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7th Literature Unit 1 Differentiation Strategy - Coggle Diagram

- - - - **use these groups on days on which mini-lessons will focus on identifying and understanding significance of figurative language
      - GROUP 3: REVIEW AND RE-ASSESS
        
        Work directly with teacher. Make flash cards with visual reminders to help the students study the literary terms that challenge them the most. Use the flashcards to study. Then, the teacher will hand out copies of pre-selected passages from each of at least two of the students' free-choice novels. Certain sentences or passages will be highlighted. Students will work together to identify the literary device in each highlighted passage.
      - GROUP 2: CLARIFY AND REINFORCE
        
        Have students practice terms individually using the whole-class Quizlet, then have all students in the group study the terms together by playing a GimKit. Finally, break out into reading partnerships. Each partner will take turns reading aloud from his or her partner's selected novel, and the listener, with the list of devices in front of him or her, will seek to identify at least three devices from the list. Then, partners swamp roles.
      - GROUP 1: EXTEND AND ENRICH
        
        Study terms individually in expanded Quizlet, then have all students in the group study the terms together by playing a GimKit. Finally, break out into reading partnerships to continue reading selected novel and work on identifying at least three examples of literary devices from the extended Quizlet list.
    - - **use these groups on days on which mini-lessons will focus on writing about reading
      - GROUP 1: EXTEND AND ENRICH
        
        Provide students with a higher-difficulty text that includes at least two separate settings. Working in pairs, they can identify key character traits while also tracking details about the setting. The pairs will then write as much as they can about the character traits that they can identify, and how the setting influences these traits (i.e. noticing changes in behavior or thinking depending on the setting).
      - GROUP 3: REVIEW AND RE-ASSESS
        
        Work directly with teacher: use stick figure character analysis to track character traits for two separate characters as we read. Then, use a Venn diagram graphic organizer to start a compare and contrast. Finally, use sentence stems to structure a comparison between one set of character traits.
      - GROUP 2: CLARIFY AND REINFORCE
        
        Create two groups that will read the same passage. Each group will become "experts" on a particular character in the passage, annotating evidence and brainstorming traits. Then, an expert from each group will pair up together and use sentence stems to write a comparison of at least two sets of character traits.
    - - **use these groups on days on which mini-lessons will focus on using textual evidence to identify elements of a story
      - GROUP 3: REVIEW AND RE-ASSESS
        
        Do a read-aloud of a passage from a single student's free-choice novel. Make sure a copy of the passage is in front of each of the students. Have the students underline passages that they think speak to character. Have the students compare and contrast their underlined passages. Then each student will create and share an annotation for the underlined passage, explaining what it tells us about the character and how we know. Then, using Playmobil figures, have the students take turns "improvising" the scene, speaking dialogue with feeling, and showing other character traits through the way the figure moves, etc.
        
        End with a quickwrite describing the character in each student's own words.
      - GROUP 2: CLARIFY AND REINFORCE
        
        In reading partnerships, have students self-select passages in their free-choice novels that they think speak to character. Then, working with their partner, hunt for and record all the evidence in the passage that speaks to important character traits. Then, write a social media profile for the character, or write a text message exchange between the focus character and another character from the story.
      - GROUP 1: EXTEND AND ENRICH
        
        In reading partnerships, have students work on creating bullet-point elements of a story charts for their novels, and use them to brainstorm a couple of topics that they can then use to generate one or more statements of theme.