SAMPLE RESEARCH on the importance of soft skills to student achievement

pulled from the book YOU’VE GOT TO REACH THEM TO TEACH THEM,

2011, Mary Kim Schreck, Solution Tree Press.

1. “One may be good at physics and still be a poor physics teacher. To be good at teaching, one has to be able to connect with students, to engage them, inspire them, communicate easily with them, get inside their heads and figure out what they don’t understand and find a way to help them understand it. And it is not all about conveying “content.” It is also about helping students to understand what the right thing is and why it is important to do it when doing it is not easy. It is about persuading a student that she has what it takes to go to college or stay in high school when her dad just went to jail and she is living on the sidewalk. It can be about being a friend, a mentor and a guide.” From Standing On the Shoulders of Giants—An American Agenda for Educational Reform by Marc Tucker. National Center for Education and the Economy. May, 2011

2. RELATIONSHIP:

A study by the U.S. Centers for Disease Control and Prevention (2009) of more than 36,000 seventh- to twelfth-grade students found that school connectedness was the strongest factor for both boys and girls in preventing substance abuse, sex, violence, and absenteeism. It was the second most important factor, after family, in helping students avoid suicide, emotional distress, and eating disorders. The term school connectedness as used here is defined as “the belief by students that adults and peers in the school care about their learning as well as about them as individuals” (Centers for Disease Control and Prevention, 2009).

3. BODY LANGUAGE:

“Students often interpret things such as their teachers’ body language, the order in which they are called on, and the intensity with which they are listened to as signs of their teachers’ feelings toward them” (Harmel, Teachersʼ nonverbal clues affect studentsʼ performance. Science Daily,1999.). Zygouris-Coe recommends that positive nonverbal feedback—such as “making eye contact, paying attention when students speak and letting them know that you understand their strengths and weaknesses—can make all the difference in the world in removing barriers to the learning process” (as quoted in Harmel, 1999).

4. PROXIMITY

: How and where a teacher moves within the room heavily impacts the teacherʼs ability to manage student behavior, facilitate student learning, and build relationships with his or her students. Fred Jones (Tools for teaching: Discipline, instruction, motivation, 2000) divides teacher-student proximity into three zones. The most influential is the red zone, which extends out eight feet from the teacher. The second, the yellow zone, is six feet farther, making that fourteen feet from the teacher. After that, Jones designates the rest of the room as being in the green zone. His research reports that approximately 80 percent of class- room disruptions occur in the green zone. Jones believes that teachers often underestimate the importance of proximity not only in the effectiveness of classroom management, but also in areas such as relationship building, timely feedback, attentiveness, and lesson momentum.

5. EMOTIONS

: Brain research has proved that emotions interact with reason to support or inhibit learning (Goleman,Emotional intelligence: Why it can matter more than IQ. 2005; Jensen, Tools for engagement: Managing emotional states for learner success. 2003). Part of a teacherʼs job is ensuring that student emotions support learning. Educators must take seriously the fact that how a student feels about a learning situation will determine how much attention and effort that child will expend. All of our learning is influenced by how we are feeling at the time. Those who think they can turn off their emotions and simply apply a logical, reasonable approach to what they take into their minds are fooling themselves. Learning is an emotional event impacted by oneʼs emotional state (Pert, Everything you need to know to feel go(o)d. 2006). Neuroscientist Joseph LeDoux (1994) explains that emotions create meaning, focus our attention, and control their own memory paths. Many studies show the relationship between a teacherʼs emotional output and a studentʼs level of motivation and engagement. When a teacherʼs enjoyment and enthusiasm are apparent, positive emotions envelope the students and create a mirrored reaction in them that in turn tends to reenergize the teacher—a ripple effect of emotional contagion (Barsade, 2002; Mottel & Beebe, 2000). Attention, which is driven by emotion, drives learning (Wolfe, 2001).

6. MOTIVATION:

Ryan and Deci (Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist,2000) have found: threats, deadlines, directives, pressured evaluations, and imposed goals diminish intrinsic motivation because, like tangible rewards, they conduce toward an external perceived locus of causality. In contrast, choice, acknowledgment of feelings, and opportunities for self- direction were found to enhance intrinsic motivation because they allow people a greater feeling of autonomy.

