Unpacking a Standard: Making Dinner with Student ...caroltomlinson.com/Presentations/ADELAIDE Carol's Extra...Elements of fiction (plot, setting, character, theme) Analysis, evidence,

Copyright 2014 Carol Tomlinson 1

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Grade 7 Reading Standards for Literature

Unpacking a Standard: Making Dinner with Student Differences in Mind

Essential Question: What makes a story tick?

Transfer Goal: Explain the architecture of a story or drama, showing how the elements of fiction interact to shape events.


Grade 7 Reading Standards for Literature

Know (Essential Knowledge)Elements of fiction (plot, setting, character, theme)Analysis, evidence, interaction, supporting a position

Understand (Essential Understanding)Elements in our lives affect us and affect one another.

The people we associate with help shape us—and we help shape them.Time of day, weather, where we are, the music we hear all impact our

mood, thoughts, and actions.The “themes” of our lives that most strongly represent who we are andwhat we stand for shape our thoughts, lives, and actions.

Authors use the elements of fiction in purposeful ways to guide readers’ thinking.Stories are representations of life and in that way, act like our lives do.Each element in a story shapes every other element in the story.

Do (Essential Skills)Recognize the elements in a story.Analyze and explain how the story elements interact—and why.Provide evidence from the story to support your explanation.



Grade 7 Reading Standards for LiteratureKnowElements of fiction (plot, setting, character, theme)Analysis, evidence, interaction, supporting a position

UnderstandElements in our lives affect us and affect one another.

The people we associate with help shape us—and we help shape them.Time of day, weather, where we are, the music we hear all impact our

mood, thoughts, and actions.The “themes” of our lives that most strongly represent who we are andwhat we stand for shape our thoughts, lives, and actions.

Authors use the elements of fiction in purposeful ways to guide readers’ thinking.Stories are representations of life and in that way, act like our lives do.Each element in a story shapes every other element in the story.

DoRecognize the elements in a story.Analyze how the elements interact—and why.Provide evidence from the story to support their explanation.

1. Explain in words or words and images how you think our lives are like the lives of charactersin a story or a movie or a play.

2. What are the elements of fiction? Please define or describe the elements you list.

3. How would you explain to a fourth grader what you do when you analyze something?

4. What do you think the most important theme in your life is? In other words, what themedoes the best job of capturing who you are and what you stand for?

Name_____________________________________ Class Period________________

A pre-assessment to determine students’ entry points with critical knowledge, understanding and skill related to interaction among elements of fiction


Patterns from the Pre-Assessment How our lives are like the lives of characters in movies or plays:

Some students provided shallow, evident, concrete answersOther students provided more thoughtful and abstract answers, generally making

either more connections that were meaningful or more elaborated anddeeper connections.

Elements of Fiction6 students listed and accurately explained all of the key elements12 students listed at least 3 elements and explained most of them with general accuracy11 students left the answer blank or listed just 1-2 elements and provided ambiguous

or incorrect explanations

Explaining analysisOnly two students provided an effective, step-by-step response that would be helpful in

understanding how to analyze something.

Major theme in your lifeA large group of students noted topics (I like sports)7 students provided a theme-like statement and shared how/why it represented themA large group of students left the answer blank or provided a brief response not readily

connected with the question

Whole Class Differentiated

Discussion on elements in our lives and how they interact.Introduction to unit.Review of elements of literature using matching exercise in which some students have cards w/ element names, some have definitions, some have examples from stories students have read in common.Discussion of things we analyze in our daily lives and how we go about it—create a set of steps in analysis.

Students work in quads or triads to analyze a story to identify story elements and analyze how they work together. Group size, story choice, and graphic organizer used to guide work will vary based on pre-assessment results. Teacher will meet with small groups throughout the class period.

Whole class review of theme, proposing themes in lives of famous people, analyzing how they arrived at those themes. Practice with themes in brief “stories” –Stories vary

Identify and support your conclusionIdentify and demonstrate how the elements contributeDevelop a story in which elements interact to point to

a theme

Early

Lea

rning Sequ

ence in

the “Interactio

n of Elemen

ts in Fictio

n” Unit


Please select one of the following prompts to demonstrate your understanding of theideas we’ve worked with over the last two class periods.

1. Tell what you think the theme is of the video clip we just watched. Then, explainhow the author used characterization, setting, wording, and contrastingperspectives to help viewers construct that theme as they watched and thoughtabout the video.

2. Draw a diagram that shows how the various elements of a short story influence oneanother—and how they work together to create a unified theme or main idea.Be sure you annotate your diagram so its meaning is clear to someone wholooks at it carefully.

