Section I: Meetings with experts - people you know who display traits of each MI.

Please use
this table to document reflections from your meetings with people you have chosen to help you
in completing each MI row of the grid below.
Please note: you will need to create a list of questions to ask each person.
Examples include (a) what do you enjoy doing?, (b) how do you learn best?, (c) where do you
like to study?, (c) if you could learn something new this month, what would it be and how would
you learn it? (d) other guiding questions to get to know your interviewee.
Name of
Reflection why I chose this
What I learned about this
expert
person
Strength

Linda

I chose this person because I

knew that as a teacher, she
would would have a lot to
share about her learning
experiences. I also knew this
person to be an avid reader, so
I assumed that
verbal/linguistic would
possibly be one of her
strengths. After interviewing
her, I was able to confirm that
verbal-linguistic was one of
her top MIs.

Shauna

I interviewed this person

because I knew that she likely
had a strong intrapersonal MI.
She has a reputation for being
extremely talkative and Ive
observed her comfortably take
charge and lead out during
large group discussions. After
asking her specific questions
about her learning habits, I
was able to establish that this
was indeed one of her MIs.
She shared that she prefers a
learning environment where
she can share her thoughts
with peers and collaborate
with others.

Verbal/
Linguistic

Interpersonal

One or more strategies to

address this strength in the
classroom.
One strategy that I can use to
address this strength is to
provide students with a text and
assign reading, writing, and
discussion exercises to help
them process content. Because
students with verbal-linguistic
MIs use language and words as
a means of learning, they will
naturally do well when provided
opportunities to communicate
their ideas through speaking and
writing.
Some strategies to address this
MI in lessons include grouping
students to work together on
various tasks. This allows them
to communicate their thoughts
with one another an allows them
to take ownership of their
learning as they teach one
another. Students with this MI
are often more aware of others
thoughts and feelings about
things so having them work on
projects with peers will help
them use use this ability in the
learning process.

Tom

I chose this person because I

know that he does a lot of
work using his hands,
including woodworking, auto
repair, and remodeling houses.
I was able to accurately guess
this persons MI because Ive
known my father for quite
some time. After interviewing
him, I was able to establish
that the kinesthetic
intelligence is one of his
stronger learning preferences.
He established that he needs
to actually try something to
solidify his understanding of
how it works.

Based on my conversation, I
was able gain some insights on
addressing the learning needs of
someone with this intelligence.
Kinesthetic learners often need
to actually try something before
they can learn how to do it.
Much of their learning is
through trial and error, because
they have to experiment and
actually try something to
establish whether or not it will
work. A strategy I can
implement would be to have
students physically act a scene
out as we read a play.

Tina

When I interviewed this

person, I wasnt sure what her
exact learning intelligences
were. After speaking with
her, I was able to establish
that she learns best on her
own and prefers a quiet
learning environment free
from distraction. She also
mentioned that she is selfdriven in her learning and
likes to set personal goals to
help motivate her as she
works.

From this interview, I could see

the value of addressing the
intrapersonal intelligence in
lessons. Some ways to
incorporate this intelligence into
lessons includes having students
assess their current
understanding of a topic, explore
their feelings about an issue, set
clear goals for their learning,
and reflect on their performance
and how they can improve. This
could be done in class during a
discussion or in a written journal
reflection.

BodilyKinesthetic

Intrapersonal

Ben

I selected this person because

I knew that he was interested
both in science and in nature
and I assumed that he would
have a strong naturalist MI.
Through the interview I was
able to establish this to be the
case. He mentioned his
interest in animals and plants.
He is particularly interested in
botany, and he loves studying
the names and characteristics
of plants and trees. He loves
being outdoors in nature, and
will often go hiking and
backpacking.

One of the strategies that can be

used to help learners with a
naturalist intelligence is to
provide them with opportunities
to categorize information and
demonstrate the connections and
groups of terms and concepts.
This helps them establish a clear
understanding of the relationship
of this new information to
knowledge they already possess.
One way to address this MI
would be to have students create
a character chart and label the
relationships between the
characters of a novel.

Micah

I chose to interview this

person because I knew he
would be willing to share
about his learning
experiences. I didnt actually
know what his strongest MI
was but I wasnt surprised to
find that he was a visualspatial learner. He shared in
his interview that he often will
use videos on Youtube to
learn new concepts and he
finds that he remembers
information better when there
are images and pictures used
to demonstrate the concept.

A strategy to use with a visualspatial learner is to use visual

stimulai when introducing a new
concept. Examples of visuals to
share include photos, videos,
graphs, and illustrations.
Students with a strong visualspacial MI will visually store
this information as they work to
process new concepts and ideas.
Some students with this MI are
good at actually visualizing
concepts or solutions to
problems and using this mental
image as they complete a task.

