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Choice Boards & Menus
• Also called Tic Tac Toe Boards or Learning Menus. • A type of learning that provides a “menu” of activities-some that all students must do, and some that allow students choices. • Ensures that each learner focuses on knowledge, understanding and skills designated as essential.
Think-Tac-Toe Money Unit
Complete any three boxes. The products and assignments are due by ___________. Complete the Sweet Treat shopping cut and paste activity sheet. Complete the file folder games on money. Count the money amounts in each piggy bank and record the amount on the recording sheet.
There are 13 different Draw a picture of a toy you Write an explanation to ways to make 25 cents want. Tell how much it someone telling how you using a quarter, dimes, will cost. Then draw the would count the money in nickels, and pennies. Use money to show its cost. the money envelope. the table worksheet to record the ways that you can find. Complete the Money riddles activity. Play the Shop ‘Til You Drop game. You will turn in your shopping list after you play this game. Complete the Choices, Choices worksheet OR In the Garden worksheet
Choice Board Activity
Language/Level: English 7 Unit/Theme: Poetry: Literary Elements
Locate at least one example of each Locate at least one example of each Locate at least one example of each of the following: elements: of the following: idiom and of the following: simile and alliteration and hyperbole, from the personification from the poem… metaphor from the poem… poem Sarah Silvia Cynthia Stout.
Explain the literal meaning of a hyperbole from the poem Sarah Silvia Cynthia Stout.
Explain the literal meaning of an idiom or personification from the poem…
Explain the literal meaning of a simile or metaphor from the poem…
Create your own example of alliteration and hyperbole.
Create your own example of an idiom and personification.
Create your own example of a simile and metaphor.
or Include name. hear. Include sure to include the geographic features sure to includes elements common to both natural and man-made you would see. Create Write a journal entry from the prospective of a tomb robber.) WRITE IT You are a builder commissioned by the As an ancient cartographer. and any difficulties you might landmarks from the time period. Create You are pharaoh of Egypt. Include a note card containing who built it. This can be made from any materials of your choice. god. Give a a 3D representation of a wella Photostory profiling your life. and dimensions. As you travel the Nile River. important achievements. birth/death. quarry to the destination site for the temple. This should who the statue is of and what their important siblings). Construct one of the great architectural achievements from the time. serve as a Rosetta Stone. family detailed account of your plan to rob a famous pharaoh’s tomb and how your common citizen. CONTRIBUTIONS .Choice Board Ancient Egypt – Grade 6 ( You need to choose one topic from each row and one style from each column for your assessments in this chapter. spouses. children. monuments include risks taken and rewards. Your task is to create importance of the art of your own written language to mummification in world history. tourists. known leader. you have Assume you are persuading pharaoh to transport stone from the been ordered by the pharaoh to others to visit your ancient create a map of the Egyptian Empire civilization. did you see. BUILD IT CREATE IT IMPORTANT PEOPLE GEOGRAPHY You are a famous sculptor. artifact to submit. Design a descriptive. use of it. What role and accomplishments may erected. goddess. feel. be during the reign of Ramses II. Be accurate travel brochure. Include detailing (parents. when it was built. and smell as you searched the tomb. encounter along the way. plan came to fruition. Written language was essential to Write an essay detailing the Egyptians. Include Thoroughly explain the process for a translation into modern English the ancient Egyptians as well as and place a message in your its similarities to what we do in the language and English on an United States today. wildlife you would most maps and at least 10 notable elements that would attract encounter. have been.
Choose a number. OR 1. Choose a number. 2010 . Wicomico County. Sort them into the correct basket. 1. Glue your pictures to the correct number poster. Find a card that 1.Choice Board 1. matches the number you chose. 1. 1. Look at our math word1. 1. Created by Julie Dill -Math Coach. cards. Get a magazine. Cut out pictures that show your number.
