Running Head: FINAL PROJECT

Module 8
Final Project
Sheena Strada
EDU 610: Differentiation Theory and Strategies
University of New England

Final Project

Differentiating instruction is one of the most important tasks of the

modern teacher. Students of the 21st century are coming of age at a time
when the world is changing rapidly. Individualization is a fixture of our
society; as McGarvey (2012) points out, customers can individualize their
iTunes and Amazon.com accounts, there are a variety of websites to meet
every need and every interest, and the majority of Americans have a
multitude of options available to them in almost all areas of their lives. And
yet, when our students come into the classroom, they step into a system
born from the Industrial Revolution, where choices are minimal and the
outcomes no longer meet the needs of modern employers.
Differentiating the instruction we deliver to meet the needs of modern
learners is out best option. It is in the best interest of all stakeholders
(students, parents, teachers, administrators, employers, and society at large)
for students' curiosities to be encouraged. To quote Tomlinson (2001),
Remembering that we cannot reach the mind we do not engage ought to be
a daily compass for educational planning (p. 9). Learners who are taught
how to find the answers to their own questions are better equipped to
productively engage in society. Not only should we seek to teach our
students the content area we are responsible for, we should strive to
motivate learners to find their own areas of interest and peak their desire to
learn.
Technology can do that. Properly utilized technology can engage
students. With this in mind, I created an Edmodo site or group for my
Technical Communications course (https://edmo.do/j/y3hpyt). Within this
group I created folders housing materials students would need throughout

Final Project

the unit, polls to be used as pre-reading discussion starters, and assignments

for students to complete (for now, assignments are within the folders, as I do
not yet have due dates for them). There are features of the site that I cannot
utilize until I add students to the group, but I plan to use the notes or
online posting feature as a wiki to house class discussions. I will post
discussion questions for students to answer and encourage them to do the
same.
In addition to the Edmodo group, I have explored additional activities
that would enhance this unit. Chapman and King (2012) explain the activity
of partner journals, which would allow students to explore themes of truth,
honesty, privilege, power, family, prejudice, consequences, and the
importance of setting/place with the assistance of a peer. Such an exercise
will better meet needs of interpersonal learners and allow students to learn
from each other.
While reflecting on previous practice, I realized that one way to
differentiate this unit is to allow students to choose the supplemental
readings they complete. I can also invite students to find their own
supplemental readings, to help learners make connections between other
texts they read in different settings and our fulcrum text.
For the unit culminating assignment, I have created a number of
opportunities for students to choose from. The student handout explaining
these activities is available in Appendix A. Using examples from Tomlinson
(2001) and Chapman and King (2012), I aimed to create a diverse list of
assignments that would provide students with choices that would allow all
learners to demonstrate their understanding of the units essential concepts.

Final Project

Kathy Schrocks website contains rubrics for many of these projects. I

combined elements of these with elements of Literacy Design Collaborative
rubrics (as our center is currently working to incorporate LDC into our
programs) to create rubrics for each assignment.

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5
References

Chapman, C. and King, R. (2012). Differentiated assessment strategies: One tool doesn't fit all.
Thousand Oaks, CA: Corwin.
McGarvey, B. (2012). MLC with Bea McGarvey. WimbiaMedia. Retrieved from http://un
e.wimba.com/main.classroom.html?channel=_UNE_Education_Webinar_2012_
0130_1902_02
Schrock, K. (2014). Kathy Schrocks guide to everything. Retrieved from
http://www.schrockguide.net/
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms.
Alexandria, VA: ASCD.

Final Project

6
Appendix A
Truth, Privilege, and Power Final Project Options

Montana 1948 Final Thematic Analysis

Weve now had many discussions of truth and truth. Using any or all of the
texts we have read (you must include Montana 1948), write about how your
definition of truth has changed, and how Larry Watson et al. used characters
to explore the way truth impacts all of our lives.
Craft a 2-4 page paper reflecting on this unit as a whole and the power of
truth.
Expectations:
MLA format
Include specific quoted text and cite it appropriately
Have a thesis statement (topic sentence)
OR
Montana 1948 Reading Journey Map
Your goal is to create a physical representation of your thought process. Map
out the journey from naivety to knowledge/wisdom with images and
passages from Montana 1948.
Select a metaphorical title, which will give your map structure, images and
analytical vocabulary.
To do this:
1. Decide whose truth you will delineate. (Davids? Wes? Maries?)
2. Select 5-7 passages from each section of Montana 1948 (15-21 total)
3. What graphics or drawings do you need to create a structure or
framework for your map?
You must establish the context (who, what, where, why, when) of each
passage as you analyze/narrate your thinking about truth. What technical
words of the metaphor will you use to analyze each passage and explain the
journey of understanding? You must maintain the metaphor as you address
each passage and trace your thinking.
How will you elevate your thinking (create a larger context for discussion)?
OR

