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Learning Outcome: Analyze historical events and their impacts. By Learning Profile: Visual Learners: Create timelines or graphic organizers to illustrate the sequence of events and their impacts. Auditory Learners: Listen to podcasts or attend guest lectures, then discuss the historical significance. Kinesthetic Learners: Conduct role-play activities to reenact key historical events.

By Readiness: Advanced Learners: Write a research paper comparing the impacts of two historical events on different societies. On-Level Learners: Analyze primary sources related to a specific historical event and summarize findings. Struggling Learners: Use simplified texts or videos to understand basic facts about a historical event.

By Interests: Politics Enthusiasts: Debate the implications of a historical event on modern politics. Culture Buffs: Create a presentation on how a historical event influenced art or literature. Technology Historians: Research how technological advancements during a historical period changed society.

Learning Outcome: Enhance mathematical problem-solving skills.

By Learning Profile: Visual Learners: Use visual aids like graphs and charts to solve problems. Auditory Learners: Participate in math discussions or explain problem-solving methods to peers. Kinesthetic Learners: Use manipulatives or real-world objects to explore mathematical concepts. By Readiness: Advanced Learners: Tackle complex, multi-step problems that involve real-world applications of advanced math concepts. On-Level Learners: Solve standard problems with a focus on applying formulas correctly. Struggling Learners: Work on foundational math concepts with guided practice and support.

By Interests: Sports Fans: Analyze statistics from their favorite sports teams to understand averages and probabilities. Artists: Explore geometry through art projects that incorporate shapes and patterns. Gamers: Create and solve math problems based on game scenarios or strategies.

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Differentiating Content, Process, and Product

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Learning Outcome

Students will deliver oral presentations that clearly communicate their ideas, using persuasive language, appropriate tone, and supporting materials (e.g., visual aids).

Buckets

Bucket 1 - Students may struggle to articulate their ideas and use persuasive language.

Video Practice:
Allow students to record themselves practicing their presentations. Watching their performance can help them identify areas for improvement in articulation and delivery.

Bucket 2 -Students can communicate their ideas but may need support in persuasion and tone.

Visual Aid Workshops:
Host a workshop on creating effective visual aids. Teach students how to design slides or posters that complement their message without overwhelming the audience.

Bucket 3 - Students can deliver engaging presentations with persuasive language and appropriate tone.

Advanced Rhetorical Techniques:
Teach students advanced rhetorical techniques, such as the use of metaphors, analogies, and alliteration. Encourage them to experiment with these tools to enhance their presentations.

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Learning Outcome

Students will discuss the language, the culture, and the people behind the language, working collaboratively and individually in group discussions.

Buckets

Bucket 1 - Students have limited language skills or culture understanding. They may struggle to express their thoughts.

Sentence Starters: Use sentence frames or prompts to help them articulate their ideas, such as "The culture of this language includes…" or "I learned that the people value…"

Bucket 2 - Students have a basic understanding of the language and culture but may need support in making deeper connections.

Role-Playing: Engage them in role-playing scenarios that reflect cultural practices or language use, encouraging them to express their understanding in a dynamic way.

Bucket 3 - Students demonstrate a strong understanding of the language and culture and can engage in meaningful discussions.

Debates and Discussions: Organize debates on cultural topics related to the language, allowing them to articulate and defend their viewpoints.

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Learning Outcome

Learning outcome: Create and implement initiatives that promote DEI in athletic programs, ensuring access and fairness for all student-athletes, coaches and athletic personnel.

Buckets

Bucket 1 - description: Building an inclusive culture

Differentiating content: Focus on having inclusive team culture, fairness among different teams and equity across the board for male and female athletics. Equal opportunities, training and policies and practices.

Bucket 2 - description: Program & Player Development

Differentiating content: Learn how to tailor DEI needs based on programs, teams and needs of the athletic programs. Training for coaches on how to work with their athletes and provide them with the tools needed to best serve their players and individual teams.

Bucket 3 - description: Understanding and Learning DEI in Athletics

Differentiating content: Create equitable DEI programs and policies for all athletic teams. Fairness across the board for teams- equal opportunity, advocacy and support.

For Coaches: Skill Development and Application, Leadership and Communication, Ethics and Professionalism

Athletic Admin: Strategic Planning and Management, Diversity, Equity, and Inclusion, Crisis Management and Problem-Solving

Narrow down: student-athletes will understand sportsmanship and leadership and how to work with others.

Bucket 1: Never had any experience playing on a team, no leadership training, never worked with other players from different backgrounds/cultures, etc.

Bucket 2: Student-athletes had leadership training, worked with coaches and atheltic admin on sportsmanship practices, trainings, etc.

Bucket 3: Trainings for all teams, coaches and sharing best practices.

Making cheering practice for our student-athletes from different backgrounds more accessible

1. Some students may be outgoing and already know the cheers

2. Some students may need visual, auditory support to learn the cheers and practice (video, cheer practice to help our international students)

3. Equal playing field

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Learning Outcome

Remembering and mastering a new BLOB

Buckets

Hands on learners

multiple performance reps

Visual learners

watch other do it

show video clips of it being done well/poorly

Learn through instruct

ask them to explain it to me

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Learning Outcome

Students create a community of sharing, celebrating and learning about cultural experiences.

Buckets

Bucket 1 - students from countries with less representation

Create cohorts for regions and work with students to plan celebrations that are unique while pairing similar

Bucket 2 - students hesitant to be involved

Meet students where they are by determining their level of comfort. Creating opportunities for both leadership and supporting roles.

Bucket 3 - students struggling with adapting to U.S. / CA life

Schedule check in points throughout the year.

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Learning Outcome

Students will be social and engage within the community during weekend activities.

Buckets

Bucket 1 - Off Campus Activities

Example: Hot Pot Trip to Wethersfield: students will engage with their peers and possibly make new friends who are also interested in and enjoy Hot Pot. They have the opportunity to try new foods; engage with students they have not before; engage with a faculty member they have not met before; and engage in a new cultural experience.

