Spatial Define an assigned Use a storyboard to Design a logo for your

drawing, model, poster, microeconomic vocabu- illustrate economic company to symbolize
photograph, storyboard, lary word by drawing a boom, recession, and its mission and
illustration, board game cartoon illustrating its depression. (4) purpose. (19)
meaning. (1)
Design visual aids for
use in your investor’s
meeting. (22)
Logical/ Identify and chart Construct a survey to be Research possible prod- Project the price of Create charts and
Mathematical examples of perfect used with your class- uct ideas to determine your product based on graphs on the computer
diagram, outline, competition, monopoly, mates to gather data to their feasibility. (9) production costs, pack- to use in your market-
timeline, chart, monopolistic competi- identify your target mar- aging, and marketing ing presentation/
Compile and analyze
critique, graph tion, and oligopoly. (2) ket, to refine your prod- budgets. (14) brochure. (21)
the data from the sur-
uct, and to determine its
veys and modify/revise
selling price. (12)
plans as necessary. (13)
Continued ➡
Naturalist Identify and investigate Construct a display or
classification, possible competitors to exhibit for your product
collection, solution to your company. Create a for use in your market-
problem, display, directory of the names ing presentation.
observation, forecast, of these companies and (23)
investigation, the products that they
simulation, exhibit, market. (16)
identification
Musical Collect slogans or Create a marketing slo-

song, rap, lyrics, theme songs for similar gan or theme song for
composition, products. Critique their your product. (18)
jingle/slogan, ability to represent and
melody market the products.
Share your collection
and conclusions with
your company
members. (17)
Bodily/Kinesthetic Present a skit with a With a team, brain-

role play, skit, partner to demonstrate storm ideas for an origi-
pantomime, dance, supply and demand. (3) nal product that will
invention, lab, appeal to teens. (8)
improvisation,
Produce a prototype or
prototype
model of your new
product. (15)
Intrapersonal Evaluate the effective-

journal, log, goal ness of your presenta-
statement, belief tion based on your
statement, self- reflections on the mar-
assessment, editorial keting presentation and
the responses of the
potential investors. (24)
Interpersonal As a team, establish a As a team, determine

discussion, roundtable, mentor relationship timelines and each per-
service learning, con- with a business person son’s role in the
versation, group activ- in your community. research and develop-
ity, position statement, Interview him/her to ment of the product.
interview inform you in the Evaluate progress, mod-
process of developing ify and adjust your
your product. Routinely plans as necessary and
seek feedback and appropriate. (10)
direction. (11)
Unit/Theme: Community
Unit Questions: How does geography influence a community and its people? What cultural and ethnic groups are represented in our community? What
problems characterize our current community? How might they be solved? How has history influenced our community and its people? How does
geography influence our community and the lives of its citizens?
Verbal/Linguistic Define and discuss as Identify a historical List significant aspects

poetry, debate, story- a class: What is event that influenced and special characteris-
telling, essay, checklist, community? (1) your community or its tics that make your
journal people. (6a) community unique. (9)
Visual/Spatial In a collaborative Use symbols or pictures In collaborative groups, Design a Web site for
drawing, model, poster, group, use a disposable to make a poster that construct a bulletin your community high-
photograph, storyboard, camera to take pictures shows characteristics board display showing lighting its significant
illustration, board game to create a photo-essay of rural (country) the cultural/ethnic ori- aspects and unique
of significant places in and urban (city) gins of people in your characteristics. (12)
your community. (10) communities. (4) community. Include
population data from
the last 20 years.
Analyze population
trends and immigration
influences. (11)
Logical/ List characteristics of Construct a Venn dia-

