Overview. Student demographics. Goals & objectives. Materials needed. Assessments. Instructional strategy #1: journal writing. Assessment: journal rubric. Instructional strategy #2: Think-Ink-Pair-Share. Instructional strategy #3: Tic-Tac-Toe: Book report.

1. Milisa Sammaciccia Ismail, MEd.
Change Leadership For The
Differentiated Educational Environment
Strategies in Differentiated
Instruction

2. Overview
The content area that I selected for this assignment is based on an
interactive reading assignment using various instructional tools
to reinforce and develop skills. A historical background lecture
on World War II (1930-1945) will need to be given to the students
to assist in their understanding of the time in which the story
takes place. Students will make connections through literal
understanding, inferential and finally through evaluation.
Different forms of interaction will take place during the project.
The reading of the book, Anne Frank The Diary of A Young Girl,
will be read by the teacher aloud to the classroom as a whole. The
movie, The Diary of Anne Frank, will be reviewed by the class as
well.
Students will participate in instructional aides such as Thin-Pair-
Share, journal writing, and finally a Tic-Tac-Toe selected book
report.
Empathetic connections are made with the reading and movie and
cooperative and interactive lessons are plans to encourage
participation skills. Connections to characters are developed.

3. Student Demographics
 This assignment is being used in a classroom
setting of 7th graders.
 Classroom is differentiated with various learning
styles and multiple intelligences.
 Diversity in the classroom is prominent and
includes students who are English language
learners.

4. Goals & Objectives
• Students will be able to understand the main idea of the
book and movie representation.
• Reasonable references will be able to be concluded by the
students from information that is not evident.
• Students will formulate reactions to the read text and
movie presentation.
• Students will be able to articulate thoughts and
predictions.
• Students will participate in interactive activities to
promote skill building.

5. Materials
1) Anne Frank: The Diary of a Young Girl by Anne
Frank, translated from the Dutch by B.M. Mooyaart
2) The Diary of Anne Frank, movie (2009)
3) Loose-leaf journals for students

6. Assessments
Each instructional strategy that follows contains an
assessment applicable to the assignment.
• Journal Writing (formative assessment): we will use the
grading rubric provided.
• Think-Pair-Share (formative assessment): information
assessment is formed through listening to the
development of students thoughts and their level of
interaction and understanding to verbal prompts. We will
assess listening skills, active communication, note-taking
during readings, and cooperative skills.
• Book Report (summative assessment): we will use the
point allocation provided in the quadrants.

7. Instructional Strategy #1:
Journal Writing
 Journal writing allows student to reflect on how keeping a
written journal can help someone get through times that are
difficult, as demonstrated by Anne Frank.
 Journal writing is an instructional activity that allows the
students an opportunity to internalize what they are learning.
 Writing prompts should be developed that parallel the section
being read.
 When presenting this in the differentiated classroom, be sure to
encourage students by using the multiple intelligences. For our
visual learners, allow them to use drawings and diagrams to
represent the material. For learners who are more auditory,
allow them the option of presenting a dialogue between
characters. “For kinesthetic learners, allow them to prepare
review game rules and regulations” (Bagwell, 2011, para. 2)

8. Instructional Strategy #1:
Journal Writing
 “Students who use journals are actively engaged in their own
learning and have the opportunity to clarify and reflect upon their
thinking” (Instructional Strategies, 2011, para. 1).
 Ideas, special thoughts, feelings, vocabulary and sections of interest
can all be recorded in the student journal.
 We will be using the reading response type journal. Students should
record their questions, impressions, predictions, emotions and even
a letter to a particular character they feel a connection with.
 Getting ready: prepare a loose leaf booklet for each student. Prepare
models and sample journal entries. Schedule time after each reading
session and use of other instructional tools (such as Think-Pair-
Share) to allow students to record their thoughts and ideas in their
journal while the information and feelings are still “fresh”.
 We shall be grading each of the journal entries bur rather will be
offering constructive comments on the entries. Journals will be
graded using the assessment rubric upon completion.

9. Assessment: Journal Rubric
5/5 On balance, journal responses are full and complete. Some entries are insightful and
perceptive, connecting personal experience to the text and making inferences and
judgments. There is a thoughtful interpretation of what was read, heard, or viewed. Some
entries go beyond personal experiences or the particular to generalize some aspect(s) of the
author’s craft, style, and use of language. All inferences and judgments are supported with
reference to the text. Not every entry needs to be at this level for students to be rated at a 5
level.
4/5 Journal responses are complete. They show personal involvement with and understanding
of the text, and make reasonable inferences and judgments. They reflect an understanding
of the author’s stance and perspective on the world. Inferences and judgments are
supported with reference to the text. Some entries comment on the author’s craft, style,
and use of language.
3/5 Journal responses meet basic expectations but some responses are missing necessary detail
or include unnecessary information. The writer relates to or identifies with characters in
the text, but only makes inferences and judgments with general reference to the text.
Entries show the reader connecting the text to life experiences or other texts, but not
critically assessing the author’s ideas, craft, style, or use of language.
2/5 Journal responses are general and not expanded upon or may ramble repetitively without
clear connections. The writer may empathize with or judge characters in the text, but not
consider the context or significance of the character’s experiences. Entries show an attempt
to interpret or explain the text, but make inferences and judgments with only vague
reference to the text itself. Consideration is not given to the author’s ideas, craft, style, or
use of language.
1/5 Journal responses are incomplete, unclear, or show little effort or insight. The writer
occasionally makes observations or predictions about characters or events
but these are vague and unsupported. Entries are often simply summaries or retellings of
the events in the text. The writer may rate the text, but give little or no support for
assertions, and any judgments are on the basis of personal opinion or pre-conceptions.

