1. Student 2: Tim, ADHD
1.1. Learning Profile
1.1.1. Tim has a hard time focusing in school, classes like History that have a large amount of lecture have been particularly difficult for him, due to this he doesn't really enjoy the subject, he works best when engaged in conversation, or when given short tasks
1.2. Interests
1.2.1. Tim is an athlete, he likes most sports and plays soccer and football for the school team
1.3. Readiness Level
1.3.1. Tim is a fairly smart student, he doesn't misbehave or cause problems, he wants to be a good student, he simple has trouble focusing and staying on task, and finds History particularly boring
1.4. Differentiation Strategy 1
1.4.1. The difficulty with Tim will be keeping him active and engaged in class. One way to do this is to give Tim tasks that allow him to move around class. Having Tim collect the "Do Now" headlines and the exit ticket questions from his peers can give him something active to help keep his mind focused on whats going on in class.
1.5. Differentiation Strategy 2
1.5.1. Another way to keep Tim engaged in class is to break the lesson into smaller sections. Instead of lecturing for 30 minutes, then showing a short video, then doing group work, break the lesson down into smaller sections. Perhaps give a few minutes of lecture, show the short video, discuss the video, lecture for a few more minutes, do group work, then finish with a few more minute of lecture before the exit tickets. Not allowing any particular section of the lesson to run on too long will help Tim maintain focus.
2. Student 1: Mario, ELL (speech emergent stage)
2.1. Learning Profile
2.1.1. Mario likes learning about history but is unfamiliar with the American perspective, he is doing well learning English, but still struggles with vocabulary and grammar, he does well in groups when his peers help him with new vocabulary and grammar
2.2. Interests
2.2.1. Mario likes watching movies, reading books, and mountain biking.
2.3. Readiness Level
2.3.1. Mario enjoys the subject matter but has difficulty learning new content due to his limited proficiency in English
2.4. Differentiation Strategy 1
2.4.1. Mario enjoys the subject matter and wants to learn it, so to facilitate this he will be paired with another ELL students that is in stage 5-6 (intermediate or advanced fluency) for the class' "Do Now" assignment of creating newspaper headlines that describe events relating to the lesson. Mario can attempt to give his input to his partner in English and his partner can help him when hes struggling with the language.
2.5. Differentiation Strategy 2
2.5.1. A second strategy to help Mario is to involve him in class discussions. Asking Mario a question that has a short and concise answer will benefit him far more than asking an open ended question that requires much more thought and detail to answer. Keeping it simple allows him to focus on the language of his answer more than the content.