Differentiating Lesson Planning to meet Students Needs *Student will locate and compare the major river systems and discuss the physical settings that supported permanent settlement and early civilization.by Robin Freeney
1. ELL:S1: Have visual cues for all lessons when possible. S2: Have a table buddy ready to explain during lesson. After lesson check with student for understanding.
2. Physical Disability S1: According to disability other technology will be made available. Laptop can be used instead of Smart board when student can't physically go to board to participate-- S2: Setting up the classroom to accommodate students with certain disabilities can make time run smoother because you're not juggling furniture. Also you don't want to make them feel that they are a problem. It's it is already done-you make them feel they welcomed.
3. Gifted-S1 Ask gifted students harder questions than the regular questions, then ask the other students the same question in a different way. S2 Add bonus questions to test and quizzes that add rigor that challenge gifted students but also gives regular students something to consider.
4. Learning Disability S1: Students can be given a pen with a cap to take on and off. Students with ADHD often need to do something with their hands. S2: Allow choices for assignments S2: Provide color coded folders for students to help them stay organized and reward them for following through,.
4.1. Mental
4.2. Emmotional
5. Jenny is a Korean student who loves drawing and has a talent for it. She is also very bright but has some struggle with the English language. I have let her take Unit test with the Resource teacher and I am working to provide her with visual study aids to prepare for test. Visual Cues for the maps we are studying and have her physically go to the Smartboard and point and trace the maps and rivers-not just her but call on several students so she won't feel singled out.
