GT Differentiated Exemplar Lesson
Grade Level: 4
Subject Area(s):
ELAR TEKS/Student Expectations:
_X_ Reading, Writing,
__ Science
 (3) Reading/Comprehension of Literary Text/Theme and Genre.
Topic: Julie of the
__ Mathematics
__ Social Studies
Students analyze, make inferences and draw conclusions about theme
Wolves
and genre in different cultural, historical, and contemporary contexts
Essential Question(s):
and provide evidence from the text to support their understanding.
 What type of character is Julie in Julie of the Wolves?
Students are expected to: (A) summarize and explain the lesson or
 What is the guiding theme in the novel Julie of the Wolves?
message of a work of fiction as its theme; and(B) compare and contrast
Assessment(s):
the adventures or exploits of characters (e.g., the trickster) in
__ Pre-Assessment
X Formative
X Summative
traditional and classical literature.
GT Scope and Sequence Skills:
Student Learning Styles:
Elements of Depth and Complexity:
(Aligned with 21st Century Skills Framework &
_X_ Auditory
__ Language of the Discipline
_X_ Ethical Considerations
College and Career Readiness Standards)
_X_ Visual/Spatial
_X_ Details
_X_ Unanswered Questions
X__ Creative Thinking
_X_ Kinesthetic
_X_ Patterns
__ Over Time
X__ Critical Thinking
__ Other
__ Trends
_X_ Different Perspectives
X__ Communication
__ Rules
__ Big Ideas
__ Research
Lessons and Activities
_X_ Whole Class
_X_ Small Group
_X_ Independent Activity
Resources:
PART ONE:
Julie of the Wolves class set:
Whole Class: After students have read the novel, Julie of the Wolves, project the Discussion/Journal Topic questions
on the document camera. Ask students to turn and talk about the Journal Topic Questions.
On Grade Level: Students answer the Discussion/Journal Topic questions in their writing journals independently.
GT Level Group: Students answer the Discussion/Journal Topic questions in their writing journals independently. GT
students come up with one more Discussion/Journal Topic question for the rest of the class.
Whole Class: Share some of the responses from the questions. Project the GT student generated questions to
respond to as a class.
PART TWO:
Whole Class: Show the class the Julie of the Wolves Book Trailer.
(AISD has 68 copies in iBistro. Check
with your librarian to procure a set for
you should you not have access to one
for your classroom already.)
Advanced Academic Services
Austin Independent School District
On Grade Level: Students work in small groups to create their own Julie of the Wolves Book Trailer using their
responses to the Discussion/Journal Topic questions as a basis.
GT Level Group: Students work in GT clusters to create their own Julie of the Wolves Book Trailer using their
responses to their self-generated questions.
Whole Class: Have a “movie premiere” for their book trailers to share the book trailers with all of the class.
Julie of the Wolves Book Trailer:
http://www.shmoop.com/video/julieof-the-wolves
Julie of the Wolves Writing Activities
and Discussion Topics
**EXTENSION: Students can answer any or all of the Writing Activities (attached below).
Advanced Academic Services
Austin Independent School District
Writing Activities
Sensory/Descriptive: Write a descriptive poem about the Arctic
tundra.
Imaginative/Narrative: What do you think happened to Julie's
mother? Write a paragraph describing what you think her fate was.
Analytical/Persuasive: Write a letter from Julie's father persuading
her to come and live with him and his new wife.
Practical/Informative: Write a brief report about any of the animals
Julie encountered in her journey.
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Austin Independent School District
Discussion/Journal Topics
Part One: Do you think it is likely that a human can
learn to communicate with a wild animal?
Part Two: Do you think Julie should have run away and
risked her life? Or, should she have tried to stay and
work things out?
Part Three: The last sentence of the novel is, "Julie
pointed her boots toward Kapugen." What do you think
happened next?
Advanced Academic Services
Austin Independent School District
Advanced Academic Services
Austin Independent School District
Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria.
Seldom/Never
Occasionally
Often
Consistently
Process Observation – Quality of Creative Thinking
Typical of Peers
Student uses creativity throughout the stages of the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Process Observation – Quality of Analytical Thinking
Typical of Peers
Student analyzes information during the task.
Fluent Thinker
Flexible Thinker
Unique and Original
Product Assessment
Score
Genres
Booklet
Critical Thinking
3
Student compares and contrasts
fiction and non-fiction books.
The content highlights unique information
for the two genres and shows connections
to books not previously read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions and verify the predictions.
2
Student compares fiction and nonfiction books.
Includes distinctive information for each
genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the
distinguishing characteristics of genres to make
predictions.
Includes distinguishing information for each
genre in the booklet.
Student predicts the contents of a book.
1
Student distinguishes between fiction
and non-fiction books.
Advanced Academic Services
Austin Independent School District