7.EMOTION/MOTIVATION COMBINATION: One of the studies,

“Discovering Emotion in Classroom Motivation Research” (Meyer & Turner, 2002), reports that with all other things being equal between two teachers—“both teachers appeared to cognitively scaffold understanding and provide opportunities for student autonomy effectively”—the teachersʼ “patterns of affective support differed remarkably. In the classroom with higher student self-reports of negative affect and self- handicapping, the frequency of positive teacher responses was lower and the frequency of negative responses was higher” (p. 111). This study, a reflection upon the research on motivation that had been conducted over a ten-year period, goes on to explore what kind of emotional support helps students to activate self-motivation and increase their engagement in the material. Some of these teacher supports include “an emphasis on errors as a natural part of learning, the modeling of enthusiasm and interest in [the subject], and opportunities for student autonomy” (Meyer & Turner, 2002). Other common characteristics among teachers who were providing emotional support were revealed: a high degree of overall enthusiasm, a tendency toward seeing humor, and an obvious love of learning. Teachers who are able to give explicit responses, share personal positive emotions with their students, and exhibit their own motivation as learners seem to be key in raising the studentsʼ personal emotional responses to the class in general and the subject matter in particular. This combination of teacher behaviors results in higher student achievement. The connection between emotion and motivation is so strong that it seems impossible to study student motivation without considering the impact of the emotional context within which it exists (Meyer & Turner, 2002).

8.ENVIRONMENT:

Marian Diamond is one of the worldʼs foremost neuroanatomists. She is probably best known for her breakthrough experiments in the mid-1960s by which she proved conclusively that the brain can indeed grow when exposed to an enriched environment.(Magic trees of the mind: How to nurture your

childʼs intelligence, creativity, and healthy emotions from birth through adolescence, 1999) How students learn, or what conditions are necessary to activate student initiative and intrinsic motivation: positive emotional support; stimulation of the senses; absence of undue pressure or stress; pleasure; novel challenges; opportunities to use whole-child range of skills; opportunities for choice, personal assessment, and modification; fun; and active participation. All of these elements need to be in place for a truly nurturing environment to exist and for cognitive learning to be productive and meaningful...

9. FUN (A LOOK AT THE BUSINESS WORLD)

The business world is finding out that when fun exists in a workplace, stress is reduced, absenteeism goes down, and morale is improved. The business community has found that “when fun is integrated with work instead of segmented from work, the resultant fusion creates energy; it cements relationships between co- workers and between workers and the company. When fun is integrated into work, it fosters creativity and results in improved performance” (Yerkes, Fun works: Creating places where people love to work. 2007). Substitute school for business, and this easily applies to the education world as well. Fun and Games Katie Salen, an associate professor of design and technology at the Parsons School of Design in New York, adds that “games create a need in kids to figure something out, so the need to learn comes from the kids, not the teacher” (Yusuf, Video games start to shape classroom curriculum. Christian Science Monitor.2008). Even though games may be labeled as “fun,” they are actually a big step toward intrinsic motivation and steady engagement.

Fun and Laughter Scientists have shown that the bodyʼs natural painkillers, endorphins, are released during periods of laughter. When this happens, a natural high takes place that opens the system for pain reduction. Along with this, the body generates T cells that boost the immune system (Weinstein, Managing to have fun: How fun at work can motivate your employees, inspire your coworkers, boost your bottom line.1996). A logical consequence of this might just be that if we laugh more often, we will take fewer sick days and decrease the absenteeism of our students.

10. CONFIDENCE

Eric Jensen (2009) writes, “Hope changes brain chemistry, which influences the decisions we make and the actions we take. . . . Hopeful kids try harder, persist longer, and ultimately get better grades” (pp. 112–113). Building hope and confidence isnʼt a fuzzy extra; itʼs a fundamental necessity in closing any achievement gap and raising test scores across the board. Many educators are finding that when students lose confidence in their ability to keep up, to perform as the system expects, they adopt one of two responses to school. Either they cave in and experience feelings of shame and guilt and lack self-value, ambition, self-discipline, and persistence, or they rebel and take on a hostile and uncooperative attitude to protect themselves from the system by not participating at all (Olson, 2009).

11. EXPECTATIONS

The self-fulfilling prophecy or the Pygmalion effect-- Robert Rosenthal, a professor of social psychology at Harvard, broke down this cycle this way: we first form expectations of students; we communicate these expectations through our body language or direct speech and actions; students

then respond to these cues by changing their behaviors to match them; and the result is that the expectations we first formed come true (Rosenthal, Pygmalion in the classroom. 1968).