Dinner Menu Example • Main Dish (Complete all) • Measure the length of the objects in the measurement container using any of the nonstandard units we have used in class. . • Use the large paper clips to measure the pictures of the objects on the worksheet R 17.1 • Complete the “Different Units of Measure” worksheet.
Then glue them onto a sentence strip from shortest to longest. 5 inches. 3 centimeters. 3 inches. • Complete the “What’s My Length?” activity. • Use a ruler to draw and label lines for the following measurements: 10 inches. • Complete the “How Far to the Dragon’s Lair?” activity sheet . • Organize the pictures of the objects in order from smallest to largest. 1 inch. 1 foot.Dinner Menu Example • Side Dishes (Select at least 2) • Read the book The Biggest Fish. Measure the length of the fish in the fishing net to the nearest inch. 15 centimeters. and 10 centimeters.
Dinner Menu Example • Dessert (Optional. Label 4 locations on your map with a large dot.Select 1) • Draw a map. Write a story problem on an index card that can be solved using your map. an eraser. Complete the worksheet for this activity. and a ruler. Measure and label these lines on your map to the nearest inch. . • Read How Big is a Foot? Then pick 5 objects from the measurement container to measure using a small paper clip. Using you ruler draw lines to connect these locations.
Cubing/Think Dots • Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. • A student rolls the cube and does the activity that comes up. • The cubes are six-sided figures that have a different activity on each side of the cube. .
Cubing/Think Dots • Not all students receive the same cube. learning profile. • Cube Side Suggestions: Describe it * Compare it * Associate it *Analyze it * Apply it * Connect it * Illustrate it* Change it * Solve it* Question it *Rearrange it * Satirize it * Evaluate it * Relate it to something else * Contrast it * Investigate it * What is the significance of it? * Put it in historical perspective * What are the cause/effects of it * Cartoon it * Tell the parts of it * Argue for/against it * . • You can differentiate cubes according to readiness. or interest (see differentiated cubing examples included).
Think Dots Probability and Statistics Argue it Conduct a survey Use it Make an argument for which Choose a random sample of n= 15 Is there such a thing as a truly graphing method is the easiest to students from this class and “random read: pie charts. sample. plots. Describe show us how you arrived at your random why. stem-and-leaf conduct a survey of their Sample. or line favorite sports team/food rock/ graphs. Construct a visual model to star/etc. all names have been removed!) What is a random stratified sample? Look at today’s USA newspaper’s When opinion poll. Define it Evaluate it Plot it Plot the distribution of scores from last year’s final exam (get the scores from the teacher—sorry. What type of graph is would you use it? it using to display its results? Do you feel that the data display is accurate or misleading? . bar graphs. (your choice1). and create a data display of your results.
Label each triangle with its name. take turns rolling the dice and complete the learning task from the corresponding dot. List the congruent pairs on your sheet. right. Be sure to label the angles as acute. List the hallways that are parallel. perpendicular. and intersecting. or straight. CONGRUENT SORTING Sort the shapes from your envelope. Be sure to make many sides. obtuse.Geometry Think Dots Directions: At your table group. Be sure to tell how symmetrical way. measure each angle on your card. . shape has. TRIANGLE TOOTHPICKS Find all the triangles you can make using 3-12 toothpicks. It is okay if more than one person rolls the same number as each person’s response will be individual. and sketch them on a piece of paper. PROTRACTOR PROS Using your protractor. angles. and vertices each your picture colorful and neat. Pair up all the shapes that are congruent. Keep the extra shapes separate. SHAPE TASK CARDS COLORED SYMMETRY Label each task card with its Color the following sheet in a geometric name. MAKE A MAP OF LINES Create a map of the school. Include each hallway.
THINK DOTS Describe… Apply… Question… Argue for or against… Satirize… Compare and/or contrast… .