Name_____________________________________ Class Period________________

A formative assessment to determine students’ developing knowledge, understanding and skill related to interaction among elements of fiction

An Early Summative Performance Task in the Interaction of Elements Unit—Stage 2 UbD

Develop a 50-word story from your life as a way to show how authors use elements in a story or drama to

guide readers’ thinking around a theme. Your work must include two parts: (1) the brief story you tell,

and (2) your explanation of how you used the elements of fiction to shape a message around a theme.

The story—while no more than 50 words—must include a plot/storyline, characters, setting, theme

interacting in a coherent way to evoke an important idea in readers. The story may be written, animated,

or in the form of a word & image collage. In your explanation, you must clearly tell how you developed

your story using the elements of fiction. Include drafts and an explanation of why your drafts evolved as

they did to ensure you used the elements well in supporting your theme.

50-W

ord

Stor

y


Differentiation in the Performance Task

1. Format options provided (write, animate, collage).

2. Think-Tank Groups available for brainstorming.

3. Graphic organizers provided for students with varied challenges in writing, organizing ideas, language. One organizer supportedthinking through the story. A second one posed questions thatled to the analysis/explanation portion of the task.

4. English language learners had the option of writing the story in theirfirst language and recording the English version.

On the pier, fishing with my dad, the sun and salt made me powerful.

I reeled in my line with a swagger, a sardine-like fish on the end.

My runt brother caught a monster. My dad took his picture.

I got a sunburn.

Big brother dethroned again.


My first two drafts were way too long. My idea wasn’t clear enough to me so I had to think some

more.

I chose a sunny day with salt air because that always makes me feel strong, but sometimes that

can go to your head and sun can burn you. I think that happens when we feel like we are such a

big deal that we don’t have to pay attention to the rules of nature.

My little brother was a good protagonist. I should be able to win pretty much any contest with

him because I am older and wiser. Mostly, though, he wins because he’s little and cute and

get’s everybody’s attention. But sometimes, like in this story, he wins because I get too full of myself,

and it’s kind of like nature burns me to keep me in my place.

Sternberg’s Three Intelligences

Creative Analytical

Practical

•We all have some of each of these intelligences, but are usually stronger in one or two areas than in others. •We should strive to develop as fully each of these intelligences in students…• …but also recognize where students’ strengths lie and teach through those intelligences as often as possible, particularly when introducing new ideas.


of D

iffer

entia

tion

Differentiation and UbD: What’s the Connection??

Curriculum maps out a flow of logic or plan for what we need to teach about a particular topic or content area at a given time.

UbD provides a framework for developing that flow of logic or plan. UbD is a curricular framework.

Instruction maps out and executes a line of logic or plan for how we need to teach the curriculumin order to support student success with the content.

Differentiation provides a framework for developing that flow of logic or plan.Differentiation is an instructional framework.

UbD focuses us on use of standards to create goals/aims that are meaningful, high level, complex, andtransfer-oriented for virtually all students (exception: some students with individual educationplans).

Differentiation has as its primary goal maximum success for the broadest possible range or learnersin the context of rich, rigorous, meaningful curriculum.

So differentiation provides a mechanism for teaching complex curriculum (UbD) to all learners.


Differentiation is not a set of strategies, but rather a way of thinking about teaching & learning.

Kids differ as learners

To learn well, each kid needs

challenge & success

We can’t accomplish that by

ignoring student differences

Attending to thedifferences requiresa flexible approach

to teaching…

rooted in an inviting environment,

assessment to inform instruction, and

flexible management

The Line of Logic

For Differentiating Instruction


Differentiationis a teacher’s proactive response to learner needs

and guided by general principles of differentiation

Teachers can differentiate throughContent

The information and ideas students grapple with in order to reach

the learning goals

ProcessHow students take in and make sense of the

content

ProductHow students show

what they know, understand and can do

Affect/Environment

The climate or tone of the classroom

according to student’s

shaped by mindset

ReadinessA student’s proximity to specified learning goals

InterestPassions, affinities,

kinships that motivate learning

Learning ProfilePreferred approaches to

learning, intelligence preferences, gender and

culture

Through a variety of instructional strategies such asLearning/Interest Centers ……RAFTS..…Graphic Organizers.…..Scaffolded Reading/Writing….. Intelligence

Preferences…. Tiered Assignments…… Learning Contracts….Menus…… Tic-Tac-Toe..… Choice of Activities…… Independent Projects..…Expression Options…..Small Group Instruction……etc.

