Tag Archives: differentiate instruction

Common Core

Common Core: Cite specific textual evidence

Common Core

The Common Core Social Studies Standard  for History/Social Studies CCSS.ELA-Literacy.RH.6-8.1 demands that students cite evidence when practicing expository writing. Students need to use that evidence to support their analysis of primary and secondary sources. Specific evidence helps students prove why they believe their analysis of the primary or secondary source is accurate. Without proof, it is an ignorant opinion.

When first beginning to teach students how to cite, a teacher can introduce it as a matching exercise. They can provide students with five to ten short secondary or primary sources. Then they should offer the same amount of statements. Have the students find the primary or secondary sources that could provide the evidence to make each statement true. In order to differentiate instruction for this I would use the Multiple Intelligence Theory. I would allow my intrapersonal learners to conduct the activity the way I suggest above. For my interpersonal and kinesthetic learners, I would create small posters with the individual statements and the primary sources. The students could then search for the match with the other students that are going through the activity in this format. Once they think they have a match, I would have them come up to me and explain orally why they think it’s a match. They should say something in the realm of “We think it matches because…”. That statement will also help them gear up for the next Common Core Standard that I will be writing about in my next article.

Once students understand that they can cite evidence to prove an opinion statement, they need to practice writing their own opinion on the content and then write the reason a primary or secondary source helps to prove it. Teachers can have students practice this by providing a primary or secondary source for students to read and providing a question for them to answer about it. The question must contain a ‘why’ statement. The student should then answer the question and state the reason including a ‘because’ statement connecting their opinion with the factual evidence from the primary or secondary source.

When students are ready to move on, they should start using primary or secondary sources in an essay format, usually called a DBQ essay, there are three possibilities for citing specific evidence from the documents.

1. Students may summarize or quote what was stated in the document.

2. Students may summarize or quote and then write where they found the evidence.

3. Students may summarize or quote a document and then place the document number or title inside parenthesis.

Encourage students to create educated opinions by citing proof during expository writing. It will encourage critical thinking and increase confidence because they will be able to back up their opinions. Instead of just saying “I think it means this…,” they’ll say “It means this because…”. One of our goals as social studies educators is to teach our students the skills they need to be successful in life. This Common Core Social Studies Standard can help us accomplish this goal.

I have created an expository leveled writing system that can help social studies teachers differentiate instruction for their students. You can find it by clicking here: Leveled Expository Writing System

Click on the link below to find out more about how to use the Common Core Standards.

To find out more about the Common Core Social Studies Standards, click here. That page goes through the Common Core Social Studies Standards and simplifies them by giving examples and explanations.

 

Written by,

Kasha Mastrodomenico

www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

Differentiated Instruction

Differentiated Instruction gets my Students Excited

Differentiated Instruction

Every teacher desires and struggles with getting their students excited about their subject. We want our students to be as passionate about it as we are. The percentage of pure passion for a subject is limited to a few in each class. So how can we get the rest of the students to enjoy and look forward to coming to our class? I suggest trying to use multiple intelligence learning styles, differentiated instruction as well as increasing student choice.

Multiple intelligence learning styles are a great way to start to increase interest in a subject and use differentiated instruction. The multiple intelligence theory was developed by Dr. Howard Gardner. There are seven original multiple intelligences and thus the same number of learning styles but there are considered to be more now. Some even think there are hundreds of them.

I like to stick to the original basic seven as to not be overwhelmed during the differentiated instruction planning process. In my experience they will work for most students in the class. In the rare occasion they don’t, teachers can include one of the new multiple intelligence learning styles to reach the student.

The seven original multiple intelligence learning styles are intrapersonal, interpersonal, linguistic, spatial, musical, logical-mathematical, and kinesthetic. You can use multiple intelligence learning styles in all aspects of the lesson to include different ways of presenting each piece of content in a mini-lesson or offering choices for activities during a work session dealing with different multiple intelligence learning styles, which brings us to the next suggestion to get students excited in a class, differentiated instruction.

Differentiated Instruction has been a hot topic for a while now, however many teachers still don’t quite know how to do it, don’t have time to do it, or they just think it’s a phase. It can be a great tool to use to interest and excite your students and, in my opinion, shouldn’t be overlooked as an option for every day lessons.

