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DAY: 2
Teaching strategies:
Differentiation strategies should be infused throughout.
Differentiate for content, product, and process.
introductory strategies
The lesson will begin with me asking students to look back at
our class compare and contrast vein diagram that we
completed using two of our students. I will ask student to
remember how we were able to discuss the differences in the
two students and the similarities in the two students. I will
again go over that if we are comparing we are look for
similarities, and if we are contrasting we are looking for
differences.
main instructional strategies
After students have successfully reviewed our chart from
yesterday I will explain to them that we are able to compare
and contrast many things including stories. I will discuss how
we read Cinderella yesterday, and get students involved in
painting a mental picture in their head of what Cinderella
looked like. I will help remind students that Cinderella was a
beautiful girl, who experienced difficult situation with her
stepmother and stepsisters. I will then explain to Students
that today we are going to read a story about a Algonquin
Indian Cinderella(or Native American) and the story is Titled
The Rough-Face Girl. I will explain to students that there are
multiple versions of the same fairy tale written from the
perspectives (how they interrupt or view) of different cultures.
I will then begin the Read aloud version of the book on the
smart board. This will incorporate technology which gets
students engaged in the story and it allows the students to
visualize the story better because the pictures are largely
displayed on the smart board during the read aloud. After we
have completed listening to the book, I will ask student to
pair up with their partner that they had been paired with on
the previous day. I will give the partners back the check chart
that they had completed together yesterday after they
listened to the read aloud Cinderella. The student pairs will
now be asked to complete the check chart for The Rough-Face
Girl. Students should start noticing the similarities between
the two stories including how they both begin and end.
concluding strategies
To begin concluding the lesson for the day, I will display a
large check chart on the board that looks like the ones the
partners or working with. I will ask volunteers to tell me what
themselves and their partner checked. We will do this for both
stories. I will then start discussing what they notice about
some similarities and differences in the book. I will make sure
all students are agreeing with what we have checked on our
chart.
Assessment (utilize a blend of traditional and performance assessments):
The assessment will be in pairs. The students will remain with the
same partner that they have been with that day. I will give each
pair two key questions using the categories that are on the check
chart. The students will have to discuss and explain the similarities
and differences for the category. There are three paired groups and
the questions and categories will be as follows.
Group 1
What is similar about the magic objects in both stories? (Identify the
objects)
What is the difference in the magic object in both stories?
Group 2
What is similar about the selfish sisters in both stories?
What is the difference in the selfish sisters in both stories?
Group3
What is similar about the good characters in both stories?(identify
which characters you are describing)
What is the difference between the good characters in both stories?
The story is being read aloud on the smart board with large pictures
to accompany. This helps engage student who struggle with staying
focused during lessons. Any struggling learners are made to feel
more comfortable in the group setting. Unmotivated learners are
going partnered up with a motivated learner who will help
encourage and get them critically thinking about text connections.
Reflection: N/A