When teachers were told that some of their students who were originally considered “slow” were actually more intelligent, they changed their behavior almost immediately and began giving those students the benefit of the warmth and extended eye contact that the “brights” were getting. This change in the teachersʼ behavior caused the students who were originally considered “slow” to participate more often and be more attentive (Cooper, Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 1979).

12. CREATIVITY

According to Edward Deci and Richard Ryan (1985), creativity is facilitated by autonomy and choice, a decrease in stress and pressure, the presence of a positive emotional tone, trust, and higher self- esteem, among other elements. Psychologist Jerome Bruner (The growth of mind. American Psychologist, 1965) argues that children should be encouraged to “treat a task as a problem for which one invents an answer, rather than finding one out there in a book or on the blackboard.” As humans, we are a paradox of needs. We need uniformity; we need variety. We need ritual; we need novelty. Our brains delight equally in order and chaos; both are necessary to satisfy us (Jensen, 2003; Sousa, 1998).

MAKE YOUR OWN TEST: USING HIGHER ORDER THINKING QUESTIONS

Your challenge is to make a test over the__________________ (unit, book, topic, etc.) we have just covered.

You are to create and answer your questions. Each level of question as designated below will be worth more

points as move up the pyramid—1 for KNOWLEDGE, 2 for COMPREHENSION, 3 for APPLICATION, 4 for

ANALYSIS, 5 for EVALUATION and 6 for CREATION. You are to make 5 questions for #1 in a set such as

multiple choice, true and false, or fill-in the blank. Then select one question for each of the other levels.

SAMPLE TEST: Student: #215

Assignment: Create/Answer a TEST (25 pts. Varying the types of questions)

over Kesey’s One Flew Over the Cuckoo’s Nest using Bloom’s Taxonomy

2 pts. 1. Identify the following characters by matching the names with the proper descriptions.

1. d Cheswick a- saw things no one else could see

2. c Harding b- equates external size with internal strength

3. g Tabor c- college educated “Bull Goose Looney” prior to

4. f Billy McMurphy’s admittance

5. e Candy d- committed suicide by drowning

6. b Chief Bromden e- McMurphy’s lady friend who befriends Billy

f- has a stuttering problem

g- hospital success story

2pts. 2. Explain why the Chief appears to be deaf and mute.

As a child the Chief had played in the yard around his home. Government agents came to visit and to

speak with his father. They completely ignored him, even when he spoke to them. This incident made him feel

insignificant and drained him of self-esteem. Because people did not listen to him when he spoke and acted as

though he could not hear them, he evolved into a man who never spoke in public.

3 pts. 3. Question the men’s voluntary stay in the mental institution and the therapeudic value or lack

of value of that decision to stay admitted.

It is very difficult to comprehend why men such as Harding and Billy would choose to stay in a place

such as the hospital with all its rules and regulations but that is exactly why they were there. They were

consumed with fear and voic of conficdence. The rules did not allow for much individual decision making,

therefore, the men could not be held responsible if things went wrong. They preferred the dull, strangling,

suffocation of the regulations because it held no risk of their own. They were capable physically of living with

the rest of society (most of them, anyway) but mentally and emotionally the stress would destroy them.

Nurse Ratched’s methods of therapeudic discussions were not, however, aiding the men nor bringing

them any closer to recovery. The questions and the group carping only succeeded in further diminishing their

confidence. The log book procedure undermined any friendships or healthy relationships that could have been

established by depriving them of trust and loyalty. The routine and schedules may have provided some security

for them, but not enough to overcome the atrophy of their self-esteem. I feel that the discussions promoted

digressions on behavior resulting in selfishness and defensiveness rather than progression to more adult though

and acceptance of problems.

Although the men were not committed, it is probable that theyt never would have left had McMurphy

not disrupted the system and allowed them to overcome the statis quo.

4 pts. 4. Find two quotes that infer McMurphy is self concerned in his actions and two that infer he is

genuine and unselfish. Debate these views of his motives.