Differentiated instruction can be done through the use of the multiple intelligence learning styles as well as leveling, scaffolding or tiering.

Teachers can use multiple intelligence learning styles to differentiate instruction in not only the mini-lesson but also the work session activities and pretty much any other part of the lesson. Offer students up to four choices of activities for a work session, all using the same content, but using different multiple intelligence learning styles. The students will choose the one that they think will be the most interesting to do. I’ve noticed that if you allow them to choose the activities the day before, their interests peak. They feel like they have ownership in their education and look forward to coming to the class the next day. I have also noticed a decrease in complaining about work sessions because they can’t blame you as the teacher. After all, they chose it.

I’m sure you are wondering how I actually have time to create four options of activities for students to choose from. I created a system of activity templates that saves me a ton of time. I offer about 55 of them at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico. They even include rubrics. I can tweak them easily to fit almost anything I need my students to work on.

Another way to differentiate instruction to increase excitement is through the use of leveling. Leveling is also known as tiering and scaffolding. This can be done by using the same content once again but at different levels. This is not less and or more work depending on “how smart” your students are. It has to do with taking students from one level to the next through the use of small steps. Differentiating instruction through the use of leveling is easily done with expository writing. Teachers can take a student from a topic sentence and the listing of three facts to a topic sentence with one fact sentence and then listing two facts and so on. Students need to see that there is hope at the end of the tunnel and if they have a learning disability or are ELL, many times writing can be an overwhelming task for them. Using small differentiated instruction leveled steps helps them feel success and improves their attitude in the subject.

Whether a teacher uses leveling or multiple intelligence learning styles to differentiate instruction, they stand a chance of really interesting their students in their subject area or content. To read more about differentiated instruction, click here.

Written by,

Kasha Mastrodomenico

kasha@socialstudiesdifferentiatedinstruction.com

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Government Response to Industrialization and Abuses Differentiated Instruction Lesson Plan

Government Response to Industrialization and Abuses Differentiated Instruction Lesson Plan

I am proud to announce the addition of the “Government Response to Industrialization and Abuses” differentiated instruction lesson plan and revised PowerPoint! It follows the NYS 8th grade social studies curriculum. Below is a sneak peek of what is included.

Government Response to Industrialization and Abuses Differentiated Instruction Lesson

 

Table of Contents

  • Lesson Plan  (3-8)
  • 3 Ability Levels of Vocabulary Sheets (9-14)
  • Enriched Note Sheets (15-16)
  • Basic Note Sheets for Enriched PowerPoint  (17-19)
  • Basic Note Sheets for Basic PowerPoint  (20-22)
  • Enriched Economic Activity Sheet  (23)
  • Basic Economic Activity Sheet  (24)
  • Basic Economic Activity Answer Key  (25)
  • Activity Choice Sheet (26)
  • Rap and Dance Activity with Rubric (27-28)
  • News Article Activity with Rubric (29-31)

Grade: middle school

Title of Unit: Industrial Society in the 2nd Half of the 19thCentury

Title of Lesson: Government Response to Industrial Development and Abuses

1. Standards addressed in lesson: You will need to put your state standards here. (NY 4 and 5)

2. Concepts used in lesson: Economic Systems, Factors of Production, Government

3. Materials/supplies needed for lesson: computer, projector, and screen for PowerPoint, vocabulary sheets, note sheets, economic activity sheets, activity choice sheet, rap and dance and news article activity sheets, colors for newspaper drawing

4. Approximate length of lesson: 2 days

5. Multiple Intelligences: linguistic, logical, musical, spatial, kinesthetic, intrapersonal, interpersonal

6. Teaching Strategies Used: anticipatory set, group work, vocabulary taught before lesson, check for understanding, timer, processing time, partner review, concluding set

7. Background Information:

a. yesterday students…

b. Students already know… there are businesses in the US.