Bucket 2 - On Campus Activities

Students will have the opportunity to engage with different students in different spaces on campus. They can be active in the Field House in the fitness center or the gym; they can work on schoolwork and group projects in the library; students can play video games and other games in the student center; students can invite their friends to their dorm to hang out, work on homework, or watch a movie. Anywhere the students are on campus, they have the opportunity to engage with other students and faculty members.

Bucket 3 - Service Activities

Students have the opportunity to not only go on different trips but give back to local communities that surround Cheshire Academy. These activities could be working with your hands, working with others, cleaning a beach, collecting donations etc. These opportunities give students many different ways to engage with fellow students, faculty members, and other members of the community.

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Learning Outcome

Students will show through practice and discussion of working together /implement skill sets and game plan of strategy as directed

Buckets

Bucket 1 - students with different ways of processing information regarding

Differentiating content-(auditory vs visual game plan)

Bucket 2 - athletes with different previous experience

Differentiating content

(students show others)

Students with more experience become the leaders

Students with less are the learners

Bucket 3 - differences in physical ability

Differentiating content- speed, strength, size, determining levels

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Learning Outcome

Students will understand the types of STI's, transmission, testing and prevention strategies

Buckets

Bucket 1 - Students have limited knowledge of subject matter due to varying degrees of prior instruction on this topic

scaffolding on prior lessons on sex ed/ entry kahoot

prior ppt as resource

Bucket 2 - Students have limited comfort level with the topic making it difficult to focus and absorb information

M& M game to make information fun and accessible

link anonymous question form

Bucket 3 - description

Differentiating content

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Learning Outcome

Students will understand their thoughts, feelings, and perspectives and how they impact their relationships with others.

Buckets

Bucket 1 - Students have limited knowledge of emotions and healthy relationships. They may struggle to see other perspectives.

'Feelings cards' with images and 'I statement' prompts

Bucket 2 - Students have a basic understanding of their emotions and understand how they impact others. They are able to see other perspectives with prompting and redirection.

Role playing scenarios with heightened emotions and opposing viewpoints to encourage self awareness and reflection.

Bucket 3 - Students have a strong sense of self awareness in terms of their emotions and others perspectives and experiences.

Student led mediations allowing them to demonstrate an understanding of multiple perspectives while promoting healthy communication

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Learning Outcome

Students will access and use Gale's online databases to locate, read and annotate three high-quality sources for an research project.

Buckets

Bucket 1 - Students native language is not English and high-level sources often use high-level English vocabulary.

Language Accessibility Support Tool - Preview Gale's Language Accessibility Support Tools including the ability to change the text of a search result when available and as needed. Provide link for tutorial as well.

Bucket 2 - Students may have trouble with comprehension of some academic sources and have trouble reading and annotating effectively.

Introduce Content Filters - Demonstrate the filter tools within Gale that allows users to pre-filter in advanced search or filter results to different content and Lexile levels.

Bucket 3 - Student has dyslexia and might need adjustments to how the text presents itself in Gale or prefer to listen instead.

Gale Reader/Audio Sources/Fonts - Demonstrate Gale's ability to allow student to listen to a source, filter to specific audio sources and change the font of sources when available to allow for easier reading.

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Learning Outcome

Prospective students will be provided with an overview of CA's academic and extracurricular offerings, a sense of the community.

Buckets

Bucket 1 - provide materials, other languages

Differentiating content

Bucket 2 - follow up emails with an audio/video of tour

Differentiating content

Bucket 3 - offer other ways to connect with CA, families, alumns, coaches

Differentiating content

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Learning Outcome

Learning outcome : To understand the academic, programatic and relational benefits of attending cheshire academy.

Buckets

Bucket 1 - Printed Materials

For non auditory learners

Bucket 2 - Intentional pairing

To help make relational connections

Bucket 3 - seperate meetings with kids and parents

meet different expectations and needs

Parents will likely want to know about financial constraints of tuition in addition to support for student's needs. Not as appropriate to discuss with students.

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Learning Outcome

Learning Outcome: To understand why Cheshire Academy is a great boarding school option and to have enough information in order to make an informed decision about whether to apply.

Buckets

Bucket 1 - Printed materials

Appealing to visual learners with engaging photos and text at an appropriate grade level.

Bucket 2 - Recording of Tour

Appealing to auditory learners to listen to following the tour.

Bucket 3 - Intentional Pairings

Connecting students with similar interests or other connection points in an effort to assuage anxiety and personalize the process.

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Learning Outcome

Provide a comfortable space for students to authentically share themselves/their interests to our office (admission) and our school

Buckets

Bucket 1 - nerves around process

Students may have trouble with sharing their authentic interests as

Bucket 2 - unscripted do's and don'ts

Some students may have been told/trained during the interview process -- being scripted in their answers/ oversharing, etc.

Bucket 3 - parent expectations of process

Families knowledge vs what they assume about the process, what they should ask, and what to expect.

Differentiating content

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Learning Outcome

Effective Communication with Prospective students as soon as they inquire

Buckets

Bucket 1 - Evaluation through feedback from applicants and families on the quality of interactions.

Differentiating content:

Bucket 2 -Admissions staff will demonstrate clear, empathetic, and professional communication skills during phone calls, emails, interviews, and campus visits.

Differentiating content

Bucket 3 - Making sure all files are updated and accurate so we can review the application in the best way possible looking at the student and keeping lines of communication open with the families

Differentiating content

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Learning Outcome

To understand and articulate the ways that Cheshire Academy could match their needs (after an interview)

Buckets

Bucket 1 -

Student does not seem interested and is shut off

Bucket 2 - description

Student is very nervous and is struggling to engage comfortably

Bucket 3 - description

Student is more interested in sharing information about themself than learning about how Cheshire could be a good match

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Learning Outcome

11th Graders will brainstorm their college personal statement beyond “Hi I am” and into telling a story about themselves to show the colleges they apply to who they are.

Buckets

Bucket 1 - What do I want to tell Colleges

Brainstorming activity lead with verbal prompts and examples from past works or instructor.

Bucket 2 - Breakdown thinking about what college “want to hear” and attempt to worry less about what one thinks someone wants to hear and focus on what you want to tell them.

