GT Differentiated Model Lesson
GT Differentiated Model Lesson
Grade Level: 4 / Subject Area(s):_X Reading, Writing
_ X Mathematics / __ Science
__ Social Studies / TEKS/Student Expectations:
Writing/Expository and Procedural Texts
Students write expository and procedural or work-related text to communicate ideas and information to specific audiences for specific purposes.
Students will be able to
· 18(A) create brief compositions that (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, 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 and provide evidence from the text to support their understanding
Students will be able to
· 11(A) summarize the main idea and supporting details in text in ways that maintain meaning
· 11(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, comparison, problem/solution, or description.
9 Weeks: 2nd
Essential Question(s):
How do readers integrate and add new information learned from text to what they already know?
How do readers differentiate between what information is and is not important?
How is expository writing different from and the same as narrative writing?
Assessment(s):
__ Pre-Assessment _ X Formative _ X Summative
GT Scope and Sequence Skills:
__ Creative Thinking
__Critical Thinking
_ X Communication
_ X Research / Student Learning Styles:
__ Auditory
_ X Visual/Spatial
__ Kinesthetic
_ X Other: Written / Elements of Depth and Complexity:
__ Language of the Discipline
_ X Details
__ Patterns
__ Trends
__ Rules / __Ethical Considerations
_ X Unanswered Questions
__ Over Time
__ Different Perspectives
__ Big Ideas
Lessons and Activities
_ X Whole Class _ X Small Group __ Independent Activity
PART ONE:
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 media.
On Grade Level: Using the important facts from multiple text sources, students will create a tri-fold informational brochure on a vacation destination of their choice. The travel brochure will outline specific information about the chosen destination, including but not limited to the following:
· Destination facts (population, climate, etc.)
· Preferred/advised means of travel to and throughout the destination
· Landmark, attractions, and other places of interest
· Historical information
· A map
· Photographs (or drawings)
· Cultural facts (events, food, education)
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.
· 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. / Resources:
U.S./World Map
Post-it Notes, Push pins for marking
Travel magazines, travel brochures, online travel logs, non-fiction books and literature related to travel and geography
11x17 or other large paper for tri-fold
Internet research preferred sites, travel sites, GoogleEarth©
Collaborative Work Skills : Process Assessment
CATEGORY / Consistently / Occasionally / Often / Struggles with Expectations
Problem-solving / Actively looks for and suggests solutions to problems. / Refines solutions suggested by others. / Does not suggest or refine solutions, but is willing to try out solutions suggested by others. / Does not try to solve problems or help others solve problems. Lets others do the work.
Focus on the task / Consistently stays focused on the task and what needs to be done. Very self-directed. / Focuses on the task and what needs to be done most of the time. Other group members can count on this person. / Focuses on the task and what needs to be done some of the time. Other group members may sometimes remind to keep this person on-task. / Rarely focuses on the task and what needs to be done. Lets others do the work.
Contributions / Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. / Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard. / Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. / Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
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