Diversity Integrated Thematic Unit |
Universal Design for learning supports
Different Level Content:
The students will have the option to choose their advocacy art media and how they will present their findings. Doing this allows students who may be shy to find a means of communicating in a way that they feel comfortable. Or it may give a student that doesn't feel challenged the opportunity to go above and beyond and really express themselves in media that they are not 100% comfortable with.
Student 1: English Learner
This student is an English language learner who is working at an LEP 3 level but is mainstreamed, as there is not an ELD program at our school site. Besides not having a support class on campus, Student 1 is the only fluent English speaker at home so it is difficult for her to find support at home with her coursework.
Differentiation:
Though Student 1 is fluent in Spanish, her vocabulary is not as strong as many of my other students. In addition to her vocabulary not being as strong, she is quite shy and not one to start up conversations during group work. Knowing this about Student 1, we will provide her with a vocabulary organizer to help her develop her academic language abilities. The graphic organizers that I provide Student 1 with allow her to solidify her academic vocabulary and serve as future reference for when she cannot remember a word or concept. The adaptation of including graphic organizers makes the content more accessible and allows Student 1 to comprehend the material. The repetitive use of graphic organizers will help Student 1 retain the information. Because Student 1 is shy, I will group her with someone in the class that is talkative, but not to talkative that they would overwhelm the student. The idea will be to pair her with someone that she would feel comfortable with.
Student 2: Special Need
This student has an IEP. In this students’ case, his IEP states that he needs extra time on tests and has deficits in auditory and visual processing that adversely affects recall and attention.
Differentiation:
Because Student 2 has trouble focusing and has deficits in auditory processing, we will be sure to have the objectives up on the board each day of the lesson as well as provide him with a list of each day’s expectations. This way, Student 2 has two outlets to access the objective of each lesson and what is expected of him. We will check in with Student 2 a minimum of three times throughout each day to see if he is still unclear on the academic learning goals or expectations and if he is, then we can discuss it with him individually. Also, because Student 2 has issues with paying attention, I will group him with students that stay focused.
Student 3: Low Level Performer
This student has very different needs and presents a different instructional challenge. Student 3 is a very polite student and will often not ask questions or challenge authority. He always “appears” to follow directions, yet he will be unable to comprehend information when asked a question.
Differentiation:
Because Student 3 always appears to be understanding and working, we will also check for understanding with Student 3 a minimum of 3 times throughout each day. We will check in with him in the very beginning when he is arranging himself in his group to ensure he understands what we are doing, we will check in with him while the groups begin to produce their advocacy art to ensure he understands the objective of the lesson, and we will check in with him during the preparation of their presentation to ensure he is understanding what is being asked and he knows the direction to go in. These will be the minimum times we will check in with Student 3. In addition, I will group Student 3 with a student strong in the content so that if he has any questions, he can have someone besides us to help (in case we're working with another group when he has a question).
Student 4: Middle Level Performer
This student appears to be having some difficulty understanding all of the directions on specific assignments and making small errors on concepts and I believe with some differentiation, we can help them to be more successful in the classroom. She is constantly coming in and trying to figure out how to raise her grade.
Differentiation:
Student 4 is someone who would greatly benefit from a rubric for all homework, class activities and projects so she is aware of exactly what criteria she must meet in order to receive the score she wants. Because everyone is getting a rubric for this assignment, this will not be a specific differentiation for her, but I had her in mind when I created it. In addition, we will give her an outline of the list of activities and expectations for the group work so she is aware of everything that needs to be done.
Student 5: High Level Performer
This student is always the first to finish classwork and assignments and I fear that they are becoming less and less engaged due to the lack of challenge. In addition, Student 5 loves to help his peers.
Differentiation:
I will group Student 5 with Student 1. Student 5 is very strong in the concepts and the vocabulary, so this way during the group work, Student 5 can assist Student 1 if she is having difficulty with vocabulary and/or the concepts and provide with an additional challenge of being a “teacher” in the group. We will also provide Student 5 with a challenge of creating a video of his findings to present to his teachers for extra credit.
