Making Sense out of Making Sense out of Oranges Oranges through GRR and through GRR and

Differentiated Instruction in Differentiated Instruction in an inclusion classrooman inclusion classroom

Presented byPresented byJessica WalkerJessica Walker

UCI Writing ProjectUCI Writing Project Summer 2011Summer 2011

Once a Pirate always a Once a Pirate always a Pirate!!!Pirate!!!

PHS-West Campus PHS-West Campus DemographicsDemographics• Total student enrolled for 10-11 Total student enrolled for 10-11

school year 1,262school year 1,262• English Language Learners Beginners English Language Learners Beginners

to Advanced 279 students (22%)to Advanced 279 students (22%)• RFEP 600 students (48%)RFEP 600 students (48%)• Fluent English Proficient 83 students Fluent English Proficient 83 students

(7%)(7%)• English Only 301 students (24%)English Only 301 students (24%)• Students receiving free lunch 1,012 Students receiving free lunch 1,012

(80%)(80%)• Students receiving reduce lunch 119 Students receiving reduce lunch 119

(9%)(9%)• Students who pay full lunch 131 Students who pay full lunch 131

(10%)(10%)• Number of gate students 113 (9%)Number of gate students 113 (9%)• Number of special education Number of special education

students 105 (8%)students 105 (8%) RSP students 65 (5%)RSP students 65 (5%) SDC students 40 (3%)SDC students 40 (3%)

• Ethnicity Data BreakdownEthnicity Data Breakdown Latino: 1,112 students- 88%Latino: 1,112 students- 88% African American: 115 students-9%African American: 115 students-9% Caucasian: 15 students- 1%Caucasian: 15 students- 1% Filipino: 6 students- less than 1 %Filipino: 6 students- less than 1 % Samoan: 5 students- less than 1 %Samoan: 5 students- less than 1 % Cambodian: 3 students-less than 1Cambodian: 3 students-less than 1%% Chinese: 1 student- less than 1 %Chinese: 1 student- less than 1 % Other Asian: 1 student-less than 1Other Asian: 1 student-less than 1%%

““Academialand” aka the Academialand” aka the ResearchResearch

• The value of GRR (fabulously first The value of GRR (fabulously first presented by Jamie).presented by Jamie).

• The importance of differentiated The importance of differentiated instruction to allow instruction to allow ALLALL students access to students access to the curriculum and how GRR supports this.the curriculum and how GRR supports this.

• Finally, why poetry is a genre that we Finally, why poetry is a genre that we don’t want to become an endangered don’t want to become an endangered species. species.

Gradual Release of Gradual Release of ResponsibilityResponsibility

The ResearchThe Research on GRRon GRR

• One way teachers can provide more targeted, One way teachers can provide more targeted, individualized instruction is to use the gradual release of individualized instruction is to use the gradual release of responsibility model (Pearson & Gallagher, 1983). This responsibility model (Pearson & Gallagher, 1983). This instructional model requires that the teacher, by design, instructional model requires that the teacher, by design, transitions from assuming “all the responsibility for transitions from assuming “all the responsibility for performing a task… to a situation in which students assume performing a task… to a situation in which students assume all of the responsibility” (Duke & Pearson, 2002, p.211). all of the responsibility” (Duke & Pearson, 2002, p.211). This gradual release may occur over a day, a week, or a This gradual release may occur over a day, a week, or a semester. Stated another way, gradual release of semester. Stated another way, gradual release of responsibility “emphasizes instruction that mentors responsibility “emphasizes instruction that mentors students into becoming capable thinkers and learners when students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed handling the tasks with which they have not yet developed expertise.expertise.

-Doug Buehl -Doug Buehl “ “ Scaffolding”, 2006 Scaffolding”, 2006

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students

Fisher, D., & Frey, N. , 2008

Differentiated InstructionDifferentiated Instruction

The Big Idea Behind The Big Idea Behind Differentiated InstructionDifferentiated Instruction

• Not all students are alike. Based on this knowledge, Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to differentiated instruction applies an approach to teaching and learning that gives students multiple teaching and learning that gives students multiple options for taking in information and making sense options for taking in information and making sense of ideas. Differentiated instruction is a teaching of ideas. Differentiated instruction is a teaching theory based on the premise that instructional theory based on the premise that instructional approaches should vary and be adapted in relation approaches should vary and be adapted in relation to individual and diverse students in classrooms. to individual and diverse students in classrooms.

