Art and Color: Choice Board

1. Art and Color: Choice Board(Triarchic Intelligences) Target: I can analyze the use of color in painting.

3. Physical Education: Choice Board (Triarchic Intelligences) TARGET: I can communicate, cooperate, be a member of a team and enjoy participating in physical activity.

5. Food Pyramid: Choice Board (Triarchic Intelligences) TARGET: I can explain the changes in the food pyramid.

7. Tic-Tac-Toe Board (Multiple Intelligences) Target: I can explain color and/or color theory.

9. Physical Education: Tic-Tac-Toe Board (Multiple Intelligences) Target: I can think about how I do a drill and improve it.

11. Pizza Builder Choice Board Orchestra Task: Build a ‘Pizza’ that represents a genre or style of music that is interesting to you

12. Pizza Builder!! Crust Choices: (Select one) • Thin Crust: A solo work for an unaccompanied instrument or voice • Hand Tossed Crust: A work for a chamber ensemble of 2-15 performers • Deep Dish Crust: A work for large ensemble, over 16 performers • Gluten Free Crust: A work for mechanical or computer based sound generators

13. Pizza Builder! Sauce Choices: (Select one) • Red Sauce: represents music created for no specific occasion but simply as entertainment. • White Sauce: represents uplifting music created for a specific purpose or cultural event. • Pesto Sauce: represents somber music created for a specific purpose or cultural event. • Barbeque Sauce: represents music created for a festive occasion or cultural event.

14. Pizza Builder! • Toppings: (Select your favorite!) • The Middle Ages: A delicious pizza topped with the sounds of singing Monks, recorders, shawms, and citterns. Note: peasants will be served on traditional wooden utensils; nobles will be served on gold plates. • The Renaissance: A very festive pizza topped with the sounds of crumhorns, hurdy-gurdies, lutes, and essence of sackbut. Note: some toppings have been aged to preserve their potency.

15. Pizza Builder! • Toppings – Con’t: (Select your favorite!) • The Baroque: More refined than the Renaissance, this pizza includes the sounds of the viol family and the harpsichord. Depending on your sauce, you may detect a note of certain brass instruments. Note: This pizza served by a celebrity impersonator dressed as J. S. Bach • The Classical: Very formal in design, this square pizza features the sounds of strings and woodwinds with percussion and occasional brass instruments. You must wear a powdered wig when ordering this pizza.

16. Pizza Builder! • Toppings – Con’t: (Select your favorite!) • The Romantic: A house favorite, this super-sized pizza features your traditional orchestral instrument family – but in twice the proportion. Earplugs recommended. • The Modern: an unusual pizza, this pie pushes forms and shapes to an extreme. Order it with any combination of toppings. Note: crust will be asymmetrical. • The Jazz: you may order the ‘big band’ or ‘combo’ version of this pizza. Each features excellent rhythm and improvised solos. Note: this pizza may not be available if the chef is between sets.

17. Pizza Builder! • Bake and Deliver Your Pizza: • You may use the media center as your information ‘Oven’. Use the media sources available to you to find a piece of music that represents the pizza you have created. You will be preparing your pizza for consumption by the class. When you ‘Serve’ your pizza, be prepared to play either an audio or video with audio clip of the music.

18. Pizza Builder! • Assessment Rubric: • Meets or exceeds expectations: • Crust, sauce, and toppings well thought out to produce a representative piece of music with an example that includes the ingredients. Pizza well baked and arrives hot! • Some expectations met: • Crust, sauce, and toppings do not combine in a completely logical way – representative music difficult to categorize, and ingredients not well represented. Pizza may have been baked for too short a time. • Expectations not met: • Pizza was missing a major ingredient, or was not baked sufficiently.

19. Show-And-Tell Boards All students have the same TASK, but have a choice of SHOW AND TELL. Top row – what they could show Bottom row – what they could tell Need 1 SHOW & 1 TELL

20. Task: Describe a piece of music from AD 1200 to present in terms of its significance and/or personal relevance.

21. TARGET: I can write in a technical format.TASK: Write a set of directions for explaining how to use a Web 2.0 Tool.

22. Painting – Choosing a Subject: Multiple Intelligences : Choice Board TARGET: I can choose a subject to paint and explain my reasons for selecting this subject.

