Scribd
Upload
35 views

Digital Video Script

The document discusses several books and topics of discussion for a class. It covers The Kite Runner by Khaled Hosseini, discussing the characters and themes of loyalty and honesty. It also mentions The House on Mango Street by Sandra Cisneros which is about a young Latina girl growing up in Chicago and her desire to find a home. Different learning styles and using varied sources and activities to engage students are discussed.

Uploaded by

Mitzi Harmon Porter
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
35 views

Digital Video Script

The document discusses several books and topics of discussion for a class. It covers The Kite Runner by Khaled Hosseini, discussing the characters and themes of loyalty and honesty. It also mentions The House on Mango Street by Sandra Cisneros which is about a young Latina girl growing up in Chicago and her desire to find a home. Different learning styles and using varied sources and activities to engage students are discussed.

Uploaded by

Mitzi Harmon Porter
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Slide 1: Title Slide 2: Introduction Mitzi Porter

Reading in the 21st century demands that all students develop high levels of literacy. English language learners are defined as students who speak a language other than English as their first language and who are in the process of acquiring English as a second or additional language. As teachers, we often ask our students to provide either an oral or written response, because those are the response modes that teachers asked us to use. Oral and written responses are good choices, but we also need to offer students alternative modes of response including sketching, dramatizing, and singing. In addition, we need to ensure that we integrate approaches such as project-based learning in our teaching. Offering alternative modes of response accommodates students strength modes of expression. Although offering multiple modes of response is motivational for all students, it is particularly beneficial for more global learners, who are often struggling readers. Slide 3: Slide 4: Transition slide of The Kite Runner Eric: Hey guys, today we are going to talk about The Kite Runner by the author
Khaled Hosseini, its a non-fiction book based on true events. Michael: We did a photo story on Afghanistan so we could learn more about Afghanistans background. Autoro: The main characters are Baba, Amir, Hassan, and Ali. Hassan and Ali are best friends: Lizbeth: What are your feelings towards the book? Eric: My feelings towards the book were very emotional, excitement and also sadness.

Michael: What is the message of the book? Autoro: It is always to be honest and dont keep your secrets to yourself as long as your going to hurt someone. Eric: (Looking at Lizbeth) What did you learn about this book? Lizbeth: Loyality is like a crystal heart. If you dare hurt it, its easy to break. I recommend this book. Slide 5: Slide 6: Slide 7:
This is a side angle view of students working on their photo stories using laptop computers in the classroom. Students are reading along with an audio of The Kite Runner. Still shot of The House on Mango Street.

Slide 8:

Lizbeth: Hi guys, I found this book, The House on Mango Street, and I would love to read it again. This book is about a little Latino girl named Esperanza and she basically writes about her childhood and what happens throughout her life and

her family on Mango Street. The setting is in Chicago, Illinois on Mango Street. She really what to find a house well a home that feels like home. I recommend this book, youll love it.

Slide 9: Slide 10:

Video of story quilts hanging on the classroom wall.

Amanda Porter When we know our students level of readiness and we are aware of their interests and specific learning styles, we can select varied sources, use different processes, and provide a choice of products to match. When you hear people talk about differentiating instruction, you may hear them talk about differentiating content. We prefer to think about differentiating the sources used to teach/learn the content. Our standards remain the same for all our students, regardless of readiness or language proficiency level. So, in order to help all our students reach the standards, the differentiation lies in making the same content more accessible through a variety of resources and scaffolds. Knowing your students proficiency levels in English, background knowledge related to the lesson, and reading levels (in other words, their readiness), as well as their interests and learning styles, helps you determine appropriate grouping configurations. And, of course, the ongoing assessment is what provides this information for planning and helps you know how to adjust your lessons accordingly.

You might also like