WGU D090 TASK 1 WITH VERIFIED
SOLUTIONS
The School as a Community of Care - D090
Task 1
A. Identify three videos from the attached “Task 1 Video List” in
the “Supporting Documents” section.
1. Building Classroom Community through the Study of Chinese
Art and Culture.
2. Creating Fractured Fairy Tales Using Story Maps.
3. Defining the problem, effect, and solution through an Interactive
read-aloud.
B. Cultural Needs- In the first video, the teacher made a unit of study on
India after one of her students visited her family. This promotes inclusion
among the students while maintaining respect for everyone’s unique
background. She had the students in small, grouped stations while learning
about China to know their ideas were welcomed and valued. The students in
the video pointed out that their language is written in symbols representing
phrases, unlike English, which uses letters with sounds to make words.
Social Needs- In the second video, the teacher paired the students with a
partner to work on the fractured fairytales. This has helped the students
work together on their social needs. The teacher asked questions and had
them think further about their map outlines, making sure that each person
in each pair got to answer questions about their fairy tale. This has shown
each child that they are valued, and this helps them to accomplish their
social need.
Emotional Needs- In the third video, the class enjoyed the read-aloud with
the teacher. There was a problem that needed a solution, the teacher had
the students discuss with a partner about what the problem was. She
stopped to discuss what the characters were thinking and how they were
feeling. This helps the students acknowledge their feelings and that talking
SOLUTIONS
The School as a Community of Care - D090
Task 1
A. Identify three videos from the attached “Task 1 Video List” in
the “Supporting Documents” section.
1. Building Classroom Community through the Study of Chinese
Art and Culture.
2. Creating Fractured Fairy Tales Using Story Maps.
3. Defining the problem, effect, and solution through an Interactive
read-aloud.
B. Cultural Needs- In the first video, the teacher made a unit of study on
India after one of her students visited her family. This promotes inclusion
among the students while maintaining respect for everyone’s unique
background. She had the students in small, grouped stations while learning
about China to know their ideas were welcomed and valued. The students in
the video pointed out that their language is written in symbols representing
phrases, unlike English, which uses letters with sounds to make words.
Social Needs- In the second video, the teacher paired the students with a
partner to work on the fractured fairytales. This has helped the students
work together on their social needs. The teacher asked questions and had
them think further about their map outlines, making sure that each person
in each pair got to answer questions about their fairy tale. This has shown
each child that they are valued, and this helps them to accomplish their
social need.
Emotional Needs- In the third video, the class enjoyed the read-aloud with
the teacher. There was a problem that needed a solution, the teacher had
the students discuss with a partner about what the problem was. She
stopped to discuss what the characters were thinking and how they were
feeling. This helps the students acknowledge their feelings and that talking
