Remediation(s): Pathway 2 (Remediation Path) Checkpoints sequence of events. BrainPopJr- Based on need, select activities from -Oral rehearsal of skills *Present to class or a column at left to fill gaps so these younger grade level students can work toward independent -Evaluate Graphic performance. Which skills are the Organizer class. difficulties with (c&e, character, etc.)? Cause+Effect- Flip using picture clues and key words. If students are ready to move to different tasks, go to Path 1. Face to face- modeling Pathway 3 (Extension Path) Checkpoints Think Aloud with Guiding Questions: How did you determine what a Graphic Organizer (see Check in on work and character in the story was feeling? How did you identify below lesson plan). use guiding questions Video Clip+Map connections between a actions and his or her to evaluate thinking. If character’s this is ‘too big’ of an feelings? Motivations? How did you identify the sequence understanding, check of events? How did you determine how actions characters’ out options on Path 2 contributed to the sequence of events? that may narrow the focus. Make a 4-6 page ‘reflections’ book. First, select a book to read (teacher provided). Either use beginning, middle, end as page headings, or use the guiding questions above and write and illustrate. Select a story, read it and Create a flow map of any narrative story with 4 event boxes. In each box write an event in the story and the connection between the event and characters traits, motivations, or feeling. Then, write questions an interviewer would ask the character about each event. Using audacity or the ipad record the interview where you pose as the character, sharing your point of view. Could also do this as the author.
sequence of events. *Present to class or a younger grade level class. Remediation(s): BrainPopJr- Cause+Effect- Flip using picture clues and key words. Face to face- modeling Think Aloud with Graphic Organizer (see below lesson plan). Video Clip+Map Pathway 2 (Remediation Path) Based on need, select activities from column at left to fill gaps so these students can work toward independent performance. Which skills are the difficulties with (c&e, character, etc.)? If students are ready to move to different tasks, go to Path 1. Checkpoints -Oral rehearsal of skills -Evaluate Graphic Organizer Pathway 3 (Extension Path) Guiding Questions: How did you determine what a character in the story was feeling? How did you identify connections between a character’s actions and his or her feelings? Motivations? How did you identify the sequence of events? How did you determine how characters’ actions contributed to the sequence of events? Make a 4-6 page ‘reflections’ book. First, select a book to read (teacher provided). Either use beginning, middle, end as page headings, or use the guiding questions above and write and illustrate. Select a story, read it and Create a flow map of any narrative story with 4 event boxes. In each box write an event in the story and the connection between the event and characters traits, motivations, or feeling. Then, write questions an interviewer would ask the character about each event. Using audacity or the ipad record the interview where you pose as the character, sharing your point of view. Could also do this as the author. Checkpoints Check in on work and use guiding questions to evaluate thinking. If this is ‘too big’ of an understanding, check out options on Path 2 that may narrow the focus.
gr._3_-literacy_-sample_pathway_-character_and_connect_to_events_.docx