Lynette Breedlove, Ph.D.
[email protected]
713-251-1901
Pre-Assessment Evaluation Criteria
Name of the Pre-Assessment: ____________________________________________________________
Content Area: ____________________________
Unit/Topic: _____________________________
Grade Level: __________________
Author(s): ____________________________________________________________________________
Criteria
1. Does it cover the standards (state, AP,
IB, etc.) covered in the unit?
2. Is it comprehensive but not
overwhelming?
3. Does it clearly show which students
have already mastered the content?
4. Does it include varying levels of
questions to reflect students’ level of
knowledge?
5. Does it include open ended
questions?
6. Is it quick to administer?
7. Is it easy to grade?
Yes No Explanation
Algebra Lesson
Solve for x. Please show your work.
1.)
3x+2x=10
2.)
4x+2x=x+x+20
3.)
3x+5=x+19
4.)
2(3x+1)=x+22
5.)
10+10+4=x+x+x+x
6.)
3x+4=2x+7
7.)
5x+2=3x+12
8.)
2x+1+x+4=x+16+x
9.)
5x-3x+x+8=2x+1+x+x
10.) 2(x+4)=x+10
Activity
GT Differentiation Checklist
Yes
No
Explanation
Yes
No
Explanation
Yes
No
Explanation
Could every student do it?
Should every student do it?
Would every student want to
do it?
Will some students do it
willingly and zestfully?
Does it require authentic
resources and methodology?
Is the product for an audience
beyond the teacher?
Are multiple resources
required?
Are multiple points of view
required?
Are multiple disciplines
connected?
Are patterns within a discipline
examined?
Are principles, theories, laws,
or generalizations examined?
If the answer is Yes to the first 3 questions, you are not differentiating for gifted students. Yes answers to the other questions indicate you are addressing depth &/or complexity.
3 and 4 Digit Place Value Alternate Assignment 2-5-8 Menu
Topic: 3 and 4 Digit Place Value Alternate Assignment
Timeline: 1-2 Weeks (depending on total number of points required)
2 Points
Using number cubes or dice, create 10 four digit
numbers. Use these to create a concentration game with
expanded or word form.
Design an instructional poster explaining how to go from
expanded form to standard form, and vice versa.
5 Points
Create 2 very different four digit numbers. Use a Venn
diagram to describe how they are alike and different.
Create 6 different three or four digit numbers. On a giant
cube, represent each number in at least 4 different ways.
Design a worksheet to have your class classmates
complete practicing putting 3 and 4 digit numbers in order
and using the inequality signs to compare them.
Design your own activity. Submit it to your teacher for
approval.
8 Points
Using Tagxedo, create a word cloud using 10 vocabulary
words related to place value through the thousands.
Include an answer key.
Create a mathematical crossword puzzle in which the
clues are addition or subtraction problems using 3 and 4
digit numbers.
Grade:
Six Weeks:
2-5-8 List Menu
The Declaration of Independence
Directions: Choose two activities from the menu below. The activities must total 10
points. Place a checkmark next to each box to show which activities you will complete.
2 POINTS – Knowledge & Comprehension

Draw or make a model of Thomas Jefferson’s desk. Must include the important items
that would have been found on it

Record all the names of the people who signed the Declaration of Independence, the
state they represented, and their position to the state.

Make a mobile that shows the ideas expressed in the Declaration of Independence
5 POINTS – Application & Analysis

Make an acrostic using the word independence, Declaration,Thomas, OR Jefferson.
The words going across must express the theme of American independence and/ or
who Thomas Jefferson was as a person and his beliefs

Pretend you will be writing the plaque for a museum that will be placed next to
Thomas Jefferson’s desk. Describe each of the important items that would be
found on the desk and their significance.

Pretend you have been asked to represent your state and sign the newly developed
Declaration of Independence but you are not sure you should. What reasons might
you have for not signing this new document? Write and editorial for the news paper
to explain why someone may not want to sign this document.
8 POINTS – Synthesis & Evaluation

Write a story or description of what you would have seen or experienced if you were
the desk or an object on the desk. Be sure to explain what other objects are on the
desk with you, and what your significance would be. Also describe Thomas
Jefferson and his mannerisms.

