My focus students are very different from each other. They are both optimistic, friendly, and love to learn. They both learn very differently. Irene is able to focus in the environment that my CT has set up, but Garret has a tough time. He has severe ADHD so is constantly being reprimanded for being distracted, but I can’t blame him, our classroom is chaotic! The target areas I chose for these two students would be the section from Tompkins, chapter 8, Predicting, connecting, questioning, and visualizing were my points for the first lesson, and my second lesson plan continued on with identifying big ideas, summarizing, and evaluating. I chose this because I have noticed that they are both very involved in their discussions after readings with their class, but they do not get very in depth. It thought that teaching them these terms, and practicing these methods would help them really evaluate a story, and help them to find the deeper meaning in future stories that they will read. They are both very active, and involved in readings the class does together, but I think that we can improve on their sharing topics.
Irene is a phenomenal student. She is one that really impresses you and throws you off guard sometimes. She is very independent, and always on task. She loves learning, and she rarely needs help or gets things wrong. Garrett has potential to be like this, but he is very energetic and distracted easily. I knew that during the lesson I would have to have some ways to keep Garret involved. He loves to participate, and maybe when it was one on one, and he had more sharing time, he would be more engaged.
To keep them both engaged, I will have them take an outline of notes during the readings, and draw a picture of what they think the story will be about in the beginning, prior to reading it. This will be a competition to see who will guess closer, so that both are listening and engaged in the story to see who will win, while comparing each of their predictions.
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