GT Differentiated Model Lesson
Grade Level: 1 / Subject Area(s):X Reading, Writing
__ Mathematics / __ Science
__ Social Studies / TEKS/Student Expectations:
Reading/Comprehension of Literary Text/Theme and Genre
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding
· 9(A) describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events
ELAR TEKS Figure 19
Reading Comprehension of Informational/Expository Text
Students analyze, make references, and draw conclusions about expository text and provide evidence from the text to support their understanding
· 14(C) retell the order of events in a text by referring to the words and/or illustrations
· 14(D) use text features (e.g. title, tables of contents, illustrations) to locate specific information in text.
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.
· 19(A) write brief compositions about topics of interest to the student
4th 9 Weeks
Essential Question(s):
Why is it important for readers to think carefully about text information and the author’s message?*
How do readers use information from text to analyze character actions and feelings?*
How do readers differentiate between what information is and isn’t important?*
Why is it important to stop during reading and think about what has been read so far?*
Why is it important for writers to review their own writing?*
What can writers do to develop their own craft and style?*
* Taken directly from CRM.
Assessment(s):
_X Pre-Assessment _X Formative _X Summative
GT Scope and Sequence Skills:
__ Creative Thinking
_X Critical Thinking
_X Communication
_X Research / Student Learning Styles:
_X Auditory
_X Visual/Spatial
_X Kinesthetic
__ Other: / Elements of Depth and Complexity:
_X Language of the Discipline
__ Details
_X Patterns
_X Trends
__ Rules / __Ethical Considerations
_X Unanswered Questions
_X Over Time
__ Different Perspectives
_X Big Ideas
Lessons and Activities
_X Whole Class _X Small Group _X Independent Activity
Whole Class: Open a discussion with the students about the four seasons. Explain to students that we have seasons because of the tilt of the Earth as it rotates on its axis.
Share with the students an appropriate, grade-level text about the seasons.
Create a large table with butcher paper. Write the four seasons (summer, autumn, winter, spring) across the top and the following words as rows on the left side of the table: months, weather, holidays, and activities. Write “Seasons in Austin” as a title for the table.
Students will brainstorm to determine during which months the seasons occur and the various holidays that fall in that season. Ask students what the weather is like and what activities they like to do during these seasons. Write down student ideas.
On Grade Level: Students will be making seasons books. Pass out five sheets of plain white paper and one colored sheet of construction paper to each student.
On one page of white paper, the student will glue one season name and two matching season pictures. (For example, ask students what two pictures would go with spring (flowers and a baby chick)). With each season page, students can draw a background and other relevant seasonal items on the picture, or finish the picture as a scene from the season. Students can refer to the class chart. They can write one to two sentences to describe the season at the bottom of each page.
The students will end up with four pages, one per season.
GT Level: Discuss with students the changes in weather patterns that we see in Austin, Texas. Ask students about how weather has adverse effects on our environments and day-to-day life. Discuss the drought, how the “rules” of the seasons seem to be different in Texas, and what predictions student may be able to make about weather’s impact over time. Students will add pages to their season books describing Texas weather.
Whole Class:
Ask students to tell a partner what their favorite season is and why. Give students time to read their books to a friend or share their season books with the class.
Adapted from “Seasons Lesson”, Instructor Web / Resources:
Non-fiction story about the four seasons
Large chart/butcher paper
Plain paper and construction paper
Labels of seasons
Pictures of seasons/characteristics
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: 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