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Curriculum Compacting Strategy
Curriculum Compacting Strategy
Curriculum Compacting Strategy
Focus
After a pre-assessment, I will tier students according to their needs in the skill of fiction
summaries. The higher tier group will have the summarizing curriculum compacted. They will
complete the exceeds level learning in one week, and they will complete a blackout poetry project as
an extension. This project will ask them to take what they know about summarizing and deep
themes, and they will be blacking out words on the text to create a poem that communicates the
summary/theme of the text.
Standards
RL4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Differentiation Elements
Students can summarize a fictional Students can Students can recount details Is developing
text sequentially in a concise way summarize a fictional from a fictional text (not in with adult
including only story details that text sequentially in a order or not most important) assistance
support and develop the theme concise way
Student Friendly Continuum
Level 4 Level 3 Level 2 Level 1
My summary follows the story’s My summary follows the story’s My summary may My summary
sequence. I have included the main sequence. I have included the not follow the story includes only
character, problem, story events that main character, problem, story sequence. I may random
lead to the solution, and the solution. I events that lead to the solution, have left out details.
have included only details that show a and the solution. I have included important details
pattern to support and develop the only the most important details.
theme of the story.
Students will read The Gold Coin. They will determine the theme of the story. Their work will be to
black out all of the words in the story except for specific words they choose to keep to communicate
the theme. They will develop a poem with the words left on the page.
Instructional Groupings
Students will be working together as a group during the modeling and guided stages of the process.
They will work with a partner to summarize a text, and they will spend some time working
independently. They will meet in continuum groups to gather peer feedback on their summaries.
They will also be working independently on their enrichment projects.
Assessment
Teacher Resources
• Read aloud texts – The Old Woman Who Named Things, Crickwing, The Other Side
Student Resources
• Text – Ima and the Great Texas Ostrich Race, Fly Away Home, Oliver Button is a Sissy, The
Gold Coin