2.3.3 How to adapt InCrea+ activities to your students’ needs – Exercise
Imagine that you should implement the activity proposed below in a classroom where students have the following characteristics:
-25 students
-3 students are from migrant backgrounds and have some language barriers
-1 student is very talented and gets bored easily when finishes early
-1 students has dyslexia
How can you adapt it to the needs of your students?
Try to reflect and write some strategies on paper and then check which ones are suggested by the InCrea+ partners.
TITLE | Poets Group |
GOAL | To guide students to write poetry while expressing thoughts and feelings on a subject and to make them love poetry. |
ART DOMAIN | Language (Literature) |
DURATION | 40 minutes |
STEP BY STEP INSTRUCTIONS | First of all, groups of 4-6 people are formed in the classroom.Each group is given an A4 copy paper and told to wait. The subject of the poem is given by watching the video "Let's be a forest" on You Tube channel. Each student is asked to write a quatrain on the topic.An average of 5 minutes is given. The student who has finished writing a quatrain gives the paper on which the poem is written to the other student in his group. The other student, who takes the paper on which the poem is written, reads the previous quatrain(s) and writes his own quatrain. When all the students in the group write a quatrain, the group's poem is completed. At the end of the lesson, each group reads their own poem.Poems are posted on the classroom board. |
MATERIALS & ADDITION AL RESOURCES | A4 copy paper Smart board "Our Shared Home World" video |
EVALUATION | 1.Which group has a different emotion from other groups in their poetry? 2. Is there harmony between the quatrains in the poems in terms of handling feelings and thoughts? 3. Are similar feelings and thoughts expressed using different words, word groups, idioms or proverbs? |
SOURCE | “Let's Become a Forest” video from You Tube channel |
ANSWER:
Some possible adaptations could be:
getting students to work in pairs so that students with language barriers can be helped by their peers
Provide extra roles or responsibilities for talented students so that they stay motivated and engaged in the activity
Get students to read their written work aloud to help the student with dyslexia or have a buddy system to support