8. Essential vocabulary needed: (definitions are included)

(Day 1)

  • Capitalism:
  • Social Darwinism:
  • Laissez-faire:
  • Market Economy:
  • Regulation:
  • Command or Planned Economy:

(Day 2)

  • Mixed Economy:
  • Interstate Commerce:
  • Pooling:
  • Rebates:
  • Kickbacks:
  • Corporation:
  • Trust
  • Monopoly:

9. Essential Questions:

  • What is the difference between laissez-faire and regulation?
  • What type of government regulations were put into effect?
  • What was the purpose of the Sherman Antitrust Act?

10. Anticipatory Set: (Day 1: 12 minutes; Day 2: 16 minutes or less depending on if there was time left over the previous day to do this; if all vocabulary was done the day before just have the students review the vocabulary words for 5 minutes) There are three different ability levels of vocabulary sheets to differentiate instruction. The enriched version allows for more critical thinking by making the students write the definition in their own words. The average version has students filling in the blanks of the definitions. The basic version has the complete definition to allow them to read the definition and then work on step two, which is on all of the versions; write a sentence or draw a picture to show understanding of the vocabulary word. Day One’s activity is short which will allow you to have your students work on the vocabulary that will be used on day 2.

Enriched Version

Enriched Version

Average Version

Average Version

Basic Version

Basic Version

11. Notes: (25 minutes) In order to differentiate instruction there are different ability levels of note sheets. There is an enriched version of the note sheets that work with both of the PowerPoints. There are two basic versions of the note sheets that work with the basic PowerPoint and the enriched PowerPoint. Below are the notes that are in the “Government Response to Industrial Development and Abuses” PowerPoint.  (This preview only includes the headings of the PowerPoint and a view of four of the slides from the enriched version of the PowerPoint as well as pictures of the note sheets.) The different ability leveled note sheets allow some to do more critical thinking and others to focus on the content and then review with a partner after each slide is presented.This provides repetition for students who need it. The notes are separated into two days.

 

Government Response to Industrial Development and Abuses 

Day 1

  • Capitalism
  • Opposition to Capitalism (enriched only)
  • Laissez-faire vs. Regulation

Day 2

  • Interstate Commerce
  • Sherman Antitrust Act: Bigness as a Threat

·pp cover

Capitalism Differentiated Instruction PowerPoint

Laissez-faire vs. Regulation Differentiated Instruction PowerPoint

Interstate Commerce Differentiated Instruction PowerPoint

Basic Note Sheets

Basic Note Sheets

Enriched Note Sheets

Enriched Note Sheets

12. Differentiated Instruction Activities:

Day 1: (15-20 minutes)The economic systems activity should be done after the laissez-faire vs. regulation slide of the PowerPoint.There are two different ability levels of the economic activity sheet to differentiate instruction. The enriched sheet allows for more critical thinking. The basic sheet is more for repetition and identification of the different types of economies.You can allow your students to work individually, with a partner or with a small group. You will need to make sure that if they are partnered or grouped, each member in the group has the same ability level sheet.

Left: Enriched/ Right: Basic

Left: Enriched/ Right: Basic

Day 2: (35-40 minutes)Use the activity choice sheet the day before you plan on doing the activity. Students will be allowed to choose to create either a rap and dance or a newspaper article. These options are based on the Multiple Intelligence Theory to differentiate instruction. The rap and dance must be done in a group. The newspaper article may be done individually, with a partner or in a group with no more than 4 people. Using the activity choice sheet the day before will allow you to run off enough copies of each activity and group appropriately. It is recommended you group using mixed ability levels.

It is important that you check the rap before the performance to make sure there is nothing vulgar in it. Sometimes students hear the word “rap” and immediately think they are on MTV and don’t think they will get in trouble for vulgarity even though it states in the activity that it will not be accepted.

Student Activity Choice Sheet

Student Activity Choice Sheet

Rap and Dance Activity with Rubric

Rap and Dance Activity with Rubric

News Article Activity with Rubric

News Article Activity with Rubric

13. Concluding Set: Answer the essential questions during a class discussion or have students write down their answers as a ticket out the door.

14. Evaluation: There is an answer key for the economic activity for the basic version. No answer sheet is available for the enriched version because answers will vary. There are rubrics for both the newspaper article and the rap and dance activities.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers this differentiated instruction lesson plan (soon) and much more. Our site specializes in middle school social studies differentiated instruction. Check out what we offer by visiting our site!

