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2)
Instructional Practices
A) Introduction: Students will already have been introduced to the lesson and
given the following questions.
B) Instructional Procedure:
The students are already familiar with the text/film and will be required to
use their understanding of segregation/integration and Ruby Bridges life to
complete the group work which focuses on proving that they understand
complex political thought during the integration of American schools.
They will use their prior knowledge to recall facts from the book/film to
connect their assignment with their resources.
They will critically think about the way the book/movie made them feel and
use these emotions to answer questions about integration and segregation.
I will be rotating around the classroom and visiting with the groups as they
answer questions and move from one question to the next. They will also
know that they can ask questions if they need help with sentence structure
or clarification.
C) Technology as a Tool:
A cell phone timer will be used so groups know how much time they have
left to finish a certain question.
The overhead projector with be on and displaying the definitions for the
words segregation, integration, and diversity.
from more essay assignments, to get them used to writing longer works, instead of
just a few sentences for each box on a worksheet.