Gtdifferentiated Model Lesson
GTDifferentiated Model Lesson
Grade Level: 5th / Subject Area(s):X Reading, Writing
__ Mathematics / __ Science
__ Social Studies / TEKS/Student Expectations:
Writing/Literary Texts
Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
Students will be expected to:
- 16 (A) write imaginative stories that include
(ii)A specific, believable setting created through the use of sensory details;
(iii)Dialogue that develops the story.
Writing/Writing Process
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Students will be expected to:
- 15(A)plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
- 15 (B)develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
- 15(L1) revise drafts by adding or deleting words, phrases, or sentences, elaborating, combining and rearranging text independently and in response to feedback from peers and teachers;
- 15(C)revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;
- 15(D)edit drafts for grammar, mechanics, and spelling;
- 15(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
3rd9 Weeks:
Essential Question(s):
In what real-life situations do people write to persuade?*
How does persuasive writing compare to expository writing?*
When might a writer choose to write a poem over other forms of writing?*
Why do writers write imaginative stories?*
* Taken directly from CRM.
Assessment(s):
_X Pre-Assessment _XFormative _XSummative
GT Scope and Sequence Skills:
_X Creative Thinking
_XCritical Thinking
_XCommunication
__ Research / Student Learning Styles:
_XAuditory
_XVisual/Spatial
_XKinesthetic
_X Other: Written / Elements of Depth and Complexity:
_XLanguage of the Discipline
_X Details
_X Patterns
__ Trends
__ Rules / __Ethical Considerations
_XUnanswered Questions
__ Over Time
__Different Perspectives
__Big Ideas
Lessons and Activities
_X Whole Class _X Small Group _XIndependent Activity
PART ONE:
Whole Class: Allow students to select and read a mystery story on their own. In a whole group discussion, students will list the different characteristics of their mystery stories that made them different from previously read fiction or non-fiction text. Common elements of mystery stories include crimes, suspect characters, twists in plot, distractors, and unpredictable endings. Read to the class a short mystery story and detail the elements with the class. Discuss how this story was alike or different from the stories the students read.
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 crime scene. The students’ job is to write a mystery story that includes the objects as “clues” to the mystery. Students can open the boxes and study the items together.
Independently, students will use a Mystery Graphic Organizer to prepare to write their own mystery stories using the “clues” in the bag. Students will work with one partner to review their graphic organizer for all necessary elements. 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. / Resources:
Chart paper/graphic organizer
“Bags of Mystery” or boxes, small items to use in bags
Mystery Graphic Organizer
Recording equipment/software (optional)
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. Allows 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. Allows 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: Teachnology: Rubrics for Teachers:
Advanced Academic Services
Austin Independent School District