Differentiation Real Life Example

Fifth Grade: Figurative Language

Sometimes it can be easy to talk about differentiating, but when it comes to actually doing it in the classroom, it becomes more challenging. Hopefully by sharing my experience, it can help you to discover new ideas for differentiating or maybe you can suggest some ideas to me! I had the opportunity to teach a figurative language lesson to a fifth grade class. The students were to read an article about volcanoes, find figurative language within the article, and given one of two activities (create a brochure/pamphlet that would help people know what to include in a  survival kit if they lived near a volcano or create captions for the photos in the article). There were so many different learners in this class! There were English Language Learners, GATE students, a student with a health condition, a student with an Emotional Disorder, and array of various learning abilities. When working with so many different learning styles, my lesson plan need to be flexible and ready for quick changes. Let me explain some ways that I was able to differentiate this lesson for various learners.

English Language Learners:
1. Prior to reading (or listening to) text, the class will preview the article, looking at photos, captions, and key terms.
2. I was able to find the audio file of this article and allow the class to listen to it while following along with the text.
3. Instead of having the students write down each evidence of figurative language onto the worksheet, I had the students highlight the examples of personification, similies, and metaphors in three different highlighter colors (this helps the students find the examples without the added frustration of the time it takes to write, and the learning concept is the same)
4. Students worked with partners that fell into the middle range academically. This allows them to have some support without a) having the work completed for them by advanced learners or b) being overwhelmed and confused by working with low achieving students.
5. Students were given the task of creating captions for the 2 pictures in the article (using figuartive language) and creating their own third visual for the article including a caption. This narrows the amount of work into three smaller sections rather than overwhelming a struggling reader/writer with the task of creating an entire pamphlet.

Special Needs Students: (This one can be difficult because they may need specific modifications based on their IEPs)
1. Prior to reading (or listening to) text, the class will preview the article, looking at photos, captions, and key terms.
2. Allow students to choose their partner so they feel comortable (as long as it does not become a distraction). The student in this class would only work with one other student.
3. Give the students the choice of creating the pamphlet or creating new captions. Giving a choice may help with the student who refuses to work.
4. If a student is unable to write, give them the option of recording themselves talk about new captions, or what their advice would be for a survival kit (making sure they are using figurative language).
5. If students are working independently and you can help a specific student (or if they have an aide), the student could dictate their response to you.

Advanced or Gifted Learners*:
1. Students may come up with a varition on the assignment, if their variation still helps them accomplish the task, let them try it out. (Such as creating a powerpoint or poster)
2. Have a task ready for early finishers. (a few examples include a) having students try to find or use a different type of figurative language b) having students research a different volcano and share out fun facts with the class at the close of the lesson or c) have students come up with their own learning task!)
3. Challenge students to find ALL the figurative language used in the article
4. Give students the option to complete both activities or challenge them to think of a way to create one product using both activities.
5. Have students work in a group to complete a depth and complexity chart about the article, and give them an opportunity to discuss and ask questions in a groups with other advanced/gifted learners.

*Not all advanced or gifted learners are advanced/gifted in all subjects, keep that in mind when differentiating in various subjects

I hope this guide is helpful as you differentiate for your own set of unique learners! Remember, we all learn differently and what may work for one child may not work for another so it is good to have a toolbox fullof ideas ready to go prior to teaching a lesson. If you have any suggestions, please comment below!