A Supportive Learning

Environment

Quality Curriculum

Leading Students & ManagingRoutines

Assessment that Informs

Teaching and Learning

Instruction that Responds

to Student Variance

•Success comes from beingsmart

• Genetics, environmentdetermine what we can do

•Some kids are smart—some aren’t

•Teachers can’t override students’ profiles

•Success comes from effort•With hard work, most students

can do most things•Teachers can override students’

profiles•A key role of the teacher is to set

high goals, provide high support,ensure student focus—to findthe thing that makes schoolwork for a student


TEACHING

UP

“Teaching up”advocates beginningplanning by creatinglessons that seemappropriate to challengehigh-end learners, thendifferentiating to support thesuccess of a very wide range of learners with that complexwork.

Differentiation should neverbe about “dumbing down.”

It should always be about“lifting up.”

Content(input)

What we want students to know, understand, & be

able to do

How students gain access to

what they learn

Process(sense-making)

How students come to “own” what they learn

Practice

Product(output)

How students show what they

have learned

Summative assessments


Content Process Product

Readiness --Materials at different reading levels--Small group instruction--Graphic organizers to support note-taking--Contemporary Lecture

--Differentiated homework--Work at centers or stations based on students’ points of entry--Tiered assignments--Learning contracts, menus

--Models of quality student work at different levels of sophistication--Graduated rubrics with personalized student targets--Materials at different levels of complexity

Interest --Teacher examples related to student interest--Videos/media to increase relevance

--Student choice application of skills, ideas--Interest centers--

--Independent studies--Orbitals--Student choice products with constant KUDs

Learning Profile Teacher use of multi-mediaStudent use of multi-mediaEmphasis on whole to part and part to whole

--Work alone, work with a partner options--Choice of modes of expression--Picturing writing--RAFT options

--Choice of modes of expression--Choice of media--Varied approaches to organization (outline, storyboard, etc.) in planning

Differentiate WHAT?

• Content• Process• Product• Affect • Learning Environment

Differentiate HOW?

• Student Readiness• Student Interest• Student Learning Profile

Differentiate WHY?

• Access to learning• Motivation, engagement,

relevance• Efficiency of learning• Appropriate challenge• Opportunity to express

learning

Vocabulary to Help in Planning Differentiation


Differentiation isa sequence of common sense decisions

made by teacherswith a student-first orientation

Adam Hoppe, 2010

Ensuring an environment that actively supports studentsin the work of learning (mindset, connections, community),

Absolute clarity about a powerful learning destination(KUDs, engagement, understanding),

Persistently knowing where students are in relation to thedestination all along the way (formative assessmentfor and as instruction),

Adjusting teaching to make sure each student arrives at the destination and, when possible, moves beyond it (addressing readiness, interest, learning profile),

Effective leadership & management of flexible classroom routines.


Environment Curriculum

AssessmentInstruction

Lead

ersh

ip &

Man

agem

ent Leadership & M

anagement

THE HALLMARK OF EFFECTIVE TEACHING

Environment, Curriculum, Assessment, Instruction & Leadership/Management Working Together


Biology – A Differentiated Lesson Using Sternberg’s Intelligences (Tri-Mind)

Learning Goals:

Know - Names of cell parts, functions of cell partsUnderstand - A cell is a system with interrelated partsDo – Analyze the interrelationships of cell parts/functions

Present understandings in a clear, useful, interesting and fresh way.

After whole class study of a cell, students choose one of the following sense-making activities.

Analytical: Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.

Practical: Look around you in your world or the broader world for systems that could serve as analogies for the cell.

Select your best analogy (“best” most clearly matched, most explanatory or enlightening).

Devise a way to make the analogy clear and visible to an audience of peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work.

Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.

Sternberg/Biology/Tri-Mind (cont’d)


Creative: Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, it’s parts, and their interrelationships. Your ahas should trigger ours.

orTell a story that helps us understand a cell as a system with interdependent actors or characters, a plot to carry out, a setting, and even a potential conflict. Use your own imagination and narrative preferences to help us gain insights into this remarkable system.

Students share their work in a 3² format – first, triads of students who completed the same option, then, triads with each of the 3 categories represented.

This is then followed by a teacher-led, whole class discussion of cells as systems, then a “Teacher Challenge” in which the teacher asks students to make analogies or other sorts of comparisons between cells, cell parts, or interrelationships and objects, photos, or examples produced by the teacher.

Sternberg/Biology/Tri-Mind (cont’d)

Documents

Unpacking a Standard: Making Dinner with Student ...caroltomlinson.com/Presentations/ADELAIDE Carol's Extra...Elements of fiction (plot, setting, character, theme) Analysis, evidence,