Differentiated Lesson Plan Template: Standards: o 3.IT-E.1. Identify the purpose or main point and supporting details in a text.

o 3.IT.E-3. Distinguish cause from effect. o 3.IT-E.4. Identify and use knowledge of common textual features (title, headings, table of contents, glossary, captions) to make predictions about content. Objectives: By the end of this lesson, Students Will Be Able To: o Identify the purpose or main idea in a text as well as the supporting details o Apply the supporting details to justify their choice of the main idea o Identify causes and the effects of those causes using evidence from the text to justify o Locate common textual features o Analyze the textual features and apply this analysis to predict the content of the text. o Explain and discuss the reasoning behind their predictions o Work cooperatively and respectfully in groups to complete the assignment o Compose their own pollution story that demonstrates reading comprehension. They will identify causes and effects for pollution, use facts from the text, and include their own conclusions and predictions. o Demonstrate their understanding by illustrating their stories o Discuss and present their responses orally Differentiation Strategy: I will differentiate based on content. Students will all have to complete the same worksheet and meet the same goals, but the book they will read in the groups will be different. Grouping Strategy: I will group the students based on their readiness. I will use the students reading group levels to group them for this activity. More advanced readers will have more advanced texts, beginning readers will have beginning texts, and on-level readers will have on-level texts. Instructional Materials: Three books on pollution to match student reading levels Worksheet Pencils

Set Induction: I will pass out colored index cards (red, blue, yellow) with student names on them. Each color will correspond with a reading level. I will give advanced readers a red card, on- level readers a blue card, and beginning readers a yellow card. Last night, I hung big colored posters in three different corners of the room. I will ask students to go stand under the color poster that matches their index card. Once all the students have congregated in their respective groups, I will go over the directions for the lesson and hand out the accompanying worksheet. Procedure: 1. Students will break into groups according to readiness. 2. I will pass out a worksheet to all students. The worksheet is the same. 3. I will pass out three different books about pollution based on students reading level to the three groups. 4. Students will work cooperatively to complete the worksheet. 5. After they complete the worksheet, we will discuss our answers as a class. Assessment: Formal: Informal: I will use the worksheet to formally assess whether the students met the objectives. I will informally assess the students as I walk around and check their progress while they work in groups to complete the worksheet. I will also informally assess the students as they share their responses in a group discussion.

Your Name ______________________ Todays Date ______________________

Directions: Answer the first section, Making Predictions, BEFORE you read the book! ANSWER THIS SECTION BEFORE YOU READ! Making Predictions 1. List the textual features of the book: (You know! Table of contents, title, heading, glossary, etc.)

2. Now write down what each feature tells you. Basically, define each feature. (A table of contents is)

3. Based on your storys textual features, what do you think your story will be about? Why? Explain your answer in COMPLETE SENTENCES!

Now, read the pollution story your group has together. Each group member should read one page. Read your page aloud, then pass the book to your classmate next to you. They will read their page, and pass it down. Do this until you read the entire book! After you read the book, answer the questions below as a group. 1. What is the main idea of your story?

2. How do you know? What are the supporting details that let you know?

3. List three main causes for pollution according to your story. (Like smoke from factories.)

4. What effect do each of these causes have? (Smoke from factories pollutes the air.)

Now you are going to work independently! You can still stay in your groups area, but answer this question on your own! Think about the story you just read. Write your own pollution story! Tell me about the causes of pollution, and what they do to your main character (protagonist). Draw a picture to illustrate it at the bottom of the page! ___________________________________________ (Title)

Your Picture! (Illustration)