Content- Students will access information in just-right reading levels. Students will research different topics in greater depth. Example:  Advanced 4th grade students will have the same research expectations as the fifth grade when writing their opinion essay.  Struggling writers in 5th grade will have less research expectations. Higher level readers will read both the primary source Bill of Rights and the kids' version.

Product- Students will have a menu of options for creating a product to show what they learned, based on student interest. These products will be presented in a culmination event.  Flexible grouping arrangements will be provided. Students with learning accommodations will receive a different GRASPS rubric that focuses on learning goals in their Personalized Education Plans. 

Process- Students will have different ways to learn.  Some will watch videos, others will use a web-quest, other students will match descriptions to topic.  Students will be provided with graphic organizers to help them process information.  The graphic organizers will differ in detail and critical thinking task. 

Environment- Students will have the opportunity to work in a space that best suits their learning needs.  For example, students who are rehearsing a play or creating a song will have a space to be loud.  Students who have reading intervention will be pulled out of the classroom to help acquire the information with reading support. Students will have access to technology, graphic organizers, and art supplies, as needed.  The classroom will become a creation space with many learning activities going on at once.