YaltaConference

Author:ChloeFischbach
Datecreated:04/05/20168:42PMEDTDatemodified:04/05/201611:04PMEDT

VITALINFORMATION
TotalNumberofStudents

32students
15male
17female

Area(s)StudentsLiveIn

Schoolisinasuburbanneighborhood,ontheoutskirtsofPetalumarightbeforeitturnsintoruralcountryside.
Theschoolhassinglefamilyhomessurroundingthreesidesofit,withapartmentsdirectlyacrossthestreeetfromit.
Thereisamediocresizedshoppingareatwoblocksaway,aswellasalargersizedshoppingareaamileaway,easily
accessiblebycar

Free/ReducedLunch

22%

EthnicityofStudents

Asian117(6%)
Black19(1.03%)
Hispanic531(28.87%)
MultipleRace101(5.49%)
NativeAmerican7(0.38%)
PacificIslander7(0.38%)
White1057(57.48%)
Female935(51%)
Male904(49%)

EnglishLanguageLearners

3ELDstudents
2Studentsarelevel1
DemonstratelittleornoreceptiveorproductiveEnglishskills.
Beginningtounderstandafewconcretedetailsduringunmodifiedinstruction.
Abletorespondtosomecommunicationandlearningdemands,butwithmanyerrors.
Oralandwrittenproductionisusuallylimitedtodisconnectedwordsandmemorizedstatementsand
questions.Frequenterrorsmakecommunicationdifficult.
Thesetwostudentsareverydifferentinability.
Student1:HadformaleducationinCubaandunderstandsthepurposebehindschoolandhowthe
processofeducationworks.Heisquicklyprogressingandcancommunicateandinteractwithhispeers
easily.
Student2:Hashadnoexperiencewitheducationbeforehemovedtothestates.Thisstudenthasbeen
intheUSforalittleoverayearandspenthissummerinGuatemala,wherehequicklyregressedbackto
hispriorlevels,forgettingmostoftheEnglishhehadlearned.Hestruggleswithkeepingupinclassand
theaidworksheavilywithhimtokeephimintheknow.
Thatbeingsaid,bothofthesestudentsenjoygroupworkandbeingaroundtheirpeers,Ihavenow
changedtheirseatssothattheycansocializeandworkwiththeirclassmates,whichappearstobe
helpingwithmotivationandontaskbehavior.Theyaresittingtowardsthefrontoftheclass,nearpeers
whocanhelpthemaccessthematerial.
1studentislevel4
Thisstudentisproficientinspeaking,butstruggleswithwrittencompositionandreading.Thisstudent
alsohasalearningdisabilityandreceivesextrahelpinanRSPclassroom.Thatbeingsaid,thisstudent
workshardandisattentiveinclass.Shecanbedistractedbyherfriendsinclass,sosheisinthefront
rowofclassnexttoalesssocialpeertohelpherstayontask.
8redesignatedstudents
ThesestudentsareEnglishProficientandgenerallydonotneedextraassistance.

StudentswithSpecialNeeds

SpecialEducationstudents:
5Studentswith504plans
StudentA
Thisstudentrequires:
Preferentialseating
Studentisinthefrontrow.
Physicalpromptswhenofftaskbehaviorisshown.
Iamconstantlyusingproximitytokeepmystudentsontask.
Copyofnotesprovided,whenavailable,whichthestudentmustrequest
Iprovidemyslidestoallmystudentssothattheydonotneedtotakemeticulousnotes.
Oneclassperiodextensionforassignmentsandlongtermprojects,hewillneedtorequestthis
inadvance.
MostprojectsareworkedoninclasssothatIcanmonitortheirprogressandkeepthem
ontask,whichappearstobehelpingthisstudentcompletehisworkontime.

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StudentB
PreferentialSeating
Thisstudentisinthesecondrow.
Upto1classperiodextensiononhomeowrk,tobeasked1classperiodaheadoftheduedate
Withmostworkbeingcompletedinclass,hehasneveraskedforthisaccomodation,but
Iwouldprovideitifrequested.
Alternativesettingfortesttaking
WehaveourfirsttestsinthesecondweekofFebruary,Iwillmakesuretocheckwith
thestudentforhisneeds.
Directionstoberephrased/clarified
Byusingproximity,Iamalsoengagingwithstudensandreadingtheirwork,clarifyingif
theyneedit.
Copyofnotes,uponrequest,butmusttakenotesaswell.
Idon'thavealotoflecture/notetakingclasstime,sothishasnotbeenanissueasI
providetheslidesIworkoffof.
Accesstoacomputerforwrittenwork.
StudenthasaniPad
Multistepdirectionsbrokendownintosinglesteps,writtenifavailable.
Ialwaysprovidewrittendirections,Iwasnotawareofthisaccomodationrequestatfirst,
butwillmakesurethatmydirectionsarestepbystepinthefuture.
Shortbreaks(<5minutes)forthepurpposeofmaintaingappropriateattentionandfocus
IamgoingtomakeasignalwiththestudentsothatIknowtheyaretakingafiveminute
breakwhenneeded.
StudentC
Upto1classperiodextensiononassignments
Hasyettorequest,butwillkeepthisinmind.
Preferentialseating
Studentwasinthebackoftheclassandnowisinthefrontrow.
Copyofnotestobeprovided,ifrequestedanduponavailablity.
Studentsarealwaysprovidedmyslides,whicharenotes.
Extendedtimeontests
Willspeaktostudenttoremindthemiftheyneedextratime.
Alternativetestingsetting,with24hournotice.
Studenthasneverrequestedalternativesetting,butIwillcheckinwiththem.
Frequentcheckinsforunderstandingandclarification.Nataliecanaskfortestquestionstobe
restatedadifferentwayorcalirified.
StudentD
Preferentialseating,inthefronttworows.
Studentisinthefirstrow
Checkforunderstanding,writteninstructionswhenpossible.
Writteninstructionsarealwaysgivenandthisstudentisheavilycheckedonthroughout
class
Abilitytotakepictureofhomeworkoncellphone
StudentsalldothiswiththeiriPads.
StudentE
Sitclosetoteaching,preferentialseatingasneeded.
Studentisinthe2ndrow
Praiseasappropriate
Iamconstantlytryingtoreinforceandencourageappropriatebehaviorandthisstudent
isnoexception
Accesstoacomputertocompleteinclssassignmentsthatwillinvolvewriting,thephysicalact
ofwritingslowshimdown.
Iwasunawareofthisaccomodationuntilrecently,butwillchangemypoliciesaround
quickwritesforthisstudent.
Maytaketestsinanalternatesetting
Willremindstudentontestdays
Useofapassthatjaredwillgivetohisteacherwhenhefeelstheneedtotakeabreak.Hewill
gotohiscounselor,theschoolpsychologist,oranotheroneofhisteachers'classroomsif
needed.
Iwillcreateasignalwiththisstudentforthispurpose.
Cantakepicturesofthewhiteboardtocapturethehomework
Allstudentsdothis.
Cantakenotesinclasslecturesasrequiredinclass,butalsocanhavenotesprovidedby
teacher.
Iprovideslidestoallstudents
Canhavehis"bubble"testsfilledinbyanotheradult,Jaredwillindicatetheansweronthe
sheet.
Idonotgivemultiplechoice/scantrontests.
3StudentswithanIEP
StudentFisclassifiedashavingSpecificLearningDisabilitySpeechorLanguageImpairmentDifficulty
processingverbaldirectionsandmetacognitiveconcepts.Thisstudentisalsoautistic.Thatbeingsaid,this
studentisunbelievablykind,personable,sweet,funny,encouraging,compassionate,intelligentanda
pleasuretohaveinmyclass.Hedoesrequireredirectionandwillcopeusingyogaduringclasstime,which
weareworkingplacatewithanothercopingmechanismtohelphimfocus.Thisstudentisveryopenabout
hisdisabilityandwillrequesthelpwhenheneedsit.Hedoestakeextratimeonassignments,butsubmits
thoroughworkandparticipatesinclasshappily.
Thisstudentsaccomodationsarethefollowing:
Maytake/finishquizzesandtestsinRSPwithdirectionsclarified
Mayhaveextendedtimeonassignments,quizzes,testsandprojects,whenrequestedahead
oftime
Receivesstudyguidesforallquizzesandtests
StudentGisclassifiedashavingaSpecificLearningDisabilitywhostruggleswithsensorymotordifficulties.
Thisstudentisveryquietanddoesnotaskforhelp.Sherequirescheckinginandcontinuousreassessment
toensureherunderstanding.ThisstudentisalsoinmyStudySkillscourse,makingherprogresseasily
checkedupon.Thisstudenthasthefollowingaccomodations:
Take/finishtestsinRSProomwithextendedtime,useofnotes,andquestionsreadtoher
Extendedtimeonassignments
Noteswillbeprovided.
StudentHisclassifiedasaAttentionDeficitHyperactivityDisorder.Thisstudentisquitesocialandcaneasily
getofftaskifsheisworkingwithherfriends.Thatbeingsaid,whensheisstrategicallyplacedingroups,
shedoesquitewellandisusuallytheleader.Thisstudentisalsoalevel4ELDstudent,whostruggleswith
readingandwriting,butisproficientinspeakingandlistening.Thisstudenthasthefollowing

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accomodations:
Take/finishtestsinRSProomwithextendedtime
Extendedtimeonassignments
Notesprovided
Studentsatriskoffailing
Ihavenostudentsatriskoffailing,thelowestgradeinmyclassisa76%andthatstudentissimplymissing
homeworkwhichtheyareturninginattheendoftheweek.
AdvancedLearners
3advancedlearners
Currently,thesethreestudentsareperformingaboveaverageandhavethehighestgradesintheclass.
Thesestudentstakeeveryopportunitytocompletemiticulouswork,participateeffectivelyinclassand
completeclassworkatanexemplarylevel.Ihavethesestudentsdispursedinclass,sittingamongstlower
performingstudentstohelpthosestudentsincreasetheirunderstanding.Asthestudenttheysitnexttois
alsothestudenttheyworkwithduringgroupwork,Iamhopingthesestudentscanmakeapositiveimpact
ontheirpeers.
Subject(s)

SocialStudies

Grade/Level

10th

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Thisactivityisfollowingamidunitquiz.TheactivitysumsuptheendoftheEuropeansideofWorldWar2.Itallows
studentstomakeconnectionswiththedesiresofvariousmajorpowers,theirmotivationstowardtheendofthewarand
willeventuallyconnecttotheColdWarunitfollowingtheendofthisunit.Thestudentsareawareoftheendofthewar,
buthavenotdelveddeeperintoeffectsthatresulted.Followingthisactivity,studentswillthentransitiontomotivations
behindtheHolocaustandJapaneseinternmentcamps.Thestudentsaremakingconnectionstomotivationsand
ideologiesoflargecountriesandtheeffectsofasmallgroupofpeoplesopinions.

EssentialQuestions
Howdoourexperienceseffectthewayweseetheworld?
Doeswartrulybenefitapeopleorcountry?
Whatdrivesapersonorpeopleintheirdecisions?

LearningOutcome(s)

StudentsshouldgraspthegeneralmotivationsoftheUnitedStates,UnitedKingdom,andSovietUnion,followingthe
endofWW2inEurope.Asaresultofthisactivity,studentsshouldbeabletooutlineageneralideabehindmotivations
ofspecificcountriesandtheirdesireforspecificdecisions,aswellasthecompromisestheymadeduringtheYalta
conference.

Standards

CACaliforniaK12AcademicContentStandards
Subject:History&SocialScience
Grade:GradeTen
Area:WorldHistory,Culture,andGeography:TheModernWorldStudentsingradetenstudymajorturningpointsthat
shapedthemodernworld,fromthelateeighteenthcenturythroughthepresent,includingthecauseandcourseofthe
twoworldwars.Theytracetheriseofdemocraticideasanddevelopanunderstandingofthehistoricalrootsofcurrent
worldissues,especiallyastheypertaintointernationalrelations.TheyextrapolatefromtheAmericanexperiencethat
democraticidealsareoftenachievedatahighprice,remainvulnerable,andarenotpracticedeverywhereintheworld.
Studentsdevelopanunderstandingofcurrentworldissuesandrelatethemtotheirhistorical,geographic,political,
economic,andculturalcontexts.Studentsconsidermultipleaccountsofeventsinordertounderstandinternational
relationsfromavarietyofperspectives.
SubStrand10.8:StudentsanalyzethecausesandconsequencesofWorldWarII.
Standard1:ComparetheGerman,Italian,andJapanesedrivesforempireinthe1930s,includingthe1937Rape
ofNanking,otheratrocitiesinChina,andtheStalinHitlerPactof1939.
Standard2:Understandtheroleofappeasement,nonintervention(isolationism),andthedomesticdistractions
inEuropeandtheUnitedStatespriortotheoutbreakofWorldWarII.
Standard3:IdentifyandlocatetheAlliedandAxispowersonamapanddiscussthemajorturningpointsofthe
war,theprincipaltheatersofconflict,keystrategicdecisions,andtheresultingwarconferencesandpolitical
resolutions,withemphasisontheimportanceofgeographicfactors.
Standard4:Describethepolitical,diplomatic,andmilitaryleadersduringthewar(e.g.,WinstonChurchill,
FranklinDelanoRoosevelt,EmperorHirohito,AdolfHitler,BenitoMussolini,JosephStalin,DouglasMacArthur,
DwightEisenhower).

Comments

Ihavelistedallfourstandardsbecausestudentsneedtorecalltheirpriorknowledgediscussedinclasstomaketruly
developedargumentsfortheirpositionstatementsduringtheYaltaconference.

ASSESSMENTS
Assessment/Rubrics

DiagnosticQuickwrite,gagesstudentopinion,actsasanintroductiontopossiblebiasesandhowtopreventtheir
intrusionintothetaskthatistobecompleted

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FormativeObservationsanddiscussionswithstudentswhiletheyworkontheirtask

SummativeObservationandguidancethroughtheYaltaconference,aswellasreadingthesubmittedparagraphsof
eachgroup,toassessunderstandingofappropriatearguments
Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Nearpod(wednesday)
Handouts
iPads
Powerpoint

Comments

IMPLEMENTATION
SequenceofActivities

1 sthalfofWednesday4/6
1. Beforestudentsenter
1. TeachersetsupKahootontheoverheadprojecttobeplayingwhenstudentsenter
2. Teacherbeginsclassbyhavingstudentstaketheirseatandputallmaterials,excepttheiriPadorpersonaldevice
(phone),away.
1. Studentsarefamiliarwiththisprocessandshouldunderstandthegeneralexpectations.
3. Walkingaround,teacherassistsstudentswithloggingintoKahoot,ensuringeveryoneisparticipating.
1. Ifstudentsplaceaninappropriatenameontheoverhead,teachercanclearofftheirname.
1. Studentslovekahootandgenerallybehavebecausethewinnergetscandy.
4. Whenallstudentsareloggedon,teacherbeginsKahoot
1. Sincethisisaquiz,thereareonly10questionsandthesequestionsfocusonbasicideas,nothinginthese
questionswouldprovidestudentsenoughinformationtopassthequiz
1. Thepurposeofthisreviewistogivestudentsmoreconfidencegoingintotheassessment,asmy
studentshavehightestanxiety.
5. Whenthereviewisfinished,teacherrewardsthewinnerandrunnerupwithcandy.Everyoneisinstructedtoclear
offthedesksandtheareaaroundtheirfeetsonothingisleftout.
1. Again,studentsarefamiliarwiththisprocessandshouldhavenoissue.
6. Whendesksareclear,theteachercanpassoutthequiz.
1. Dividedintothreeparts,studentsshouldhavealternatingparts,sostudentsneareachotherarenot
workingonthesamesection.Thispreventscheatingandkeepsstudentsaccountable.
2. Whenstudentsfinishasectionofthequiz,theyraisetheirhandandtheteacherbringsanewpartofthe
testtothem,whilecollectingtheirfinishedpart.
7. Studentsareallowedtoworkuntiltheyfinish,butthisquizshouldn'ttakelongerthan30minutes,maybe45
minutestops.
1. Ifstudentsdonotfinishthequiz,thenthesecondaspectofthisdaywillbepushedtothefollowingFriday,
iftheydofinish,theteacherwilltransitionintothesecondactivity.
2 ndhalfofWednesday(iftimepermits)
1. Teacherwilltransitionclassfromquiz,ifallstudentshavecompletedit.
1. Pullingupaslideshow,teacherwillexplaintheYaltaconference,it'spurpose,thedate,whatwasgoingon
aroundtheworldwhenithappened(specificallyinregardstothewarinthePacificandEasternEurope)
1. Studentswillbeinstructedtotakenotessothattheymayreferencethemlater.
2. Progressingthrougheachslide,teacherwillemphasizetheleaduptothisconferenceandthegeneral
consensuswhenitcametowhowouldbedecidingthefateofNaziGermany.
1. Teacherusesanearpodformatsostudentscanengagewiththematerial
1. Studentslikenearpod,theyenjoydrawingandanswerquestions
2. Thisapplicationisalsousefulasitplacesthematerialinfrontofthestudent,asopposedtojust
ontheboard.
3. Mostlikely,therewillnotbemoretimeforstudentstomovetothenextpeiceofthelessonandclasswill
endwithnearpod,ifthat'sthecase,studentswillcompleteacheckoutactivity
1. Usingthreecolorsofpostits(pink,blue,purple),studentswillrespondtothefollowingquestions
1. Pink
1. ShouldtheLeagueofNationsremain,orshouldthecountriesdiscontinueitandmakea
neworganizationthathasmorepowerovercountries?
2. Purple
1. WhatshouldhappentoGermanynowthattheNazi'saren'tincontrol?Shouldtheybe
abletomakeanewgovernmentordothealliesneedtotakeover?
3. Blue
1. HowshouldthealliesdealwithwarinthePacific,specificallytheJapaneserefusalto
surrender?
2. ThischeckouttiesdirectlytothelessonscheduledforFridayandstudent'sresponseswillbe
referencedduringthatlesson.
Friday4/8
1. Beforestudentsentertheclass
1. Teacherwillusetheprojecttopostaquickwriteactivityforstudentstodowhentheyenter
1. Postingthisquote,"SuddenlybecauseIcouldnotheartheapproachamanappearednextto
me,tumblingthroughtheairbesideme.Hesprawledonthegroundbesidethegun,andIsawhe
wasshotrepeatedlythroughthechest.HewasasoldierwhomIrecognizedhewascarryingarifle.I
lookedaround,andsawseveralmoreofourtroopsrunningtowardsme.Onebyone,theywereall
hitbybullets,knockingthemdowninmoments.Onemanwashithorriblyinthehead,andhelost

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2.

3.

4.

5.

6.

DifferentiatedInstruction

mostofhisskullanothermanwashitinthestomachandhewrithedontheground,thrashinghis
legsandvomiting,Icoulddonothing."
2. Besidetheprojectedquote,theteacherwritesthefollowingquestions:
1. Whatisyourinstantreactiontothisquote?Howdoesitmakeyoufeel?Sad?Angry?Worried?
Disgusted?
2. Ifyouwerethissoldier,howwouldyoudealwiththeimagesandmemoriesofyourfellow
soldiersdyingaroundyou?
3. Whatistheproperpunishmentforthepeoplewhodidthis?Forthecommanderswhoordered
theirtroopstofire,forthecountrieswhosenttheirmentodie?
4. HowdoyouropinionschangeifthisisanAmericansoldiersaccountofWorldWar2versusa
Germansoldiersaccount?
1. Howdoesperspectiveaffectouropinion?
3. Studentswilluseathinkpairshare,givenappropriatetimetoanswerthequestions.
1. Theteacherwillwalkaroundwhilestudentswrite,answeringquestionsandaskingquestions
toencouragethestudentstothinkdeeper.
4. Whenstudentshavefinishedwriting,theywillturntotheirpartner(thepersontotheirleftorright)
tosharetheirresponses
1. Whilestudentsdiscuss,theteacherwilldrawachartontheboard
1. Thediagramwillhavefourparts,eachpartcorrespondingtothequestiontheyanswered
1. Groupswillwritetheirresponses,whattheyagreeduponandwhatthey
disagreedaboutinregardstotheirresponses.
2. Teacherwillsupervisesasstudentswrite,makingsurestudentsarerespectfulofeachother
5. Whenstudentshavefinishedwritingontheboard,theteacherwillreviewwhattheyhavewritten
1. Thepurposeofthisactivityisforstudentstounderstandhowbiascanhappenandthatwe
mustremainunbiasfortoday'sactivity
2. Recallingthecloseactivityfromlastclass,theteacherwillremindstudentsoftheopinionsthey
wroteaboutastheyleftclassonWednesday.Today'sactivitywillbedifferent,asthose
opinionsmustbeleftoutwhenwearecompletingtoday'stask.
Theteachershouldthenbegintransitioningtheclasstotoday'sactivity
1. Passingoutthepapers,theteacherexplainstotheclassthattodaywewillbedecidingthefateof
countriesinvolvedintheEuropeansideofWorldWar2,itisimportantwhenwearediscussingthese
decisionsthatwetakeonthepersonaofthecountryweareassigned,NOTourownbeliefs.Whilewe
areallentitledtowhatwebelievein,todaywewanttotakeonthepersonalityofthecountryweare
representing
2. Whenallthepapersarepassedout,theteacherhavethestudentssplitintothreegroups,having
studentsreseatthemselvesbasedontheirgroupassignment
1. Studentsshouldarrangethedeskstobefacingeachotherin3gianttables,sothattheymay
collaborateappropriately
3. Whenstudentshavemoved,theteacherwillthengothrougheachgroupandassignafewstudents
tovariouskeyissuestoensurethatstudentshaveaspecifictask
1. Eachgroupwillbetaskedwithcreatingaparagraphthatarguestheoptiontheywillbe
choosingfortheirkeyissueandwhy.
1. Eachsmallgroupwillturnintheirparagraphtotheteacher
2. StudentswillusethisparagraphtomaketheirargumentintheYaltaConferencetowards
theendofclass
2. Eachgrouphasadescriptionoftheiradoptedrole'sopinionsaboutthewar,aswellasa
diplomacysheetthatoutlinesvariousoptionstheycanchoosefortheirkeyissue(s).
3. Teacherwillencouragestudentstodofurtherresearchonlinetohelpmaketheirargumentif
theyneedto.
4. Aftergroupshavebeenspecified,theteacherwillreleasethestudentstowork,givingthem20
minutes(butplanningfor30minutes),tocompletetheirtask.
1. Whilestudentswork,theteacherwillcirculateandensurestudentsremainontask.
1. Judgingstudentprogress,theteachercanshortenorlengthentheamountofworktime
studentshave
2. Itisimportanttoremindstudentsthattheyaresupposedtobeassumingtheopinionsoftheir
assignedcountry,nottheirown.
5. Whenstudentsappeartohavefinishedwriting,remindthemtoemailtheirgroupsparagraphtoyour
email,cfischbach@petk12.org
1. Thisistoensurethatstudentstakethetaskseriouslyandtheteachercanreferencetheir
argumentifnecessary
Askeachgrouptothenchoosearepresentativetositatthetable,eachcountryshouldhave34people
representingthemonvariouskeyissues
1. Arrangethedeskssothatthereisonelargetableinthemiddleoftheclass,withchairforthe
selectedrepresentatives.Therestofclassshouldtakeseatbehindtheirgroupleader,tobethere
forsupportiftheysoneedit
2. Meanwhile,theteachershouldsetuptheprojectedtoshowtheDiplomacysheetontheboardfor
reference
Actingasamoderator,theteachershouldthenleadthecountriesinadiscussionofthevariouskeyissues
andencouragedebateamongstthem.
1. Theobjectiveisforthecountriestocometoanagreementbytheendoftheclass
2. Studentsshouldcometorealizethatdecisionsarenoteasilymade,andthattherearemanyfactors
thatplayintothedecisionsmade.
Whenthegrouphascometoaconsensus,theteachershouldthenfliptothenextslide,wheretheactual
YaltaAgreementisposted,showingthevariousdecisionsthatweremadebythe"bigthree"
1. Asacheckoutactivity,havestudentsreflectonwhattheythinkaboutthedecisionsthatwere
actuallymade,inregardstotheperspectivetheyhadadoptedfromclasstoday.
1. Forexample,ifastudenthadadoptedaSovietUnionperspective,howdidtheyfeelaboutthe
divisionofGermany?
2. Studentsshouldreflectoneachpoint,theteachershouldhaveeachstudentreflectastheygo
throughtheYaltaagreement,onebyone,notallatonce.
1. Thiswillallowstudentstofocustheirthinking
Beforestudentsleaveclass,passoutthehomeworkfortheweekend,aworksheetthatdiscussesthe
holocaust.Thisworksheetactsasaprelessonactivitytopreparethemforthefollowingweek.

Idifferentiateinstructionforstudentswithspecialneedsbyincorporategroupactivitiesthroughout.Studentsworkon
comprehensionskillsbydiscussingwiththeirpeersthroughoutthelesson.Insteadofindependentwork,thestudent
candeveloptheirunderstandingandgaininsightthroughtheirpeers.ForEnglishlearners,theirpairingswillbe
strategic,wheretheywillworkwithstudentswhowillbemresympathetictotheirlanguagebarrierformylevel1
students,whocanhelpinterprettheinformation.Myadvancedlearnerswillbechallengedbybeingassignedthemore
significantorcomplicatedkeyissues,theywillalsobeencouragedtoparticipateinthediscussionattheend,sothat
theycansharetheirinsightswiththeclassasawhole.

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Comments

REFLECTIONS
PriortoLesson

Iwillstudentslearningoutcomesaremetiftheyparticipateinthequickwriteappropriately,engagewiththeirpeers,
participateinthewritingoftheparagraphandengageinthediscussionattheend.Ianticipatesomebehavior
challenges,Ihavethreestudentswhocangetdistractedanddistractothers.Thesethreestudentswillbesplitupfrom
eachotherandwillbeplacedstrategicallysothattheyarenotinagroupwithpeerstheycandistract.Withinthelarge
countrygroups,thesestudentswillbeevenmorecontrolled,beingplacedinasmallgroupwithspecificpeersaswell.
Thesethreestudentsareveryintelligent,andwhenfocused,canproduceexcellentwork.Thatbeingsaid,theyjust
needattentionandredirectionwhichtakesattentionawayfromotherstudents.Ialsoanticipatesomestudentsmayget
confusedorfrustrated,whichiswhyIamcirculatingtheentireperiodandhavekeyphrasestheycangoogletofind
moreinformationiftheyfeeltheyneedit.

PostLesson
Comments

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