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kbt Differentiated Instruction: Task One Western Governors University Differentiated Instruction: Task One In the provided class profile, this class consists of 30 students from diverse backgrounds. Of these 30 students, roughly 20% are Hispanic, 20% are Black, Roughly 55% are White, and the remaining students are of Asian or Indian descent. In addition, these students vary in Socio- economic status, special needs, and grade level. The latter varies widely, from one grade-level below proficiency, to two grade-levels above proficiency. Moreover, roughly 25% of students qualify for FRED (Free and Reduced Lunch), an indicator of lower economic status. Among these students, five have special needs requiring accommodation. These needs include: ELL students, language disability, math disability, and a student with Asperger’s Syndrome. When this lesson begins, students have been in school for long enough to be comfortable with daily routines and expectations. The classroom arrangement is in such a way that the teacher can easily move throughout the classroom unimpeded. Students who have IEP’s will sit closer to the front of the room.Toward the back of the room is the teacher’s desk and there is also a counter where students retrieve and submit their work. Vicente Flores: Curriculum and Instruction Plan Analysis and Modifications According to WIDA Performance definitions, a student who performs at Level 2 in English Language Proficiency should be able to “Process, understand, produce, or use: (A) general language related to content areas (B) phrases or short sentences (C) oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one-to multiple step commands, directions,
questions, ore a series of statements with sensory, graphic, or interactive support” (Western Governors University) One element within the provided English Lesson plan that does not support Vicente’s learning needs is located within the Graffiti Activity. While there are many aspects of this activity that are beneficial to Vicente, overall, it is not wholly supportive of his needs. As illustrated in his SEP, when presenting content, emphasizing critical information, like vocabulary, is critical to his success. The Graffiti Activity relies on student understanding of previously taught vocabulary: simile, metaphor, alliteration, and hyperbole, as well as new vocabulary: personification, onomatopoeia, and oxymoron. All of which will be placed around the room for students to analyze the word, trying to create as many examples of the term or the definition as they can. Students do not have graphic organizers that emphasize critical information about these words or track their work as they go. A modification that would make this portion of the lesson more accessible to all students, including Vicente would allow them time in the beginning of class to write down definitions of the reviewed words from the previous lesson in a graphic organizer, the result being that they then have them for reference as they circulate and write their examples. This should be done before the activity begins. The graphic organizer at hand should also include boxes that contain the new vocabulary words for students to have defined and space for examples as well. This can be glued into their notebooks for future reference when needed, and students will be able to save the examples discussed in class to help them identify figurative language in future analyses. Another portion of the lesson that does not support Vicente’s needs as illustrated in his SEP, is the powerpoint presentation. This portion of the lesson begins with the teacher showing students cartoons to students that contain figurative meaning. Throughout, the
accurately. Since the teacher has already introduced the vocabulary words, this is a logical next step in helping students retain the necessary information, especially when English is not a student’s first language. Graphic organizers like this would help Vicente and other students with special needs choose accurate examples to build that understanding. In addition, graphic organizers are an easy way for students to be able to identify and emphasize critical information, which is essential to VIcente’s success in an ELA classroom. Allowing Vicente to work with a peer buddy regularly also allows him access to native language speakers, which in turn will help him develop his own proficiency in the language. Moreover, having that peer support would help the class as a whole, as the teacher then becomes free to address the special needs of all of their students and support more students as needed, as well as potentially spare Vicente some possible embarrassment that many kids feel when they are treated differently than their peers by their teachers. Grace Jenkins: Curriculum and Instruction Plan Analysis and Modifications Similarly to Vicente, the Graffiti Activity is likely to be a challenge for Grace Jenkins. According to her IEP, Grace is “eligible for a language learning disability... Grace does well communicating orally and enjoys conversing with peers. Grace Struggles with written expression and conveying her thoughts on paper.” The Graffiti Activity periodically asks students to generate their own examples of figurative language and put them on the sheets of paper posted throughout the room. This would be a challenge for Grace, as she would not be given much time to attempt to generate her example, thus hindering her ability to correctly supply a response. A modification that would likely support Grace is a graphic organizer built to reflect her understanding of vocabulary through a definition bank, or multiple choice options for each vocabulary word that would be posted around the room. This still requires grace to
think critically about determining examples of figurative language and will allow her the confidence to support her claim. She then can write down her multiple choice response on the provided poster paper to contribute to the gallery style discussion. Another potential addition to a graphic organizer could be a fill in the blank style section designed around defining the new words and phrases as we progress. This can be done using a word bank to help Grace generate the correct language to use within the organizer. The organizer can then be glued into her notebook for continued reference as needed. Additionally, another portion of this lesson that does not meet Grace’s needs is the homework the teacher has assigned: “students write a paragraph about an event they have viewed or participated in. Figurative language should be used to describe the event”. Again, this is a particular challenge for Grace, as her disability is directly linked to writing. She is unable to express her thoughts on paper. Because of this deficit, her ability to apply the new information she has learned about figurative language will be limited. It should be noted, however, that the teacher may have built in time in the class period to complete this assignment. A modification that will be beneficial to Grace would be to pair students up to complete their homework together. Perhaps instead of asking students to think of an event they have viewed or experienced, provide them with three scenarios and ask them to tell a short story about a scenario of their choice from the list, or show them a photograph or image and ask them to complete the story. This will allow for partners to discuss ideas and work together in generating examples of figurative language. This would also provide an opportunity for students to assign themselves group roles, and if that is the case, Grace’s partner can be the scribe and she can assume the role of timekeeper, peacekeeper, or speaker, while still contributing content to the activity. Thus taking the pressure off of Grace for generating her own writing to determine proficiency, but also allowing her to show proficiency through other means.
