Different Level Content
Differentiation Plan: The students will have the option to go above and beyond their analysis of the ads for an opportunity to earn extra credit. These students are also held accountable for the group work and their individual roles that they are a sign within the group.
Focus Student #1: English Language Learner
Linguistic Background:
Academic Language Abilities: ELL students generally tend to struggle with new vocabulary that they have not seen before, and struggle to participate in discussions when they are confused about the vocabulary or the topic.
Differentiation Plan: To differentiate for English language learners we will use a vocabulary poster to help prepare the students to learn the vocabulary. Then the students will have to speak the vocabulary and become experts on each of the terms. This differentiation is universal and meant to aid all students with understanding the vocabulary.
Focus Student #2: Student with Special Needs
Special Considerations: Students with special needs will be might be likely to participate in group discussions and could need extra support to help them engage in the discussion. Pairing the special needs students with other students who are willing to support them or help them in these discussions. Graphic organizers are in place to support these students and also other students who need the support.
Differentiation Plan: To support these students we have a graphic organizer in place and several activities to support the vocabulary. A pair share activity that's meant to support new vocabulary terms and structured discussion to give each member time to speak and write down what other members of the group present.
Focus Student #3: Low level student
Special Considerations: The low-level student will need extra support in participating in discussions and staying motivated to complete the task. The teacher should spend extra time with these groups to make sure that the students are participating actively listening to their peers.
Differentiation Plan: We differentiate for the low level students by breaking down the tasks into smaller pieces and then combining those pieces to form a larger idea. The graphic organizer is to help students formalize their ideas and then learn about the overarching goal of the activity.
Focus Student #4: Mid-level student
Special Considerations: These students are usually actively engaged in discussion and participating in the activities at hand. They are willing to work with each other and discuss the topics presented in class. It is good to pair lower level and special needs students with mid level students because they are more likely to help and are willing to keep the same pace as the lower level student, ELL, and students with special needs.
Differentiation Plan: For these students we have created a graphic organizer collector thought before they begin the discussion. The graphic organizer has been designed to help all students and is a universal differentiation.
Focus Student #5: High level student
Special Considerations: These students usually finish the activity very quickly and are ready to move on to something new.
Differentiation Plan: The students will have the option to go above and beyond their analysis of the ads for an opportunity to earn extra credit. These students are also held accountable for the group work and their individual roles that they are a sign within the group.
Vocabulary Development
Students will complete Vocabulary Posters for each word that contain the word, the definition, and a picture representing the word. They’ll “teach” the word to a partner, and then they’ll trade posters, and the partner will now be responsible for teaching that word to the next student they partner with.
Sample Words:
symmetry
ratio
perspective
ethos
pathos
logos
rhetoric
body image
Graphic Organizer
Differentiation Plan: The students will have the option to go above and beyond their analysis of the ads for an opportunity to earn extra credit. These students are also held accountable for the group work and their individual roles that they are a sign within the group.
Focus Student #1: English Language Learner
Linguistic Background:
Academic Language Abilities: ELL students generally tend to struggle with new vocabulary that they have not seen before, and struggle to participate in discussions when they are confused about the vocabulary or the topic.
Differentiation Plan: To differentiate for English language learners we will use a vocabulary poster to help prepare the students to learn the vocabulary. Then the students will have to speak the vocabulary and become experts on each of the terms. This differentiation is universal and meant to aid all students with understanding the vocabulary.
Focus Student #2: Student with Special Needs
Special Considerations: Students with special needs will be might be likely to participate in group discussions and could need extra support to help them engage in the discussion. Pairing the special needs students with other students who are willing to support them or help them in these discussions. Graphic organizers are in place to support these students and also other students who need the support.
Differentiation Plan: To support these students we have a graphic organizer in place and several activities to support the vocabulary. A pair share activity that's meant to support new vocabulary terms and structured discussion to give each member time to speak and write down what other members of the group present.
Focus Student #3: Low level student
Special Considerations: The low-level student will need extra support in participating in discussions and staying motivated to complete the task. The teacher should spend extra time with these groups to make sure that the students are participating actively listening to their peers.
Differentiation Plan: We differentiate for the low level students by breaking down the tasks into smaller pieces and then combining those pieces to form a larger idea. The graphic organizer is to help students formalize their ideas and then learn about the overarching goal of the activity.
Focus Student #4: Mid-level student
Special Considerations: These students are usually actively engaged in discussion and participating in the activities at hand. They are willing to work with each other and discuss the topics presented in class. It is good to pair lower level and special needs students with mid level students because they are more likely to help and are willing to keep the same pace as the lower level student, ELL, and students with special needs.
Differentiation Plan: For these students we have created a graphic organizer collector thought before they begin the discussion. The graphic organizer has been designed to help all students and is a universal differentiation.
Focus Student #5: High level student
Special Considerations: These students usually finish the activity very quickly and are ready to move on to something new.
Differentiation Plan: The students will have the option to go above and beyond their analysis of the ads for an opportunity to earn extra credit. These students are also held accountable for the group work and their individual roles that they are a sign within the group.
Vocabulary Development
Students will complete Vocabulary Posters for each word that contain the word, the definition, and a picture representing the word. They’ll “teach” the word to a partner, and then they’ll trade posters, and the partner will now be responsible for teaching that word to the next student they partner with.
