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SHAKERAG ELEMENTARY DIFFERENTIATED LESSON PLANNING TEMPLATE

Stage 1:
R.L.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.
Teacher: Stephanie Mack
Grade/Subject: 5th Grade Reading
Time Period:
Strategy: Compare and Contrast
Differentiation: Content
Flexible Grouping Rationale: Reading Level and Personal Book Choice
Type(s) of Differentiation
Identify strategies used and modifications made for gifted
learners. (Must differentiate at least one area- content, process or
product.) Be specific.
Content
The content that the students are reading will be
differentiated.

Method(s) of Differentiation
Identify strategies used and modifications made for gifted
learners. (Must differentiate at least one way- interest, readiness,
or learning style.) Be specific.
Interest

Process

Readiness

Product

Learning
Style

The reading selections will depend on their reading


level; Accelerated, On, or Below.

Essential Question(s):Can two different books explore similar themes? How do you know?
Knowledge and Skills (Objectives):
The student will be able to compare and contrast two different texts in terms of their approaches to similar themes.

Stage 2: Assessment Evidence


Questions/Prompts:

What are some of the common themes in literature?


How are the themes similar in the two stories?
What explicit evidence supports your claim?
What implicit evidence supports your claim?
Formative Assessment: Partner work
Summarizing Strategy: Using two texts, compare and contrast their approach to similar themes. Remember to include explicit
and implicit support using both texts. You may write a summary or create a multimedia presentation.

Stage 3: Lesson Plan What learning experiences and instruction will enable students to achieve the objectives?
Materials/Resources
Short snippits of I Feel Good by James Brown and Happy by Pharrel
Materials (preparation,
At least 5 fictional paired texts
distribution and collection
Student independent fiction books
procedures)
Class Read Alouds

Instruction Components

Anticipatory Set/
Motivator- connection to
prior experience

Procedure-Strategy and
differentiation

Closure (studentcentered, selfassessment/reflection,


metacognition)

Hook: Play a short snippet of the songs I Feel Good by James Brown and
Happy by Pharrel. Ask the students to discuss with their seat partners if they
have a similar theme and what explicit evidence can you use to support or deny
this claim. Quickly, debrief as a class.
Partner Work:
Give a brief review of theme. It isnt the main idea, it is THE MEssage.
Assign students to partners and paired texts depending on reading level.
Follow a close reading protocol but with a partner. The partners begin by
simply reading the paired texts. Next, students will take notes on a theme
that they have in common. They need to include explicit support from both
texts. As the groups are working, the teacher needs to continue to ask
questions like..What is the theme? Why did you choose this theme?
What support are you using from both texts?
Have each group debrief with other partnerships that had the same texts.
Then, debrief as a group.
Independent Work/Assessment:
As an individual, compare and contrast two texts approaches to similar themes.
Students may use independent novels, class shared readings, or read alouds.
Remember to include explicit and implicit support using both texts. You may write
a summary or create a multimedia presentation.