Applying Differentiation and Addressing Various Learning Preferences

An "Archaeological Dig" Writing Assignment
Grade 6-8

Prompt: Students imagine they are an archaeologist at an active dig. While excavating, they come across an object; as they touch the object, they suddenly go back in time. Invisible, they witness their object's creation and use.*

As part of the unit of creative nonfiction writing, I would structure this assignment to allow for differentiation and address various learning preferences in the following ways:

Writing Requirements

Grading Rubric: 1 (24 points)

Tier 1 (At-risk Learners, English Language Learners, Students with Exceptionalities)

• Describe the creator/inventor of the object
• Describe the creation process of the object (materials used, length of time, etc.)
• Describe the time era that the object was created during

Tier 2 (Students at Grade Level)

• Describe the creator's/inventor's purpose behind the creation of the object
• Describe how the object made an impact to the time era

Tier 3 (Advanced or Gifted Learners)

• Describe how the culture or prior events of the time era influenced the creation of the object

Summary Presentation

Grading Rubric: 1 2 3 4 (16 points)

Option 1: Prepare a poster

Option 2: Build a model (physical or virtual)

Option 3: Create a PowerPoint

Option 4: Perform a skit

Rationale
With this particular prompt, students are able to incorporate historical research into their writing as well as provided student choice to ensure their consistent motivation, focus and effort throughout their assignment. The writing requirements for this creative nonfiction prompt is organized into tiers based on the appropriate level of challenge that students are most capable of performing. While all of the students' completed assignments will address the prompt, their products will be varied based on their development of descriptive writing and critical thinking skills. For example, the writing requirements the higher tiers requires higher level of critical thinking by having the students consider the implications and consequences of the creation of the object, evaluating the inventor's point-of-view, and/or using reason and evidence to explain the impact of the object.

In addition to their creative nonfiction writing, students will put together a summary presentation to share their story and knowledge with the class. Multiple options of forms of presentation are available to them based on the student's different learning styles. Visual learners may prefer preparation of a poster for their presentation as they can organize their knowledge and thoughts through means of images and drawings. Kinesthetic learners may benefit from the option of presenting their summaries through model as it gives them the opportunity to use their sense of touch and hands to create a tangible product. With the choice of performing a skit as their presentation, students who are either or both kinesthetic and verbal learners have the chance to communicate their information through speech and actions. Lastly, the assignment addresses the reflective aspect of solitary learning which is appropriate for students to edit and further develop their own personal style of writing which may be different from others.

Source:
*https://www.csn.edu/sites/default/files/legacy/PDFFiles/Library/Cosgrove1.pdf