SWBAT identify and describe the steps for making bread.

1. Victor's learning profile: Victor is a beyond level student. He is very bright, readily connects new information to that which he already knows, and is constantly on the lookout for examples of recently-learned material in our texts.

2. His main interest is communication. He likes to socialize, verbally share experiences, and play word games. He has a strong readiness to learn, and can get quite upset when he feels constrained by the pacing of the class.

2.1. Victor can be enlisted as a model for correct answers in a class question and answer session regarding the steps in our bread making process. He loves to have the chance to show what he knows, and is a great voice with correct answers from which other students can learn

2.2. Victor can be one of the 'group leaders' in the text-based-questioning activities that follow the close reading of the text on making bread. He can generate his own questions on the process to ask the other members of his group.

3. VIctor

4. Sky's learning profile: Sky is extroverted, hyper verbal and is an auditory learner. He is dyslexic and has troubles reading, and has some motor control issues that affect his writing.

5. He is most interested in drawing pictures and writing repetitive letter and word patterns, as well as reciting information he has memorized.. He is generally very ready to learn, but sometimes experiences extreme frustration when confronted with a need to change the way he is approaching something.

5.1. Describing the process one on one and asking Sky questions is a good way to engage him in the topic. Asking him to identify the steps verbally and then reminding him that those are the words he should write in his organizer is one way to activate his auditory style to his advantage.

5.2. Allowing Sky to draw pictures of the process instead of writing gives him the chance to demonstrate his grasp of the content and participate simultaneously

5.3. Sky can be grouped with the two other students in class who are also auditory learners who have trouble reading. I can ask leading questions and elicit the steps, ans then they can take turns talking about the steps in the process.

6. Sky