Mexico SAMPLE UNIT. Enrichment Unit. Mexico Bloom's Differentiated Enrichment Unit

Transcription

1 Enrichment Unit Bloom's Differentiated Enrichment Unit

2 Bloom's Differentiated Enrichment Unit 2012 Updated Editon 2010 Pieces of Learning POL0040 Marion IL Bloom s Activities by Beth Cochran/Adapted by Dodie Merritt Rubric by Dodie Merritt Printed by Pieces of Learning Marion IL All rights reserved. In our effort to produce high quality educational products we offer portions of this book as reproducible. Permission is granted, therefore, to the buyer - one teacher - to reproduce student activity pages in LIMITED quantities for students in the buyer s classroom only. The right to reproduce is not extended to other teachers, entire schools, or to school systems. Use of any pages on the Internet is strictly forbidden. No other part of this publication may be reproduced in whole or part. The whole publication may not be stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without written permission of the publisher. For any other use contact Pieces of Learning at For a complete catalog of products contact Pieces of Learning or visit our Web Site at

3 To the Teacher Introduction This ready-to-use Bloom s Enrichment Unit includes: differentiated activities keyed to Bloom s Taxonomy with an accompanying differentiated assessment rubric - Note: Column 3 of the rubric meets the expectations of the activity. Column 4 is designed for those who go above and beyond and exceed the activity expectations. ALL students are capable of completing an activity at each level of Bloom s Taxonomy. The rubric differentiates abilities. These activities provide for flexible grouping: students may work individually, in partners, or in small groups. Activities correlate to, enrich, and extend your local, state, and Common Core language arts, social studies, science, and math standards where appropriate. Research-based instructional strategies used throughout the unit include metacognition, active student engagement, higher-order thinking, cooperative learning, and independent practice and include * 1. Identification of similarities & differences 2. Summarization and note taking 3. Recognition of progress 4. Homework for in-depth research 5. Visual organizers and kinesthetic activities 6. Cooperative learning when students partner or participate in small group activities 7. Goal setting and summative assessment using the rubric 8. Graphic organizers to organize content 9. Activation of prior knowledge Duplicate the student activity cards on colored paper according to the explanations on the Teacher Page Bloom's Taxonomy for Assessment page. The student activity cards are correlated to the levels of Bloom s Taxonomy and, when appropriate, include sample graphic organizers to guide students in completing their products. Laminate all student cards and insert in a learning center folder and provide resource books and website URLs at the Center. Use the K-W-L Chart after students choose their topic and before they begin their research, and complete the 3 rd column when they have finished all 6 levels. Provide the Product Criteria Cards so students will understand criteria needed for products. * from the research of Robert Marzano, John Hattie, and Harold Wenglinsky Bloom's Differentiated Enrichment Unit

4 To the Teacher Bloom's Taxonomy for Assessment * Each student page/card is correlated to one of the levels of Bloom s Taxonomy. Duplicate the pages on colored paper according to the suggested colors below. (If you use other Pieces of Learning Bloom s Enrichment Units, color each level the same color so you and your students are aware of which level they are working with.) The rubric differentiates the thinking levels as well as differentiating the assessment levels. In addition, the products address 4 different learning styles visual, verbal, kinesthetic, and technological. Students can choose different products for Bloom s levels with teacher approval. Knowledge Level Yellow Card Recalling previously learned material KEY WORDS: define, state, label, list, name, recall, recognize, remember, describe Others: find, identify, match, memorize, recite, record, relate, repeat, tell Assessment Question Cues observation and recall of information knowledge of major ideas, events, places, subject matter basic knowledge for mastery learning recite, recall, and relate basic information Comprehension Level White Card Understanding the meaning of material KEY WORDS: conclude, describe, estimate, extend, extrapolate, generalize, infer, predict, reorder, rephrase, use, summarize, translate, explain, interpret Others: convert, discuss, locate, paraphrase, outline, restate, retell in your own words, report Assessment Question Cues understanding information and grasping meaning translate knowledge into new context interpret facts, explain, and paraphrase meaning summarize ideas and learned materials Application Level Blue Card Using learned material in new situations KEY WORDS: apply, choose, experiment, predict, relate, support, transfer, demonstrate, use, solve Others: calculate, compute, construct, determine, dramatize, examine, illustrate, implement, manipulate, operate, show Assessment Question Cues use learned information use methods, concepts, ideas in new situations solve problems and apply knowledge use illustrations to show learned information conduct research and record findings * Adapted from Bloom s and Beyond by Davidson and Decker and Generating Standards-Based Lessons Using Bloom s Taxonomy by Lester.. Bloom's Differentiated Enrichment Unit

