Differentiation:

Differentiation is defined as adapting, modifying, and altering lesson plans to meet the needs of the students. Each of my lessons has been differentiated to meet the needs for students who perform below grade level, perform at grade level, and perform above grade level. The lessons have been differentiated by the text, the process, and the product. The differentiation is based upon the individual ablities of the students in the classroom.

The text has been differentiation to meet the needs of students. This means the text has been adapted, modified and altered to meet the readabillity level of students who are below grade level, at grade level and above grade level. Flesch-Kincaid score are available for each of the text that has been adapted, modified, and altered.

Above Level

Above Level- No alternation, actual text from Charlotte’s Web

“The barn was very large. It was very old. It smelled of hay and it smelled of manure. It smelled of the perspiration of tired horses and the wonderful sweet breath of patient cows. It often had a sort of peaceful smell—as thought nothing bad could happen ever again in the world. It smelled of gain and of harness dressing and of axle grease and of rubber boots and of new rope. And whenever the cat was given a fish-head to eat the barn would smell of fish. But mostly it smelled of hay, for there was always hay in the great loft up overhead. And there was always hay being pitched down to the cows and the horse and the sheep.

The barn was pleasantly warm in the winter when the animals spent most of the time indoors and it was pleasantly cool in summer when the big doors stood wide open to the breeze. The barn had stalls on the main floor for the work horses, tie ups on the main floor for the cows, s sheepfold down below for the sheep, a pigpen down below for Wilbur, and it was full of all sorts of thing that you find in barns: ladders, grindstones, pitch forks, monkey wrenches, scythes, lawn mowers, snow shovels, milk pails, water buckets, empty grain sack, and rusty rat traps.”

On Level- Altered text from Charlotte’s Web
Flesch-Kincaid Grade Level: 4.7

“The barn was very large. It was very old. It smelled of hay and it smelled of manure. It smelled of tired horses and the wonderful sweet breath of patient cows. It often had a sort of peaceful smell—as thought nothing bad could happen ever again in the world. It smelled of gain and of harness dressing and of axle grease and of rubber boots and of new rope. And whenever the cat was given a fish-head to eat the barn would smell of fish. But mostly it smelled of hay, for there was always hay in the great loft up overhead. And there was always hay being thrown down to the cows and the horse and the sheep.

The barn was enjoyably warm in the winter when the animals spent most of the time indoors. It was enjoyably cool in summer when the big doors stood wide open to the wind. The barn had stalls on the main floor for the workhorses, an area for the cows, an area down below for the sheep. The barn even had a pigpen for Wilbur. The barn was full of all sorts of things: ladders, grindstones, pitch forks, monkey wrenches, scythes, lawn mowers, snow shovels, milk pails, water buckets, empty grain

Low Level- Altered text from Charlotte’s Web
Flesch-Kincaid Grade Level: 3.0

“The barn was very large. It was very old. It smelled of hay and it smelled bad. It smelled of tired horses and the wonderful sweet breath of cows. It often had a sort of peaceful smell. It smelled of grain and of rubber boots and of new rope. When the cat was given fish to eat the barn would smell of fish. But mostly it smelled of hay. There was always hay in the great loft up overhead. And there was always hay being thrown down to the other animals.

The barn was warm in the winter when the animals spent most of the time indoors. It was cool in summer when the big doors stood open to the wind. The barn had stalls on the many stalls. The barn had a pigpen for Wilbur. The barn was full of all sorts of things: ladders, pitch forks, monkey wrenches, lawn mowers, snow shovels, milk pails, water buckets, empty grain sack, and rusty rat traps.”

Back to Top

The above grade level students might find the reading to be easy. Then to complete their character quotes the students should go through the text and choose their own character quotes following the example of the teacher's model.

The at grade level students might find the reading to be just right. Then to complete their character quotes the students should choose quotes from the list below. The students will need to record the quote and their response on paper following the example of the teacher's model.

Quotes:

Charlotte:

“At last Wilbur saw the creature that had spoken to him in such a kindly way.” pg. 36

“She was about the size of a gumdrop." pg. 37

"She had eight legs, and she was waving one of them at Wilbur in friendly greeting." pg. 37

"I'm near-sighted," replied Charlotte. pg. 37

"I think you're beautiful," said Wilbur." pg. 37

Wilbur:

"Wilbur's stomach was empty and his mind was full." pg.32

"But he was determined to get in touch with his unknown friend." pg. 34

"He lay down meekly in the manure, facing the door." pg. 35

"He could hardly believe what he was seeing, and although he detested flies, he was sorry for this one." pg. 38

How can I learn to like her, even though she is pretty and, of course, clever?" pg. 4

Templeton

"Templeton's teeth scraped loudly against the wood and made quite a racket." pg. 32

"Templeton had quit work and gone off somewhere on errand." pg. 35

The below grade level might find the reading to be challenging. Then to complete their character quotes the students will be provided with the following quotes. The students are responsible for providing a response for the quote following the example of the teacher's model.

Here are the quotes that students will be assigned.

Wilbur:

"There are a lot of things Wilbur doesn't know about life," she thought. "He's really a very innoncent little pig." pg. 40

Charlotte:

"Underneath her rather bold and cruel exterior, she had a kind heart, and she was to prove loyal and true to the very end." pg.41

Back to Top

Words: perspiration, pitched, sheepfold, grindstones, & scythes

Have none of the challenging words highlighted. Have the students use contextual clues to figure out the challenging words. If they still need more assisstance help them look the word up in the dictionary.

Words: manure, harness, grindstones, & scythes

Have challenging words highlighted, so students are aware of them. Have the students use contextual clues to figure out the challenging words. Students can work together to figure out the meaning of the word. If they still need more assistances help them look the word up in the dictionary.

Words: peaceful, loft, monkey wrenches & rusty.

Have the difficult words highlighted with definition written in the margin. If they still need more assistances help them look at the words in the dictionary and be prepared to use the words in a simple example sentence.

Back to Top

The worksheet will be complete blank and the students will need to complete it on their own.

The worksheet will have examples for the students that students can refer back to when completing their work.

The worksheet will have written examples for the students to follow and some of the questions already answered.

Back to Top

The student will be responsible for completing a book jacket with a short written excerpt. The student’s except should include these items: a written description of characters, setting, plot, and conflict. The student would have to use his or her higher order thinking skills and apply their knowledge of texture structure to complete this task.

The student will be responsible for complete a story map. The story map would include listing the characters and brief description, the setting, the development of plot and conflict. The student would have to use their basic knowledge and understanding of text structure to complete this task.

Back to Top