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How am I differentiating the learning opportunity?
- Different expectations for different students
- Some students may have short sentences, whereas some
students will be expected to write more in depth
- Guided reading center, some students may require more
teacher guidance to fill out their sheet
- Students may need a scribe
- Students may need a reader
TRANSITION: (what will students do when they are finished? How will we move to the next
learning opportunity?)
• If done early, students will go to the “not done” bin and catch up on any work that is not
finished
• If they are finished this, they may ask if anyone at their table needs any assistance.
REMEMBER: they are not DOING for the other student, they are ASSISTING when needed
• If no one wants assistance, they may look through the books about Iqaluit and the Inuit
- Some students may need an EA to scribe the travel journal responses,
Accommodations OR if they are writing, their response may be shorter
- Some students will use floor desk or standing desk.
- Some students may have to take movement breaks more often than
assigned. This is up to child and teacher discretion
- If students are really struggling with their research, they may always
work with a partner and do it together, BUT they both have to write it
down in their journal or on their sheet
- Students can work at their tables, on the floor, carpet, etc. As long as
they are in the same room that their center is in.
- Students may use a text to read app for researching
Movement Breaks - Movement break in between centers (10 jumping jacks, on the spot
running, stretches, noodle legs and arms)
- Other movement breaks as needed
Higher Order Can you create an igloo out of the materials provided?
Question(s) Can you imagine what it would be like to live in an igloo? Expand on this.
Can you justify why the Inuit settled in what is now Nunavut?
Reflection and Revisions:
Assessments: