D090: SCHOOL AS A COMMUNITY
OF CARE TASK 1 (Passed) 2025-2026
GUIDE WESTERN GOVERNMENT
UNIVERSITY
, D090 Task 1
A: Identify 3 Videos
a. “Creating Fractured Fairy Tales Using Story Maps”
b. “Defining the Problem, Effect, and Solution through an Interactive Read
Aloud”
c. “Learning about Cultural Identity”
B1: Incorporating Children’s Needs
a. Cultural Needs: In the video “Learning about Cultural Identity,” the teacher took
time to lead a discussion about the differences and similarities between America
and China. The puppet show showed how important things like dragons are in
China, especially during the Chinese New Year. This allowed the students to
both identify with each other, creating a bridge between the two cultures, while
also respecting their differences, and inspiring them to learn more about each
other.
b. Social Needs: In the video “Creating Fractured Fairy Tales Using Story Maps” the
teacher paired the students up with a partner to work together on creating the
fractured fairytales. The teacher was very clear in her knowledge of the students
in her classroom, making sure to give those that had low scores extra time to
complete the task and making sure not to exert too much pressure on them as
they work to complete their project. This allowed the students to work together,
allowing them to talk and fill their social needs, while also getting them to work on
their project and in the long run learn. The teacher furthered the social aspect of
this by asking them questions as they made the map outline together, making
sure that each person in each pair got to answer questions about their fractured
fairy tale. This made sure they were all working together, interacting and
socializing.
c. Emotional Needs: In the video “Defining the Problem, Effect, and Solution
through an Interactive Read Aloud” the class was enjoying story time with the
teacher reading to the class. During the video the teacher came to the part of the
story where there was a problem that needed a solution. The teacher had the
students work with their assigned partner to talk about the problem and how it
was solved in the book. But the teacher took it a step farther, it wasn’t just how to
OF CARE TASK 1 (Passed) 2025-2026
GUIDE WESTERN GOVERNMENT
UNIVERSITY
, D090 Task 1
A: Identify 3 Videos
a. “Creating Fractured Fairy Tales Using Story Maps”
b. “Defining the Problem, Effect, and Solution through an Interactive Read
Aloud”
c. “Learning about Cultural Identity”
B1: Incorporating Children’s Needs
a. Cultural Needs: In the video “Learning about Cultural Identity,” the teacher took
time to lead a discussion about the differences and similarities between America
and China. The puppet show showed how important things like dragons are in
China, especially during the Chinese New Year. This allowed the students to
both identify with each other, creating a bridge between the two cultures, while
also respecting their differences, and inspiring them to learn more about each
other.
b. Social Needs: In the video “Creating Fractured Fairy Tales Using Story Maps” the
teacher paired the students up with a partner to work together on creating the
fractured fairytales. The teacher was very clear in her knowledge of the students
in her classroom, making sure to give those that had low scores extra time to
complete the task and making sure not to exert too much pressure on them as
they work to complete their project. This allowed the students to work together,
allowing them to talk and fill their social needs, while also getting them to work on
their project and in the long run learn. The teacher furthered the social aspect of
this by asking them questions as they made the map outline together, making
sure that each person in each pair got to answer questions about their fractured
fairy tale. This made sure they were all working together, interacting and
socializing.
c. Emotional Needs: In the video “Defining the Problem, Effect, and Solution
through an Interactive Read Aloud” the class was enjoying story time with the
teacher reading to the class. During the video the teacher came to the part of the
story where there was a problem that needed a solution. The teacher had the
students work with their assigned partner to talk about the problem and how it
was solved in the book. But the teacher took it a step farther, it wasn’t just how to
