Session 3 Elementary Facilitator’s Guide: Model
Differentiated Lesson: Addressing Specific
Standards while Maintaining Rigor for All
Sequence of Sessions
Targets for this Session

I can explain how to differentiate the teaching of a standard while ensuring that the lesson maintains its focus.
High-Level Purpose of this Session

In this session, participants will experience a differentiated lesson and debrief the instructional choices made. They will
then brainstorm additional ways to differentiate module lessons that teach Standard 5 without losing the focus on the
most important standard.
Related Learning Experiences

This session follows Session 2 in which participants unpack the meaning of Standard 5 for both grade level and type of text.
Key Points

Lessons can be differentiated while maintaining integrity to the rigor of the standard.
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Standards should be re-taught if students are not proficient on assessments or other informal measures.
Learning about text structure strengthens students’ understanding of the text as a whole.
Session Outcomes
What do we want participants to be able to do as a result of
this session?
1. To be able to differentiate ELA module lessons while
maintaining the rigor of the standard.
How will we know that they are able to do this?
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Observation
Generation of ideas for scaffolding a lesson
Discussion
Debrief of model lesson
Session Overview
Section
Time
Overview
Building a Culture of
Achievement
10 min
Participants will meet EL staff, PPT slides
be introduced to the learning
targets of the session and
engage in a reflection activity
around Standard RI.5
Model Lesson
50 min
Participants will experience a
model, differentiated portion of
a lesson from the ELA
modules. Differentiation will
occur around the teaching of
Prepared Resources
Facilitator’s Preparation
Review PPT slides and
Facilitator Guide
Read Grade 5, Module 2B, Unit
1, Lesson 9
2 packets of model lesson
materials (each participant
Prepare differentiated materials;
either gets a “ ” packet or a “” there are 2 different sets of
packet.) Each packet contains; materials, a “ ” packet and a
Standard 5. During debrief,
participants will pair up with
someone who used the
opposite set of materials for
the differentiated lesson and
compare activities.
o Dr. James Naismith and the
Invention of Basketball
o First College Basketball
Game
o Problem/ Solution
Notecatcher
o Sequential Notecatcher
o Venn Diagram
o Venn Diagram Sort Cards
and mini sticky notes
Planning for
Differentiation
13 min
Participants will continue to
Analyzing Text Structure
complete the Analyzing Text Notecatcher (from Session 2)
Structure Notecatcher from
Session 2. In Session 2, they
identified text structure and
possible challenges students
would face when reading this
type of text. In this session,
participants will complete the
third row in which they
brainstorm possible scaffolds.
Synthesis
2 min
In this section, participants will Learning Targets Reflection
synthesize their experience by page
completing complete a written
reflection in which they
complete a sentence stem.
Session Roadmap
“”” packet. Pass out different
sets to different tables (be sure
that everyone at the SAME
table has identical sets)
Section 1: Building a Culture of Achievement
Time: 2:45-2:55
[10 minutes] Participants will meet EL staff, be introduced to the Materials:
learning targets of the session and engage in a reflection activity
PPT slides
around Standard RI.5
Time
2 min
Slide #/Pic of Slide
PPT slide # 2
1 min
PPT slide #3
7min
PPT slides # 4-5
Script/Activity directions
Welcome all participants back from lunch; introduce yourself
(if needed) and any other EL staff in the room. Introduce the
Learning Target for this session:
 I can differentiate the teaching of a standard while
ensuring that the lesson maintains its focus.
Participants should do a quick round of introductions at their
tables if needed.
Share the following quote:
“Most expository texts are structured to facilitate the study
process for prospective readers. These texts contain
structural elements to help guide students through their
reading. Authors of expository texts use these structures to
arrange and connect ideas. Students who understand the
idea of text structure and how to analyze it are more likely to
learn than students who lack this understanding.”
Invite participants to share their thinking with a partner around
this prompt: “What IS text structure?” Share the bulleted list
via PPT slide after participants have had a chance to share. A
“
Next, offer the following prompt, “How does the structure
Grouping
Whole group
Whole group
Pairs; whole
group
support the overall meaning of the text?” and invite folks to
share.
Section 2: Model Differentiated Lesson
Time: 2:55-2:45
[50 minutes] Participants will experience a model, differentiated Materials:
portion of a lesson from the ELA modules. Differentiation will
 Text Structure Types
occur around the teaching of Standard 5. During debrief,
 2 packets of model lesson materials (each participant either
participants will pair up with someone who used the opposite set
gets a “ ” packet or a “” packet.) Each packet contains;
of materials for the differentiated lesson and compare activities.
o Dr. James Naismith and the Invention of Basketball
o First College Basketball Game
o Problem/ Solution Notecatcher
o Sequential Notecatcher
o Venn Diagram
o Venn Diagram Sort Cards and min sticky notes
Time
2 min
Slide #/Pic of Slide
PPT slide # 6
Script/Activity directions
Grouping
Tell participants that now they will engage in a simulated
Whole Group
lesson on text structure, which comes from a 5th grade module
lesson. Be sure that they know that the simulation is based
on only a portion of the lesson. Ask them to please hold on to
any questions while the model lesson is in progress, as we
will debrief instructional moves when the lesson is over.
Distribute the packets of prepared materials to the
participants. The stapled packet includes the following, Dr.
James Naismith, Inventor of Basketball, Problem/
Solution Notecatcher, First College Basketball Game,
Sequential Notecatcher, and Venn Diagram for a total of 5
5 min
PPT slide # 7
5 min
PPT slide # 8
documents.
[Facilitator’s Note: There are TWO different packets of
materials: one set comes directly from the modules and is
marked with “ ” in the upper right hand corner. The other set
of materials is marked with “”. This second set has been
altered to provide embedded scaffolds. When passing out the
packets to participants, be sure that different tables receive
different packets, but DO NOT LET PARTICIPANTS KNOW at
this time!)
Tell participants that the article, Dr. James Naismith,
Inventor of Basketball, is above a 5th grade reading level;
therefore you will read it aloud. Ask them to circle any
unfamiliar vocabulary as they listen.
When you have finished reading, ask participants to turn to a
partner and share the gist of the article. After 30 seconds, ask
a volunteer to share out the gist. (Listen for: “Dr. Naismith
invented basketball so kids could play inside during winter;
wanted to invent a game of skill, etc.”)
Tell participants that now they will hear a second short text
about the invention of basketball read aloud. Ask them to turn
to “First College Basketball Game” in their packet and ask
them to follow along silently once again as you read aloud.
Whole
Group; pairs
Whole Group
After the read-aloud, again ask participants to think-pair-share
about the gist and then ask a volunteer to share aloud. (Listen
for: “This article is about how the game of basketball changed
over time; how basketball became popular,” or similar ideas.)
1 min
No PPT slide
Say something along the lines of: “Based on the gist
statements you shared, we can safely say that both texts
provide information about the invention of basketball.
However, we can also say that each article presents
somewhat different information about why and how basketball
Whole Group
was developed to meet people’s needs”
1 min
PPT slide #9
Share the first learning target aloud for the lesson:

2 min
PPT slides # 10-11
Whole Group
I can explain how the game of basketball was
developed to meet societal needs using quotes from
the text.
Ask participants to think about how they could restate the
target in their own words. Cold call a few participants to share
their thinking whole group.
Ask participants to locate the Text Structure Types document Whole Group
in their packets. Focus participants’ attention on the row titled
“Problem and Solution,” then read the description aloud. Ask
participants to think about and discuss in pairs what the words
problem and solution mean.
After a moment, call members to share their thinking.
Next, have participants turn to the Problem and Solution
notecatcher in their packet. Display the PPT slide with the
following steps and clarify any questions. Explain that in step
6, criteria means qualities or standards that Mr. Naismith
wanted to include in his game.
1. Re-read paragraph B only
2. Locate a quote that explains the problem Dr. Naismith
was trying to solve. Discuss your thinking with partner,
then record the quote in the “PROBLEM” box.
3 Locate a quote from the article that explains what Dr.
Naismith invented to solve the problem. Discuss your
thinking with partner, then record the quote on the line
in the top part of the “SOLUTION” box.
4 Locate at least two quotes that describe Dr. Naismith’s
criteria for developing a solution. Discuss your thinking
with partners, then record the quotes in the lower half
of the “SOLUTION” box.
5 min
2 min
No PPT slide but may
want to display timer.
No PPT slide
2 min
PPT slide #12
7 min
PPT slides #13
Allot 5 minutes for participants to reread paragraph B of the
article and complete the Problem/ Solution Notecatcher.
Refocus whole group. Cold call participants to share out
quotes they recorded to explain the problem, solution, and
criteria Dr. Naismith had for inventing the game.
Ask participants to set aside the Dr. Naismith article and
locate the First College Basketball Game text and the
Sequential note-catcher in their packets. Refer participants
once again to the Text Structure Types document. Draw
attention to the row titled “Sequential” and read the
description aloud. Ask participants to think about and discuss
in pairs what the word sequential means.
After a moment, cold call a few participants to share out their
thinking whole group. (Listen for: the order in which something
happens; chronological, in order of time, earliest to latest or
most recent.)
Next, read aloud the directions of the Sequential
Notecatcher while displaying the PPT slide with the following
steps and clarify any questions.
1. Reread only the second and third paragraphs of the article
“First College Basketball Game.”
2. Locate three quotes that explain how the game of
basketball was developed over time. Discuss your thinking
with a partner. Then record the quotes in sequential order.
Give participants 5 minutes to reread the second and third
paragraphs of the article and record quotes in their
Pairs
Whole group
Whole group
Pairs
2 min
No PPT slide
6 min
PPT slides # 14-15
notcatchers to explain how basketball developed over time.
Refocus whole group. Cold call a few participants to share
aloud the quotes they recorded to explain how basketball was
developed over time.
Read the second learning target aloud:
 I can compare and contrast the structure of two
articles that explain the invention of basketball.
Ask participants to restate this target in their own words. Ask
a volunteer to share out.
Whole Group
Pairs
Invite participants to locate the Venn Diagram in their packet.
1 min
PPT slide #16
Ask pairs to read the directions together. Circulate to be sure
that each table understands the directions. [Facilitator’s
Note: The task for the Venn Diagram activity is
differentiated] Participants should work with a partner and
complete the Venn Diagram activity n 5 minutes.
Bring participants together as a whole group. Redirect
participants’ attention to the learning targets via the PPT
slide. Read each target aloud and ask participants to show a
thumbs-up or thumbs-down to demonstrate their mastery
toward each target.
Whole group
Tell participants that this is the end of the model lesson.
8 min
PPT slides # 17-18
Have participants locate the symbol in the top right hand
corner of their “model lesson” packets. Ask all participants
who have a “ ” symbol to stand shoulder to shoulder in a line
with their packets. Ask all participants with a “” symbol in
the top right of their materials packet to stand in front of a
person in the “ ” line.
partners
Ask participants to compare their materials packet. What is
the same? What is different? Why is the task rigorous in
both sets of materials?
Section 3: Planning for Differentiation
Time: 3:45-3:58
[13 minutes] In this section, participants will continue to
complete the Analyzing Text Structure Notecatcher from
Session, In session 2, they read excerpts from ELA module
lessons, and identified possible challenges that students may
have with the text in regards to structure. Participants will now
complete the third row in which they brainstorm possible
scaffolds.
Materials:
Time
10 min
3 min
Slide #/Pic of Slide
PPT slides #19-20
PPT slide #21

