Gtdifferentiated Model Lesson

GT Differentiated Model Lesson Grade Level: 5th Subject Area(s): TEKS/Student Expectations: X Reading, Writing __ Science 3rd 9 Weeks: Writing/Literary Texts __ Mathematics __ Social Studies Students write literary texts to express their ideas and feelings about real or imagined Essential Question(s): people, events, and ideas. Students will be expected to: In what real-life situations do people write to persuade?*  16 (A) write imaginative stories that include How does persuasive writing compare to expository writing?* (i) A clearly defined focus, plot, and point of view; When might a writer choose to write a poem over other forms of writing?* (ii) A specific, believable setting created through the use of sensory details; Why do writers write imaginative stories?* (iii) Dialogue that develops the story. * Taken directly from CRM. Writing/Writing Process Assessment(s): Students use elements of the writing process (planning, drafting, revising, editing, and _X Pre-Assessment _X Formative _X Summative publishing) to compose text. GT Scope and Sequence Skills: Student Learning Styles: StudentsElements will of be Depth expected and to:Complexity: _X Creative Thinking _X Auditory _XLanguage 15(A) of plan the a Disciplinefirst draft by selecting a _genre_ Ethical appropriate Considerations for conveying the _X Critical Thinking _X Visual/Spatial _X Detailsintended meaning to an audience, determining_X Unanswered appropriate Questions topics through a _X Communication _X Kinesthetic _X Patternsrange of strategies (e.g., discussion, _background_ Over Time reading, personal interests, __ Research _X Other: Written __ Trendsinterviews), and developing a thesis _or_ controllingDifferent Perspectivesidea; __ Rules __ Big Ideas  Lessons and Activities15 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to _X Whole Class _X Small Group _X Independent Activity create a focused, organized, and coherentResources: piece of writing; PART ONE:  15(L1) revise drafts by adding or deletingChart words, paper/graphic phrases, or organizer sentences, Whole Class: Allow students to select and read a mystery story on their own. In a whole groupelaborating, discussion, combining students and rearranging will text independently and in response to list the different characteristics of their mystery stories that made them different from previouslyfeedback read from fiction peers andor non- teachers; fiction text. Common elements of mystery stories include crimes, suspect characters, twists in plot, distractors, and  15(C) revise drafts to clarify meaning, enhance style, include simple and unpredictable endings. Read to the class a short mystery story and detail the elements with the class. Discuss how this compound sentences, and improve transitions by adding, deleting, combining, “Bags of Mystery” or boxes, small story was alike or different from the stories the students read. and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, anditems genre tohave use been in bags addressed;

 15(D) edit drafts for grammar, mechanics, and spelling; On Grade Level: “Bag of Mystery” Activity: Place several small items in a small paper bag or shoeboxes. Group students in cooperative teams or in partners. Explain to the group that they have received a bag of evidence from a  15(E) revise final draft in response toMystery feedback Graphic from peers Organizer and teacher and crime scene. The students’ job is to write a mystery story that includes the objects as “clues”publish to the written mystery. work for Students appropriate audiences. can open the boxes and study the items together.

Advanced Academic Services Austin Independent School District Independently, students will use a Mystery Graphic Organizer to prepare to write their own mystery stories using the Recording equipment/software “clues” in the bag. Students will work with one partner to review their graphic organizer for all necessary elements. (optional) Students will write their mystery stories when the graphic organizer has been approved by a peer to contain all the proper elements of a mystery story. Stories will vary.

GT Level: Students will create plays from their mystery stories, creating scenes and assigning actors and actresses for the storyline. The small groups will perform their stories using the bag of “clues.” Performances can be recorded to create a video collection of mysteries.

Whole Class: Students will have the opportunity to examine a different bag or box of objects. They will then read the stories their classmates wrote or watch the video of the play performances. Students can assess each other’s work using a Mystery Graphic Organizer to determine if all elements of a mystery were included.

Advanced Academic Services Austin Independent School District Collaborative Work Skills : Process Assessment CATEGORY Consistently Occasionally Often Struggles with Expectations Problem-solving Actively looks for and Refines solutions Does not suggest or Does not try to solve problems suggests solutions to suggested by others. refine solutions, but is or help others solve problems. problems. willing to try out Allows others do the work. solutions suggested by others. Focus on the task Consistently stays focused Focuses on the task Focuses on the task and Rarely focuses on the task and on the task and what and what needs to be what needs to be done what needs to be done. Allows needs to be done. Very done most of the time. some of the time. Other others do the work. self-directed. Other group members group members may can count on this sometimes remind to person. keep this person on-task. Contributions Routinely provides useful Usually provides useful Sometimes provides Rarely provides useful ideas ideas when participating in ideas when useful ideas when when participating in the group the group and in participating in the participating in the group and in classroom discussion. classroom discussion. A group and in and in classroom May refuse to participate. definite leader who classroom discussion. discussion. A satisfactory contributes a lot of effort. A strong group group member who does member who tries what is required. hard.

Product Assessment

During the 1st nine weeks rubrics for “Product Assessment” were provided as models. However, these generic rubrics do not take into account the specific expectations you have established with regard to student products. For this reason, you are encouraged to design your own rubric. Below are useful links to support your use of rubrics in the classroom: RubiStar: http://rubistar.4teachers.org/; Teachnology: http://www.teach-nology.com/web_tools/rubrics/; Rubrics for Teachers: http://www.rubrics4teachers.com/

Advanced Academic Services Austin Independent School District