Student 1: English Learner
This student is an English language learner who is working at an LEP 3 level but is mainstreamed, as there is not an ELD program at our school site. Besides not having a support class on campus, Student 1 is the only fluent English speaker at home so it is difficult for her to find support at home with her coursework.
Differentiation:
Though Student 1 is fluent in Spanish, her vocabulary is not as strong as many of my other students. In addition to her vocabulary not being as strong, she is quite shy and not one to start up conversations during group work. Knowing this about Student 1, we will provide her with a vocabulary organizer to help her develop her academic language abilities. The graphic organizers that I provide Student 1 with allow her to solidify her academic vocabulary and serve as future reference for when she cannot remember a word or concept. The adaptation of including graphic organizers makes the content more accessible and allows Student 1 to comprehend the material. The repetitive use of graphic organizers will help Student 1 retain the information. Because Student 1 is shy, I will group her with someone in the class that is talkative, but not to talkative that they would overwhelm the student. The idea will be to pair her with someone that she would feel comfortable with.
Student 2: Special Need
This student has an IEP. In this students’ case, his IEP states that he needs extra time on tests and has deficits in auditory and visual processing that adversely affects recall and attention.
Differentiation:
Because Student 2 has trouble focusing and has deficits in auditory processing, we will be sure to have the objectives up on the board each day of the lesson as well as provide him with a list of each day’s expectations. This way, Student 2 has two outlets to access the objective of each lesson and what is expected of him. We will check in with Student 2 a minimum of three times throughout each day to see if he is still unclear on the academic learning goals or expectations and if he is, then we can discuss it with him individually. Also, because Student 2 has issues with paying attention, I will group him with students that stay focused.
Student 3: Low Level Performer
This student has very different needs and presents a different instructional challenge. Student 3 is a very polite student and will often not ask questions or challenge authority. He always “appears” to follow directions, yet he will be unable to comprehend information when asked a question.
Differentiation:
Because Student 3 always appears to be understanding and working, we will also check for understanding with Student 3 a minimum of 3 times throughout each day. We will check in with him in the very beginning when he is arranging himself in his group to ensure he understands what we are doing, we will check in with him while the groups begin to produce their advocacy art to ensure he understands the objective of the lesson, and we will check in with him during the preparation of their presentation to ensure he is understanding what is being asked and he knows the direction to go in. These will be the minimum times we will check in with Student 3. In addition, I will group Student 3 with a student strong in the content so that if he has any questions, he can have someone besides us to help (in case we're working with another group when he has a question).
Student 4: Middle Level Performer
This student appears to be having some difficulty understanding all of the directions on specific assignments and making small errors on concepts and I believe with some differentiation, we can help them to be more successful in the classroom. She is constantly coming in and trying to figure out how to raise her grade.
Differentiation:
Student 4 is someone who would greatly benefit from a rubric for all homework, class activities and projects so she is aware of exactly what criteria she must meet in order to receive the score she wants. Because everyone is getting a rubric for this assignment, this will not be a specific differentiation for her, but I had her in mind when I created it. In addition, we will give her an outline of the list of activities and expectations for the group work so she is aware of everything that needs to be done.
Student 5: High Level Performer
This student is always the first to finish classwork and assignments and I fear that they are becoming less and less engaged due to the lack of challenge. In addition, Student 5 loves to help his peers.
Differentiation:
I will group Student 5 with Student 1. Student 5 is very strong in the concepts and the vocabulary, so this way during the group work, Student 5 can assist Student 1 if she is having difficulty with vocabulary and/or the concepts and provide with an additional challenge of being a “teacher” in the group. We will also provide Student 5 with a challenge of creating a video of his findings to present to his teachers for extra credit.
Vocabulary Building:
Graphic Organizers:
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Genetic Graphic Organizer
Multiple Intelligence Activities:
Me at a Glance:
In this activity, students will learn about their personality color, learning styles and multiple intelligences.
Example of the finished product
Choice Assignment:
As a universal design for learning support, this unit incorporates choice as the students are allowed to choose what type of media best communicates their art advocacy project.
See VAPA under Student Activities tab.
See VAPA under Student Activities tab.
Rubrics:
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