Monster Activity -- Gallery Walk

Standard:  ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
Learning Target(s):
Learning Target: Students will be argue why a subject is or is not a monster.
Opening Session
Warm Up: (Optional)			Activator: (Required) Young Frankenstein Video  Abby Normal
Remediation Activity – Writing – as needed based on Goals and
Work Session
Gallery Walk – Monsters Brainstorm
Closing Session
Ticket out the door: Go over what you learned.
Assessment Strategies
Data Collection – Response to pictures and such
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary. Thinking maps – Bubble Map. Posters
Process		Flexible Grouping – Gallery Walk, slow down content, Assess responses.
Product		Student description and higher order activity – fear for a story. Challenging creative activity
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – to history and contemporary events. Music.
Readiness		Go over reading materials; remediation, posters. Leveled materials.
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups!
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Visuals –pictures, Video, Group activity, Map, poster-sized materials. Material made for student individual needs. Pre-assessed weaknesses, Student choice - pictures
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers, flexible grouping activity, art activity, remediation of skills, focus on goals and objectives –kinesthetic, Higher order questioning.
Delivery		Written brainstorming, Posters,