The three types of at-risk students that will be differentiating in the class for this unit plan are: Tara has been diagnosed with an anxiety disorder and often becomes overwhelmed by classwork to the point where she shuts down and refuses to continue. Groupwork often ends with Tara not contributing. Carl has recently been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). He has trouble concentrating, does not turn in his homework, and often forgets his supplies for class. Jim has a reading problem or difficulty (Dyslexia). He has difficulty with the speed and accuracy which they can identify words, sounds, and read orally. The school this lesson will be taught in is a ...view middle of the document...
The core content standards that will be used in this unit plan are in section #2 in the Unit Plan.
Section #2 Differentiation
Students will monitor their progress by, scaffolding and working with fellow teachers and fellow classmates. The teacher will monitor the student progress by looking over their work and providing opportunities to edit their work or other homework assignments. For formative assessment the teacher will try to get each and every student to participate by asking questions on the material study to ensure that the students have comprehension on the material. For summative assessment the teacher will see if the students are improving on their writing and completion of homework questions. If the students are not showing progress the teacher will work with the student by having them keep practicing on their writing and answering all of the questions required.
The teacher will adapt the textbook by being highly selective in what is require for the students to read and take notes on. This would include skipping chapters, sections, or subsections. This could involve chucking, brackets, numbering the paragraphs the students are responsible for if given handouts. Students can be given graphic organizers for helping them to break down the text into similar parts for them to understand. The teacher can also use block quotes or bracketing for primary documents to have the students only read the essential parts of that document. According to Seven Strategies to Teach Students Text Comprehension by C.R. Adler, the students can help the teacher adapt the textbook as well. These strategies include identifying where the difficulty occurs in the text. The student can call out or let the teacher know, “I have a difficulty reading and understanding paragraph X on page Y.” A student can try to restate the passage in their own words in order to get a better grasp on the information.
For activities like Jigsaws the students can be paired high:low. According to the article called, Reciprocal Teaching, Jigsaws and other small group reading sessions should be used for students who would have difficulty reading. They would get support and help from a fellow classmate, besides their teacher. Overall, in this form of teaching, students can have a better understanding of the material if they learn it from one another.
For the cooperative learning activity, the students will be paired up high-low level for the summative group project at the end of...