Written by,

Kasha Mastrodomenico

kasha@socialstudiesdifferentiatedinstruction

www.socialstudiesdifferentiatedinstruction.com

American Revolution

Where can I find the “Early Attempt to Govern the Newly Independent States” differentiated instruction lesson plan?

Early attempt to govern newly independent states differentiated instruction lesson plan

Early attempt to govern newly independent states differentiated instruction lesson plan

The “Early Attempt to Govern the Newly Independent States” differentiated instruction lesson plan follows the NYS 7th grade social studies curriculum and standards under the American Revolution. To learn more about what is included in this social studies differentiated instruction lesson plan click on one of the links below:

What is included in the “Early Attempt to Govern the Newly Independent States” differentiated instruction lesson plan?

What content is included in the “Early Attempt to Govern the Newly Independent States” differentiated instruction lesson plan?

 

You can find the “Early Attempt to Govern the Newly Independent States” differentiated instruction lesson plan by clicking on the links below:

“Early Attempt to Govern the Newly Independent States” differentiated instruction lesson plan

“Early Attempt to Govern the Newly Independent States” differentiated instruction PowerPoint

 

Written by,

Kasha Mastrodomenico

www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

Causes of the American Revolution Lesson

Causes of the American Revolution Lesson

Causes of the American Revolution Lesson

Background Causes of the American Revolution Differentiated Instruction Lesson Plan

Background Causes of the American Revolution Lesson

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico specializes in middle school social studies differentiated instruction. One of the newer social studies differentiated instruction lesson plans that are now on the site is the “Background Causes of the American Revolution“. It includes the following sections:

  • Lesson Plan with notes
  • 3 Ability Levels of Vocabulary Sheets
  • 2 Ability Levels of Note Sheets for Enriched PowerPoint
  • 2 Ability Levels of Note Sheets for Basic PowerPoint
  • 2 Ability Levels DBQ Activity with Answer Sheets
  • 2 Ability Levels of a Graphic Organizer
  • 2 Ability Levels of Homework Essential Questions

Background Causes of the American Revolution Lesson Vocabulary

The anticipatory set is a vocabulary work sheet that is based on the Multiple Intelligence Theory and uses ability levels to differentiate instruction. There are three sections: vocabulary word, definition, and allows student choice between a drawing or a sentence that shows understanding. There are three ability levels of these sheets to challenge students on their own ability level. The basic level includes the vocabulary word and definitions so that they can read it and then use it in the third box with either a drawing or a sentence. The average ability level includes the vocabulary word and slotted definitions in which they fill from the PowerPoint. The slots highlight the most important part of the definition. They then will need to draw or write a sentence in the third box. The enriched version allows room for more critical thinking by having the students write the definition in their own words and then work on the third box for drawing or a sentence. Below is an example of the three ability levels vocabulary sheet.

Background Causes of the American Revolution Lesson

Background Causes of the American Revolution Differentiated Instruction Vocabulary Sheet

Background Causes of the American Revolution Lesson Note Sheets

Differentiated instruction continues with the note section of the “Background Causes of the American Revolutionsocial studies differentiated instruction lesson plan. There are two ability levels of a PowerPoint that contains the same content. The basic level has been simplified to allow students the opportunity to finish their notes and have time to review with a partner or on their own. The basic note sheet uses slotted notes that they can fill in as they go through the PowerPoint. The enriched version goes into more detail and allows the students to use their critical thinking skills to write their notes in their own words. Below is an example of the basic note sheet that goes with the PowerPoint.

Causes of the American Revolution Lesson

Background Causes of the American Revolution Differentiated Instruction note sheets

Background Causes of the American Revolution Lesson DBQ Activity

The activity uses mixed ability level grouping to interpret the Data Based Questions provided about the Albany Plan of Union. This also bring in the Common Core Standards.

Causes of the American Revolution Lesson

Albany Plan of Union

Background Causes of the American Revolution Lesson Graphic Organizers

For the Concluding Set, the Background Causes of the American Revolution lesson offers a differentiated instruction graphic organizer that is available in two different ability levels. The basic ability level has the content but not the titles in the boxes and also includes a word box. The enriched version allows students to use more critical thinking skills by filling in the content box around the titles. Below is the graphic organizer. It focuses on both the economic causes and the political causes of the American Revolution.

