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independent. The teacher will use questioning to spur on student thought. The
book will be available for support during work time, though the book should not
be relied upon.
6. Assessment / Closure:
The previous activity will serve as an assessment.
The teacher will model strong partner work with a students. Students will be asked,
What did you notice? (quiet voices, taking turns, sitting close to each other,
respect, eye contact, thanking their partners etc.)
Students will be paired up based upon time of completion of the bracelet. Teacher
will also differentiate though ensuring that all students will feel comfortable with
their partners, especially the less proficient L1 students. All students will
practice listening and speaking skills retelling their story with the use of their
graphic organizer.
*Teacher will reflect on student thought and participation to determine what needs to
be revisited or extended the next day in order to best prepare students to perform on
grade level.
7. Adaptation for students who need extra help, time, or attention
Word bank, sentence frames, questions, ability to draw answers, and frontloading
are present throughout the lesson.
Teacher will be in tune with individuals with IEPs and other linguistic and
academic needs, being available for support.
8. Extension for students of high ability
Students may add more detail to the retelling of their story
Students may be challenged to use Tier 2 words
Teacher will extend thought through questioning.
TOTAL LESSON TIME: 25 minutes
9. References Consulted
The Gingerbread Man Loose in the School by Laura Murray