10. Instructional Strategy #2:
Think-Ink-Pair-Share
 This instructional activity allows students to predict what will happen
during a class-read story and become interactive. Student are given time to
“think” about the topic(s) presented at different intervals of the story.
Students can be matched up with a peer to develop a their thoughts or,
teachers can use a Q&A strategy with the classroom as a whole. This
instructional tool fosters a willingness towards classroom participation.
 Rotation of students during different segments is suggested to encourage
student interaction and varying perspectives.
 Assessment of this strategy presents itself in the form of information
assessment where the teacher can quietly walk around the interactive
groups and assess what is being discussed.
 “Think-Ink-Pair-Share helps students develop critical thinking skills in the
following areas: making predictions, problem solving, decision making, and
consensus building” (Strategies, 2011, p. 26).

11. Instructional Strategy #2:
Think-Ink-Pair-Share
 Discussion prompts should be developed. A list of targets should be created before
beginning each reading section.
 “Describe the strategy and its purpose with your students, and provide guidelines
for discussions that will take place. Explain to students that they will (1) think
individually about a topic or answer to a question;(2) pair with a partner and
discuss the topic or question; and (3) share ideas with the rest of the class” (Using
Think-Pair-Share, 2011).
 “Think” – this is where the teacher begins to ask higher level questions in order to
deepen critical thinking processes.
 “Pair” – students are paired up to share their thoughts and work together. Through
this interaction, they are able to gain another insight.
 “Share” – the classroom comes together and shares the ideas and thoughts about
their responses to the given prompts.

12. Instructional Strategy #3:
Tic-Tac-Toe- Book Report
1. Discuss novel basics,
using notes or Powerpoint:
• Intro
• Genre
• Setting
• Characters
• Plot
• Plot resolution
• Theme
• Recommendation
Possible points = 60
2. Create a poster promoting
the novel as a new release.
• Include information
about the author.
• poster board size
• Use persuasive
language to
encourage people to
buy your book.
Possible points = 51
3. Act out a scene from your
book.
• Costume/props
realistic for character
• Short paragraph
explaining the scene
(written or oral)
Possible points = 45
4. Write a one-page, double spaced,
character sketch. This
is NOT a picture. It is TYPED
description/analysis of a single
character.
• Physical description
• Personality
• Actions
• Motivation
• How this character is
like/unlike you.
Possible points = 80
5. Write a book review of
your book as though you are
the book critic for the Courier
Journal.
• A brief summary of the
story
• Critical analysis –
“This is good . . . this
is bad . . “
• Recommendation
Possible points = 68
6. Write a test.
• 10 multiple-choice
• 10 true/false
• 5 essay
Indicate the correct answers
for the multiple-choice and
true-false.
List suggested responses to
the essays.
Possible points = 60
7. Develop a travel
brochure, using
Publisher.
• Describe the setting
as a vacation
destination.
• Provide pictures and a
physical description.
• Points of interest
• Recreational
opportunities
• History, if applicable
Possible points = 60.
8. Develop a setting map of
the setting, using Publisher.
• A map of the setting
that includes important
areas where the
action takes place.
• Pictures of the setting
• Write a paragraph
explaining ways the
setting affected the
story.
Possible points = 51
9. Redesign the book cover.
• Front cover: title,
author’s name, picture
pertaining to the book
• Back cover: synopsis
of the book, author
information, and one
“praise” comment from
another source
Possible points = 45

13. Instructional Strategy #3:
Tic-Tac-Toe- Book Report
 Through this form of instructional strategy, students are
allowed to select the tasks that are of interest them.
 3 activities/selections in a particular row are selected by
each student from the choices presented.
 All 3 selections are formulated and placed together in a
single report.
 Cover sheet should include the title of each report.

14. Resources
Bagwell, L. (2011). Differentiated instruction activities. eHow,
Retrieved from http://www.ehow.com/list_6461444_differentiated-
instruction-activities.html
Coleman, Initials. (2011). Book report rubric. Retrieved from
http://www.myteacherpages.com/webpages/VColeman/index.cfm
?subpage=1182767
Diary of Anne Frank Book (Image). Retrieved on 15 July 2011 from
http://www.goodreads.com/book/show/48855.Anne_Frank
Diary of Anne Frank Movie (Image). Retrieved on 16 July 2011 from
http://allaboutwarmovies.com/2011/03/10/the-diary-of-anne-
frank-2009-the-bbc-mini-series/
Tic-tac-toe book report. (n.d.) Retrieved from
http://www.lanesville.k12.in.us/lcsyellowpages/BKRptRResponseF
orms/TTTbkreport2010.pdf

15. Resources Continued…
Instructional strategies online: what is journal writing. (2011). Retrieved from
http://olc.spsd.sk.ca/de/pd/instr/strats/journal/
Journal (Image). Retrieved on 16 July 2011 from http://freetechjournal.com/tech-
experts/press-and-journal.html
Rubric for journal. (n.d.). Retrieved on 16 July 2011 from
www.sasked.gov.sk.ca/docs/ela102030/pg168.pdf
Strategies that differentiate instruction. (2011). Retrieved 17 July 2011 from
http://www.sdesa6.org/content/docs/StrategiesThatDifferentiateInstructionK_4-
080808.pdf
Test (Image). Retrieved on 16 July 2011 from
http://www.ct4me.net/standardized_test_preparation.htm
Teacher Reading (Image). Retrieved on 17 July 2011 from
http://studentpersonalpages.loyola.edu/smdripps/www/teacherresources.html
Using the think-pair-share technique. (2011). Retrieved from
http://www.readwritethink.org/professional-development/strategy-guides/using-
think-pair-share-30626.html