Analysis Of Starfish By Robin Brickman
Grouping:
During a large discussion group, I will ask challenging questions to the students. I will observe how the students answer the questions, their participation in the group, their interest in the text and what style they use to achieve an answer. This will allow me to place all of my students in small groups. To help in enhancing their understanding and knowledge of the material.
Prior knowledge:
In the two previous lessons, the student learned in depth what the mean of Ray, Tube feet, glide, float ray, Sunflower, Basket star, Mudstar, and definition are. While reading this text as a group, they should be able to identify those words and be able to have a clear understanding of what the text is saying.
Anticipatory set:
The two strategy’s …show more content…
In a moment, I will pass out a copy of the story. In a large group discussion, we will.
1. Re-read the story Starfish …show more content…
Students will have to use their critical thinking skills to answer my challenging questions. If the students cannot answer the question, they will have to use their problem-solving skills to solve it. They could use the text, ask questions or ask a peer.
4. Students will silently answer these questions on their own. To the best of the knowledge. (Knowing that I have four ELL students. I know they will have a question. This will give me time to go over and help them and overly stress them by making them complete them all without additional help.)
5. I will create five teams based on the large discussion group from earlier. Each team will consist of six students. The students will locate their names and the students in their group.
6. Students will sit in a circle on the floor or at a desk. Facing one another to be able to have a successful discussion.
7. Students will discuss any questions they had trouble with or missed. The other group members will discuss the correct answer and give a reason to why that is the correct answer.
8. Students will make a poster representing the story. They will draw an oyster, mussel, and clam. They will color the construction paper to make it look like the sea and add different animals in the sea. They will write three questions using who, what, where, why and
During a large discussion group, I will ask challenging questions to the students. I will observe how the students answer the questions, their participation in the group, their interest in the text and what style they use to achieve an answer. This will allow me to place all of my students in small groups. To help in enhancing their understanding and knowledge of the material.
Prior knowledge:
In the two previous lessons, the student learned in depth what the mean of Ray, Tube feet, glide, float ray, Sunflower, Basket star, Mudstar, and definition are. While reading this text as a group, they should be able to identify those words and be able to have a clear understanding of what the text is saying.
Anticipatory set:
The two strategy’s …show more content…
In a moment, I will pass out a copy of the story. In a large group discussion, we will.
1. Re-read the story Starfish …show more content…
Students will have to use their critical thinking skills to answer my challenging questions. If the students cannot answer the question, they will have to use their problem-solving skills to solve it. They could use the text, ask questions or ask a peer.
4. Students will silently answer these questions on their own. To the best of the knowledge. (Knowing that I have four ELL students. I know they will have a question. This will give me time to go over and help them and overly stress them by making them complete them all without additional help.)
5. I will create five teams based on the large discussion group from earlier. Each team will consist of six students. The students will locate their names and the students in their group.
6. Students will sit in a circle on the floor or at a desk. Facing one another to be able to have a successful discussion.
7. Students will discuss any questions they had trouble with or missed. The other group members will discuss the correct answer and give a reason to why that is the correct answer.
8. Students will make a poster representing the story. They will draw an oyster, mussel, and clam. They will color the construction paper to make it look like the sea and add different animals in the sea. They will write three questions using who, what, where, why and