Mathematical a community and char- gram to show how a
diagram, outline, acteristics of a family community is like and
timeline, chart, on a chart. (2) unlike a family. (3)
critique, graph
Naturalist Using topographic Think about how geog- Design a nature or
classification, maps, identify the geo- raphy influences your historical walk around
collection, solution to graphic features of your community and the your community.
problem, display, community and its activities/work of Create a map with
observation, forecast, surroundings. (7a) people in your commu- the sites labeled and
investigation, nity. Share your described. (12)
simulation, exhibit, thoughts and conclu-
identification sions with the class.
(7b)
Musical Promote your com-

song, rap, lyrics, munity by creating
composition, new lyrics for a song
jingle/slogan, or writing a rap. (12)
melody
Bodily/Kinesthetic Role play either the Identify a current com- Promote your com-
role play, skit, historical character munity problem or munity by scripting
pantomime, dance, involved in the event issue. In a small group, and videotaping a
invention, lab, or a news reporter. present a skit, sketch, tourism film clip or
improvisation, Describe the event and or role play that pres- public service
prototype why it was significant. ents the two sides of announcement. (12)
(6b) the issue. (8a)
Intrapersonal Journal: If you live in

journal, log, goal the country, how would
statement, belief your life be different if
statement, self- you lived in the city? If
assessment, editorial you live in a city, how
would your life be dif-
ferent if you lived in
the country? (5)
Interpersonal Write a position state-

discussion, roundtable, ment on one of the
service learning, con- sides of the issue that
versation, group activ- explains and supports
ity, position statement, your viewpoint. (8b)
interview
Note: Students may choose to do any of the activities labeled 12.
Matrix Plan: Sample
Unit/Theme: Romeo and Juliet

Unit Questions: What evidence of 16th century Elizabethan history is represented in the play? What dramatic forms are
represented in Romeo and Juliet? What poetic conventions does Shakespeare use in Romeo and Juliet? What literary
themes are represented in the play? What devices does Shakespeare use to shape the characters in Romeo and Juliet?
What contemporary issues are represented in Romeo and Juliet?
Bloom’s Taxonomy
calculate, operate,
As a class, list con- Identify and With a partner, On a chart, com- In a small group, Compose a 4–6 line
temporary teen describe the play’s dramatize a contem- pare and contrast determine alterna- epitaph for either
problems. (7) five elements of porary teenager’s contemporary teen tive solutions to the Romeo or Juliet
plotline by complet- 2–3 minute conver- issues to the teen problems in the using iambic
ing a diagram. (10) sation including issues in Romeo and play using a con- pentameter. (12)
commonly used Juliet. (8) temporary context.
words from (If this happened
Shakespeare’s plays. today, how might
(5) the problems have
been solved?) (9)
Define sonnet, In a play journal, On a chart, record After reading sev- Examine the distinc- Collect items and
soliloquy, couplet, identify lines and evidence from the eral scenes, examine tive poetic style of create an artifact
quatrain, iambic record events which play that sets the your impressions of different characters box for a character
pentameter by establish the literary historical context of a particular charac- in the play. With a in Romeo and Juliet.
drawing a sketch to theme of the play. 16th century ter in the play and partner, tell how the Include symbols for
convey each (2) Elizabethan write a personal ad dialogue of one the character’s per-
meaning. (1) England. (3) for him or her. character might be sonality as well as
(4) presented and what his or her story.
stage directions are (12)
implied. Present
your interpretation
to the class. (6)
Review the presenta- Produce an audio-

tion of the same tape that retells part
scene in two differ- of the story using
ent film versions of contemporary
Romeo and Juliet. On music “clips” as well
a Venn diagram, as narration. (12)
identify similarities
and differences in
the interpretation of
the scene. (11)
Note: Students choose one of the number 12 activities to complete.