QUOTE #1 “I’ve already rented the boat; the man’s got $10 of mine in his pocket right now. “Seventy

dollars? 50? I thought you told the patients you’d need to collect $100 plus $10 of your own to finance

the trip Mr. McMurphy.” “I was putting gas in the cars over and back…” “Sure; I was keepin’ what was

left over….I figured to make a little…”

QUOTE #2 “He let the odds stack up, sucked them in deeper and deeper til he had five to one on a sure

thing from every one of them, some of them betting up to twenty dollars. He never said a thing about

seeing me lift it already.”

In both instances McMurphy gained the advantage and suckered money away from the men by with=holding

his knowledge first of the cost of the boat and secondly of the Chief’s ability to lift the panel.

QUOTE #3 “Washington? McMurphy said. He took a deep breath and stepped arcoss to the black boy,

shoving him away from George…What a fight, what a victory—as The Big Nurse helped the aides from

Disturbed adjust those soft leather cuffs to fit our arms.”

QUOTE #4 “We couldn’t stop him because we were the ones making him do it…it was our need…us

that had been making him go on for weeks, keeping him standing long after his feet and legs had given

our…McMurphy, Randle P. Post-Operative…Lobotomy.”

McMurphy sacrifices his freedom for the sake of his “insane” companions. That is quite a lot to give up.

Whereever he went—jail, a bar, or an asylum—he was bound to profit through his skill at BlackJack. He did

win much of the patients’ money while they played, and tried to place bets at any situation, preferably one in

which he held a secret advantage. But these situations dealt only with money or cigarettes, not loyalty or

friendship, freedom or fun. He sacrificed these of his own to save the others. His motives were genuine in

teaching the men to laugh and to stand up for what they wanted. He risked much more important things than

money or cigarettes.

4 pts. 5. Compare/contrast the Chief at the beginning of the novel and the Chief’s personality at the end

of the novel.

Initially, Chief Bromden was known as deaf and dumb. He hid within himself, in the “fog” and had very little

sense of reality. He believed that everything and everyone were machines, full of cogs, wires, springs, and bolts.

He imagined a lower level of the hospital where torture and slaughtering took place. His thinking pattern was

beyond abnormal because he had no acceptance of reality.

Although the Chief was physically enormous, he considered himself small due to his low self-

confidence, he had no concept of himself. McMurphy succeeded in making him “big” again by being his friend

and teaching all the men how to have a little fun. Chief stops hiding in the fog, forgets about the machines and

the bugs in the wall, and returns to reality. He even begins to speak again instead of his previous silence. After

McMurphy’s operation, Chief knows his true emotions and has a rational thought process in which he

comprehends cause and reaction. He realizes Big Nurse’s use of McMurphy as a trophy and understands that

the body in the bed physically but not mentally R.P. McMurphy. The mercy killing is an act of a sane man, in

my mind. He even has the courage to leave the hospital and begin a life of his own.

3 pts. 6. Find and discuss three quotes that show Nurse Ratched’s inner self.

QUOTE #1 :”The nurse got the wondering started by pasting up a statement of the patients’ financial

doings over the last few months….It showed a steady drain out of the funds of all the Acutes except one. His

funds had risen since the day he came in.”

QUOTE #2: “No not a said or a martyr. Here. Shall we examine a crosee section of this man’s

philanthropy? I just thought it would be better if we didn’t have any delusions about the man’s motives…”

In these two quotes she is attempting to undermine the ties of friendship. She was frustrated by Mac’s influence

in the ward and wanted everything back under her control once again. She is great at insinuating his money

making motives but overlooks the benefits he had attained for the group as a whole and the joy he had brought

to them. She wants to destroy the good he had done.

QUOTE#3: “Keep in mind that Mr. McMurphy is committed. The length of time he spend in this

hospital is entirely up to us.

Nurse Ratched basks in her power, flourishes in it. She remains cool, collected, and confident because she

knows she has the advantage that McMurphy was unaware of: time. She refused to allow McMurphy to be

transferred, buecause she feels that it would be admitting defeat. She also knows that the men idolized

McMurphy and to remove him before they realize he is just another man, would make him become a type of

martyr. This would have threatened her authority over the patients, She was evil in her desire and actions taken

to control men.

3 pts. 7. Analyze the reason for McMurphy’s attempt to lift the control panel.

McMurphy had proposed a vote to change the ward schedule to allow for watching the World Series games. His

ideas was utterly defeated by the cowardliness of the men to vote. They were wary of the Big Nurses’s anger

and were reluctant to even raise their hands. McMurphy wanted to convince them that trying and being defeated

was more respectable and satisfying than simply assuming defeat and not attempting at all. The men were

convinced that things could not be changed but this was only because they were afraid to try.