23. Arts:PaintingChoice Board Prepare an oral explanation to give to a classmate about why your subject is important enough to paint. Find a quiet space and write a me a letter telling how you go about deciding on a subject for your painting. Let me inside your head! Go outside to find inspiration for your painting. Sketch patterns, textures, moods, etc. in nature that you wish to introduce into your work. How did this experience influence the final product? Create a skit or pantomime that illustrates the right and the wrong way to go about choosing a subject for your work.

24. Read and write about Hunchback of Notre Dame. What symbols represented the beliefs held inside cathedrals – animals, gargoyles, flowers. Find out how cathedrals were engineered. Your own idea of something related to food preparation. Teacher approval required. How do space, light, acoustics, colors, relate to cathedrals. What is YOU cathedral? How do we measure ourselves vs. wholeness, bigness.

25. Ancient Civilizations: Cubing (Multiple Intelligences) Learning Goals: Students will – Know: The geographic, political, economic, religious, cultural, and social structures of an ancient civilization. Understand: Our understanding of why civilizations dominate or decline can be expanded by studying the people and events of ancient civilization. Do: I can create a product that demonstrates an understanding of aspects of ancient civilizations.

26. Tobacco Prevention: RAFT TARGET: I can research information about tobacco prevention that has to do with enhancing health.

29. Role – What is your role as the artist? Audience – Who will be looking at your art? Format – What is the best way to present your art? Topic – Who or what is the subject of the artwork? Directions: Choose a role. Consider the audience. Complete the assignment in your sketchbook using the format and topic for that role. You may use colored pencil for this project. Use the checklist on the next page to make sure you are doing your best work.

30. Consumer Education Class RAFT In this RAFT, all students will have a Topic that focus on food safety practices. The Formats are meant to appeal to different learning styles.

31. Review the strategies for INTEREST • Tri-mind choices (Sternberg) • Tic Tac Toe choice boards • Learning Menus • Show and Tell boards • Cubes • RAFTS With a partner: Describe your upcoming unit and a TARGET or 2 that you will be addressing Choose one of the above strategies and describe how you will use it in your classroom. How will you connect this learning activity to the TARGET(s)

32. Tier by: • Readiness • Degree of structure • Need for support

33. Task Cards/Work Cards Write a letter to yourself stating at least five key points that you would like to remember about this presentation and how you will use these things in your classroom. Write a letter to your principal comparing what you learned today to what is happening in your school. Write a persuasive letter to your school board president convincing him/her that your school district must adopt the philosophy of differentiated instruction in your district.

34. Tips for Writing Task Cards/Work Cards • Make sure the directions are clearly stated in student-friendly language. • Include specific details (e.g., “Give a minimum of three examples) • Include criteria for quality or a rubric so students clearly know your expectations for their work. • As appropriate, sequence the steps students need to follow. • Include examples or samples of work as necessary. • Explain how students will share their work. • Double-check that the directions can be followed by students independently.

35. Tiered assignments should be: -Different work, not simply more or less work -Equally active -Equally interesting and engaging -Fair in terms of work expectations and time needed -Require the use of key concepts, skills, or ideas -Are used as practice or daily work, NOT as an assessment task to be graded. -Learn from each other – share work!

36. Tiering by Readiness LevelSpanish (clothing unit)- HS TARGET Communication (presentation mode) Cultures (products & perspectives) Connections (accessing information) Comparisons (cultural comparison) Communities (within & beyond the school)

37. Tiered Lesson Skill: Dribbling and Basketball Dribble from point A to point B in a straight line with one hand. Switch to the other hand and repeat. Use either hand and develop a new floor pattern Zigzag one hand then the other hand Increased speed Change pattern to simulate going around an opponent In and out of pylons as fast as possible Dribble with one hand - partner playing defense Increase speed and change hands

38. Body Systems Basic Abstract

39. Basic Elements Defining the Core Curriculum

40. Differentiating the Core:Modifying the Process Element – Thinking Skills

41. Differentiating the Core:Modifying the Process Element – Research Skills

42. Differentiating the Core:Modifying the Product Element

43. Differentiating the Core:Modifying the Content Element

44. Review the strategies for READINESS • Task cards • Think dots With a partner: Describe your upcoming unit and a TARGET or 2 that you will be addressing Choose one of the above strategies and describe how you will use it in your classroom. How will you connect this learning activity to the TARGET(s)

45. Choices involving Learning Profile The “Profiler”

46. What is your preferred Learning Profile? • Write • Draw • Act • Sing • Build http://www.niehs.nih.gov/kids/music.htm#index