This is the space for you and your group members to work on your chapter, Information Literacy and Differentiation | - | Supplemental materials. Ask questions, point out issues, write and edit text that can be placed in the wikibook.

How to get started with this wiki, click on the "edit this page" button and begin typing. Do not forget to save your work. You can type here in this textbox. As you look at the page you will notice a discussion tab and a history tab at the top of the page. You can use the discussion tab to talk to each other about the information that has been posted and the history tab to see the history of edits and editions made to your page. The history tab is also the place you want to go if something was accidentally deleted from your page. When you click on the "edit this page" button you will also see at the bottom of the text box, a place for you to type helpful information to your group members about changes or editions you made to the p age entitled, “optional: comment for page history. Every time you go to your page to make a comment or additon type a brief summary in that box. This will make it easier when you look at the history page to determine what is new on the page.


Basic Unit / Lesson Plan Template Based on DI (KUD)
¯ What overall concepts should students understand by the end of this unit?
Essential questions your students should be able to answer by the end of the unit (objectives, desired outcomes for students). Concepts are overarching ideas that reach beyond the classroom, that connect all disciplines, e.g. cycles, systems, relationships, tension, freedom, laws, etc. Exs. of understandings: A people changes and is changed by its culture. Theory results from observable evidence over time. Conflict can bring out unexpected character traits.

¯ What do students need to know in order to understand those concepts in the framework or context of your unit, lesson, discipline?
What facts, terms, etc. will they need to learn during the course of the unit in order to reach for those concepts?

¯ What will students do during the course of the unit and be able to do by the end of the lesson/unit? What skills will they master?
Activities that aid in acquiring mastery, skills the lesson or unit is designed to teach them.

¯ How will you pre-assess your students’ knowledge in order to accommodate their needs during the unit?
Pretest, diagnostic activity, questionnaire, formal or informal survey, etc.

¯ Once you see where they all are – what their varying “entry points” will be coming into the unit – which aspects or portions of the unit might be differentiated in order to accommodate differences and still get all students to that desired outcome?
Differentiate by: readiness, interest, learning style
Differentiate what: content, process, product, assessment
Strategies – RAFTs, cubing, tiered lessons, graphic organizers, flexible grouping , etc.



¯ What methods of ongoing assessment will you use in order to determine how well your students are learning what you want them to learn – in order to determine when and with whom to remediate, or when and with whom to aim higher or provide extended activities or enrichment options?
Exit cards, “Four Corners,” Shared Inquiry, a simple show of hands, “Step-toward-the-Middle,” etc.

¯ What form will the final assessment take? Is it possible to provide choices based on readiness, interest, or learning style while still assessing your intended outcomes for all students? How will the assessment show how well the students achieved your intended outcomes?
Project (with options designed to accommodate varying needs and interests?), traditional test or essay (perhaps also incorporating options?), a combination, etc.

õ Post-Implementation Self-Evaluation: What worked well in this activity/ lesson/unit? How did creating the KUD, pre-assessing, assessing during learning, adjusting accordingly, and final assessment affect your planning of the activity/lesson/unit? Your desired outcomes for the students?


Deeper Reading Double Column Log
(Complete two entries per scene. Follow the model format below.)


Quotation: Paraphrasing:

I i 15-19 (act, scene, line)

Theseus: Theseus:

Hippolyta, I wooed thee with my sword, Hippolyta, I attracted you in
And won thy love, doing thee injuries; battle, and I won your love
But I will wed thee in another key, having hurt you, but our
With pomp, with triumph, and with reveling. wedding will be different, with splendor, rejoicing, and
festivities.



Meaning:


Theseus is affectionate to Hippolyta. He lets her know that although their engagement may not have been on the most joyous terms, he plans to make it up to her by giving her a grand wedding full of celebration.


We, the audience, with help from the footnotes, know that Theseus captured Hippolyta in a battle with the Amazons. What an interesting relationship.