3pts/2pts. 8. Interpret Big Nurses’s plans for McMurphy in his post operative state.

9. Explain the Chief’s mercy killing.

McMurphy in his vegetable state could not tease nor argue to disrupt her control any longer. She had defeated

him in the ultimate way; she had stolen his mind. She was using him now as an example of what she was

capable of doing, what power she has against anyone who defies her. He sets an example while he lies in that

hospital bed, a silent threat to the others.

Chidf recognizes her motives and can see that McMurphy’s spirit is not in that body. He cannot allow her to

gloat any longer at Mac’s expense. By killing McMurphy’s body he was keeping the legend of his life alive. If

his body had been left there to be used as a threatening example to future patients under Nurse Ratched, his

dignity would have been destroyed.

1 pt. Match the men to their deaths.

1. Rawler b a-drowned in hospital pool by suicide

2. Billy c b- died by self castration

3. Cheswick a c- slit his own throat

4. McMurphy e d- dies in his sleep

5. Blastic d e- is suffocated with a pillow

USING NEWSELA.COM FOR EXAMINING INCREASED COMPLEXITY

IN WRITING

5TH GRADE LEVEL

WASHINGTON – Last November, fast-food workers began demonstrating for higher

pay.

These workers are some of the nation's poorest employees. Anyone who cares about

fairness should support them.

First, let's throw out some of the nonsense that people say about these workers. They are

not mostly teenagers working for pocket money.

Most of them are at least 23 years old and more than a quarter of them are raising at least

one child.

12TH GRADE LEVEL:

WASHINGTON – Walkouts and protests by fast-food workers demanding higher wages

and collective bargaining rights began last November and spread to 60 cities nationwide

at the end of August.

It is an inspiring grass-roots movement led by some of the nation's most underpaid

employees, and should be supported by everyone who has a sense of fairness.

First let's dispense with some of the nonsense that people have been told about these

workers: they are not mostly teenagers.

As my colleagues John Schmitt and Janelle Jones have shown, the majority are at least 23

and only 30 percent are teenagers. More than a quarter of them are raising at least one

child.

http://newsela.com/articles/procon-wages/id/1860/

The World before the opening of the Atlantic: Learning Menu

Name:________________________

You will use a learning menu to explore the World before the Opening of the Atlantic and have the option of choosing different

tasks within the menu to guide your learning. Along the way, there will be mini quizzes assessing your knowledge. You will need to

successfully pass the quiz before you move on to the next section. Each student will be responsible for keeping a neat folder.

Appetizers: Must choose one for each section! (40pts) You can only use each task once! For example, if you make flash cards for section 1, you can’t make flash cards for section 2.

Possible

Points

Points

Earned

Section

(1,2,3 or 4)

Reading Check Questions: Students can answer the reading check questions within a

section in complete sentences. Be sure to copy the questions. 7.RIT.1, 7.L.1/2

10

Flash Cards: Flash cards can be created using the highlighted key terms within the

chapter. One side should only have the key term and on the other the text book

definition, a paraphrased definition and a visual representation of the key term.

7.RIT.4, 7.L.1/2

10

Assessment: At the end of each section, students will find an assessment box reviewing

ideas, terms and people. Copy and answer all of the questions in this section. 7.RIT.3,

7.L.1/2

10

Outline: An outline can be created (in bullet form) summarizing the main themes within

the section. 7.RIT.2, 7.L.1/2

10

Summary: Students can also choose to write a summary of the section. Your summaries

should be well constructed, free of grammatical errors and include detail. 7.RIT.1/2/3

10

Entrée (Main Dish) You have to choose one task from each section - except in sec 3, where you will have to choose 2 tasks to complete. Each task corresponds to a section which is listed at the end of the description. (50pts)

Possible

Points

Points

Earned

Section

(1,2,3 or 4)

Graphic Organizer – The Earliest Americans: Fold a piece of paper lengthways in the

middle. Label the first column The First Migration to the Americas and the second

column Early Mesoamerican and South American People. List the main ideas of the

section under each heading. Under the second heading students should list each group

of people discussed in the text. (Section 1) 7.RIT.3, 7.RIT.1

10

Drawing Conclusions Graphic Organizer: Using the information in the text book create a

graphic organizer that illustrates the Olmec’s influence on the Maya and Aztecs.

