GT Differentiated Model Lesson

GT Differentiated Model Lesson Grade Level: 4 Subject Area(s): TEKS/Student Expectations: _X Reading, Writing __ Science 9 Weeks: 2nd Writing/Expository and Procedural Texts _ X Mathematics __ Social Studies Essential Question(s): Students write expository and procedural or work-related text to communicate How do readers integrate and add new information learned from text to what ideas and information to specific audiences for specific purposes. they already know? Students will be able to How do readers differentiate between what information is and is not important?  18(A) create brief compositions that (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, How is expository writing different from and the same as narrative writing? details, and explanations; (iii) contain a concluding statement.

Reading/Comprehension of Informational Text/Expository Text

Students analyze, make inferences and draw conclusions about expository text Assessment(s): and provide evidence from the text to support their understanding __ Pre-Assessment _ X Formative _ X Summative Students will be able to GT Scope and Sequence Skills: Student Learning Styles: Elements of Depth and Complexity: __ Creative Thinking __ Auditory __ Language 11(A) of summarize the Discipline the main idea and__Ethical supporting Considerations details in text in ways __Critical Thinking _ X Visual/Spatial _ X Detailsthat maintain meaning _ X Unanswered Questions _ X Communication __ Kinesthetic __ Patterns __ Over Time _ X Research _ X Other: Written __ Trends 11(C) describe explicit and implicit__ relationships Different Perspectives among ideas in texts __ Rulesorganized by cause-and-effect, sequence,__ Big Ideas comparison, Lessons and Activitiesproblem/solution, or description. _ X Whole Class _ X Small Group __ Independent Activity Resources: PART ONE: U.S./World Map

Whole Class: Open a class discussion about a dream vacation, a spring break getaway, or travel excursions students have take before. Mark these locations on a U.S. or world map. Independently, allow students to research these locations using non-fiction or reference text, magazines, brochures and any other travel-related literature or online Post-it Notes, Push pins for marking media.

Travel magazines, travel brochures, On Grade Level: Using the important facts from multiple text sources, students will create a tri-fold informational online travel logs, non-fiction books brochure on a vacation destination of their choice. The travel brochure will outline specific information about the and literature related to travel and

Advanced Academic Services Austin Independent School District chosen destination, including but not limited to the following: geography

 Destination facts (population, climate, etc.)

 Preferred/advised means of travel to and throughout the destination 11x17 or other large paper for tri-fold

 Landmark, attractions, and other places of interest

 Historical information

 A map

 Photographs (or drawings)

 Cultural facts (events, food, education) Internet research preferred sites, travel sites, GoogleEarth© GT Level Group: Allow students to partner with another student in class. Students will share their brochures with each other. Each student will be tasked to be a “travel agent” for his or her partner, planning a trip for each other. Each student will use research to create a 2- or 3-day trip itinerary/planning guide and trip package for his or her partner to visit the destination on the travel brochure, including (but not limited to) the following:

 Travel information from Austin (or other chosen home city) to destination. (Cost of airfare if flying, mileage if driving, cost of gas)

 Lodging with pricing

 Meals with preferred restaurants and pricing

 Excursions/tours with pricing and times

Student can create a travel log with all the information for their partner or use a teacher-created log.

Whole Class:

 Discuss with the class how we use travel brochures and other resources to gain more information about the world around us.

Advanced Academic Services Austin Independent School District  Discuss the multiple resources used and how the students found them helpful. What new resources did students find while researching? Create a chart of sources students used.

 Discuss how the travel brochures differed from the fictions stories studied in the first nine-weeks.

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 Lets 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. Lets 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