Worksheet of self-assessing questions

Naviance digital evaluations for self evaluation

Bucket 3 - create a working document

Share google doc with college counselor

Brain dump- this is about you, you can’t get it wrong

Highlight prompts on portal and common app

Introduce college essay guy resources

Introduce portal resources

Counselor copy brainstorm papers and return to students

Students schedule a meeting with a counselor.

Counselor provides suggestion feedback on document

Work continues through application submission.

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Learning Outcome

Create a list of colleges that might meet their personal goals

Buckets

Bucket 1 - students with a specific major in mind for example; petroleum engineering or direct entry PT programs

Use search engines to identify colleges that have that particular major:

Naviance

Book of Majors

Rugg's recommendations

Google search

Bucket Bucket 2 - students who have a general idea of what they are looking for

identify the factors that satisfy their wants/needs/goals- for example "I want to be where it is warmer, bigger campus with "rah-rah" environment, communications or business majors

Advanced Search in Naviance- answer questions in detail and then research resulting colleges

Use videos to do a virtual visit, ruling out what they do and do not like

Naviance

Individual websites

Campus Tour

Bucket Bucket 3 - students who have no idea what they are interested in

Using self exploration tools in Naviance, start with the basics question of strengths interests....

Bucket 4- Students who have already met the outcome/are working with outside consultants

Differentiating content

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Learning Outcome

Learning outcome

Students will analyze different text types and materials to discuss the relationship between the language and culture they are familiar with.

Buckets

Bucket 1 - Students' language level: they can formulate simple sentences and use simple structures.

Differentiation: stations: Students will rotate from different stations with different activities (organize, describe, analyze, access to visuals, vocabulary lists)

Bucket 2 - Students' understanding of the different text types.

To access the material, provide choice boards with examples (visuals, audio, videos, and explanations).

Bucket 3 - Students' readiness

Stations: Students rotate to different stations to analyze different texts. They can choose which stations they start with and how they access the material.

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Learning Outcome

Students need to present facts and opinions about characters in a story and interact with each other (ask questions, reply to questions, give opinions, agree/disagree) in the target language.

This is an Interactive Oral task.

Buckets

Bucket 1 - students can utter partial sentences/be partially understood and partially understand peers

access to all resources (visuals, note cards, vocab lists, verb charts, grammar charts, color-coded story)

Bucket 2 - students can use full sentences/be understood and understand and reply to peers

above resources used if needed

Bucket 3 - students can create complex sentences/be fully understood and understand and quickly/easily reply to peers

above resources not needed

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Learning Outcome

Learning when and how to use El Pretérito Perfecto vs El Pretérito Perfecto Progresivo in the Spanish Language

Buckets

Bucket 1 -(readiness) Being able to define or identify El Pretérito Perfecto (present perfect) in English and Spanish -Also, being able to recognize the content visually as a 1st step-

giving the students a mix of sentences and ask them to identify which ones have the El Pretérito Perfecto and which ones do not -Give them written sentences in English and Spanish -They must first identify

Bucket 2 - (insecurity) Students are not able to differentiate between the two verb tenses - nor do they know when to use them appropriately

Students are put in pairs- and they hear the El Pretérito Perfecto Progresivo and the present perfect. They must buzz after the audio and identify which verb tense they hear is which (in English Round 1) (in Spanish Round 2) by holding up cards with each name of verb tense on the card

Students are given different time scenarios (past, present, future) in both their native language and target language, they raise cards of either verb tense when (presente, futuro, or pasado cards are read)

Bucket 3 --Role-Playing -Students who have already used both tenses and are comfortable with them- They have mastered the content -They need to interview a classmate of the same level or teacher or dept faculty who speaks the target language and use both tenses in interrogative, negative and positive form

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Learning Outcome

Learning outcome: Students will compare and contrast their own home culture to the culture of another country that we have learned about in our unit.

Buckets

Bucket 1 -

Description: Students learn in different ways: auditory, visual and process information in different ways.

Differentiating content: Students will have access to stories about different cultures and countries through our resource, VOCES. Students will have choice as how to how they interact with the story: Read it independently, read it with a partner, listen to it being read out loud, chunk it, annotate it....

Bucket 2 -

Description: Students are at different levels of skill and comfort in their target language proficiency.

Differentiating content: Students will have choice as to their level of comfort with use of target language in their comparison: Speak all in target language, speak both in English and target language, or use only the new vocabulary in target language as a staring point.

Bucket 3 -

Description: Students have different knowledge on the new vocabulary from the stories.

Students will have access to visual images related to the new vocabulary words, as well as the written words, and will interact with the new vocabulary through a series of activities: visual(images), partner work(using the words out loud in conversation, application (written exit ticket)

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Learning Outcome

To develop effective strategies for managing emotions

Buckets

Bucket 1 - Learning preferences

Understanding what type of learner the student is.

Bucket 2 - ELL students who have lower English proficiency

Utilizing videos with subtitles

Bucket 3 - Elements of learning profiles that may impact student success?

Encourage students to create their own steps to develop effective strategies for managing emotions.

Giving reflection questions for students to work from

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Learning Outcome

As part of the disciplinary process, students will reflect on their behaviors to identify areas for improvement and outline action steps/opportunities to support personal growth.

Buckets

Bucket 1 - Students may not understand how to engage in the reflective process

Guide students on the purpose of reflection

Provide prompting questions to aid students in the reflective process

Bucket 2 - Students may be challenged to provide depth in their reflective responses

Provide students with feedback via comments in the associated Google Doc

Engage in one-on-one meetings with the student to discuss responses and address concerns

Bucket 3 - Students may have difficulty identifying action steps to support growth

Provide real-life examples of action steps students might create as part of a restorative plan to help initiate the thinking process

Monitor student progress and provide individualized support as needed.

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Learning Outcome

Students will be able to reflect meaningfully on their first semester and present their ideas creatively, confidently, with engaging content, and proficient public speaking (in end-of-semester presentation assignment)

Buckets

Bucket 1 - students who default to surface level thinking

Provide a visual/creative opener to scaffold this assignment and push them to think more metaphorically rather than literally about this task

Bucket 2 - students who are low level English language learners

In groups, assign tasks in the groups to students based on their "expertise levels" (have them discuss strengths and decide what areas to work on) -- ex of areas to split up: writing text, creating slides, finding and creating images, editing, presenting, etc.

