Williams 1
Tracy Williams
Mrs. Burton
Characteristics/Strategies
8 November 2016
Preview Notes Form: Adapting Content for High Ability Learners
Group Name of Articles /Resources Selected: Language Arts
TITLE OF ARTICLE TWO QUOTES OF SIGNIFICANCE
PREVIEWED
1. Smithsonian A. But in a very short time, some
Education teachers have realized that the MP3
Lesson Plans for player and podcast technology can
Language Arts: offer something different.
Podcasting in As Educause recently put it, podcasting
the Classroom; is giving educators another way to
The Stuff of meet todays students where they live
Stories: Using and learnon the Internet and on
Museums to audio players.
Inspire Student
Writing
B. Think of your community as a big
museum. Now think of all the objects
and exhibitions in this museum: old
buildings, artifacts, statues,
monuments...... resources that, like the
objects and exhibitions in real
museums, offer primary-source
information about history and culture.
By using these and other "hidden"
community resources as a-foundation
or new activities, you can help your
community come alive for your
students.
2. Adapting A. Adolescents read extensively, but
Language Arts much of what they read would not fit
Curricula for within a picture of academic
High-Ability reading[:] blogs, emails, and social
learners by network discussion. Therefore, the wise
Catherine A. teacher or curriculum developer helps
OTHER POINTS YOU WOULD LIKE
TO REMEMBER OR DISCUSS
A. I have used podcast in my
language arts class as
literature. We listened to
This American Life: The
Case of Adnan Syed. Many
of my students said that
using podcast to learn in
the literature class was one
of their best or most
memorable experiences.
Students who are high
ability also need to learn
the complexities of oral
language
B. This particular articular
article raises an interesting
point especially so
considering Atlanta is full of
so much history. Rather
than just focusing on the
historical museums that
discuss civil rights, I could
have my students look into
the civil rights issues and
sites that took plus in their
own community.
A. While I do agree, I wonder if
this idea would align with
common core readiness, which
dictates that we must read
complex classic text.
B. While I wholeheartedly agree, I
 Williams 2

Little to promote connections among the wonder if engagement always

varied forms of reading in which matters; considering the nature
students engage, and to find in of education today and
students existing reading behaviors standardized testing. Multiple
entry points and connections that can intelligences are not taken into
be made to other literature ( Little consideration, so how do I
156-7). prepare students for milestone
testing despite their tedium.
B. Verbally talented students often read
voraciously and enjoy opportunities to
interact with literature and to write.
However, if classroom reading
selections, the activities designed to
relate to them, and the opportunities
for language development are not
sufficiently challenging and
interesting then the extensive time
spent on language arts instruction in
school may be a great source of tedium
to these students.

3. Gifted Sources for A. READ WRITE THINK: Awesome This were not articles, rather they
Language Arts Gifted resource that I currently use. were websites with suggestions of
Students; Wm and different websites and tools that I
Mary Curriculum for could use. Many of these websites
LA; (Differentiation of are more geared toward
LA Curriculum does not elementary rather than secondary.
work) B. I think some of these resources are
also a bit outdated.