Here it is: Please find someone's blog in the other class (not your class, the other one) and read their blog about the hero unit. In YOUR blog, tell me whose blog you are discussing, and then tell me what you learned or confirmed about differentiation from reading that idea for the hero unit. Don't critque the idea; just tell me what you learned or confirmed about differentiation.
Tiffany McCorrmick said:
One of the ideas that I can see would work for your unit on heroes is “The Body Biography Assignment.”
I think “The Body Biography Assignment” would work because kids are going to have to know and learn quite a bit of information on their chosen hero in order to be able to create their written and visual portrait.
Kids might feel the work is engaging and respectful for everyone because, although they will be working in groups and coming up with one person to do their biography on, they will each be able to do their share of the project and each will be able to put forth their best efforts.
I like Tiffany's idea because it's something other than a boring biography about who your hero is. It could be colorful, big and little words, and just whatever the student feels on this visual and written report. It's something that will engage the students because it's unique. No groups answers will be the same because of who their hero is, and how they create their body biography. it can be differentiated by you choosing groups on what level they are on in writing, or by who their hero's might be. Another differentiation point is that they can create their biography body any way they want as long as they have the correct information needed for each hero.
Monday, October 18, 2010
Tuesday, October 12, 2010
Blog #5 for Both Cohorts: Due by Class-Time next week (Oct. 11 or 12)
Mr. Wormeli's idea: 1) What is a hero? 2) Give me an example of a hero. 3) Explain why your example is a hero.
I liked the idea of writing bingo. The reason I liked writing bingo, is because it asks the student to create different things for the topic. for example: make a recipe of what a hero is. Write a thank you note to your personal hero. Write a letter to the editor about what a hero in the newspaper should be. Write an invitation to a hero's birthday party. create an e-mail to your hero to ask more information about what they do. write a letter to a pen pal, friend, or relative, and explain who your example of a hero is, and why they are a hero. This could be done over the course of the unit, having the students do one box a day, having to have the hole bingo card filled out by the end of the unit. each time the student get's a bingo up, down or diagonal, the student gets the option of sharing (which if it is a safe environment, they will) and of getting a hero badge for that line. By the end of the unit, each student will have a sash of many hero badges, and think about being a hero themselves for the rest of the year.
I liked the idea of writing bingo. The reason I liked writing bingo, is because it asks the student to create different things for the topic. for example: make a recipe of what a hero is. Write a thank you note to your personal hero. Write a letter to the editor about what a hero in the newspaper should be. Write an invitation to a hero's birthday party. create an e-mail to your hero to ask more information about what they do. write a letter to a pen pal, friend, or relative, and explain who your example of a hero is, and why they are a hero. This could be done over the course of the unit, having the students do one box a day, having to have the hole bingo card filled out by the end of the unit. each time the student get's a bingo up, down or diagonal, the student gets the option of sharing (which if it is a safe environment, they will) and of getting a hero badge for that line. By the end of the unit, each student will have a sash of many hero badges, and think about being a hero themselves for the rest of the year.
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