Also assign small pieces of the final presentation to each student so not all students need to do everything and so that the presentation is manageable and praticeable-- choose based on confidence

Bucket 3 - students who get distracted and are unable to put in sustained work on this project (particularly when working in groups)

Chunk out class time with different activities to further scaffold the part of the assignment with specific time stamps to keep students on track and keep them engaged in the different aspects of the work

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Learning Outcome

Students should be able to sketch a idealized population growth curve and explain the overall shape of the graph. They should be able to differentiate between the exponential growth and plateau phases and discuss how the ideas of resource availability and carrying capacity contribute to these observations.

Buckets

Bucket 1 - Students struggle with producing graphs and understanding log scales

Students work with the instructor to discuss logarithmic scaling on a graph. Using pre-constructed graphs, they will dissect the varying stages in population growth and consider how environmental conditions may lead to these stages.

Bucket 2 - Students are not understanding resource limitation and how it affects the growth/carrying capacity of a population

Students watch instructional videos on carrying capacity and nutrient limitation to gain more information on these topics and determine how they influence population growth

Bucket 3 - Students are proficient with creating/interpreting graphs and grasp the biological context behind data

Students use data to construct population growth curves and compare results to the ideal, identifying factors that may lead to deviation

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Learning Outcome

Students will be able to explain how an enzyme works and their importance in the world around them.

Buckets

Bucket 1 - EL Students

Provide the class with the written definitions and a pictorial representation to help with the meaning. Students can refer to these as they are completing the lab to be sure they are using the appropriate terms throughout their writing.

Bucket 2 - Students that have difficulty in maintaining focus.

Provide the PowerPoint with the class notes on the portal so students are able to access the information in case they need to revisit information covered in order to aid in their explanations.

Bucket 3 - Students with foundational knowledge of enzymes and how they work.

Give students scenarios in which enzymes are used in the world around them. Students will be able to show extension of their knowledge by applying the given examples with their own explanations.

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Learning Outcome

Students will be able to determine the similarities between the physical quantities of rotational motion and linear motion and use equations of uniformly angularly accelerating motion to solve problems.

Buckets

Bucket 1 - Students may have difficulty seeing the similarities in the quantities.

Students will be shown a "crosswalk" relating each of the linear quantities they know with the new angular quantities.

Bucket 2 - Students may have difficulty recognizing the similarities in the equations of motion.

Students will be shown a "crosswalk" relating each of the linear kinematics equations they know to the new angular kinematic equations of the same form.

Bucket 3 - Students may have difficulty recognizing which equation and when to use it.

Students will be shown a table with entries for each of the new equations with sections showing the quantities present in each equation and the quantities which are absent in each equation. This will be related then to the "what we know, what we need to know, how do we get there?" process.

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Learning Outcome

Learning outcome - Be able to distinguish anatomically between the axial and appendicular skeleton and be able to apply anatomical terminology to the location of bones (inferior, superior, proximal, distal, medial, lateral, posterior and anterior).

Buckets

Bucket 1 - Readers: Students who excel in reading comprehension will use that strength to learn about the subject matter.

1) Read about appendicular and axial skeletons in the textbook. 2) Look at the skeleton diagrams in the textbook. 3) Take quiz online to click on a diagram to identify correct bones and location of bones.

Bucket 2 - Listeners: Students who excel in listening comprehension will use that strength to learn about the subject matter.

1) Listen to an audio version of the textbook about appendicular and axial skeletons. 2) Look at the skeleton diagrams in the textbook. 3) Take quiz online to click on a diagram to identify correct bones and location of bones.

Bucket 3 - Viewers: Students who excel in comprehending information through auditory and visual means will use their strength to learn about the subject matter.

1) Watch a video included with audio about appendicular and axial skeletons. 2) Look at the skeleton diagrams in the textbook. 3) Take quiz online to click on a diagram to identify correct bones and location of bones.

PARTNER ACTIVITY -

Have groups of 2 students. 1 partner will tell the other to point to a bone on their own body. The partners will go back and forth until all parts of the skeleton that are tested in the exam have been covered in the activity, and each student has had the chance to identify the bone on their own body. Students in need of additional support may use a diagram to assist them.

Have groups of 2 students. 1 partner will tell the other to point to a bone on their own body then show where you're moving on your body based on the previous locations (inferior, superior, proximal, distal, medial, lateral, posterior and anterior) in relation to another bone. The partners will go back and forth until each partner has had the opportunity to list at least 1 example for each position. Students in need of additional support may use a diagram to assist them.

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Learning Outcome

Learning outcome: Draw and identify diagrams of the structure of single DNA and RNA nucleotides.

Buckets

Bucket 1 - Learning Profiles: Students may lose attention easily or need time to stand up/ move around in order to maintain focus.

Differentiating content

Bucket 2 - Learning Profiles: Students may prefer written instruction vs verbal.

Differentiating content

Bucket 3 - Learning Profiles: Students may

Differentiating content: Students may need further challenge due to previous experience with the content.

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Learning Outcome - ESS Topic 2 (2.2.14)

Students will be able to demonstrate that the number of trophic levels in ecosystems is limited due to energy losses. (2.2.14)

Buckets

Bucket 1 -Students with weak-moderate prerequisite knowledge of the concept and prefer visual/tactile learning styles

Preview video/teacher guided notes

Hands-on demo activity showing the concept visually

associated worksheet in which students reflect on takeaways and complete practice problem

Bucket 2 - Students with weak-moderate prerequisite knowledge who do not understand the concept prefer written/auditory learning styles

preview reading/video

step-by-step calculation assignment in which students calculate energy losses and numerically show the limitation as a result of energy loss

Bucket 3 - Students who already understand the learning outcome/have strong understanding of prerequisite knowledge

students are not told that trophic levels are limited by energy losses and will engage in a more open ended inquiry-based assignment to determine if this is true.

Students will submit a deliverable (short lab report/lab sheet) in which they make and defend a claim and self-assess and correct their response based on answer key/rubric

Final assessment for all buckets - short exit ticket/miniCk to determine that all have reached benchmark understanding of L.O.

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Learning Outcome

Students will need to identify the different types of intermolecular forces present between molecules: hydrogen bonding, dipole-dipole, and London dispersion forces.

Buckets

Bucket 1 - Students are baffled at the word "bonding."

Pre-worksheet identifying intermolecular bonding and intramolecular bonding. Then, do a flowchart to break each of those into different types. Then, do the "real" worksheet.

Bucket 2 - Students still struggle with Lewis structures.

Do the worksheet, but work together with the teacher to do the Lewis structures correctly first.

Bucket 3 - Students already know intermolecular bonding.

Worksheet independently.

There is overlap here between the content in bold and the process by which they are doing the worksheet.

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Learning Outcome

Students will differentiate between a positive and a negative feedback loop and understand their role in maintaining homeostasis.

Buckets

Bucket 1 - Students may struggle to engage with or pay attention to the slideshow presentation.

Create guided notes that align with the slideshow.

Create space in the slideshow that allows for student input.

Include multiple types of media in the presentation (images, animations, videos, audio, etc.).

Bucket 2 - Students may understand the basic concepts being taught to them but have a difficult time communicating or applying that knowledge.

Students can use their guided notes as a tool to complete the practice worksheet, where they are asked to differentiate between positive and negative feedback loops and identify their role in maintaining homeostasis.

Bucket 3 - Students demonstrate a solid understanding of the concepts and are able to communicate and apply their knowledge easily.

Students can attempt the practice worksheet without the use of their guided notes.

If students finish the worksheet, challenge them to now synthesize / sketch out their own examples OR choose one example from the worksheet and research the mechanism more deeply.

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Learning Outcome

Learning outcome

Buckets

Bucket 1 - description

Differentiating content

Bucket 2 - description

Differentiating content

Bucket 3 - description

Differentiating content

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Learning Outcome

Students will present a directorial concept for a play of their choice and communicate their intentions clearly through a variety of forms, formats and contexts.

Buckets

Bucket 1 - Students struggle identify key concepts and themes of the chosen text.

Students will be provided with both a physical and digital questionnaire about the text that is formatted with the necessary components for their assessment. The intention would scaffold how to identify key moments in the text that will help solidify their intentions to "Tell the story"

Bucket 2 - Students need to find and cite where their ideas come from.

Provide Students create a virtual/physical inspirational board with both visual and texts that provide a collective space to hold their data to be used.

Bucket 3 - Students are challenged to push their ideas beyond what is expected, and create truly original ideas.

Students will compare 3 productions of the same text and identify the areas in which their production ideas are the same and where they are dissimilar.

Students create abstract sketches of production elements that exemplify the themes and concepts of the production.

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Learning Outcome

Students will be able use charcoal techniques and understanding of chiaroscuro to produce a dynamic self-portrait

Buckets

Bucket 1 - Students do not understand techniques.

Demonstration:

Students will be given a demonstration by the class teacher at the beginning of the project, which includes: list of keywords (read by students, to check for understanding), example of materials to be used and how to interact with materials, list of expectations and steps to achieve techniques. Check for understanding through the use of question and answer, as well as use student narration, ie. narrate what the teacher is doing ( "what am I doing here?")

Bucket 2 - Students do not understand steps necessary for completion.

Visual aids:

Students will have an example that has been illustrated by the teacher in the form of illustrated steps necessary to achieve the layers of a self portrait when working with charcoal (steps 1-5). These steps will provide students with a visual pathway through which they will be able to achieve success and visually illustrate the expectations for their own self-portrait (ie. extent of contrast used, the extent of lights/darks visible, the extent of mark-making used to convey shape and form).

Bucket 3 - Students do not have the language in order to explain their methods, to anaylse their process and critique their work/work of others.

Visuals paired with keywords and keywords written in different languages:

Students will have examples of the techniques and materials in visual form paired with keywords and keywords written in students' native language, written/illustrated on the board throughout the project. This will help cement the learning and help students grow in confidence and understanding of concepts.

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Learning Outcome

Course Goal 1: Broaden their repertoire to become a well-rounded musician

Learning outcome #2: Students will be able to perform a blues style song that includes an improvisation section.

Buckets

Bucket 1 - 1.     Students understand the fundamentals of blues.

*Students have the key concepts of Blues 12-bar structure and chord progression, Blues scale, Pentatonic scale https://happybluesman.com/introduction-12-bar-blues/

*Historical Context Research Presentation: Explore the origins of blues music, its cultural significance, and key artists who shaped the genre, and share them in class in any form of presentation.

*Listening Skills: Analyze classic blues recordings to identify structure, phrasing, and improvisational techniques.BB King Rock Me Baby

Tracy Chapman - Give Me One Reason (Official Music Video)

Bucket 2 - Students can improvise for 12+ measures within a song, following the 12-bar progression.

Differentiating contents include various approaches to learning blues form and scale, such as using Roman numeral chord progressions for experienced or more educated students, chord’s names for piano/guitar players, providing sheet music with notations for some students, utilizing YouTube tutorials for less-experienced students, and encouraging aural learning for advanced listeners, among other methods.

1.     The 12-bar blues structure, common blues chord progressions pattern; I-I-I-I-IV-IV-I-I-V-IV-I-V

2.    Picture example

3.     In the key of C, the chord progression is C-C-C-C-F-F-C-C-G-F-C-G 12 Bar Blues Chord Sequence in C Major

4.     C7; C,E,G,Bb  F7; F,A,C,Eb, G7; G,B,D,F

5.    Picture example

6.     The major blues scale formula is 1–2–♭3–♮3–5–6

7.     https://youtu.be/GA1q6eIEpCc

8.     In Key of C; C-D-Eb-E-G-A

9.    Picture example

10. Picture example

11.  The minor blues scale formula is 1–♭3–4–♭5–5–♭7.

12. Picture example

13. Picture example

14.  https://youtu.be/s4vgCwoJtFo

15.  Cm7; C, Eb, G, Bb   Fm7; F, Ab, C, Eb Gm7; G, Bb, D, F

Differentiating Process The differentiating process provides students with various methods to learn a blues song and incorporate proper improvisation by using the differentiating contents. There are multiple ways to achieve the learning outcome, utilizing some or all of these approaches.