Analyzing Text Structure Notecatcher
Script/Activity directions
Ask participants to locate the Text Structure Types
document in their notebooks from Session 2. Say: You have
read the excerpts and identified possible challenges that
students may have in understanding text structure and how it
helps them with meaning. Now, you will brainstorm possible
scaffolds for teaching the structure of each text.
Grouping
Pairs
Allow 10 minutes for the completion of all the third rows on the
notecatcher. If time allows, have partners team-up with
another partnership and share answers from the notecatcher.
Ask participants to think-pair-share about the following
Pairs
prompt:

How does the structure support the overall meaning of
the text?
After a minute, ask a few volunteers to share out his/ her
thinking to the whole group. Listen for responses such as,
“Authors make intentional decisions about how to structure a
text based on their purpose and audience and the meaning
they want to convey; When readers know what kind of
structure to expect, it helps them connect to and remember
what they’ve read better; It gives readers clues as to what is
most important in the text; It helps readers summarize the
text.”
After volunteers have shared, present the PPT slide
showcasing reasons why text structure is important for overall
meaning.
Section 4: Synthesis and Debrief of Lesson
Time: 3:58-4:00
[2 minutes] In this section, participants will synthesize their
Materials:
experience by crafting a written reflection which they complete a
 Learning Target Reflection
sentence stem.
Time
2 min
Slide #/Pic of Slide
PPT slide #22
Turnkey Materials Provided
Script/Activity directions
Invite participants to return to their seats. Have them locate
the Learning Target Reflection page for Session 3 in their
notebooks. Ask them to fill-in the following cloze activity, “I
used to think …, but now I know…”
Grouping
Solo
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FGModelLesson_3Elem_NTI_100914
PPT_3Elem, NTI_100914
2 packets of model lesson materials (each participant either gets a “ ” packet or a “” packet.) Each packet contains;
o Dr. James Naismith and the Invention of Basketball
o First College Basketball Game
o Problem/ Solution Notecatcher
o Sequential Notecatcher
o Venn Diagram
o Venn Diagram Sort Cards
 Analyzing Text Structure Notecatcher