Final Project

iMovie/JayCut Film
Your task in this project is to create a short film (2-5 minutes, with cited
sources) that captures what you feel to be an important aspect of Montana
1948. This film could focus on the development of a theme within the novel,
on characters and how they change as more information is revealed, or any
other topic of your choice. I do ask that you discuss your idea with me before
you begin, to ensure that we agree your project will allow you to express
your full understanding of this unit of study.
Final films should:
Run 2-5 minutes
Contain a properly formatted Works Cited page
Address the prompt completely
Be accompanied by a well-organized voice-over script
OR
Infographic
Infographics are visual representations of information. You could create an
infographic that explains how the different readings from this unit relate, or
one on the themes of the novel. You could look into real cases similar to
Maries, or compare Montana 1948 to other books with similar plots. The
choice is yours.
There are infographic creators online. Two that I have found are located at
http://infogr.am/ and http://piktochart.com/. Play around with different
options to find something you like.
Infographics should:
Clearly communicate the intended information
Be well-organized, with intentionally chosen graphics
OR
Dealers Choice
This option gives you almost total control over your final project for the unit.
You choose the content, you choose the medium, and you share your
understanding of this material in the way you think is best. This option does
require that you submit a proposal for your final project; this proposal should

Final Project

be approved before you begin work. Students who choose this option will be
required to complete an academic contract.

Final Project

9
Appendix B
Thematic Analysis Rubric

Scoring
Elements
Design

Not Yet
1
Infographic
design/type
(including font,
colors, and
objects) is
inappropriate,
distracting, or
ineffective in
communicating
the desired
information.

1.
5

Approaches Expectations
2

2.
5

Meets Expectations
3

Communicatio
n of key
information

Reading/
Research

Conventions

Makes an
attempt to
clearly
communicate
information, but
the presentation
is confusing,
misleading, or
otherwise
unclear.
Attempts to
present
information in
response to the
prompt, but
lacks
connections or
relevance to the
purpose of the
prompt.
Attempts to
demonstrate
standard English
conventions, but
lacks cohesion
and control of
grammar, usage,
and mechanics.

Advanced
4

Infographic
design/type
(including font,
colors, and
objects) is
appropriate for
the information
included.

Infographic is laid out

exceptionally well, with
all design elements
working together to
convey clear information
in reader friendly ways.

Conveys some
information
appropriately, but with
a weak or uneven focus.

Clearly conveys
information and
maintains a clear,
steady focus.
Addresses
additional
demands
sufficiently.

Information is conveyed
in a way that makes it
meaningful and
impactful; infographic
maintains a strongly
developed focus.
Addresses additional
demands with
thoroughness and makes
a connection to a larger
concept or area of study.

Uses an appropriate
format to establish a
controlling idea.

Selects an
appropriately
structured
infographic
design and
structures it so
that key ideas are
easily understood
and/or followed.

Selects an outstanding
infographic design and
structures it so that key
ideas are easily
understood and/or
followed. Information is
presented in impactful
ways that inform and
affect the reader.

Presents information
from reading materials
relevant to the purpose
of the prompt with
minor lapses in
accuracy or
completeness.

Presents
information from
reading materials
relevant to the
prompt with
accuracy and
sufficient detail.

Accurately presents
information relevant to
all parts of the prompt
with effective selection of
sources and details from
reading materials.

Demonstrates an
uneven command of
standard English
conventions and
cohesion. Uses
language and tone with
some inaccurate,
inappropriate, or

Demonstrates a
command of
standard English
conventions and
cohesion, with
few errors.
Response
includes

Demonstrates and
maintains a welldeveloped command of
standard English
conventions and
cohesion, with few errors.
Response includes
language and tone

Infographic design/type
(including font, colors,
and objects) is not the
most appropriate for
the information
included.

Focus

Attempts to
convey
information, but
lacks focus or is
off-task.

3.
5

Final Project

Sources are used

without citation.

Sources
Works Cited
page may be
missing or
incorrectly
formatted.

10

uneven features.
Inconsistently cites
sources.

Works Cited page may

have errors in
formatting or missing
citation information.

language and
tone appropriate
to the audience,
purpose, and
specific
requirements of
the prompt. Cites
sources using an
appropriate
format with only
minor errors.
Works Cited page
may be complete
but incorrectly
formatted in
places, or may be
properly
formatted but
only contain 1-3
sources

consistently appropriate
to the audience, purpose,
and specific
requirements of the
prompt. Consistently
cites sources using an
appropriate format.

Works Cited page is

thorough, correctly
formatted, and contains
4+ sources.

Final Project

11
Appendix C
Reading Journey Map Rubric

Scoring
Elements
Design

Not Yet
1
Infographic
design/type
(including font,
colors, and
objects) is
inappropriate,
distracting, or
ineffective in
communicating
the desired
information.