Students learn a standard 12-bar blues style song to play (Bloom’s taxonomy; Knowledge, Comrehension, Application) - Students may choose a song they like to learn. The next four process are also considered differentiating content, provided to accommodate learners of varying levels and needs.

1. Learn the chord progression of Rock Me Baby by reading the sheet music/chart https://acrobat.adobe.com/id/urn:aaid:sc:US:61d4379e-9886-41b4-b40b-bea9ca13a8ae

2. Learn the chord progression of Rock Me Baby by reading the sheet music/chart in simpler key ex. Key of C Picture example

3. Learn the chord progression of Rock Me Baby by listening to the audio BB King Rock Me Baby

4. Learn the chord progression of Rock Me Baby using online tools and resources. https://chordify.net/chords/bb-king-rock-me-baby-johnny-outa

Students perform along with the track or live accompaniment, adding their own improvisations. (Bloom’s taxonomy; Application, Analysis, Synthesis, Evaluation, Creating)

1.     12-Bar Chord Progression Application: Practice using 3 chords in Blues pattern. (Content #1, #3, #4, #5, #7, #10)

2.     Scale Application: Practice using blues and pentatonic scales for improvisation over a 12-bar progression. Content #2,#8, #9

3.     Play one or two notes from the chord progression per measure, focusing on rhythm rather than melodic contour.

4.     Use notes in the chords with more complex rhythm

5.     Use other peoples improv examples

6.     Playing simplified melody line as solo improvisation

7.     Write out the improv part first, then play as it’s written

8.     2+ small group mirroring exercise over the 12-bar structure as Call-and -Response,

9.     Improvisation as a conversation through call-and-response exercises. 2+ group exercises, alternate measures/phrases.

10.  Phrasing and Dynamics: Create musical phrases, use dynamics, and incorporate rests for expressive solos.

Bucket 3 - 3. Students demonstrate their ability to perform and Collaborate in ensemble settings. This bucket focuses on helping students achieve a higher level of success in performing blues.(Synthesis, Evaluation and Creating)

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Learning Outcome: Music Skills and Performance

Students will develop and demonstrate effective practice habits during independent practice time - focusing on critical listening to what needs to be improved, instead of simply playing music without direction/goals

Buckets

Bucket 1 - Beginner musicians will have less experience with practicing music and might struggle with direction and how to improve on their own

Differentiating content: More frequent checks with these students, give them small objective things to listen for (am I playing the right notes, rhythms, expressively, etc?) to encourage them to be more self-directed in their practice

Bucket 2 - Some students struggle to stay self-motivated and focused during a class period dedicated to individual practice

Differentiating content: More frequent checks with these students to encourage staying on task, help students to come up with a routine for practice that allows short breaks intermittently through more focused practice

Bucket 3 - Students could be effective and engaged practicers, but focus exclusively on improving technically (notes, rhythms) and not in higher-level musical qualities (expressiveness, phrasing, dynamics, etc)

Differentiating content: Demonstrate to students on an instrument the difference between playing something technically correct, and adding expressive qualities that transform a performance

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Learning Outcome

Learning outcome

Buckets

Bucket 1 - description

Differentiating content

Bucket 2 - description

Differentiating content

Bucket 3 - description

Differentiating content

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Learning Outcome

Learning outcome Why is the Progressive Era essential in US History

Buckets

Bucket 1 - description Students need to look for evidence of unrestrained growth at the turn of the century

Differentiating content

Students should look for art, literature, and photos from 1880 to 1920

Differentiating content

Bucket 3 - description

Students will research individuals who have profited my illegal means in industry,

Students will research individuals who were employed by coal, meatpacking and manufacturing industry

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Learning Outcome

Students will be able to successfully curate multiple academic sources on Freudian Theory noting where bias lies and what is viable.

Buckets

Bucket 1 - Students cannot find sources.

Students are directed to sources. Give multiple sources. Figure out which is good.

Bucket 2 - Students find general/biased sources.

Students are directed to sources. Find sources then analyze.

Bucket 3 - Students find academic/useful sources.

Students are given higher-level tasks (answer questions based on sources).

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Learning Outcome

Students will be able to use a graph to discuss the consequences of imposing an indirect tax on the stakeholders in a market, including consumers, producers and the government.

Buckets

Bucket 1 - Students cannot graph indirect taxes

Students will refer to Kognity section (2.7.4) for clarification.

Students will watch a khan academy video on direct taxation graphing.

Students will complete a basic graphing practice assignment.

Bucket 2 - Discussion is too brief/superficial

Students will look at an example of how price controls (previously studied concept) impacts stakeholders in the economy. (Kognity)

Students will focus on analyzing the impacts on producers, consumers, government, and society (PCGS) acronym.

Students will discuss with a partner the potential outcomes for each stakeholder using their graphs as a supporting tool. They will draw their graphs on a personal dry erase board.

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Learning Outcome

Learning outcome

Buckets

Bucket 1 - description

Differentiating content

Bucket 2 - description

Differentiating content

Bucket 3 - description

Differentiating content

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Learning Outcome

Students will be able to define economics.

Buckets

Bucket 1 - Students cannot define economics.

Students are given a reading assignment which includes the definition of economics.

Bucket 2 - Students still cannot define economics.

Students attend class where definition of economics is provided.

Bucket 3 - Students STILL cannot define economics.

Students attend extra help for remediation.

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Learning Outcome

Students will write a 4-6 page, thesis driven, history essay.

Buckets

Bucket 1 - students who have never written a long form essay (more than 1 paragraph)

have multiple classes with demonstrations of good research questions with formative feedback

Options for subject area focus (1000 year range, geographic range)

allow brainstorming with AI

Bucket 2 - students who have written some long form writing before but don't have a firm grasp of the process.

Research note cards to encourage not just source selection but also thought organization

Outlines to bring note cards and other disparate research into order

robust drafting process with peer feedback to improve

Bucket 3 - students who have written multiple long form essays and are familiar with the process.

requiring the use of only high level-peer reviewed sources

limiting page numbers to better encourage thoughtful and precise language and arguing

encouraging more specific, niche, in depth research topics.

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Learning Outcome

Learning outcome

Students will be able to analyze a text and discuss the Coal Strike of 1902 and the implications for the labor movement in the future.