5 To the Teacher Analysis Level Gray Card Breaking material into parts for better understanding of structure and organization KEY WORDS: analyze, break down; clarify, connect, discriminate, relate, compare, contrast, classify, distinguish, infer Others: appraise, categorize, deduce, determine (the factors), diagnose, diagram, differentiate, dissect, examine, experiment, question, investigate Assessment Question Cues observe patterns and organize parts recognize hidden meanings and identify components learn to differentiate, distinguish, and examine materials and ideas experiment, question, and investigate Synthesis Level Green Card Putting parts together to form new material or new understanding KEYWORDS: arrange, communicate, combine, compose, discover, perform, generalize, create, design, hypothesize, plan, produce, propose, write Others: construct, develop, formulate, generate, invent, originate, predict, pretend, rearrange, reconstruct, reorganize, revise, visualize Assessment Question Cues use learned ideas to create new ones generalize from known facts and make predictions reorganize and rearrange knowledge in new patterns hypothesize and formulate transform ideas and information and visualize meaning and predictions Evaluation Level Cream Card Judging the value of material for a given purpose KEY WORDS: appraise, assess, critique, judge, evaluate, compare to highest standard Others: choose, compare, conclude, decide, defend, estimate, give your opinion, justify, predict, prioritize, rank, rate, select, support, value Assessment Question Cues compare and discriminate between ideas assess value of theories, presentations, or ideas make sound choices based on reason recognize subjectivity and verify evidence * Adapted from Bloom s and Beyond by Davidson and Decker and Generating Standards-Based Lessons Using Bloom s Taxonomy by Lester.. Bloom's Differentiated Enrichment Unit

6 Common Core Standards Addressed READING Common Core Standards 3-5 Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a tet, using language that pertains to time, sequence and cause/effect. (in addition) Grade 4 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade level topic or subject area. 5. Use text features and search tools to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas Grade 3 7. Use information gained from illustrations and the words in a text to demonstrate understanding of the text. Grade 4 7. Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. Grade 5 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SPEAKING AND LISTENING Presentation of Knowledge and Ideas 1. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Bloom's Differentiated Enrichment Unit

7 LANGUAGE Common Core Standards 3-5 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning wor and phrases based on grade level reading and content, choosing flexibly from a range of strategies. 5. Demonstrate understanding of word relationships and nuances in word meanings. WRITING Common Core Standards 3-5 Text Types and Purposes 2. Write opinion pieces on topics supporting a point of view with reasons and information. 3. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 4. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. Bloom's Differentiated Enrichment Unit

8 Additional Objectives READING Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections. B. Apply reading strategies to improve understanding and fluency. C. Comprehend a broad range of reading materials. Read and understand literature representative of various societies, eras and ideas. A. Understand how literary elements and techniques are used to convey meaning. B. Read and interpret a variety of literary works. LISTENING Listen and speak effectively in a variety of situations. A. Listen effectively in formal and informal situations. B. Speak effectively using language appropriate to the situation and audience. RESEARCH Use the language arts to acquire, assess, and communicate information. A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. B. Analyze and evaluate information acquired from various sources. C. Apply acquired information, concepts and ideas to communicate in a variety of formats. THINKING AND REASONING A. Recognize and investigate problems; formulate and propose solutions supported by reason and evidence. B. Express and interpret information and ideas. C. Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results. D. Recognize and apply connections of important information and ideas within and among learning areas. Bloom's Differentiated Enrichment Unit

9 To the Teacher Resources Bloom s and Beyond. Kay Davidson and Tressa Decker. Pieces of Learning. Marion IL Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. Prentice Hall Corestandards.org Generating Standard-based Lessons Using Bloom s Taxonomy. John Lester. Pieces of Learning. Marion IL How Teaching Matters: Bringing the Classroom Back Into Discussions of Teacher Quality. Harold Wenglinsky. A Policy Information Center Report. Milken Family Foundation and Educational Testing Service Princeton NJ Independent Study Expanded Edition. Dodie Merritt. Pieces of Learning. Marion IL Illinois State Standards. Illinois State Board of Education. Product Criteria Cards for the Differentiated Classroom. Dodie Merritt and Carolyn Coil. Pieces of Learning. Marion IL Solving the Assessment: Puzzle Piece by Piece. 2nd edition.carolyn Coil and Dodie Merritt. Pieces of Learning. Marion IL Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Dr. John Hattie, University of Auckland. Taylor & Francis, Inc. January Bloom's Differentiated Enrichment Unit