Causes of the American Revolution Lesson

Background Causes of the American Revolution Differentiated Instruction Graphic Organizer

Background Causes of the American Revolution Lesson Homework

There is even differentiated instruction using different ability levels for homework included in the Background Causes of the American Revolution lesson as seen below.

Causes of the American Revolution Lesson

Background Causes of the American Revolution Differentiated Instruction Homework

The “Background Causes of the American Revolution” differentiated instruction lesson plan   should be used in a middle school classroom and is perfect for NYS. Below are more links that can help you learn more about the “Background Causes of the American Revolution” differentiated instruction lesson plan.

Where can I find the “Background Causes of the American Revolution” differentiated instruction lesson plan?

What content is included in the “Background Causes of the American Revolution” differentiated instruction lesson plan?

 

Let me plan your social studies differentiated instruction lesson plans so that you have time to teach and connect with your students. Visit my site at http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

You can also find all of my social studies differentiated instruction lesson plans by clicking on the link below:

US History Lesson Plans

Written by,

Kasha Mastrodomenico

www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

13 Colonies Impact of Physical Environment on Society Lesson Plan on Teachers Notebook!

I am expanding my lessons for sale to include Teacher’s Notebook. The 13 Colonies Impact of Physical Environment on Society Differentiated Instruction Lesson Plan is now available for purchase at http://www.teachersnotebook.com/product/socialstudiesdifferentiatedinstruction/13-colonies-impact-of-physical-environment-on-society-lesson-plan

It follows the 7th grade NYS social studies curriculum.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico specializes in social studies differentiated instruction. Check it out!

Written by,

Kasha Mastrodomenico

www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

Motivating Factors of European Exploration of the Americas Lesson Plan

How does the Motivating Factors of European Exploration of the Americas Lesson Plan differentiate instruction?

Motivating Factors of European Exploration of the Americas Lesson and differentiated instruction

Social Studies differentiated instruction is creatively displayed in the Motivating Factors of European Exploration of the Americas lesson plan. It uses both the Multiple Intelligence Theory and ability levels to differentiate instruction.

To differentiate instruction for vocabulary, there are three vocabulary ability level worksheets. They all give the option to either use the linguistic Multiple Intelligence or the Spatial Multiple Intelligence in the right hand column. The enriched version of the vocabulary sheet allows students to write the definitions using their own words. The average leveled sheet allows students to fill in the blanks of the definitions. The basic leveled sheet allows the students to take the time they need to read the definition and then fill in the right had column just like the other levels.

The Motivating Factors of European Exploration of the Americas lesson plan continues to differentiate instruction by providing two levels of note taking sheets for students. The enriched version allows for more critical thinking by allowing them to choose what they include in their notes and how they state it while following the PowerPoint. The basic note sheet is more guided and allows them to fill in the blanks as they go through the PowerPoint. The reason for this is to allow the students to listen to the content and then while the other students are writing in their notes, these students, who need to have repetition, can use partner review or ask questions for clarification. The pictures and links in the PowerPoint also bring in the Spatial Multiple Intelligence.

The activity section of the Motivating Factors of European Exploration of the Americas lesson plan offers two options for students to choose from which should increase their interest. The first option is a political cartoon with focuses on the logical and spatial Multiple Intelligences. The second option is a persuasive speech which focuses on the linguistic and logical Multiple Intelligences. The students also have an option of working with either a partner or by themselves which brings in the interpersonal or intrapersonal Multiple Intelligence. There is an activity choice sheet that should be filled out by the students the day before the activity is to be started. This helps the teacher know how many copies of each activity will be needed and allows enough time to group appropriately. Each of these activities comes with a rubric too!

There is a paragraph writing activity for homework and it comes with a grading checklist.

For more information on the Motivating Factors of European Exploration of the Americas Lesson Plan follow the links below.

Where can I get the Motivating Factors of European Exploration of the Americas lesson plan?

What content is used in the Motivating Factors of European Exploration of the Americas lesson plan?

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers social studies differentiated instruction for middle school. Check it out!

Written by,

Kasha Mastrodomenico

www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico