Lesson one: Story Map and Compare and contrast

    For today’s lesson, Debora and I worked with two students , one who spoke only English and one who primarily spoke Spanish. We began by creating a “Kindness Code,” a list of expectations we had for one another. Both students contributed their ideas, which helped set a positive tone for the time we had.

    Next, we introduced vocabulary words and their definitions before reading the original Disney version of Cinderella. The students were encouraged to shout out when they saw or heard the vocabulary words in the story, which kept them engaged and helped reinforce word meanings.

    After finishing the first story, we modeled a story map using The Three Little Pigs, a familiar story for both students. They enjoyed connecting the story elements to something they already knew.

    Unfortunately, both students were pulled out for intervention before we could finish our original plan. This became a good opportunity for Debora and me to practice flexibility. When the students returned, we focused on key parts of the lesson, reading another version of Cinderella and completing a short compare-and-contrast activity, while skipping less essential elements like the brain break and second story map.

    When the students came back, they seemed more relaxed and engaged. I was able to connect with the Spanish-speaking student by communicating with her in Spanish, which helped her better understand the lesson and participate more confidently. It was rewarding to see her open up and become more involved.

    Overall, this experience reminded Debora and me how important it is to stay adaptable and build personal connections with students. Even when plans change, meaningful learning can still take place when students feel supported and included.

Here is a picture and a short video of me working with the studnets, time was limited to get visuals but here is what we got!