10 To the Teacher Products Keyed to Learning Styles Verbal Visual Kinesthetic Technological Autobiography Advertisement Dance Animation Book Book cover Demonstration Audiotape Crossword puzzle Brochure Diorama CAD project Debate Calendar Experiment Computer game Editorial Cartoon Game Database Short story Quilt pattern Learning center Desktop publication Glossary Chart Mask Electronic survey Greeting card Collage Mobile Light board Group discussion Comic strip Model Multimedia show Haiku Concept map Mosaic Photographic essay Interview Drawing Museum exhibit Photoshop illustration Letter Flow chart Pantomime Podcast Magazine Graph Prototype PowerPoint Song Time line Puppet show Radio show Newsletter Illustration Puzzle Slide show Newspaper article Info box Role playing Spreadsheet Oral report Map Scavenger hunt Transparency Panel discussion Mural Sculpture TV commercial Poem Outline Skit or play TV program Questionnaire Picture postcard Tableau Video Script or play Poster Terrarium WebQuest Speech Venn diagram Time capsule Web page from Product Criteria Cards for the Differentiated Classroom by Dodie Merritt and Carolyn Coil Bloom s Differentiated Enrichment Unit

11 Name K W L Chart for What I Know What I Want to Learn What I Learned Bloom s Differentiated Enrichment Unit

12 # Resources Author/s Editor/s Article/Episode Title Use this sheet to keep track of ANY book, magazine, film, or person from which you get information. You must have ALL this information for your project s bibliography. Book/Magazine/Video/CD-Rom Title Publication Information Vol. Where Company When # Pages Used from Independent Study Expanded Edition by Dodie Merritt.

13 Internet Resources # Author/s Editor/s Web Page/ Article Title Web Site/On-Line Periodical Title Keep track of ANY internet site from which you get information. You must have ALL this information for your project s bibliography. Date Created Organization Date Visited <URL Address> from Independent Study Expanded Edition by Dodie Merritt.

14 Poem 1. Are you using an appropriate poetic structure? 2. Do you have a title that connects with your ideas? 3. Are you using rich and textured vocabulary? 4. Do your words create vivid images in your mind? 5. Is your poem relevant to the class topic? 6. Are spelling and mechanics done correctly? Product Criteria Cards for the Differentiated Classroom A B C Bloom's Differentiated Enrichment Unit

15 Venn Diagram 1. Are your facts accurate and informative? 2. Does your Venn diagram compare and contrast facts correctly? 3. Is your Venn diagram well organized? 4. Is your Venn diagram legible and neatly done? 5. Is color used effectively in your Venn diagram? 6. Is your Venn diagram visually appealing? Product Criteria Cards for the Differentiated Classroom Bloom's Differentiated Enrichment Unit

16 Map 1. Does your map have a title? 2. Does your map have a key/legend/compass rose? 3. Does your map have a scale? 4. Does your map content have labels? 5. Is the appearance of your map neat and legible? 6. Are all words spelled correctly? Product Criteria Cards for the Differentiated Classroom Bloom's Differentiated Enrichment Unit

17 To the Teacher Locate and read a book about, read the article in an encyclopedia, and find a site about on the Internet to complete these activities. Read the sections about people, way of life, food and drink, clothing, holidays, recreation, religion, education, plant and animal life, and climate. KNOWLEDGE Build a fact file about. COMPREHENSION Identify and label the capital city, states, major cities, major rivers, major mountain ranges, bodies of water surrounding, and other places of interest on a blank map of. Include a key. APPLICATION Using some of the information you have learned, compose a poem about. ANALYSIS Complete a Venn diagram comparing to the United States. SYNTHESIS Write several diary entries from the perspective of a member of a typical family in. EVALUATION Write 2 paragraphs about the most interesting thing you learned about and why you think it is the most interesting. Bloom's Differentiated Enrichment Unit

18 To the Teacher C R I T E R I A Knowledge Less than 10 facts; OR most Fact file on facts are not accurate Comprehension Labeled map of Application Poem about Analysis Venn diagram comparing to the United States Synthesis Diary entries from a member of a typical family in Evaluation Written justification for most interesting thing learned about Rubric for Novicio Cadete Maestro Exceeds/4 1-2 elements labeled accurately One verse; OR no recognizable links to Accurately compares to the USA in 2-3 ways Confusing; hard to follow; many factual inaccuracies; OR not written in first person Opinion is not justified with facts; OR 1-2 sentences facts; most of the facts are accurate 3-5 elements labeled accurately; no key 2 expressive verses; at least 2 accurate links to evident Accurately compares to the USA in 4-5 ways Identity of diary writer is evident; basic facts about included in entries Opinion is justified with less than 3 facts; OR 1 paragraph accurate facts 5-6 elements labeled accurately; key included 3-4 expressive verses; follows poetic format; 3 or more accurate links to Accurately compares to the USA in 6-7 ways Diary writer has a clear voice; well-structured diary entries based on facts about Opinion is effectively justified with 3 or more facts; 2 paragraphs Student Points Teacher Points Total Student Points: Total Teacher Points: More than 20 accurate, detailed facts More than 6 elements labeled accurately; key included 5 or more expressive verses; rhythmic poetic format; creatively blended accurate links to Accurately compares and contrasts to the USA in 8 ways or more Engaging, well crafted, fact-based diary entries are carried by the distinctive voice of the writer Opinion is clearly justified with 5 or more detailed facts in 2 or more paragraphs Bloom's Differentiated Enrichment Unit

19 Name Locate and read a book about, read the article in an encyclopedia, and find a site about on the Internet to complete these activities. Read the sections about people, way of life, food and drink, clothing, holidays, recreation, religion, education, plant and animal life, and climate. KNOWLEDGE Build a fact file about. COMPREHENSION Identify and label the capital city, states, major cities, major rivers, major mountain ranges, bodies of water surrounding, and other places of interest on a blank map of. Include a key. APPLICATION Using some of the information you have learned, compose a poem about. ANALYSIS Complete a Venn diagram comparing to the United States. SYNTHESIS Write several diary entries from the perspective of a member of a typical family in. EVALUATION Write 2 paragraphs about the most interesting thing you learned about and why you think it is the most interesting. Bloom's Differentiated Enrichment Unit

20 Name C R I T E R I A Knowledge Less than 10 facts; OR most Fact file on facts are not accurate Comprehension Labeled map of Application Poem about Analysis Venn diagram comparing to the United States Synthesis Diary entries from a member of a typical family in Evaluation Written justification for most interesting thing learned about Rubric for Novicio Cadete Maestro Exceeds/4 1-2 elements labeled accurately One verse; OR no recognizable links to Accurately compares to the USA in 2-3 ways Confusing; hard to follow; many factual inaccuracies; OR not written in first person Opinion is not justified with facts; OR 1-2 sentences facts; most of the facts are accurate 3-5 elements labeled accurately; no key 2 expressive verses; at least 2 accurate links to evident Accurately compares to the USA in 4-5 ways Identity of diary writer is evident; basic facts about included in entries Opinion is justified with less than 3 facts; OR 1 paragraph accurate facts 5-6 elements labeled accurately; key included 3-4 expressive verses; follows poetic format; 3 or more accurate links to Accurately compares to the USA in 6-7 ways Diary writer has a clear voice; well-structured diary entries based on facts about Opinion is effectively justified with 3 or more facts; 2 paragraphs Student Points Teacher Points Total Student Points: Total Teacher Points: More than 20 accurate, detailed facts More than 6 elements labeled accurately; key included 5 or more expressive verses; rhythmic poetic format; creatively blended accurate links to Accurately compares and contrasts to the USA in 8 ways or more Engaging, well crafted, fact-based diary entries are carried by the distinctive voice of the writer Opinion is clearly justified with 5 or more detailed facts in 2 or more paragraphs Bloom's Differentiated Enrichment Center Unit

21 Name Locate and read a book about, read the article in an encyclopedia, and find a site about on the Internet to complete these activities. Read the sections about people, way of life, food and drink, clothing, holidays, recreation, religion, education, plant and Student animal life, and climate. Points KNOWLEDGE Build a fact file about. Knowledge Less than 10 facts; OR most Fact file on facts are not accurate Bloom's Differentiated Enrichment Unit Novicio Cadete Maestro Exceeds/ facts; most of the facts are accurate accurate facts Teacher Points More than 20 accurate, detailed facts 20.

22 Name Locate and read a book about, read the article in an encyclopedia, and find a site about on the Internet to complete these activities. Read the sections about people, way of life, food and drink, clothing, holidays, recreation, religion, education, plant and animal life, and climate. Student COMPREHENSION Points Identify and label the capital city, states, major cities, major Teacher rivers, major mountain ranges, bodies of water surrounding Points, and other places of interest on a blank map of. Include a key. Comprehension Labeled map of Novicio Cadete Maestro Exceeds/4 1-2 elements labeled accurately 3-5 elements labeled accurately; no key 5-6 elements labeled accurately; key included More than 6 elements labeled accurately; key included Bloom's Differentiated Enrichment Unit

23 Name Locate and read a book about, read the article in an encyclopedia, and find a site about on the Internet to complete these activities. Read the sections about people, way of life, food and drink, clothing, holidays, recreation, religion, education, plant and animal life, and climate. Student Points APPLICATION Using some of the information you have learned, compose a poem about. Application Poem about Novicio Cadete Maestro Exceeds/4 One verse; OR no recognizable links to 2 expressive verses; at least 2 accurate links to evident 3-4 expressive verses; follows poetic format; 3 or more accurate links to Teacher Points 5 or more expressive verses; rhythmic poetic format; creatively blended accurate links to Bloom's Differentiated Enrichment Unit

24 Name Locate and read a book about, read the article in an encyclopedia, and find a site about on the Internet to complete these activities. Read the sections about people, way of life, food and drink, clothing, holidays, recreation, religion, education, plant and animal life, and climate. Student Points ANALYSIS Complete a Venn diagram comparing to the United Teacher States. Points Analysis Venn diagram comparing and the United States Novicio Cadete Maestro Exceeds/4 Accurately compares and the USA in 2-3 ways Accurately compares and the USA in 4-5 ways United States Accurately compares and the USA in 6-7 ways Accurately compares and contrasts and the USA in 8 ways or more Bloom's Differentiated Enrichment Unit

25 Name Locate and read a book about, read the article in an encyclopedia, and find a site about on the Internet to complete these activities. Read the sections about people, way of life, food and drink, clothing, holidays, recreation, religion, education, plant and animal life, and climate. Student Points SYNTHESIS Write several diary entries from the perspective of a Teacher member of a typical family in. Points Synthesis Diary entries from a member of a typical family in Novicio Cadete Maestro Exceeds/4 Confusing; hard to follow; many factual inaccuracies; OR not written in first person Identity of diary writer is evident; basic facts about included in entries Day Entry Diary writer has a clear voice; well structured diary entries based on facts about Engaging, well crafted, fact-based diary entries are carried by the distinctive voice of the writer Bloom's Differentiated Enrichment Unit

26 Name Locate and read a book about, read the article in an encyclopedia, and find a site about on the Internet to complete these activities. Read the sections about people, way of life, food and drink, clothing, holidays, recreation, religion, education, plant and animal life, and climate. Student Points EVALUATION Teacher Write 2 paragraphs about the most interesting thing you Points learned about and why you think it is the most interesting. Evaluation Written justification for most interesting thing learned about Novicio Cadete Maestro Exceeds/4 Opinion is not justified with facts; OR 1-2 sentences Opinion is justified with less than 3 facts; OR 1 paragraph Opinion is effectively justified with 3 or more facts; 2 paragraphs Opinion is clearly justified with 5 or more detailed facts in 2 or more paragraphs Bloom's Differentiated Enrichment Unit

27 Name Which activity did you enjoy the most? Why? Which activity did you enjoy the least? Why? Self Assessment* I picked a topic in which I m really interested. I found many resources about. I read a lot about. I took lots of notes about. I learned new things about. I organized my information well for the activities. My final products were well done. My final products were neat. I paced myself well in order to finish on time. I used my time in class well. I used my time at home well. I knew what needed to be done and did not wait to be told. When I had a problem, I solved it. What would you do differently if you could start over again? Adapted from Solving the Assessment Puzzle by Coil and Merritt and Independent Study by Merritt. Pieces of Learning. low...high Bloom's Differentiated Enrichment Unit