Format – The writing format should correspond with the role of the writer. Reviewing informal and formal types of writing will be key when discussing how to address a specific audience. An audience could be a person or a group of people and might include anything from zoo patrons to the United States Congress. raps. Writing from a different perspective helps students to develop critical thinking skills as they have to consider what would be important to the specific role they chose. Topic – Topics can stem from the research students are doing within a subject.• RAFT (Role. Topic) Role of the Writer – Students choose a role they wish to emulate. the audience. Audience. and the topic. a chemist. The goal is to make sure the topic is not too broad (Strayer & Strayer. journals. • • • . flyers. Teachers will want to step away from regular reports and essays. a bird. Format. a mayor. or a sheep. or even political cartoons. or subtopics within a unit that needs more clarification or enrichment. Audience – Writing for a specific audience also leads to high order thinking as the student will need to consider what the audience needs to know. 2007). fables. Let students work on writing formats such as lyrics. speeches. Options may include a soldier. letters. themes that are being studied in school.
Characters from a story Historical figures Vocabulary words Public service Key terms job Musical instruments Cartoon characters Diseases Types of fabric Authors or inventers Scientists or politicians Geographic formations Composers or artists Business or industry person Instruments or Shapes or tools colors Minerals or chemical elements Cities. countries or continents Brand name Technical terms or object .Possible Ideas for a RAFT Choose ideas that advance the learning goals.
Possible RAFT Formats to Differentiate by Learning Modality Written Visual Oral Kinesthetic Diary entry Bulleted list Obituary Invitation Recipe Movie critic FAQs Editorial Gossip column Comic Crossword puzzle Map Graphic organizer Print ad Photograph Fashion design Song Monologue Radiocast Museum guide Interview Puppet show Political speech Story teller Model Cheer Mime Demonstration Sales pitch with demos Sew. cook. build Wax museum .
Fractions RAFT ROLE Fraction Fraction AUDIENCE Whole Number Its Equivalents FORMAT Children’s Book Invitation and a Mask TOPIC Do You Want a Piece of Me? Come to the Masquerade Ball! Warning! This dangerous fraction is disguised as a decimal… What to wear when you are a fraction. and percent Fractiondisguised -as-a decimal The Public Wanted Poster/ Warning Ad Paper People Fraction Other Students Wardrobe Changes . decimal.
Other Math RAFT Ideas Role Exponent Acute Triangle Percent Audience Jury Obtuse Triangle Student Format Instructions Dear John Letter How-To Guide Topic Laws of Exponents Our Differences Mental ways to calculate percent Prime Number Rational Numbers Club Membership Form How to Join My Club Parts of a Graph TV Audience Script Which of Us Is Most Important? Plus Sign Multiplication Sign Romantic Card Why We Go Together .
formats or topics appeal to a variety of interests? .Analyzing a RAFT Lesson • What are the learning goals for this lesson and are they built into every choice? • How is this RAFT being differentiated? – Does it appeal to different learning styles? – Is there a range of difficulty in the: • Roles? • Formats? • Readiness levels? – Do the roles.
1995). students work together to collaborate on a resolution to the controversy after they have taken both sides of the issue. perspectivetaking. and problem-solving (Johnson & Johnson. Structured academic controversies (SAC) emphasize communication. They are less competitive—there is no “winner” or “loser.Structured Academic Controversy • Controversy can fuel some great discussions and cultivate rich thinking and language.” . • Unlike debates.
SAC Example • US Metric Conversion • One position is: The metric conversion is necessary for the health of the US economy. . • The other position is: The need for metric conversion is obsolete and would actually harm the economy if businesses were mandated to change.
. • Team 1: The needs and wants of a community are more important than the effects of acid rain.SAC Example • Science: Acid Rain • Fact: Industries provide us with needs and wants that in some cases result in acid rain. • Team 2: The results of acid rain are more dangerous than limiting industries’ production of needs and wants.
