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Michael Shamblin
Differentiated Lesson Plan for The View from Saturday
EGT 513
A. Students:
This lesson plan will be used for a group of 4th grade gifted and talented students. The
subject will be Reading and Language Arts. (I am not teaching now, so I am unable to
offer any results of the pre-assessment that I had created previously on this novel).
B. Topic:
Students will complete a two-by-two board that is based on the novel The View from
Saturday.
Goals of the lesson:
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In this lesson, students will continue to apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts.
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In this lesson, students will continue to adjust their use of spoken, written, and
visual language to communicate effectively with a variety of audiences and for
different purposes.
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In this lesson, students will continue to employ a wide range of strategies as they
write and use different writing process elements appropriately to communicate
with different audiences for a variety of purposes.
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In this lesson, students will continue to apply knowledge of language structure,
language conventions, media techniques, figurative language, and genre to create,
critique and discuss print and nonprint texts.
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In this lesson, students use a variety of technological and informational resources
to gather and synthesize information to create and communicate knowledge.
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C. Objectives
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring
Strategies
The students will be able to compare and contrast two characters from the novel The
View from Saturday with 95% accuracy.
Writing Applications
The students will be able to produce informal writings from the novel The View from
Saturday with 95% accuracy.
The students will be able to write narratives that sequence events, including descriptive
details and vivid language with 95% accuracy.
D. Procedures
This lesson will be designed based on the Autonomous Learner Model. This model
enables students that are dependent on teacher direction to become autonomous learners
that are capable of self-directed, lifelong learning. Student’s independence and choice
are an advantage of this model. The lesson will be completed in three class periods (4045 minutes for each class).
1. Students completely read the entire novel The View from Saturday.
2. Hand out two-by-two board. Students in previous lessons had worked on a two-bytwo choice board. The basic level will allow for the use of construction paper,
pencils, crayons, and loose-leaf paper only. The advanced level will require a
computer with internet access and the use of the Microsoft Office software.
3. Hand out the rubric and discuss how the assignment will be graded.
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4. Allow students three class periods of 40-45 minutes to work on and complete the
choice board. If they are not complete after the third day, they may continue working
on the assignment for homework.
E. Products
Students will work on a two-by-two choice board. This board will offer two rows with
two activities each that will offer four choices for fourth grade gifted students. Students
must complete one box on each board and then students will select one of the remaining
three assignments that they will complete. Each student will complete two assignments
total. The advanced level board will allow for students that need greater enrichment.
F. Materials
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Construction paper, pencils, crayons, loose leaf paper, computer with internet
access, Microsoft Office Software, handouts on the two-by-two board, The View
from Saturday, and gifted and talented students.
G. Evaluation
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I will walk around and observe the students when they are working on the
independent assignment.
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Students will be given a rubric that will assess them on how well they completed
the activity. The rubric will be assessed on four categories: score incomplete (0),
satisfactory (3.5), Good (4.5), and Superior (6). Since they will complete two
activities, they will each have two rubrics.
H. Reflection
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I am not in the classroom now, but when I do have the opportunity to teach this
lesson, I would like to instruct this lesson at the 4th grade level. I tried to be as
clear as possible with my attached two by two board and the rubric that I will give
to assess the students on the lesson activities. I am also thinking about allowing
the students to evaluate each other’s project using the same rubric.
*Pages 5-7 of the word document contain the two-by-two board along
with the rubric
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Two-by-Two Board
English/Language Arts Elementary
Basic Level
1.Compare/Contrast two characters of your
choice (may use a graphic organizer).
2. Construct a crossword puzzle using ten
words from the novel.
3. Create a new ending to the story.
4. Draw a comic strip to present three key facts
from the novel.
Advanced Level
1.Create a PowerPoint slide show of ten slides
comparing/contrasting two characters of your
choice.
3. Create a new ending to the story in first and
third person using Microsoft Word. Include
page numbers; double spaced, Times New
Roman and 12-font size.
2. Construct a crossword puzzle using
Microsoft Excel using fifteen words from the
novel.
4. Use Microsoft Word to create a comic strip
to present three key facts from the novel.
Insert graphics using word, copy/save graphics
from the internet, or create your own.
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Name:___________________________________
General Grading Rubric
Superior (6)
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clearly meets all criteria set out in the instructions
interesting and also entertaining
very clearly presents a message showing insight or imagination
shows careful planning and organization of material
interesting details to support major points
no errors in grammar, spelling, or structure (if written)
easily understood
examples, well presented with colorful illustrations (if appropriate)
Good (4.5)
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meets the criteria set out in the instructions
holds interest
shows evidence of planning and organization
clearly presented ideas
includes detail
a few errors
neatly completed
illustrations (if required) or examples
Satisfactory (3.5)
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meets the criteria set out in the instructions
can be understood and followed
evidence of some planning
little effort made to create interest
occasionally difficult to follow
quite a few errors
neatness needs attention
lack of illustrations (if required) or examples
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Incomplete (must be redone or completed) (0)
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many errors
messy and lacks organization
little or no specific content
no attempt to create interest
generally poor preparation
little thought given toward completion