Beginning Differentiation

Background

I am really excited about this assignment because it ties right into a unit I am going to begin this week! I wrote the concept for this new unit in my last class, but I haven’t worked out the specifics yet. The unit takes the Democracy in Action Storypath curriculum and rewrites it using our community, Ballard, Seattle, Washington as the community of study. Students will learn about city and town governments and structures as well as some great facts about our historic town.

The differentiated lesson I am describing is the critical incident in our story. There is a large shopping center, Ballard Blocks, that everyone in our area goes to because the Trader Joe’s grocery store is there. One brave woman, Edith Macefield, refused to sell her little home, so when the shopping center was constructed, they had to build around her house. This house was said to have inspired the Pixar movie, “Up.” It is an amazing story of one woman standing up to corporate greed. It was just announced that this house, after many attempts to keep it safe, has been bought by the shopping mall company and will be torn down at an undisclosed date. I want to teach students all about this woman and the fight for her home. Before this part of the lesson, students will have learned a lot about this woman and her home. We would have read articles and discussed them as a class as well as gone online and found information and images together. We are also going to take a walking field trip to see the home.

Edith Macefield House circa 2009

The Assignment

Critical incident: The Edith Macefield “Up House” was just bought by Ballard Blocks and will soon be demolished. Write to the Ballard Blocks to give them your support or voice your disagreement.

Edith Macefield House 2015

The letter delivered to the Ballard Blocks will be one page back and front. On the front will be a persuasive letter to the company giving them your support or voicing your disagreement. On the back will be either nonfiction text features or an infographic supporting your point of view.

Differentiation of Learning and Outcomes

Differentiation for English Language Learners

Seattle is not like California, where everyone is an ELL teacher. Certain Seattle schools have ELL programs that serve ELL students in a push-in or pull-out model. My school does not have an ELL program, but there are two students in my class this year that speak two languages at home. I am sure they could use the extra support. These strategies are successful for many other students as well.

·      ELL students will be able to go to our class social studies folder and watch several news story videos about the house and issues. This will help with visuals, vocabulary, and background knowledge.

·      I will work with students to create an up-to-date content word wall with photos and other pertinent information and images to help ELL’s focus on important vocabulary as well as use that vocabulary in writing and speaking in class.

·      ELL’s will complete the letter in a partnership with a native English-speaking student. This will help with oral and written language and so much more.

·      I will give lessons on persuasive language and add those words to our word wall. We will discuss how and why persuasive language is used.

·      The product outcome will be differentiated. Students will have the option to create more simple nonfiction text features or a more complex infographic to support their point of view. The partnership will also have the option of writing a short letter or a more challenging essay on the other side.

Differentiation for Special Needs Students

The students in my class this year with special needs have issues with attention, focus, organization, and handwriting. The differentiation options below are directed at these particular students.

·      Special needs students will be able to go to our class social studies folder and watch several news story videos about the house and issues. This will help with attention as videos magically grab the attention of almost everyone.

·      I will give students a graphic organizer and a checklist to help stay organized and keep track of the assignment components and requirements.

·      Special needs students will be paired with a complimentary partner who does not have special needs. This will help students succeed, build empathy, and learn some good strategies for working effectively.

·      Students struggling with handwriting will have the option of completing the assignment completely on the computer.

·      Special needs students will be given many opportunities for brain breaks and movement during work times to help refocus and get out extra energy.

Differentiation for Advanced/Gifted Students

I have a large amount of ALO and APP students in my class. They can handle incredible challenges.

·      Advanced students will be given challenging supplemental articles about Edith Macefield and her home. This will add to their knowledge and help for their points of view and evidence for their letters.

·      These students will be offered the choice to work independently and check in and edit with a peer or work in a partnership. Both scenarios promote growth.

·      Advanced students will be required to write their letter as a five-paragraph persuasive essay, which will give them great practice with this skill.

·      On the flip side of the letter, students will need to provide more information on their infographic or more and varied nonfiction text features.

·      Advanced students will have the opportunity to come up with a solution to provide the Ballard Blocks. They can either suggest a use for the home if they are against the tear down or suggest a potential use after the tear down to make the best use of the space. This will be included in the letter.