. It is important that students learn about the circumstances leading to their use and understand the controversy that surrounds those events. The purpose of this lesson is to present students with arguments from both sides of the debate so that they may draw their own conclusions regarding the bombing of Hiroshima and Nagasaki.SAC Example • To Drop or Not to Drop? • This structured academic controversy lesson is designed to teach students both sides of the debate surrounding the use of the Atomic bomb at the end of World War II. It is also important for students to understand the magnitude and significant destruction caused by atomic weapons so that they can be informed participants in today’s world. The bombings of Hiroshima and Nagasaki were the catalysts that caused the end of World War II and are the only two times that a nuclear weapon has been used in war.
• modify learning activities so that the student receives instruction only about what he/she does not already know provide alternative learning activities that offer acceleration of meaningful. challenging enrichment .Curriculum Compacting • Curriculum compacting is a three-step process implemented by the teacher for one or more students who have mastered portions of the essential curriculum: • pre-assess to determine what a student knows about content/skills to be taught.
Tiering • Tiered instruction is like a stairwell providing access within the large building called learning. The stairwell continues through enough levels to reach the appropriate challenge for advanced readiness students with very high skills and complex understanding. The bottom story represents learning tasks for students with less readiness and fewer skills. .
WHAT CAN BE TIERED? • • • • • • • • • ASSIGNMENTS ACTIVITIES CENTERS & STATIONS LEARNING CONTRACTS ASSESSMENTS MATERIALS EXPERIMENTS WRITING PROMPTS HOMEWORK .
the teacher maximizes the likelihood that: 1) each student comes away with pivotal skills & understandings 2) each student is appropriately challenged.What is Tiered Instruction? Teachers use tiered activities so that all students focus on essential understandings and skills but at different levels of complexity. . By keeping the focus of the activity the same. but providing routes of access at varying degrees of difficulty. and openendedness. abstractness.
Creating Multiple Paths For Learning Key Concept or Understanding Struggling With The Concept Reaching Back Some Understanding READINESS LEVELS Understand The Concept Reaching Ahead .
UNDERSTAND. OR BE ABLE TO DO? THINK ABOUT YOUR STUDENTS PRE-ASSESS READINESS.IDENTIFY OUTCOMES WHAT SHOULD THE STUDENTS KNOW. OR LEARNING PROFILE INITIATING ACTIVITIES USE AS COMMON EXPERIENCE FOR WHOLE CLASS GROUP 1 TASK GROUP 2 TASK GROUP 3 TASK . INTEREST.
Tiered assignments denote all children as able to learn the same essential skills in different ways. The word tiered is not a euphemism for stagnant low-middle-high groups that label who can learn and who is not learning. The make-up of students working at each tier varies with the content. and skills in relation to different learners' needs. Changing the number of tiers is also a way to vitalize flexible groupings and ensure that students are not always in the same group. . and quantity of tiers. at other times. concepts. Sometimes. Ensure that group membership is flexible. Different quantities of tiers are needed for different curricula areas. assignment. • 2.Guidelines for Tiered Instruction • 1. three to five or more work better to match the wide range of learners. Plan the number of levels most appropriate for instruction. two tiers are sufficient.
the lowest tier would respond to those students. Promote high-level thinking in each tier. Every tier requires teacher modeling and support for the students working at that tier. All students need opportunities to analyze. Avoid always allocating simple thinking tasks for students with the fewest skills. • 4. • 5. synthesize. Recognize that complexity is relative. . In classes in which all students are at or above grade level.Guidelines for Tiered Instruction • 3. The complexity of a tiered assignment is relative because it is determined by the specific needs of the students and because learners' readiness levels vary in different curricula areas. guidance. In classes with below grade-level learners. the lowest tier would respond to grade-level or even above grade-level readiness. All learners benefit from a teacher's instruction. interaction. and feedback--even gifted children whom some educators perceive as always making it on their own. Provide teacher support at every tier. and evaluate information.