-Carol Tomlinson-Carol Tomlinson How to differentiate instruction in mixed-ability classroomsHow to differentiate instruction in mixed-ability classrooms ,

2001

• http://www.youtube.com/watch?v=kn8faeuQjE0

The Definition of Differentiated The Definition of Differentiated InstructionInstruction

• To differentiate instruction is to recognize To differentiate instruction is to recognize students' varying background knowledge, students' varying background knowledge, readiness, language, preferences in learning and readiness, language, preferences in learning and interests; and to react responsively. interests; and to react responsively. Differentiated instruction is a process for teaching Differentiated instruction is a process for teaching students of differing abilities in the same class. students of differing abilities in the same class. The intent of differentiating instruction is to The intent of differentiating instruction is to maximize each student's growth and individual maximize each student's growth and individual success by meeting each student where he or she success by meeting each student where he or she is and assisting in the learning process. is and assisting in the learning process.

– – Hall, Strangman, and MeyerHall, Strangman, and Meyer “Differentiated instruction and implications for “Differentiated instruction and implications for UDL implementation”, 2003UDL implementation”, 2003

How Differentiated Instruction How Differentiated Instruction WorksWorks

• The model of differentiated instruction requires The model of differentiated instruction requires teachers to be flexible in their approach to teachers to be flexible in their approach to teaching and adjust the curriculum and teaching and adjust the curriculum and presentation of information to learners rather than presentation of information to learners rather than expecting students to modify themselves for the expecting students to modify themselves for the curriculum. Many teachers and teacher educators curriculum. Many teachers and teacher educators have recently identified differentiated instruction have recently identified differentiated instruction as a method of helping more students in diverse as a method of helping more students in diverse classroom settings experience success. classroom settings experience success.

-Carol Tomlinson-Carol Tomlinson How to differentiate instruction in mixed-ability How to differentiate instruction in mixed-ability

classroomclassroom, 2001, 2001

Writing PoetryWriting Poetry

How Poetry Helps to Contribute How Poetry Helps to Contribute in a Classroomin a Classroom and More…and More…

• An in-depth study of poetry is an important component of any high An in-depth study of poetry is an important component of any high school English curriculum. One reason for this is that adolescence is a school English curriculum. One reason for this is that adolescence is a critical time for students…Poetry is one form of writing in which they critical time for students…Poetry is one form of writing in which they can relate the significance of these events. Poetry serves as an outlet can relate the significance of these events. Poetry serves as an outlet for students' thoughts and emotions. Narrative poetry in particular for students' thoughts and emotions. Narrative poetry in particular gives students a way to tell their stories in verse form. gives students a way to tell their stories in verse form.

• The study of poetry helps students develop skills that are necessary to The study of poetry helps students develop skills that are necessary to succeed both in school and in their future careers. Analyzing poetry succeed both in school and in their future careers. Analyzing poetry makes students sensitive to language and how it is used. Reading and makes students sensitive to language and how it is used. Reading and writing poetry emphasizes the skills of critical thinking, analysis, and writing poetry emphasizes the skills of critical thinking, analysis, and close reading, all of which are necessary for students to perform well close reading, all of which are necessary for students to perform well on state exams. These abilities will also prove useful when students on state exams. These abilities will also prove useful when students join the workforce, as many jobs require good writing skills. join the workforce, as many jobs require good writing skills.

-Cathy Brush -Cathy Brush “Using a Genre-Based Approach to Teaching Narrative “Using a Genre-Based Approach to Teaching Narrative Poetry”Poetry” , 2011

Objective for the Lesson & Objective for the Lesson & StandardsStandards

For students to clearly understand the concept of imagery. For students to clearly understand the concept of imagery.

For students to be able to incorporate imagery into their writing (friendship For students to be able to incorporate imagery into their writing (friendship

poem).poem). 9-10 ELA Content Standards9-10 ELA Content Standards

• 2.1 Write biographical or 2.1 Write biographical or autobiographical narratives or autobiographical narratives or short stories:short stories:--Describe with concrete Describe with concrete sensory details the sights, sensory details the sights, sounds, and smells of a sounds, and smells of a scenescene and the specific actions, and the specific actions, movements, gestures, and movements, gestures, and feelings of the characters; use feelings of the characters; use interior monologue to depict interior monologue to depict the characters' feelings.the characters' feelings.--Make effective use of Make effective use of descriptions of appearance, descriptions of appearance, images, shifting images, shifting perspectives, and sensory perspectives, and sensory details. details.

9-10 Common Core Standards9-10 Common Core Standards

• W.9-10.3. Use precise words and W.9-10.3. Use precise words and phrases, telling details, and phrases, telling details, and sensory language to convey a sensory language to convey a vivid picture of the experiences, vivid picture of the experiences, events, setting, and/or characters.events, setting, and/or characters.