Naturalist

VisualSpatial

Amy

I knew this person was an

exceptional musician. She
plays the piano, the flute, and
sings. I wanted to inteview
her to learn more about her
learning intelligences. After
meeting with her, I was able
to confirm that she does use
her musical intelligence as she
learns concepts. She has an
ear for music and listens to
classical music she studies.
She mentioned that she is
good at memorizing the lyrics
to songs.

Some strategies for

implementing this MI in lessons
include playing music to
enhance specific acitivities in a
lesson, having students perform,
select, or write songs for a
project, or implementing rythym
to help students as they learn
new information. A specific
example of addressing this MI
would be to have students write
and perform a group rap to teach
a particular English grammatical
rule.

Emma

When I interviewed this

person, I was not sure what
her strongest MIs were, but
after speaking with her I was
able to establish that she has a
strong logical-mathematical
intelligence. Emma enjoys
doing math and says it is her
favorite subject. She said she
also enjoys programming and
is involved in the computer
programming club at her
elementary school. In our
interview, she mentioned that
she likes to learn from books
and study graphs. She also
enjoys learning about science.

Strategies that I can use to have

students exercise this MI include
having students identify clear
patterns, explore causes and
effects, and using clear, logical
order when presenting their
ideas in orally and in writing.
An example of an English lesson
that incorporates this
intelligence would be to have
students write a persuasive
speech. Students would have to
use a clear, logical order for
their argument as they present
their topic to their peers.

Musical
Rhythmic

Logical
Mathematical

Section II: Project One Overview

Teacher name: Josiah Wallace

Unit Title: Elie Weisels Night and The Holocaust (English 10 and World History)
Unit Objectives:
Students will be able to analyze text and use quotes as evidence to support
their viewpoint as they compose a written respose to a prompt about an issue
in Night.
Students will be able to compose written responses about Elie Wiesels Night
using an academic tone, complete sentences, and proper writing conventions.
Students will be able to use technology as they publish and share their written
responses with peers on a Google Sites blog.
Common Core Standards Addressed you can find the Common Core standards on the
California Department of Education Website (http://www.cde.ca.gov/re/cc/)
English Language Arts Standards:
Reading: Literature: Grade 9-10:
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Craft and Structure:
CCSS.ELA-LITERACY.RI.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.
Writing: Grades 9-10:
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of
the subject under investigation.

Range of Writing:
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Speaking and Listening: Grades 9-10:
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest.
Language: Grades 9-10:
Conventions of Standard English:
CCSS.ELA-LITERACY.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.

CCSS.ELA-LITERACY.L.9-10.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

History/Social Studies: Grade 9-10:

Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text
complexity band independently and proficiently.
Key Ideas and Details:
CCSS.ELA-LITERACY.RH.9-10.2

Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CA State Standard: World History, Culture, and Geography: The Modern World:
10.8 Students analyze the causes and consequences of World War II.
5. Analyze the Nazi policy of pursuing racial purity, especially against the European
Jews; its transformation into the Final Solution; and the Holocaust that resulted in the
murder of six million Jewish civilians.
6. Discuss the human costs of the war, with particular attention to the civilian and
military losses in Russia, Germany, Britain, the United States, China, and Japan.
Technology Standards Addressed you can find the technology standards on the
International Society for Technology in Education (ISTE) Website (http://www.iste.org)
2. Communication and Collaboration:
Students use digital media and environments to communicate and work
collaboratively including at a distance, to support individual learning and
contribute to the learning of others. Students:
o Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media.
o Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
o Develop cultural understanding and global awareness by engaging
with learners of other cultures.
o Contribute to project teams to produce original works or solve
problems

3. Research and Information Fluency:

Students apply digital tools to gather, evaluate, and use information.
Students:
o Plan strategies to guide inquiry
o Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
o Evaluate and select information sources and digital tools based on
the appropriateness to specific tasks
6. Technology Operations and Concepts:
Students demonstrate a sound understanding of technology concepts,
systems, and operations. Students:
o Understand and use technology systems.

Why this subject?

Last year I taught an sophomore English class but I did not get to use this particular text. I
anticipate using this text for this upcoming year and I hope to have students use Google Sites as a
way to publish and share their information with peers.

Unit Summary:
In this unit, students will develop their literary skills as they read the Night and write individiual
responses about the memoir (verbal, intrapersonal). Students will also meet and discuss the
major themes of Elie Wiesels memoir as they meet in teams to discuss specific sections of the
reading (verbal, interpersonal). Students will collaborate with the same team members as they
research the historical time period of the book, the author, and other assigned topics related to
World War II and The Holocaust (interpersonal, verbal). Students will establish clear roles for
each team member with specific tasks and set deadlines to keep the group accountable (verbal,
interpersonal, logical). Presentation will be created on Keynote, and must include digital media,
including images and music to enhance their presentation (visual, music, verbal). Students will
create a team presentation and post their research, discussion material, and additional sources on
a team website on Google sites. The website background and subpages will be team-create and
should look professional and be clearly organized (visual, naturalist). At the end of the unit,
teams will present their websites to the rest of the class (verbal, visual, kinesthetic, music).

