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  • When Taylor Hamby was first placed into a group for her project, she was unsure of what to expect. She'd been in bad groups before. Would that happen again?!
  • Okay, so Dustin, you'll read about academic language and Audrey, about discourse. We'll have this all done by Thursday!
  • Nevertheless, she connected with her groupmates via email. They divided up work and readings. Taylor read about vocabulary and literacy strategies, supporting ELLs, critical literacy, and creating a secondary curriculum to support multiculturalism. 
  • So the group met virtually each week to complete the necessary tasks. Each week, Dustin was charged with turning in the assignments--a big task to give up for a type-A Taylor. But, each group member contributed to the group's assignment before the deadline so there was no need to stress. 
  • We need to make sure we have enough sources. What day works best for our online meeting? I can do any evening but Tuesday!
  • The group met virtually for their meeting with their professor. After the meeting concluded, final roles were assigned in terms of the teacher resource guide. Taylor was tasked with finishing up the Reading the World and Reading the Word sections. She also worked on the vocabulary section. 
  • I'll finish up looking over it one more time! After that, we'll be done!
  • I'll submit!
  • Though she had her doubts, Taylor was glad to be able to complete this class in a group. She got a new appreciation for the various ways content could be used in all types of classes. Instead of being overwhelmed by reading, Taylor could focus on a few important topics and rely on her groupmates to "fill in the gaps." In the same way, she was able to teach her groupmates too! 
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