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Project Differentiation

At Curriculum2Go we believe that technology based projects are easily differentiated for abilities of learners.  Below you will see ideas that will support a number of student abilities. The following idea of differentiated projects use the images found in the Alhambra Water Tower gallery in addition to the images shown below.

alhambratower1    alhambratower2

 

Level 1:
Given the images above as well as images from the Alhambra Water Tower gallery students can create a multimedia project where they read the historical marker that describes the location. Prior to final version of recording, students may read the historical marker several times to practice fluency and strengthen understanding.

Level 2:
Given the images above as well as images from the Alhambra Water Tower gallery students can create a multimedia project where they use the text on the historical marker as a base for a narrative that describes the location. Students would write a summary based on the text on the historical marker. For additional scaffolding the teacher may consider providing a word cloud to highlight key ideas and details.

Level 3:
Given the images above as well as images from the Alhambra Water Tower gallery students can create a multimedia project where they use the text on the historical marker as a base for a narrative that describes the location. Students would perform a close reading of the historical marker and research individuals and locations mentioned on the historical marker. This additional information would be included in the narrative of the multimedia project.

Level 4:
In addition to the tasks identified in Level 3, students will use additional tools to add audio enhancements to the project. Examples may include appropriate intro and exiting music, background music and appropriate sound effects.

 

CCSS Connections:

Writing Standard K-5, 7, pg. 25

Conduct short research projects that build knowledge about a topic.

Speaking and Listening Standards K–5

Presentation of Knowledge or Ideas K-5, pg. 23-25.

K –
Add drawings or other visual displays to descriptions as desired to provide additional detail.

Grade 1 –
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Grade 2 –
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Grade 3 –
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Grade 4 –
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Grade 5 –
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

 


Additional Common Core alignment:

Production and distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


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