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**Determine core and variable instructional components**
The main focus of a learning goal determines the instructional focus, the area in which each student needs to be challenged. If the goal's focus is specific content, then all students need to be working towards mastering that content. If the goal's focus is a particular skill, then all students need to work towards developing that skill. Conversely, if the goal is NOT focused on a particular content or skill, that content or skill can be varied to meet the varying needs and interests of diverse learners.

The LMC's main instructional focus of learning will be:

 * The research process.
 * Key point of study will be the students' understanding of the character trait of perserverence and determination, and will be reflected in the products.

Differentiating the Process/Activities
Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept. For example students may use graphic organizers, maps, diagrams or charts to display their comprehension of concepts covered. Varying the complexity of the graphic organizer can very effectively facilitate differing levels of cognitive processing for students of differing ability.

The LMS will differentiate the research process and activities in the following ways:

 * Graphic Organizer - KWL Chart.
 * Skimming and Scanning for keywords and ideas.
 * [|Fact Monster] - lower reading.
 * [|Information Please] - higher reading.
 * Books borrowed via ILL of differing reading levels.
 * Students use research to find internet fan clubs and gather information about the person they select.
 * [|Proquest eLibrary], an online datatbase of age appropriate newspaper, magazine articles.

Differentiating the Product
Differentiating the product means varying the complexity of the product ([|http://www.rogertaylor.com/reference/Product-Grid.pdf)] that students create to demonstrate mastery of the concepts. Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more complex or more advanced thinking. There are many sources of alternative product ideas available to teachers. However sometimes it is motivating for students to be offered choice of product.

The LMC will differentiate Product Choices in various formats:
style of your chosen artist. Explain the artwork from the artist's perspective.
 * If you select a visual artist, produce a piece of artwork, depending upon who you research, in the
 * If you select a visual or musical artist, review a piece of their artwork and explain how the artist overcame/ incorporated his/her difficulty to produce it. Include a picture and title of the artwork.
 * Create a Powerpoint or wiki that showcases your person in a way that depicts their obstacle and how they overcame it.
 * Create a game board game that depicts your subjects life, obstacles and successes.
 * With a partner, write and perform a skit that portrays how the person you chose to research overcame their obstacle.
 * Using the person you chose to research, think of what they would say in a motivational speech to encourage students your age to persevere and always try do their best work.
 * Using the person you chose to research, create a poster in which this person motivates students to keep up with their studies. Write three paragraphs explaining your poster, include a picture of your person, which can be drawn or computer generated.
 * Using the person you chose to research, write a poem or song of encouragement in their words. Include your music, either written or recorded on a cd and a copy of your words.
 * ==STUDENTS MUST INCLUDE THEIR NAME, THEIR YOUR TEACHER'S NAME AND A WORKS CITED PAGE WITH ALL PROJECTS==

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