WEBVTT

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[Music] Welcome to Teaching Character

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and Setting in an Inclusion Classroom.

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My name is Cindy Burke.

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I am a kindergarten inclusion teacher

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at Lake Forest North,

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here in Felton, Delaware.

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I have 18 children in my classroom,

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seven of which are special needs.

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And of course,

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when I am planning any lesson,

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I have to take their needs

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into consideration.

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Some of the things I do consider

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when I'm creating a lesson is I have

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to allow for many times

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to summarize the lessons.

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They also-- I find

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that special needs students need a lot

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of visuals, and they also need

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that motivation to stay on task.

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The lesson today was on character

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and setting, and I started the lesson

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out by trying to draw

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on experience the children had to relate

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to an experience

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that the little girl would have

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in the story of the book.

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And I had asked them to imagine

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in their minds a time

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when they received a surprise,

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or their parents, when they came home

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from school, their parents told them

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about something special that was going

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to happen, because it's the story today,

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the little girl also was going

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to receive a surprise.

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And after that,

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I introduced the new vocabulary

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and being sure to use pictures

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so that the children would have a better

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understanding of the vocabulary words.

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Following that,

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we did an interactive read-aloud,

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and I had set the purpose

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so the children would know

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that we were looking at setting

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and character.

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And at the end of our story,

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we again talked about the setting,

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the character.

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Then I had the children break

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into small groups,

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and they were to either illustrate a

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character or setting from the story.

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And following that,

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we would get back together

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and then we would put our story

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map together.

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My goal for today was

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vocabulary development.

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It was also to review character,

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some of the character that we had had

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in a previous lesson,

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and then to do a little more work

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with setting, because we had touched

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on setting but it really had not been

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formally taught.

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The student product will be the main way

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I will assess the lesson.

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When they came up to the story map

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and they had their illustration:

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Did their illustration--

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was it an illustration

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of what they were supposed

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to illustrate?

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And also when they were asked

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to place their illustration

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on the story map,

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did they know where it went?

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And when I listened to their explanation

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of what they drew,

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did they include the character in there,

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did they include the illustration?

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And that's when I noticed there were--

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I had a couple

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of my special needs students

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who I think were totally missing

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the mark.

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So that was my clue

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that they needed more opportunities

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to work with that skill.

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When I am writing my plans

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for our next lesson that I have

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to consider that I need to go back

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and do a little more reteaching,

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that they probably need those

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skills readdressed.

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So I need to find time in my day,

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in the next few days,

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that I will readdress,

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go back to the skill,

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in a text that is more familiar to them.

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And then we'll talk more

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about the character and then move

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on to the setting.

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Sometimes, when you may think they have

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got it, then you find out they don't.

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And I did notice today the words "where"

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and "who," that they weren't quite

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picking up on these words.

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So there's two words that I know I need

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to work with a lot more

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with those students.

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For the other students,

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give them opportunity to use

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that setting [because I felt

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that they were strong

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with the character], to use the setting

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in other familiar stories.

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Perhaps we'll go back,

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and we'll have them choose one

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of their favorite stories

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and let them illustrate the setting

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from that story,

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apply it to other stories.

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What I am most happy about is I

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like the way that they are motivated.

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I think that the classroom has a very

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positive atmosphere.

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I think they enjoy the interaction.

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I think, many of the steps

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that I'm modeling,

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that they want to do that;

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they want to do what I'm doing,

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and that gives them the motivation

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to participate, to listen.

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I like the idea of the story map.

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I like that because it is a visual,

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and I think it does help the children;

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it helps them to learn the concepts

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that I want them to learn in a fun,

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motivating way.

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[Music] To learn more

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about Teaching Character and Setting

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in an Inclusion Classroom,

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explore the additional resources

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on the Doing What Works website.