Sample Words:
symmetry
ratio
perspective
ethos
pathos
logos
rhetoric
body image
Graphic Organizer
Multiple Intelligence Activities
1.) Trust Building Activity: We will use the “Toe the line” strategy to establish trust in the classroom. This is an activity that involves the teacher placing a line on the ground and having students number off 1’s and 2’s. The 1’s stand on the opposite side of the line from the 2’s. The teacher asks increasingly personal questions and if the student answers the question “yes” he/she steps on the line without speaking. The students will begin to look down the line and see which students have interests or life events in common with them. This will help them find people in class they can trust and relate to. The questions we ask will be based upon social issues that relate to body image in the United States i.e. “does anyone you know have an eating disorder because he/she wants to look a certain way?”
2.) Communication Activity: We will do a “save the last word” exercise in groups of 4 which involves each student explaining why they chose the advertisement that they chose. Each student will also explain what the message is in their advertisement. Each student will have 2 minutes to explain their article and the other group members will have 2 minutes to ask questions. The group members will rotate until every member of the group has shared.
3.) Decision Making Strategies: Students will form groups of 4 and create a small decision making poster. This poster will involve the students choosing a common decision that high school students must make (i.e. going to parties, playing sports, joining a club, doing drugs.) The poster will list their decision, the pros & cons associated with the decision, and what side of the decision they believe is the right choice
4.) Conflict Resolution: Pairs of students will be given an article that relates to a common body image problem i.e. anorexia in the modeling field and be told to read the article. After reading the article the students must do two things: 1 - Explain how the article explains why this common is prevalent 2 - Explain an alternative method to solve the conflict involved in the article. For example instead of women in the modeling industry being forced into eating disorders to look “beautiful” maybe our view of beautiful needs to change.
Anorexia Article
5.) Leadership Skills: We will use a fishbowl technique to develop student leadership skills. The class will be divided into 3 groups. 1 group that supports the hypothetical legislation of companies providing a label on retouched photos and one group that believes companies should not have to provide such a label. The third group will be the arbitrators who listen to a representative from both sides of the issue and the arbitrators must gather and make a decision to either pass the legislation of reject it.
Student Choice Assignment
Decision Making Strategies: Students will form groups of 4 and create a small decision making poster. This poster will involve the students choosing a common decision that high school students must make (i.e. going to parties, playing sports, joining a club, doing drugs.) The poster will list their decision, the pros & cons associated with the decision, and what side of the decision they believe is the right choice
Rubric:
1.) Trust Building Activity: We will use the “Toe the line” strategy to establish trust in the classroom. This is an activity that involves the teacher placing a line on the ground and having students number off 1’s and 2’s. The 1’s stand on the opposite side of the line from the 2’s. The teacher asks increasingly personal questions and if the student answers the question “yes” he/she steps on the line without speaking. The students will begin to look down the line and see which students have interests or life events in common with them. This will help them find people in class they can trust and relate to. The questions we ask will be based upon social issues that relate to body image in the United States i.e. “does anyone you know have an eating disorder because he/she wants to look a certain way?”
2.) Communication Activity: We will do a “save the last word” exercise in groups of 4 which involves each student explaining why they chose the advertisement that they chose. Each student will also explain what the message is in their advertisement. Each student will have 2 minutes to explain their article and the other group members will have 2 minutes to ask questions. The group members will rotate until every member of the group has shared.
3.) Decision Making Strategies: Students will form groups of 4 and create a small decision making poster. This poster will involve the students choosing a common decision that high school students must make (i.e. going to parties, playing sports, joining a club, doing drugs.) The poster will list their decision, the pros & cons associated with the decision, and what side of the decision they believe is the right choice
4.) Conflict Resolution: Pairs of students will be given an article that relates to a common body image problem i.e. anorexia in the modeling field and be told to read the article. After reading the article the students must do two things: 1 - Explain how the article explains why this common is prevalent 2 - Explain an alternative method to solve the conflict involved in the article. For example instead of women in the modeling industry being forced into eating disorders to look “beautiful” maybe our view of beautiful needs to change.
Anorexia Article
5.) Leadership Skills: We will use a fishbowl technique to develop student leadership skills. The class will be divided into 3 groups. 1 group that supports the hypothetical legislation of companies providing a label on retouched photos and one group that believes companies should not have to provide such a label. The third group will be the arbitrators who listen to a representative from both sides of the issue and the arbitrators must gather and make a decision to either pass the legislation of reject it.
Student Choice Assignment
Decision Making Strategies: Students will form groups of 4 and create a small decision making poster. This poster will involve the students choosing a common decision that high school students must make (i.e. going to parties, playing sports, joining a club, doing drugs.) The poster will list their decision, the pros & cons associated with the decision, and what side of the decision they believe is the right choice
Rubric:
Task Menu:
Students get to choose how they want to participate in the service learning project. They can choose between working in the store at the cashier, working in the "back" of the store organizing clothes by style, color, gender, and type, etc., or creating advertisements and/or publicity for the store through posters and/or social media
Students get to choose how they want to participate in the service learning project. They can choose between working in the store at the cashier, working in the "back" of the store organizing clothes by style, color, gender, and type, etc., or creating advertisements and/or publicity for the store through posters and/or social media