Section III: Bloom / Gardner Grid: add activities for different MIs along the Blooms
continuum. Incorporate technology in ways that enhance learning. Please color-code this
grid. Put Blooms taxonomy terms in green, technology terms in red, and MIs in purple.
Bloom
Gardner
Verbal/
Linguistic

Interpersona
l

BodilyKinesthetic

Remember

Understand

Apply

Analyze

Evaluate

Students will
describe what
they read in the
novel, Night, and
refer to their
notes on Google
Drive
(https://drive.goo
gle.com ) as they
take part in an
oral discussion.

Students will
identify major
characters,
actions or
conflicts
encountered in
the novel during
their oral
discussion and
add to their notes
on Google Drive
(https://drive.goo
gle.com )

Vocab Building:
Students will
demonstrate their
knowledge of
vocabulary from
Vocab Test
(http://www.voca
btest.com/ ) as
they write each
term in a
sentence.

Students will
analyze the major
themes from
Night and
compose an
outline for a
Word doc.

Students will pair

up with a peer
student and
memorize
vocabulary using
digital flashcards
on Quizlet:
https://quizlet.co
m

Students will
discuss major
conflicts
presented in the
reading for a
novel with their
peers and record
their
conversation as
an audio clip
(Quick Time).

Students will
demonstrate their
knowledge of a
particular issue as
they converse
with peers in a
Socratic Seminar.
In preparation for
the discussion,
students will
research the issue
on their devices.

Students will
question the
views of their
peers as they take
part in a Socratic
Seminar. In
preparation for
the discussion,
students will
research the issue
on their devices.

Students will
identify
synonyms for the
unit theme
(example: joy,
commitment,
accountability)
using an online
dictionary
(https://dictionary
.com ), write
these on post-its,
and then have a
teammate stick
these to the
whiteboard.

Students will
locate European
countries on a
map using a
Geography game
on Sheppard
Software:
http://www.shepp
ardsoftware.com/
European_Geogr
aphy.htm then
compete with
classmates to
point to the
correct country
on a large poster.

Students will
assess the work
of other students
in the class as
they take part in a
peer edit.
Students will
read essays and
use Microsoft
Words track
changes feature
to write
comments about
essay content and
writing
conventions.
Students will use
a class poll on
Google Drive
(https://drive.goo
gle.com ) to
evaluate the
views of the class
on a particular
issue.
Students will
refer to this
information as
they take part in a
classroom
discussion.
Students will
evaluate the team
skits of their
peers and
determine the key
similarities and
differences of the
two figures
presented.
Students will use
Google Drive
(https://drive.goo
gle.com ) to take
notes as they
watch the
performance.

After studying
European
countries on
Sheppard
Software:
http://www.shepp
ardsoftware.com/
European_Geogr
aphy.htm ,
students will use
their knowledge
as they compete
with classmates
and point to the
correct country
on a large poster.

Students will
compare and
contrast two
literary figures.
Students will use
Google to
reseearch and
Google Drive
(https://drive.goo
gle.com ) to
compile their
research. They
will then write,
practice, and
perform a team
skit to illustrate
the key
similarities and
differences of the
two figures.

Create
Students will
compose
analytical essay
about a chosen
theme from the
novel, Night,
using a Word
doc.

Students will
create a class poll
on Google Drive
(https://drive.goo
gle.com ) to
highlight the
views of the class
on a particular
issue.
Students will
refer to this
information as
they take part in a
classroom
discussion.
Students will
create a team
gesture that
represents the
theme of the unit
(example: joy,
commitment,
accountability),
take a picture
with their iPads,
and share it with
their class.

Intrapersona
l

Naturalist

VisualSpatial

Students will
watch a clip on
Ted Talks
(https://www.ted.
com ) and relate
the topic to their
own experiences
in a short written
reflection.

Students will
explain the
significance of
three personallycreated words
words that
represent
personal interests
or aspirations.
The words must
be composed of
Latin and Greek
word roots
(https://www.spel
lingcity.com/latin
-greek-rootwords.html )

Students will
apply their
knowledge of
Latin and Greek
Root Word Lists
(https://www.spel
lingcity.com/latin
-greek-rootwords.html ) as
they create three
new words that
represents
something about
their personal
interest or
aspirations.

