[品格導向式教學CTLx閱讀 & 段落寫作] 3層次閱讀提問設計的應用--範例：Three Days to See (遠東B5L7)





本文分享用閱讀三層次設計Helen Keller 的經典文章 [Three Days to See]，並帶領學生進行閱讀與段落寫作活動。

 STEP 1: 學生自學完成課本後附的閱讀測驗和文章架構(graphic organizer)
STEP 2: 老師go over閱讀測驗與文章架構後，學生課堂分組完成下列三層次問題任務
STEP 3: 以三好教學機制進行課堂討論
STEP 4: 依據課堂分組寫好的紅綠燈段落架構，完成個人寫作，並上傳批改網，於期限前進行修改。

 完成!!!

 相關閱讀：

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閱讀三層次提問任務：

 1) What might the people who are visually challenged find hard to do in their daily lives compared to those who are not, so that some access-free facilities are designed as they are?
(Hint: Think of one access-free facility. Then imagine their need.)

 2) Choose 1 thing from Helen Keller’s to-do list that you had taken for granted until you read the article. Why? 
(Hint: Put what Helen Keller would like to see in the three days into categories)

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___ is the very one that we had taken for granted. We had never thought it to be something precious because__. After reading the article, we realize that __ is dear to us but we never really paid much attention to because/so __. From now on, we will never again take our sight for granted; instead, we will treasure it and make good use of it.

 3) Post the hyperlink here in your reply.

 a) Using Traffic Light Paragraph Writing Structure, write an outline for a paragraph on the topic: Gratitude for Our Sight

 Reading for reference
http://www.lifevestinside.com/gratitude-for-our-sight-by-dave-block/ 

 b) based on the outline, write a Haiku.
c) Present your Haiku with some catchy melody and videotape yourselves.
d) Upload it onto Youtube
▶  Subject: “Gratitude for Our Sight - A lesson from Hellen Keller’s Three Days to See (class, group)”
▶  Description: Class/group/names; the outline ;& Haiku #lygsh #gratitude #ThreeDaysToSee #HelenKeller

 4）Last step：個人寫作練習- 批改網 1254021 （Due：12/3）
NOTE: 1) 注意錄影收音 2）如果對公開影片有顧慮，可以帶墨鏡或頭巾等，舒服自在就好！
※   學生作品分享：

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