(Section 1) 7.RIT.3, 7.RIT.1

10

Native American Cultures Postcards: Create 10 postcards, each one having one of the

following headings: Arctic, Subarctic, Northwest Coast, Plataeu, Great Plains, North

East, Great Basin, California, Southwest and Southeast. On the opposite side of the

postcard (with the lines) list the Native American Groups that lived in each region and

explain how each group adapted to its environment. (Section 2) 7.W.1/2. 7.RIT.3, 7.RIT.1

10

Joining the Iroquois League Speech: Imagine that you are a leader in a Native American

group that is considering joining the Iroquois league. Write a speech (at least 3

paragraphs) explaining why the group should join the league. This speech should contain

specific reasons and should be persuasive. (Section 2) 7.W.3, 7.L.1/2, 7.RIT.3

10

Travel Brochures: Students are responsible for creating a travel brochure for the

West African Kingdoms of Ghana, Mali and Songhai. Listed within the travel brochure

should be historical information such as their accomplishments, resources, wealth and

culture. Be sure to explain the factors that influence the rise and power of these

kingdoms and describe how the rulers became wealthy. In addition, students should

include images and maps illustrating the kingdom’s wealth. (Section 3) 7.RIT.1/2/3, 7L.1/2, 7.W.2

10

West African Kingdoms Website: Imagine that you are creating a Web page to share

what you have learned on the West African Kingdoms. The pages should contain

historical information such as their accomplishments, resources, wealth and culture. Be

sure to explain the factors that influence the rise and power of these kingdoms and

describe how the rulers became wealthy. In addition, students should include images

and maps illustrating the kingdom’s wealth. (Section 3) 7.RIT.1/2/3, 7L.1/2, 7.W.2 7.RIT.4, 7.RIT.4

10

Time Line: Create a time line of the West African Kingdoms. The time line should

include at least six key dates and entries for events from 300 AD to 1500 AD. Be sure

to include annotations and illustrations to enhance your time line. (Section 3) 7.W.2, 7.RIT.1/2

10

Eulogy: Write a eulogy (a speech or writing in praise of a person) that could have been

read at Mansa Musa’s funeral. Include details found in this section of the textbook.

Include one or two short accounts of interesting events from the life of Mansa Musa.

Consider the purpose of the eulogy and the audience when writing this. (Section 3) 7.W.1/3, 7.L.1/2, 7.RIT.1

10

Magazine Article: You have been asked to write an article about Socrates, Plato and

Aristotle introducing them to the world. Your article should consist of short

paragraphs expressing the main ideas of each man’s philosophy. In the conclusion

paragraph you will compare and contrast the main ideas of the three philosophers.

(Section 4) 7.W.2, 7.RIT.2/3, 7.L.1/2,

10

Marco Polo’s Diary Entry: Pretend you are Marco Polo about to embark on a big journey

through Asia. Write a diary entry describing what Europe was like at the time before

Marco Polo left Italy. Your diary entry should be extremely descriptive and include

information on politics, feudalism, the crusades, etc – by the end of this diary entry,

the reader should have a very clear picture of what life was like during Marco Polo’s

time. (Section 4) 7.W.3, 7.L.1/2, 7.RIT.3

10

Dessert: You must choose one! (10pts)

Heads: Using the information from the tasks you have completed, design your own head

on The World before the Opening of the Atlantic. To create heads, you must design

and decorate a large head on an 8x10 sheet of paper. The next step is to scatter as

much information (dates, key terms, names, events) from chapter 1 as you can on the

inside of the head. Lastly, choose the 3 most relevant facts from the inside of the head

to scatter on the outside of the head. Include one paragraph on the bottom right hand

side of your sheet of paper explaining why your three choices are the most relevant.

7.RIT.4, 7.W.1

10

Mini Comic Book: Create a comic book, summarizing at least 6 themes found within

chapter 1. Make sure your comic book is in chronological order. 7.RIT.1, , 7.RIT.3,

7.W.3.. 7.L1/2

10

Possible Points Points Earned

100 https://www.teachingchannel.org/videos/differentiating-instruction-strategy?utm_campaign=digest&utm_medium=email&utm_source=digest

THE FOLLOWING 4 CHARTS FROM THE WORK OF ROBYN JACKSON (http://www.mindstepsinc.com/)