Please enable JavaScript.
Coggle requires JavaScript to display documents.
Pre-assessment for Unit ( What is real). Students will complete a short…
Pre-assessment for Unit ( What is real). Students will complete a short quiz consisting of 8 questions. The assessment allows the teacher to see if they know all the literary devices used to show not tell and the story elements.
-
The 12 students who answered five questions and showed : to have some knowledge about the topic as shown in their score, but need to develop higher-order thinking skills
Heterogeneous grouping (made up of varying abilities): This type of group will allow students to learn from each other (student-led).
-
Reteach the content (literary devices, story elements, types of fictional stories)
Reteach strategies.
PEER COACH This approach is great when the teacher could not teach the students to make a connection to the content. Therefore, a teacher will select a student in the class who has shown complete mastery of the content. There is evidence to show that this method can help improve students learning. Students can hear the content differently, from a different person they trust (Classroom Tested Resources, 2017).
ELL: The students will get a peer coach that speaks their native language.
Special Ed students: Students will receive additional resources from the peer coach to use at home as extra support.
Special education students: Provide additional resources to use at home with the parents as a support system.
Cooperative Learning strategy: The teacher will put the students into a small group. The group has students with similar learning abilities (homogeneous grouping). They will be given a learning packet that includes work samples & worksheets with answer keys. The students work together to complete the worksheet to understand better how to identify literary devices and story elements in a fictional piece of writing.
ELL: The students can use a dictionary to help them understand the content, or the literary learning packet should use simple vocabulary for better comprehension.
-
Visual use/aid. Give a student a question such as what are the ingredients for making a fictional story? Students will then work together and do some research to answer the big question, and then, they create a flow chart or an informational poster with visuals to comprehend the content better. This will allow students to use the visual elements to refer to when they are writing their stories. It will also help build their vocabulary, which will enable them to explain each literary device and story element's meaning(Gonzalez, 2018).
Special education students: Allow them to use technology to create the flow chart. Make sure to have a clear transition from one activity ( researching the story's definition and elements)to the next ( Creating a flow chart) by having explicit instruction and a digital timer to keep them focused and on task. Also, provide them options to implement what they learn from their research in any time of visual learning format.
ELL: The students can use google translate to help them understand the instruction & definition. Also, have them write the meaning of the literary devices and story elements in their language.
-
-
Special ed students: The students can use Sage-N-Scribe. According to research, "This strategy is terrific for all students because voicing their thinking makes them work on their metacognition and work on academic vocabulary. It also allows the teacher to hear how my students are doing, which is a great way to monitor their progress (Classroom Tested Resources, 2017).
- Partner A has a pencil.
- Partner B thinks out loud while Partner A scribes for them, giving them praise or corrections .
- Partner A and Partner B switch roles and repeat.
Or
upload the documents in a learning platform. The students can use speech to text to help them comprehend the content.
-