Differentiation (General)
During the Lessons:
Student discussion is used throughout many of the lessons. This lets ELL or lower level students discuss their ideas with the group to better understand the complex concepts of this unit.
Students are able to choose how to display their learning writing a song or poem, draw a picture or write a paragraph about their learning.
Maps are used to support students who learn in a more visual way instead of verbally.
The use of Gardner's Multiple Intelligences is integrated throughout the entirety of unit (see below for specifics).
Students who need extra help in language arts with writing will be given key words to include to better support their ability to express their ideas.
Student discussion is used throughout many of the lessons. This lets ELL or lower level students discuss their ideas with the group to better understand the complex concepts of this unit.
Students are able to choose how to display their learning writing a song or poem, draw a picture or write a paragraph about their learning.
Maps are used to support students who learn in a more visual way instead of verbally.
The use of Gardner's Multiple Intelligences is integrated throughout the entirety of unit (see below for specifics).
Students who need extra help in language arts with writing will be given key words to include to better support their ability to express their ideas.
Differentiation (Multiple Intelligences)
Logical/ Math- Lesson #3 (extension)- customary measurements
Kinesthetic- Lesson #1- bodily poses as a group to represent the position of the states/ water features in reference to one another
Interpersonal- Lesson #4- whole group discussion
Intrapersonal- Lesson #4- student choice activity, students can choose what activity best suites their strengths
Naturalistic- Lesson #2 (extension)- understanding the interconnectedness of the crops and animals that lived in Virginia
Spatial- Lesson #5- visualization of themselves as they would have lived in the 1700’s.
Linguistic- Lesson #3 (extension)- game to help students remember facts about the regions and water features of Virginia.
Musical- Lesson #4 (extension)- students have the choice to write a poem or song as part of a student choice activity.
Kinesthetic- Lesson #1- bodily poses as a group to represent the position of the states/ water features in reference to one another
Interpersonal- Lesson #4- whole group discussion
Intrapersonal- Lesson #4- student choice activity, students can choose what activity best suites their strengths
Naturalistic- Lesson #2 (extension)- understanding the interconnectedness of the crops and animals that lived in Virginia
Spatial- Lesson #5- visualization of themselves as they would have lived in the 1700’s.
Linguistic- Lesson #3 (extension)- game to help students remember facts about the regions and water features of Virginia.
Musical- Lesson #4 (extension)- students have the choice to write a poem or song as part of a student choice activity.
Accomodations
For students with attention problems, and so I would provide him with a checklist with steps on it with what to do to help keep him on track during independent work time. I would also allow him to take short breaks between lesson sections so that he may have time to allow his brain to regroup before starting again.
Students who are ELL could be paired with a partner during instructional strategies and partner work so that they could work through the tasks together.
For students who are shy and may have trouble asking for help/ re-explanation during the direct instruction time, I would check in with him during independent time to make sure he has a clear understanding of the lesson.
Students who have lower than average reading levels would be paired another student that and would be checked in on periodically throughout the lesson. I might provide her with a graphic organizer concerning the topic, or give her one on one individual modeling during independent work time.
For students who are verbal learners, the assignment/ work would be read aloud to them by a teacher.
For ELL learners, I would allow them to reference a Spanish to English dictionary when they doesn’t understand words or concepts.
Students who are ELL could be paired with a partner during instructional strategies and partner work so that they could work through the tasks together.
For students who are shy and may have trouble asking for help/ re-explanation during the direct instruction time, I would check in with him during independent time to make sure he has a clear understanding of the lesson.
Students who have lower than average reading levels would be paired another student that and would be checked in on periodically throughout the lesson. I might provide her with a graphic organizer concerning the topic, or give her one on one individual modeling during independent work time.
For students who are verbal learners, the assignment/ work would be read aloud to them by a teacher.
For ELL learners, I would allow them to reference a Spanish to English dictionary when they doesn’t understand words or concepts.