Professional Documents
Culture Documents
Your class will consist of 30 students of diverse learners. Of the 30 students, 14 need
accommodations to be successful in the classroom. Two students have been diagnosed with
Attention Deficit Hyperactivity Disorder and are extremely active, fidgety, and impulsive. One
student has been diagnosed with Dyslexia and has trouble reading and writing. One student has
been diagnosed with Autism and has poor social relations with classmates. One student has been
diagnosed with Down Syndrome and has delayed speech and language. One student is hearing
impaired and has trouble distinguishing certain sound in oral speech. Five students are English
Language Learners with Spanish as their first language. Four of these students are academically
behind grade level. Two students are African American. These students are proficient in English
but seem to struggle with the completion of tasks when directions are subtle. Finally, one student
is an English Language Learner with Japanese as his first language. He is proficient in English
and is academically on grade level.
Following are broad goals for the lessons:
1. Increase students cultural knowledge through numerous activities relating to different
content areas.
2. Enhance students sensitivity to individual differences and unique qualities among
classmates.
3. Create a learning environment to support the success of all students.
4. Accommodate the unique needs of diverse students.
All lessons must include the following sections:
Title:
Grade:
Time Allotted:
Materials:
Objectives:
Introduction (e.g., anticipatory set):
Activities:
Closure:
Assessment:
All lessons must include a variety of text-based accommodations that are verified in the
following table:
Text references
Accommodation
Needs Met
Accommodation
Group work and oral presentation
Needs Met
Will accommodate ADHD
students by teaching social skills
to help students learn to interact
socially and work cooperatively.
Bridging Cultures
with a ParentTeacher
Conference and
Multicultural
Education
Gollnick and
Chinn, p. 103
Group work
Group work
Text references
Double Demands
of Teaching
English Language
Learners
Reconceptualizing
ADHD
Student Diversity,
p. 30.
Student Diversity,
p. 55
Friend and
Bursuck, p. 344
Gollnick and
Chinn
Accommodation
Below grade book to amplify
understanding of division
Needs Met
Effective for ELL students