• L.9-10.5. Demonstrate L.9-10.5. Demonstrate understanding of figurative understanding of figurative language, word relationships, and language, word relationships, and nuances in word meanings.nuances in word meanings.

Lesson Breakdown Lesson Breakdown

• ““I do”I do” – What is imagery – What is imagery• ““We do”We do” – Imagery with orange – Imagery with orange• ““I model”I model” – Imagery with family – Imagery with family• “ “ You do together”You do together” – Imagery with family – Imagery with family• ““I model”I model” – Imagery with friendship (smiles) – Imagery with friendship (smiles)• ““You do alone”You do alone” – Imagery with friendship – Imagery with friendship

(smiles) (smiles) • ““I model”I model” – Imagery with friendship (metaphors) – Imagery with friendship (metaphors)• ““You do alone”You do alone” – Imagery with friendship – Imagery with friendship

(metaphors) (metaphors)

““I Do” I Do”

Explain and Go Over Imagery Explain and Go Over Imagery PowerPoint with StudentsPowerPoint with Students

““We Do”We Do”

Orange TimeOrange Time

Examples of Teacher model to do ( Examples of Teacher model to do ( I I showshow) with students and then ) with students and then “we “we do”do” together. together.

• I see a ballI see a ball oror it looks like a mini world. it looks like a mini world. • I feel bumps I feel bumps oror ridges like a ridges like a

basketball.basketball.• I hear ripping I hear ripping oror sounds like paper sounds like paper

tearing.tearing.• I smell something I smell something exoticexotic (previous (previous

vocabulary word).vocabulary word).• I taste something tangy I taste something tangy oror fruity like fruity like

on a tropical island.on a tropical island.

What you see!

What you feel!

What you hear!

like paper tearing

sun

ball

bumpy

rough like a basketball

ripping

What we smell!

What we taste!

Putting it all down one sense at a time.

tropical

Like your on a island

refreshing

swee

t

tangy

sour

Examples of Teacher model to Examples of Teacher model to do (show) with students prior do (show) with students prior

toto““You Do TogetherYou Do Together””

• My family My family feelsfeels like the sun on my face. like the sun on my face.

• My family My family tastestastes like mouthwatering like mouthwatering watermelon on a hot summer day. watermelon on a hot summer day.

• My family My family soundssounds like fireworks like fireworks exploding on the fourth of July. exploding on the fourth of July.

• My family My family lookslooks like a box of crayons. like a box of crayons.

• My family My family smellssmells like fresh made like fresh made bread.bread.

Examples of Teacher model to Examples of Teacher model to do (show) with students and do (show) with students and

“Independent”“Independent” practice practice

• Friendship Friendship tastestastes like Sour Patch Kids. It is like Sour Patch Kids. It is sometimes sweet and sometimes sour. sometimes sweet and sometimes sour.

• Friendship Friendship smellssmells like fresh cut grass. It like fresh cut grass. It is soothing and refreshing. is soothing and refreshing.

• Friendship Friendship feelsfeels like holding hands. It is like holding hands. It is comforting and provides you strength. comforting and provides you strength.

• Friendship Friendship soundssounds like a symphony. It has like a symphony. It has it’s highs and lows. it’s highs and lows.

• Friendship Friendship lookslooks like an ocean. It is often like an ocean. It is often times calm, yet sometimes turbulent.times calm, yet sometimes turbulent.

Examples of Teacher model to Examples of Teacher model to do (show) with studentsdo (show) with students

• Friendship Friendship isis Sour Patch kids. It is Sour Patch kids. It is sometimes sweet and sometimes sour. sometimes sweet and sometimes sour.

• Friendship Friendship isis fresh cut grass. It is soothing fresh cut grass. It is soothing and refreshing. and refreshing.

• Friendship Friendship isis holding hands. It is holding hands. It is comforting and provides you strength. comforting and provides you strength.

• Friendship Friendship isis a symphony. It has it’s high a symphony. It has it’s high and lows. and lows.

• Friendship Friendship isis an ocean. It is often times an ocean. It is often times calm, yet sometimes turbulent.calm, yet sometimes turbulent.

Wow, I getting it, I really am!

You do on your own.

Next Steps

• The goal is to have students be able to read and analyze poetry to determine tone, mood, theme, and identify the different types of figurative language.

• Also, for students to be able to write using figurative language in all types of writing, not just poetry.

• Use poems to teach grammar, conjunctions, and semi-colons.

That’s all folks!

Any questions?