1.
5

Approaches Expectations
2

2.
5

Meets Expectations
3

Communicatio
n of key
information

Reading/
Research

Conventions

Makes an
attempt to
clearly
communicate
information, but
the presentation
is confusing,
misleading, or
otherwise
unclear.
Attempts to
present
information in
response to the
prompt, but
lacks
connections or
relevance to the
purpose of the
prompt.
Attempts to
demonstrate
standard English
conventions, but
lacks cohesion
and control of
grammar, usage,
and mechanics.

Advanced
4

Infographic
design/type
(including font,
colors, and
objects) is
appropriate for
the information
included.

Infographic is laid out

exceptionally well, with
all design elements
working together to
convey clear information
in reader friendly ways.

Conveys some
information
appropriately, but with
a weak or uneven focus.

Clearly conveys
information and
maintains a clear,
steady focus.
Addresses
additional
demands
sufficiently.

Information is conveyed
in a way that makes it
meaningful and
impactful; infographic
maintains a strongly
developed focus.
Addresses additional
demands with
thoroughness and makes
a connection to a larger
concept or area of study.

Uses an appropriate
format to establish a
controlling idea.

Selects an
appropriately
structured
infographic
design and
structures it so
that key ideas are
easily understood
and/or followed.

Selects an outstanding
infographic design and
structures it so that key
ideas are easily
understood and/or
followed. Information is
presented in impactful
ways that inform and
affect the reader.

Presents information
from reading materials
relevant to the purpose
of the prompt with
minor lapses in
accuracy or
completeness.

Presents
information from
reading materials
relevant to the
prompt with
accuracy and
sufficient detail.

Accurately presents
information relevant to
all parts of the prompt
with effective selection of
sources and details from
reading materials.

Demonstrates an
uneven command of
standard English
conventions and
cohesion. Uses
language and tone with
some inaccurate,
inappropriate, or

Demonstrates a
command of
standard English
conventions and
cohesion, with
few errors.
Response
includes

Demonstrates and
maintains a welldeveloped command of
standard English
conventions and
cohesion, with few errors.
Response includes
language and tone

Infographic design/type
(including font, colors,
and objects) is not the
most appropriate for
the information
included.

Focus

Attempts to
convey
information, but
lacks focus or is
off-task.

3.
5

Final Project

Sources are used

without citation.

Sources
Works Cited
page may be
missing or
incorrectly
formatted.

12

uneven features.
Inconsistently cites
sources.

Works Cited page may

have errors in
formatting or missing
citation information.

language and
tone appropriate
to the audience,
purpose, and
specific
requirements of
the prompt. Cites
sources using an
appropriate
format with only
minor errors.
Works Cited page
may be complete
but incorrectly
formatted in
places, or may be
properly
formatted but
only contain 1-3
sources

consistently appropriate
to the audience, purpose,
and specific
requirements of the
prompt. Consistently
cites sources using an
appropriate format.

Works Cited page is

thorough, correctly
formatted, and contains
4+ sources.

Final Project

13
Appendix D
Infographic Rubric

Scoring
Elements
Design

Not Yet
1
Infographic
design/type
(including font,
colors, and
objects) is
inappropriate,
distracting, or
ineffective in
communicating
the desired
information.

1.
5

Approaches Expectations
2

2.
5

Meets Expectations
3

Communicatio
n of key
information

Reading/
Research

Conventions

Makes an
attempt to
clearly
communicate
information, but
the presentation
is confusing,
misleading, or
otherwise
unclear.
Attempts to
present
information in
response to the
prompt, but
lacks
connections or
relevance to the
purpose of the
prompt.
Attempts to
demonstrate
standard English
conventions, but
lacks cohesion
and control of
grammar, usage,
and mechanics.

Advanced
4

Infographic
design/type
(including font,
colors, and
objects) is
appropriate for
the information
included.

Infographic is laid out

exceptionally well, with
all design elements
working together to
convey clear information
in reader friendly ways.

Conveys some
information
appropriately, but with
a weak or uneven focus.

Clearly conveys
information and
maintains a clear,
steady focus.
Addresses
additional
demands
sufficiently.

Information is conveyed
in a way that makes it
meaningful and
impactful; infographic
maintains a strongly
developed focus.
Addresses additional
demands with
thoroughness and makes
a connection to a larger
concept or area of study.

Uses an appropriate
format to establish a
controlling idea.

Selects an
appropriately
structured
infographic
design and
structures it so
that key ideas are
easily understood
and/or followed.

Selects an outstanding
infographic design and
structures it so that key
ideas are easily
understood and/or
followed. Information is
presented in impactful
ways that inform and
affect the reader.

Presents information
from reading materials
relevant to the purpose
of the prompt with
minor lapses in
accuracy or
completeness.