Buckets

Bucket 1 - Students that may have difficulty with the vocabulary/content in the reading.

Demonstrate and assist student annotation of the material, helping them focus on main ideas and new vocabulary and concepts.

Bucket 2 - Students that may be able to read the material but may struggle to articulate and share what they have read.

Have students work in pairs/groups and brainstorm ways to articulate the ideas that they have learned in the reading. Allow limited use of AI to assist students with ideas on how to express their ideas.

Bucket 3 - Students that have mastered the content and are bored with the exercise.

Challenge students with a more advanced text or a more in sophisticated analysis for those individuals at a higher level.

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Learning Outcome

Students should be able to simplify trigonometric expressions using algebra and fundamental trigonometric identities.

Buckets

Bucket 1 - students have trouble understanding how to even begin working with these problems

Demonstrate to students basic algebraic processes and basic (e.g., reciprocal, quotient, Pythagorean) identities.

Bucket 2 - students accurately use identities and algebra but have trouble making logical connections to a finished product

Talk students through thought processes on how to make connections between their initial work and their final product.

Bucket 3 - students accurately work with trigonometric identities and can logically simplify expressions/solve equations

Provide more advanced expressions/equations using more advanced identities (e.g., double-angle, power reduction, sum-to-product) to make ever deeper-level connections.

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Learning Outcome

Find unknown side lengths and angles of right and non right triangles using either: pythagorean theorem, trig identities, law of sines, or law of cosines.

Buckets

Bucket 1 - incorrectly identifying right vs non right triangle

Creating clear space in practice problems where kids need to label type of triangle before solving out

Bucket 2 - correctly identifying triangle type, and use wrong formula (example: identifying right triangle, using sine when cosine is needed)

Emphasize specific steps in process and showing work on page

For example: Labeling sides of right  triangle as opposite, adj, hyp. Labeling non right triangles with angle across from corresponding side.

Bucket 3 - choosing correct way to solve, but applying formula incorrectly

Provide additional practice problems for students to gain more practice for mastery

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Learning Outcome

Students should be able to solve algebraic equations.

Buckets

Bucket 1 - Maintaining Balance within the equation.

choosing different levels of difficulty

Bucket 2 - Solving linear equations.

choosing different levels of difficulty

Bucket 3 - Processing word problems in order to solve a linear equation.

choosing different levels of difficulty

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Learning Outcome

Learning outcome

Buckets

Bucket 1 - description

Differentiating content

Bucket 2 - description

Differentiating content

Bucket 3 - description

Differentiating content

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Learning Outcome

Students should be able to find both solutions to a quadratic equation

Buckets

Bucket 1 - students have significant trouble with most methods

Kill and drill with the Quadratic Formula

Bucket 2 - students have some trouble with factoring

Show students methods like completing the square and different methods of setting up factoring (most support here)

Bucket 3 - students have little trouble with most methods

Show students a video on imaginary numbers before giving them a guided worksheet on finding the discriminant

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Learning Outcome

Students will learn how to divide large numbers (4+ digits) by various two digit numbers using mental math, and number fluency strategies.

Buckets

Bucket 1 - Students struggle with basic mental math

Students will be shown basic examples (covered previously), directions for using strategies will be broken down to basic math (simple addition), and parallels to previous learning will be made more clear.

Bucket 2 - Students struggle with breaking down the numbers into groups

Use visual representations of the division that is being done - create rectangles showing the relationship between divisors and dividends compared to parts that result in a product.

Bucket 3 - Students show an understanding of the strategies being utilized and can complete the given examples

Give these students more complex problems (with harder to find rounding values) or give them less opportunities to write down their steps, forcing them to practice keeping more information in their minds (good practice for oral assessments)

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Learning Outcome

Students will write exponents into logs and logs into exponents

Buckets

Bucket 1 - Students will have difficulty with the concept of a log and how it relates to exponents

Use examples to show students that they already should be comfortable with the inverse relationship between exponents and roots.

Bucket 2 - Some students will need concrete instruction/methods to transfer between log and exponent

Provide structured problems showing the process to rewrite between the two forms. Provide ample practice problems of the two forms.

Bucket 3 - Some students will have had previous exposure to logs

Provide a set of practice problems to work on.

Once that set is complete, provide a set of application problems for them to extend their basic understanding of logs and exponents into real-world scenarios.

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Learning Outcome

Students will learn to solve quadratic equations via factoring, completing the square, and using the quadratic formula; will learn how to graph the important features of a parabola, including the vertex, the x-intercepts (if any), and y-intercept (if any); and will learn how many real-word scenarios can be modeled quadratically/parabolically. Relatedly, students will learn how to find the maximum and minimum points of quadratic equations, especially as they are reflected in important real-word maximization/minimization problems.

Buckets

Bucket 1 - Students who struggle with math concepts when expressed in English.

Give them a pre-made, or newly-made, document of English-to-Chinese (for example) words and definitions; there is a document like this already available. Give them focused attention during problem-solving sessions and periodically ask them, in quizzing fashion, what an English math word means, seeing as how they will not be allowed translations on quizzes, tests, and standardized tests.

Bucket 2 - Students who are primarily visual learners and severely struggle with auditory expression of ideas.

Draw the graphs on the boards frequently, and choose a fun, captivating color scheme (e.g., don't use all black). Pull up Desmos -- an online graphing software -- on the Smartboard frequently, so that they can see a different, far more accurate and neat graph. Do something similar for solving quadratic equations; for instance, show the x-interecepts/zeros of a parabola on Desmos and use a captivating color scheme when solving equations on the board. Make them have Desmos pulled up on their laptops, as well, so that they can simultaneously compare the alebraic solution of quadratic equations (which is a less visual solution) to the graphical/visual solutions; doing this will better build a neurological bridge between the nonvisual regions of their brain and the visual regions and thereby produce better learning outcomes.

Bucket 3 - Students who struggle to work independently, or who struggle to work in groups without getting distracted or distracting others.