Students will
analyze and
outline the major
life events of a
literary figure.
Students will
identify specific
character traits of
the figure that
they want to
emulate.
Students will
create a
presentation on
Powtoon:
http://www.powt
oon.com/

Students will
brainstorm and
list natural
symbols (trees,
water, etc.)
theyve
encountered in
literature and
arrange these
symbols with
their team on
Group Zap
(https://groupzap.
com )

Students will
predict the
meaning of
natural symbols
(trees, water, etc.)
theyve
encountered in
literature using
Group Zap
(https://groupzap.
com )

Students will go
outside and select
a natural object
to observe.
Students will
write notes on the
physical
description of
their object using
Word and then
write a cinquain.
Students will
produce a
recording of
their cinquains on
a team podcast.

Students will
analyze the
cinquains of
other teams as
they listen to
each team
podcast.
Students will
compare each
natural object
cinquain and
determine the
ones that
effectively used
descriptive
language.

Students will
recall key facts,
famous figures
and events of
WWII as they
reference images
from their flipped
lesson video
recorded on
Screen Cast-omatic.

Students will
view photographs
from the WWII
era and the
Holocaust using
Google Images
(https://images.g
oogle.com ) and
describe the
physical details
of each image.

Students will
apply their
knowledge of
ethnic
discrimination
during The
Holocaust and
research current
event where a
people group is
facing
discrimination.
ELs will use the
site News in
Levels
(http://www.news
inlevels.com/ ) to
find a news
article at their
reading level.
Students will
then use Google
to find images of
this people
group.

Students will
analyze the
WWII
photographs from
Google Images
(https://images.g
oogle.com ) and
determine the
purpose of the
photograph (why
it was taken) and
the message it
communicates to
its audience

Students will
evaluate peer
Powtoon
(http://www.powt
oon.com/)
presentations and
reflect on what
they learned from
their peers. In a
written reflection,
students must
choose three
literary figures
that they
personally
identified with
and justify their
selections.
Students will
analyze a short
story and explain
role that nature
plays in the plot.
Students will
address their
findings on a
Glogster
(https://glogster.c
om) as they
include key
passages, images,
and short video
clips related to
the theme of
nature.
Students will
evaluate the
photos and
determine which
images are the
most appropriate
and effective for
their team Prezis
Presentations
(http://prezi.com
) and Google
websites
(https://sites.goog
le.com )

Students will
create a Blog
(https://googleblo
g.blogspot.com )
and post personal
responses to
prompts related
to the novel, Lord
of the Flies.

Students will
create a Glogster
(https://glogster.c
om) and present
key passages,
images, and short
video clips that
demonstrate the
theme of nature
in an assigned
short story.

Students will
collect snd
arrange images
appropriate to use
in their Prezis
Presentations
(http://prezi.com
) and Google
websites
(https://sites.goog
le.com ) Students
will create
websites using
high-quality
images and a
clean,
professionallooking format

Musical
Rhythmic

Logical
Mathematica
l

Students will
repeat the
rhythms and
lyrics of teamcomposed songs
during peer
iMovie
presentations.

Students will
paraphrase the
information
contained in
team-composed
songs after
watching peer
iMovie
presentations.

Students will
watch several
famous speeches
on Youtube
(https://youtube.c
om) and identify
rhetorical devices
(ethos, logos,
pathos) being
used.

Students will
summarize a
famous speeches
on Youtube
(https://youtube.c
om) and
distinguish the
logical flow of
ideas.

Students will
apply their
knowledge of
music and
rhythm as they
write a team song
about English
grammatical
rules. They will
reference music
clips on Youtube
(www.youtube.co
m ) to help them
during the
process.
Students will
apply their
knowledge of
logic and
rhetorical devices
as they take part
in a classroom
debate. In
preparation,
students will
research their
topic using
Google Scholar
(https://scholar.g
oogle.com )and
take notes on
Pages.

Students will
compare the
songs presented
by their peers and
point out the
strengths and
weaknesses of
each teams
iMovie

Student will
listen to and
analyze the team
songs of their
peers that were
recorded on an
audio-recording
program (Quick
Time)

Student will
create and record
a team song about
grammar using an
audio-recording
program (Quick
Time)

Students will
point out
weaknesses in the
arguments of
their opponents
during their
classroom debate.
Students will use
the information
collected from
Google Scholar
(https://scholar.g
oogle.com )as
evidence to
support their
argument.

Students will
assess and revise
their research
paper to ensure
that their ideas
follow a logical
order. Students
will check their
work for
plagiarism using
the site Turn it
In:
https://turnitin.co
m

Students will
compose a
research paper
after completing
thourough
research on their
chosen topic.
Students will
present their
ideas using
transitions and a
clear, logical
order. They will
also use proper
MLA format for
their paper (intext citations,
Works Cited
page) using
Purdue OWL:
(https://owl.engli
sh.purdue.edu/ow
l/resource/747/01
/)