Presents
information from
reading materials
relevant to the
prompt with
accuracy and
sufficient detail.

Accurately presents
information relevant to
all parts of the prompt
with effective selection of
sources and details from
reading materials.

Demonstrates an
uneven command of
standard English
conventions and
cohesion. Uses
language and tone with
some inaccurate,
inappropriate, or

Demonstrates a
command of
standard English
conventions and
cohesion, with
few errors.
Response
includes

Demonstrates and
maintains a welldeveloped command of
standard English
conventions and
cohesion, with few errors.
Response includes
language and tone

Infographic design/type
(including font, colors,
and objects) is not the
most appropriate for
the information
included.

Focus

Attempts to
convey
information, but
lacks focus or is
off-task.

3.
5

Final Project

Sources are used

without citation.

Sources
Works Cited
page may be
missing or
incorrectly
formatted.

14

uneven features.
Inconsistently cites
sources.

Works Cited page may

have errors in
formatting or missing
citation information.

language and
tone appropriate
to the audience,
purpose, and
specific
requirements of
the prompt. Cites
sources using an
appropriate
format with only
minor errors.
Works Cited page
may be complete
but incorrectly
formatted in
places, or may be
properly
formatted but
only contain 1-3
sources

consistently appropriate
to the audience, purpose,
and specific
requirements of the
prompt. Consistently
cites sources using an
appropriate format.

Works Cited page is

thorough, correctly
formatted, and contains
4+ sources.

Final Project

15
Appendix E
iMovie/JayCut Rubric

Scoring
Elements
Storyboard

Communicatio
n of key
information

Reading/
Research

Not Yet
1
Storyboard is
inappropriate,
incomplete, or
ineffective in
communicating
the desired
information.
Makes an
attempt to
clearly
communicate
information, but
the presentation
is confusing,
misleading, or
otherwise
unclear.
Attempts to
present
information in
response to the
prompt, but
lacks
connections or
relevance to the
purpose of the
prompt.

1.
5

Approaches Expectations
2

Sources and
Credits

Works Cited
page / credit
screen may be
missing or
incorrectly
formatted.

Meets Expectations
3

3.
5

Advanced
4

Storyboard is partially
complete.

Storyboard is
complete and
would guide the
production of a
fluid,
informational
film.

Storyboard is thorough
and designed in a way
that will easily guide the
production of a film that
meets all stated
requirements.

Uses appropriate
transitions to establish
a controlling idea.

Appropriately
structures film in
a way that makes
key ideas easily
understood
and/or followed.

Film is complete,
thorough, and structured
so that key ideas are
easily understood and/or
followed. Information is
presented in impactful
ways that inform and
affect the viewer.

Presents information
from reading materials
relevant to the purpose
of the prompt with
minor lapses in
accuracy or
completeness.

Presents
information from
reading materials
relevant to the
prompt with
accuracy and
sufficient detail.

Accurately presents
information relevant to
all parts of the prompt
with effective selection of
sources and details from
reading materials.

Conventions

Attempts to
demonstrate
standard English
conventions, but
lacks cohesion
and control of
grammar, usage,
and mechanics.
Sources are used
without citation.

2.
5

Demonstrates an
uneven command of
standard English
conventions and
cohesion. Uses
language and tone with
some inaccurate,
inappropriate, or
uneven features.
Inconsistently cites
sources.

Works Cited page /

credit screen may have
errors in formatting or
missing citation
information.

Demonstrates a
command of
standard English
conventions and
cohesion, with
few errors.
Response
includes
language and
tone appropriate
to the audience,
purpose, and
specific
requirements of
the prompt. Cites
sources using an
appropriate
format with only
minor errors.
Works Cited page
/ credit screen
may be complete
but incorrectly
formatted in
places, or may be

Demonstrates and
maintains a welldeveloped command of
standard English
conventions and
cohesion, with few errors.
Response includes
language and tone
consistently appropriate
to the audience, purpose,
and specific
requirements of the
prompt. Consistently
cites sources using an
appropriate format.

Works Cited page / credit

screen is thorough,
correctly formatted, and
contains 4+ sources.

Final Project

16
properly
formatted but
only contain 1-3
sources

Final Project

17
Appendix F
Dealers Choice Contract

Student name ____________________________________________

Date

_____________________
Proposal:
For my final project of the truth, privilege, and power unit, I would like to
______________________________________________________________________________
__________________________.
I believe it will take me ____________ days/weeks (circle one) to complete this.
I can have my project complete by ___________ (due date).
I will need the following materials/resources:

Teacher Input:
This project is:
Approved ______

Approved with modifications ______

Denied

______
Suggested modifications or considerations:

Conference dates:
Proposal ______

Check-in ______

Final conference ______

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18

Student Signature _________________________________________________________

Date ______________
Teacher Signature _________________________________________________________
Date ______________