Write and with the help of your classmates, perform a play about the designing and
signing of the Declaration of Independence and its implications for the original 13
United colonies.
List Menu
Topic: Linear Motion
Guidelines:
1. You may complete as many of the activities listed within the time period.
2. Your goal is to earn the maximum amount of points but must be greater than 70%.
My
Choice
Activity
Explain why speed and velocity are different and support your
answer by giving real life examples.
Create a position/time graph and describe the motion using the
following terms: frame of reference, velocity, acceleration,
magnitude and distance.
Create a story that analyzes the relative motion of a moving
vehicle from two frames of reference.
Point
Value
15
Points
Earned
20
45
Create a velocity/time and acceleration/time graph and
calculate the area under the curve and explain what it means in
terms of physics.
Construct a mouse trap car to calculate the velocity,
acceleration and negative acceleration.
30
Using a video of any object in motion, extrapolated data to
calculate the time, distance and speed of that object.
50
Total points plan to earn.
Date
Completed
35
Total points earned.
Timeline: _____________________________________________________________________
Tic-Tac-Toe Menu
Topic: ________________________________________________________________
Timeline: _____________________________________________________________
Discover
Find patterns
patterns in
in the 100’s the real
chart.
world….
Use Active
Primary to
create picture
patterns and
teach to a
friend.
Draw pictures
that have lines
of symmetry and
patterns.
Play missing
number game.
FREE CHOICE
People pattern
Use pattern
paper to create website:
a quilt. Display www.learner.org
quilt when
finished.
15, 13, ?, 9
Word hunt (tall/
short letters).
For example:
beds, the “b” is
considered tall
“E” short etc.
SBISD Teachers: Jennifer Deaton, Michelle Perkins, Anne LaBaume, Khristina Herbst, Yolanda
Castillo
Tic-Tac-Toe Menu
Topic: Literary Element Study
Timeline: 2 days
From a list of three short stories from our unit, choose one and complete a tic-tac-toe.
Theme Evaluation
Plot Structure Tri-Fold
Promoting Your Story
Using quotes from the
story, create a game show
that has contestants
provide quotes from the
story that support the
theme(s).
Determine the plot structure
of the story including
exposition, rising action,
climax, falling action, and
resolution.. Draw a plot
map on the first fold and
include one component on
each of the subsequent
folds.
The Short Story Hall of
Fame is taking nominations
for the best short story ever
written. Create a
nomination video for your
short story. Describe your
story and explain why it
deserves the honor.
Advertising Your Short
Story
Consider all of the reasons
your classmates might
enjoy reading your story.
Create an advertisement to
encourage your classmates
to read it.
Character Analysis
FREE CHOICE
Choose a character other
than the main character
that you feel had an impact
on the story. Come to class
as your character and talk
about your impact on the
plot and theme of your
short story.
Character Analysis
Proving Your Point
Story Summary
Create a three-dimensional
timeline for the main
character in your story.
Include at least one date
before the story begins.
Complete this statement
with just one word:
Everyone thinks the main
character of my novel is
________. Create a cube
with the six best quotes
from your story that prove
your statement is true. Be
sure to document where
each quote was found.
Write a back-cover
summary of your short story
that would entice the reader
to read it. Create a
persuasive commercial that
shares this information
about your story.
SBISD Teachers: Paige Russell, Mary Rouse, Tiffany Polnisch, Lauren Shelley, Michelle Wagner
Resources
•
Byrd, Ian. Byrdseed Gifted Classroom Ideas website, www.byrdseed.com
•
Kingore, Bertie. Differentiation: Simplified, Realistic. and Effective, Professional
Associates Publishing
•
Roberts, Julia & Inman, Tracy. Strategies for Differentiating Instruction: Best
Practices for the Classroom, Prufrock Press, Inc.
•
Westphal, Laurie. Differentiating Instruction with Menus, Prufrock Press, Inc.
[Three series of 4 books—one for each content area—for grades K-2, 3-5, and 6-8]
•
Westphal, Laurie. Ready-to-Use Differentiation Strategies, Prufrock Press, Inc.
•
Winebrenner, Susan.Teaching Gifted Kids in the Regular Classroom, Free Spirit
Publishing
•
Make It Happen: The I-Search Unit, Education Development Center,
http://www2.edc.org/fsc/mih/i-search.html