Low Prep DIfferentiated Literature

This is a student-centered approach to a literature study.  It works in a class where students are reading the same novel and it also works in a class where students are reading different novels in book groups or different novels related to a common theme.  Students can even participate and benefit from the activities on some level even if they haven't read as far as the scheduled assignments call for.  It's so simple I almost feel like I'm cheating when I use it in my classroom. 

Here's what the students do.  They choose three quotes from the novel that "speak to them."  We discuss what that means in class.  They also write three discussion questions after talking about what makes a good discussion question versus a comprehension question and looking at some examples and non-examples of good discussion questions.  If students are not all reading the same novel, they will have to provide some context for the quote and they may need more guidance to write discussion questions that are thematic or universal rather than specific to one story.  Then, as fits your calendar, the students share their quotes and discussion questions in class over several days.  I used clock partners to make sure they were talking to different students and getting different perspectives on the novel.  This requires a little flexibility if a clock partner is absent or unprepared, but it is very doable.  Students without a partner remained standing and found a discussion partner that way.  I also stepped in as a clock partner at times. 

What makes this differentiated content?  Students can read books at their ability level.  Students can write questions at their cognitive level.  Students who struggle with written expression can express themselves orally.  Students can pair with students at different levels of understanding.  Students who haven't quite completed the book can choose quotes and write questions from the part they have read and will hopefully become more motivated to finish the book by participating in the conversations in class.  Students get lots of input and lots of practice before completing a summative assessment. 

I used this approach with To Kill A Mockingbird.  Some students read an alternate novel, Words by Heart by Ouida Sebastyen, an easier book with remarkably parallel elements.  It worked like a charm!

Right Brain Left Brain Differentiation

Even though these terms are oversimplified and not scientifically accurate, I'll use the right brain left brain model to talk about summative assessments that appeal to your global, creative, outside-the-box learners or to your linear, analytical, logical learners. Of course, we want to stretch kids outside of those preferred modes, but it is a good idea to offer a choice of assessments, especially summative assessments, that appeal to students with a strong learning preference for one of these types of thinking. Quicker, simpler, and easier than creating a whole menu of assessment options.

Here are a couple of examples. For a unit on the Bill of Rights, students will all get the same inputs -- reading several case studies of court cases that involve the Bill of Rights and viewing a so-cheesy-it's-kinda-good dystopian movie called Future Fright about life in America without the Bill of Rights (http://www.viddler.com/explore/askgriff/videos/20/). From there, students have two choices for a final assessment. The left brainers can choose to write a Supreme Court brief on one case, arguing for a verdict and including at least one paragraph for the minority opinion. The right brainers can write a dystopian story about America without the Bill of Rights, with the option to read/discuss at least one other dystopian story such as Harrison Bergeron by Kurt Vonnegut or The Hunger Games by Suzanne Collins before writing. Many students have already read at least one such story. Both assessments can be scored for understanding of the Bill of Rights, and both assessments can be scored for as many writing traits as you choose. The case study is recorded for persuasive writing and the story for imaginative. By the way, if you're looking for some options for dystopian young adult fiction, here is a link: http://www.bartsbookshelf.co.uk/2009/09/30/update-best-dystopian-ya-novels-redux/

Another example comes from Eddie Mateo, an English teacher at Wilson High School in Portland. For the end of his Lord of the Flies novel unit, students have the option to write the final chapter of the book or to do an in-depth analysis of literary techniques and elements (symbolism, plot devices, etc.) for the novel.