Frequently check-in and focusedly guide students who struggle on their own, especially if they are reluctant to collaborate with their neighbors even after encouragement to do so. For those who get distracted easily or frequently distract others with non-mathematical conversations, tell them once or twice before forcing them (or whoever the primary distractor is) to sit away from their friends; after they are separated, check in on them frequently to encourage and ensure that their minds are in a mathematical problem-solving mode, rather than in a state of feeling despondent over their new seating arrangement. If they persist in distraction for a deeper reason -- such as a learning disability -- work patiently with them, their parents, and Roxbury.

[These are by no means complete]

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Learning Outcome

Students will be able to graph a rough parabola by finding three points, algebraically. The points of concern are the x-intercepts via factoring or quadratic formula and the vertex, with use of vertex formula.

Buckets

Bucket 1 - Students may come across difficulty factoring or using quadratic formula, which may cause trouble finding/ interpreting x-intercepts.

Although step-by-step is listed within class notes (under downloads), it would be beneficial to provide steps on the visual example under photos.

Have students practice via provided worksheet. The worksheet will be both front and back. On the front, they will practice factoring and on the back, they will practice utilization of quadratic formula.

Bucket 2 - Students may have difficulty understanding what the vertex is, in relation to the parabola.

Go over vertex location and line of symmetry.

Provide more portal notes on finding the x-coordinate vertex and substitution methods to find the y coordinate vertex.

Provide more worksheets/ practice to drill the process.

Bucket 3 - Students may struggle in their analysis of transformations, from looking at a quadratic equation.

Undergo more class-investigative practice.

Students will use desmos to input different presentations of quadratic equations to graph parabolas and note the appearance of the graphs according to components included in the equations.

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Learning Outcome

Students deliver an engaging, well-organized oral presentation clearly communicating what they learned about themself from writing a personal narrative; students will communicate their ideas using appropriate tone and connect what they've learned to themes and lessons from The Alchemist

Buckets

Bucket 1 - Struggle to articulate what they've learned from the experience

Guide students on the purpose of reflection

Provide prompting questions focused on reflection

Bucket 2 - Delivering an engaging presentation vs. reading off cards/ powerpoint

Allow students time to record themselves practicing the presentation

Videos of successful, short presentations

Resources on how to design/ organize presentations

Bucket 3 - Connecting personal narrative to The Alchemist

Model dialectical journal techniques during in-class reading sections

Design free-writes/ do-now activities pertaining to the different themes or lessons from The Alchemist

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Learning Outcome

Learning outcome

Buckets

Bucket 1 - description

Differentiating content

Bucket 2 - description

Differentiating content

Bucket 3 - description

Differentiating content

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Learning Outcome

Students will independently analyze a work of literature (short story) of their choice , to include newly taught literary devices.

Buckets

Bucket 1 - ELL students who sometimes struggle to understand the short stories at all

Give these students a list of "easier" stories from which to choose. Perhaps these stories exist at a different lexile level.

Provide additional support by way of outlines, "cheat sheets," summaries, perhaps different lexile versions, etc, so that students understand the stories themselves before they can attempt to analyze using the lit terms.

Clear definitions of lit terms AND EXAMPLES FROM WORKS WE HAVE READ ALREADY

Bucket 2 - Students new to CA (9th graders and new 10th graders) who have not been exposed to basic literary analysis.

These students could use some of what students in bucket 1 could use. In particular, clear definitions of lit terms AND EXAMPLES FROM WORKS WE HAVE READ ALREADY

A short list of accessible stories

Bucket 3 - Students who are already comfortable in their reading comprehension and with the literary terms

These students can choose from a more challenging list of short stories with more nuanced authorial choices and devices, etc.

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Learning Outcome

Learning outcome: Students will be able to brainstorm presentation topics (relevant problem/practical solution) and identify those that will engage an audience of their teenage peers; they will choose one idea for further development for their summative assessment.

Buckets

Bucket 1 (Readiness)- Students have limited life experience or passion/hobbies/expertise and struggle significantly with topic generation.

Scaffolded brainstorming exercises (thematic, 'egg timer')

Bucket 2 (Readiness) - Students have vast life experience/passion/expertise that they are eagerly ready to share, but possibly bored by a scaffolded approach to topic generation

Pair work, feedback with partner

Bucket 3 (Readiness) - Students have some life experience/passion/expertise but have difficulty translating these experiences into engaging presentation topics.

TED talks, demonstrations of final products

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Learning Outcome

Students will write a Paper 1 essay that clearly communicates their ideas, using persuasive language, appropriate tone, and textual examples.

Buckets

Bucket 1 - Students may struggle to articulate their ideas and use persuasive language and identifying tone.

Writing Practice:

Allow students to draft an outline of their essays.

Bucket 2 - Students can communicate their ideas but may need support in persuasion and tone.

Peer/Teacher Review:

Students will peer review each other's work, and identify areas for improvement in articulation. Meet with students individually to provide feedback on their work.

Bucket 3 - Students can write convincing essays with persuasive language and appropriate tone.

Advanced Writing Techniques:

Teach students advanced writing techniques, such as tone, voice, clarity of writing, and synthesis of ideas. Encourage them to experiment with these tools to enhance their writing.

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Students will be able to participate in various ways in a critical analysis of concepts about "human nature."

Learning outcome

Buckets

Bucket 1 - description

It is astonishing in some ways that, after thousands of years, we still do not have a clear definition of "human nature." There are complex and often contradictory ideas all around us.

Find something in a news source that is based on an assumption or assumptions about human nature.

Find something in a news source that would, even if indirectly, lead to an assumption about human nature

Bucket 2 - description

Students are asked to identify where their ideas about human nature originated. Sources may include families, schools, religious sources, friends, books and more.

Do a self-inventory on how your ideas and assumptions formed. Share with the class.

Bucket 3 - description

Students choose a topic from the main text for independent study and presentation.

This assignment allows for a lot of latitude in terms of complexity and area of focus. The text includes materials related to many different academic subject areas. It also allows students to investigate materials and ideas related to their own culture if they so choose.

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Learning Outcome

Learning outcome

Buckets

Bucket 1 - description

Differentiating content

Bucket 2 - description

Differentiating content

Bucket 3 - description

Differentiating content

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Learning Outcome

Learning outcome

Buckets

Bucket 1 - description

Differentiating content

Bucket 2 - description

Differentiating content

Bucket 3 - description

Differentiating content