John Calhoun. popular sovereignty. abolitionists. Elijah Lovejoy. . John Brown and Harper’s Ferry. Henry Clay. Stephan Douglas. Some of the terms they will be expected to identify will be: • Slavery. and the Presidential Nominating Conventions of 1860. Harriet Beecher Stowe’s Uncle Toms Cabin. Nat Turner. such as defining and giving the significance of various key terms or people and answering basic questions. republicans. democrats. William Lloyd Garrison. Abraham Lincoln. Dred Scott Case. etc. Kansas-Nebraska Act.Tiered Lesson Example • Tier I will be made up of students who I feel will benefit best from a simpler form of learning. Lincoln/Douglas debates. Fredrick Douglass.
Some example questions that I may ask of these students are: • 1) How did the publishing of Harriet Beecher Stowe’s Uncle Toms Cabin help lead to civil war? 2) What did the Dred Scott Case decide? What did it mean for slaves and former slaves? Did the Supreme Court overstep its constitutional limits in their decision? 3) What were the differing points of view in the Lincoln/Douglas debates? 4) What key figure in this time period favored popular sovereignty? How did other key figures react to his ideas? 5) What were the views of the abolitionists? What were the differences in views held by Lovejoy.Tiered Lesson Example • Tier II would be comprised of students that I felt capable of taking historical facts and analyzing them to show how these people/events led to the escalation of conflict that led to the civil war. and Douglass? . Garrison. I would give these students various questions that asked them to link certain events to the causes of the civil war.
I would ask these students to present a 3-4 page essay on how the key points of the lecture and readings ended up causing the civil war. Their own ideas will shape their responses and mold the essay.Tiered Lesson Example • Tier III students will be those students who I feel have a good grip on the ideas presented and can think critically and explain how these key terms/figures/events eventually led to the civil war. These students will be expected to provide their own ideas on why these situations occurred and what the effects of these events were. These students will be given more freedom to handle the material. .
line. and an illustration of that term is drawn using colored pencils. and angle using the Geometry Powerpoint. Procedures: Students learn about the five geometric terms: point. • Add a title to the book on the front. line segment.Tiered Lesson Example • • • • • Tier 1 Students will illustrate the five geometric terms and create a book out of it. ray. • Each student individually takes 3 sheets of paper and folds them in half to make a book. • On each page a new term is written. Secure the book by stapling the crease. stapler. . colored pencils. Materials: Paper.
Tiered Lesson Example • • • • • • Tier 2 Students will compare and contrast two of the five geometric terms. Students will individually complete a Venn diagram on Inspiration choosing only two of the terms to compare/contrast. Procedures: Students learn about the five geometric terms: point. . line. pencil. Materials: Paper. line segment. and angle using the Geometry Powerpoint. ray.
pencil • Procedures: • Students learn about the five geometric terms: point. .Tiered Lesson Example • Tier 3 • Students create an argument for which of the five geometric terms is most important. ray. and angle using the Geometry Powerpoint. • Materials: Paper. or use the paper to prepare a written piece which can be typed in Microsoft Word. line. • Students can use the paper to plan for an oral presentation of their argument. • Students either individually or in pairs create an argument about which of these five terms is the most important for the world of math. line segment.
line.Tiered Lesson Example Tier 4 Students will go on a scavenger hunt in the room of each of the five geometric terms. line segment. one for each term. classroom environment Procedures: Students learn about the five geometric terms: point. • Each pair is given a sheet of paper that is divided into 5 categories. pencil. • • • • • . and angle using the Geometry Powerpoint. and then draw a picture or write about it in the correct category on the paper. • Student pairs are given 10 minutes to find as many examples of each as they can. Materials: Paper. ray. • Students get into pairs.
org/curriculum/enriche .wikispaces.net/Pages/classbio.com http://sciencespot.montgomeryschoolsmd.html http://walch.References • • • • • http://daretodifferentiate.ltps.com/station-activities-text-books/ http://www.org/webpages/jpolakowski/files/Differentia http://www.
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