Matrix Plan: Sample
Unit/Theme: Geology
Unit Questions: What are the geological characteristics of the United States? How is geology represented on a map? How
are natural resources used? How do geological events affect human populations? How is physical geography modified
by human and natural actions? How does technology affect our understandings of physical geography? What are meth-
ods of conservation?
Bloom’s Taxonomy
calculate, operate,
Find geological/ Identify geological Construct a chart Examine how geo- Review photo- Formulate a predic-
landform regions features of a partic- using symbols to logical resources are graphs/blueprints tion about how tech-
and fault lines on a ular site by review- represent the five used both within a of buildings and nological tools (e.g.,
United States topo- ing photographs and geological/landform region and in the assess their earth- GPS, satellite
graphical map. Note a topographical areas of the United world. Contribute to quake resistance on images) for investi-
regions of greatest map. Write a geolo- States and their a directory catego- a scale of 1 to 5. gating our environ-
risk. (1) gist’s report on the characteristics. (2) rizing resources and Provide support for ment may change
site. (3) their uses by region. your rating. (6b) our perspectives and
(5) understandings of
geology/physical
geography. (12)
List architectural Describe the effects Based on a lab activ- Compare and con- Determine argu- In a team, develop
features that make of man on physical ity, organize a dis- trast two volcanic ments either for or a campaign for a
buildings more geography by con- play of rocks eruptions from con- against changing conservation issue
“earthquake proof.” tributing to a class classified by type temporary or desert areas (e.g., of your choice.
(6a) bulletin board dis- and construct a flip- ancient times. Arizona) to green Develop a market-
play of photographs, book of “What am Present your ideas areas. Develop a ing strategy such as
sketches, and writ- I?” clues for identi- with a partner, each poster to “sell” your a public service
ten statements. (8) fying each type of role playing or story- point of view. (9) announcement,
rock. (4) telling the event. poster, song, or Web
(10) page to present
your ideas. (14)
Write and illustrate Critique methods of Determine which

an informational land conservation. geological region of
brochure for new Write a position the United States
residents in a flood paper on the use of best suits your inter-
or an earthquake one particular ests and desired
area of our country. method for an envi- lifestyle. Design a
(7) ronmental group postcard from your
such as the Nature new home and pro-
Conservancy, a gov- vide a message
ernment agency, or telling reasons for
a corporation. (13) your choice. (11)

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A CD-ROM of Customizable Forms for

Diane Heacox, Ed.D.

Free Spirit Publishing Inc. FREE SPIRIT

Introduction by Dianne Heacox Chapter 3

About Multiple Intelligences Project Planner and Checklist

How We Think and Learn Self-Reflection

Sample Family Letter to Accompany “Multiple Conference Log

Traditional classroom: Differentiated classroom:

Covering the curriculum is my first I base my teaching on students’ learning

I emphasize critical and creative thinking

I match students to specific informational

I use several instructional formats

As appropriate, I group students for

As appropriate, I give students oppor-

I use a variety of instructional strategies

Students complete different activities based

I use methods for testing out of work

My enrichment work demands critical

In reteaching, I use a different instructional

My reteaching activities typically involve

Before beginning a unit, I use preassessment

I use ongoing assessment to check students’

Year National Percentile Score Local Percentile Score

Language Arts (overall)

APTITUDE AND/OR INTELLIGENCE TEST

Year National Percentile Score Local Percentile Score

Notes on results of state assessments:

Special learning needs or modifications (including special education recommendations):

Prefers to work: ❑ alone ❑ with partner ❑ in small group ❑ in large group

Learning style preferences (visual, auditory, and/or kinesthetic): ___________________________________________

Multiple intelligences strengths/preferences (Verbal/Linguistic, Musical, Logical/Mathematical,

5. Rate the following topics according to your interests.

___ Dance ___ Computers ___ Social Studies

6. What are your favorite games or sports?

18. What careers are you currently interested in?

19. In school, I prefer to work:

20. In school, I learn best:

• There is no one best way to learn. All are important.

How you can use multiple intelligences

This letter also includes two information sheets about what

Thank you for your help.

A. Is very interested in math. G. Usually prefers things to be orderly and logical.

A. Remembers melodies. D. Shows a strong interest in music.

A. Remembers melodies. D. Shows a strong interest in music.

A. Is highly observant of surroundings. D. Is “street smart”; understands how systems work

A. Is highly observant of surroundings. D. Is “street smart”; understands how systems work

Most important concepts (indicate those that address curriculum standards)

Essential questions (indicate those that address curriculum standards)

(*) exit points

Curriculum Standards Content/Topics

Analysis Evaluation Synthesis

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Evaluation Synthesis

Keep this in your work folder.

Date Today Next Time

General topic: _______________________________________________________________________________

What is your specific topic? _________________________________________________________________

What content or key ideas will you include?

How will you share your work?

Topic to be explored: _________________________________

Internet sites (Include URL and name of author or organization.)

Other resources, such as interviews, software, videos, and museum/art exhibits

After exploring my topic, I’m interested in the following subtopics: _________________________

Topic of study: _______________________________________

_ Dance _ Computers ___ Social Studies