Using what you know about the content and the various types of readers you may have in your classroom, make a short paper discussing the various ways you might have students read a text. Think about the following types of students are you make your decisions: the struggling reader (LD), the non-reader (CI), the ELL, the student who can read the words but doesn't understand what s/he has read, the proficient reader, and the gifted student who is easily bored.

 

Text:

How the Chipmunk Got Its Stripes A Legend of the Iroquois Long ago, the Earth was covered in darkness. None of the creatures living there knew what daylight looked like. One day, all of the animals of the forest gathered together in a clearing. They wondered if it would be better to remain in darkness, or if it would be better to also have light. Deer, Chipmunk, Raccoon, Wolf, Bear, and many other creatures climbed to the top of the highest mountain. The mountain stood so tall that there were no trees on its top, and it was covered only with rocks. Millions of stars blinked in the dark sky overhead. The biggest and most powerful animal in the forest was the bear, and he was the first to reach the mountaintop. Bear stood on the highest peak, looked out over the forest below, and argued for remaining in darkness. He said that the creatures of the forest would be able to sleep better in darkness because there would be no light to keep them awake. Most of the other animals were afraid, and they agreed with Bear. Raccoon said that he did not mind the darkness because he was so smart that he could find plenty of food, even in the dark. Wolf was easy to please, too. She didn't mind the darkness because she could howl in darkness or in light. But one animal did stand up to Bear. Chipmunk, the smallest of the animals, argued that it would be better to have both light and dark. Chipmunk was very clever. As Bear continued to argue for darkness, she made many good arguments for light. Slowly, the night passed. Bear grew tired of talking, but Chipmunk chattered on and on, as if she had all of the energy in the world. As the other animals dropped off to sleep, one by one, Chipmunk kept arguing. Finally, the first sunrise ever seen by the animals appeared over the top of the mountain. They woke up and were amazed by what they saw. Chipmunk began to dance from rock to rock. Bear became angry because he didn't get his way. He roared loudly and ran after Chipmunk. He chased Chipmunk all the way down the mountain. Bear was fast, and he reached out his giant paw to grab Chipmunk. Chipmunk got away, but not before Bear managed to scratch her back with his long claws. And that is why, to this day, you can see stripes on Chipmunk's back! 

Before the class starts, goals should be established. The discussion could be done using the SAFE Method (Stimulating Activity, Actual Activity, Follow-up Activity, Evaluating Activity).

STIMULATING ACTIVITY:

1. Pre-reading (Depending on the grade level) - Difficult words taken from the chosen selection are presented to the class.
2. The class will play "HOT or COLD" Game. Wherein learners are presented with the question "How did chipmunks get their stripes?" They present their ideas/answers to the questions and if their answers are closely related to the plot of the selection, the facilitator yells "HOT" and if their answers venture far, the facilitator yells "COLD."

ACTUAL ACTIVITY:

1. The facilitator then asks the learners comprehension questions.
2. A video/short animated film version of the story is viewed in class.
3. Learners are to take note of the characters and plot of the story, especially the element that explains "how the chipmunk got its stripes."
4. The learners and the facilitator answer the comprehension questions given beforehand.

FOLLOW-UP ACTIVITY:

1. Selected learners are given the task to role play the given selection.
2. They are to present it to the class.

EVALUATING ACTIVITY:

1. Learners are given a 10-item true or false test based on the selection.

Bonus Activity:

• Reflection: When there are conflicts like what the Bear and the Chipmunk had, what should be done to avoid it?

• Establishing goals helps learners know what they should achieve by the end of the lesson which gives them motivation to participate. There are many ways to teach literature, especially to a diverse classroom with varied types of readers. The best strategy to use is differentiated activities strategy. Through differentiated activities, many aspects of multiple intelligence is involved. This strategy does not focus on only one intelligence but more. Aside from this, students are able to collaborate with peers which results to a more lively discussion among the learners.

   

  STIMULATING ACTIVITY:

• The activities chosen lets students learn the meaning of the difficult words, thus, letting them understand the story better. This also helps in building vocabulary.
• Learners are also given the chance to use their imaginations and engage them more in the exchanging of ideas.

• ACTUAL ACTIVITY:

• Multiple types of learners and readers are more enticed if the story is presented in video form, especially if the video has subtitles. This exercises the learners' brain which at the same time, the learner pays attention to the selection given.
• Comprehension questions also help guide the learners in what to look for in the text.

• FOLLOW-UP ACTIVITY:

• This lets learners become emotionally involved in the selection which helps retention and learning.

• EVALUATING ACTIVITY:

• Learners' comprehension is tested in order to know which parts were difficult for them to understand.

• Lastly, the bonus question is a chance for the students to reflect in real-life situations. Through this, the learners would understand the importance of the lesson presented.