Part 2: Accommodations

Sample Differentiated Unit Plan 2

Student Name

Liberty University

PART 1:

Unit: Comment by Lee, Lisa P.: Include a description of the Unit.

The Differentiated Unit Plan that will be developed during this course is designed for the unit theme of Geography. The focus will be on maps. Fifth grade students will view and identify various maps, from world maps to state maps. Students will be able to recognize similarities and differences between the maps, as well as the uses for each type of map.

Mathematics also ties into this unit. Students will use rulers, measuring inches in whole and fraction form, to find distances on maps and create map legends. Students will create a map, using proper measurements, as the culminating assignment.

Class: Comment by Lee, Lisa P.: The class description should be thorough and include an ESL student and at least one student with a disability.

Description of the Class: The fifth grade class of twenty students at Grover Washington Jr. Middle School is comprised of nondisabled students, as well as students who receive special education supports and services. The ten students who receive special education supports and services range in disabilities.

Anyae, who is a nine year old girl, has been diagnosed as having Autism. She is able to participate in an inclusion setting without any disruptions. She is on a third grade mathematics level and is very eager to learn. Anyae aims to please and feels proud when she grasps a new concept. Though Anyae has become close with two girls in the class, she has difficulty socializing with her classmates. Shareef, who is a ten year old boy, has been diagnosed as having a Learning Disability. He struggles with reading and is functioning on a second grade reading level. Shareef enjoys making others laugh and always has a smile on his face. English is a Second Language for Eric. He speaks Spanish within his home and with his extended family members and friends. He understands a few English words and uses visual cues for further comprehension. He has become friends with another Spanish speaking student in the class who helps interpret for him. In addition to receiving ESL support, Eric has been diagnosed with a reading Learning Disability. Due to the language barrier, his reading fluency and comprehension are below grade level. Kervin, a ten year old boy, has been diagnosed with an Emotional Disorder. He has difficulty socializing with peers and becomes easily aggressive. When Kervin is frustrated or upset, he has difficulty focusing on a task. He is functioning on grade level academically. Amir, a nine year old boy, has been diagnosed with a Learning Disability. He struggles in math, reading, and writing. Though Amir participates in an inclusion setting, he loves to learn in a small group. He has shown improvement, becoming more comfortable participating in whole group lessons. Amir becomes frustrated easily and needs constant encouragement from the teacher.Fatou is a nine year old girl who has been identified as having a Learning Disability. She struggles in both reading and mathematics. She also receives ESL services. She speaks French in her home. She understands and can speak English, however her difficulty with the language is writing. William, a ten year old boy diagnosed with ADHD, enjoys making others laugh and is very caring. He has difficulty focusing and following classroom norms. William works well in small group and requires constant praise. Dasia, a nine year old girl, is diagnosed with a Learning Disability, with a deficit in mathematics. She is able to grasps new concepts when broken down step by step and struggles with basic skills. Dasia is functioning below her grade level. She enjoys being the teacher’s helper and is very social. Denijsha, a ten year old girl, is diagnosed with ADHD. While she is eager to learn, she has difficulty focusing at times. She has difficulty following classroom norms and displays disruptive behavior when she is off task. Denijsha is functioning one year below grade level in math. Quadir is a ten year old boy diagnosed with an Emotional Disturbance and ADHD. He struggles with focusing and responsibility. He understands concepts in class, however has difficulty completing assignments at home. When he becomes upset, he walks out of class and becomes physical with others. Due to these behaviors, he is functioning two years below grade level.

Unit Forms:

Subject 1 : 5th Grade Social Studies: Geography Comment by Lee, Lisa P.: Describe your first subject.

SOL : VS 1.i Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. Comment by Lee, Lisa P.: Include the SOL for your first set of lessons.

Documents/ Forms for Subject 1: Comment by Lee, Lisa P.: Include sample items to be used with your lessons.

Sample Images shown to students:

Comment by Lee, Lisa P.: Examples of assignments and resources that could be used with the units in the plan are to be uploaded as part of Unit Plan 2.

Blank map to be used throughout the unit

Name: _________________________________

Street

Neighborhood

City

State

Country

Name: ________________________

VOCABULARY MATCHING

DIRECTIONS: Write the letter of the definition next to the vocabulary word.

Name: _____________________________

MAP QUIZ

On the map:

· Outline the country we live in with purple

· Outline the state in which we live in blue

· Create a Map Legend

· Create a Compass Rose

Documents/ Forms for Subject 2:

Name: _________________________________

MEASUREMENT ACTIVITY

Directions: What would you use to measure the following?

1. Textbook ______________

2. Width of pencil ______________

3. Height of cabinet ______________

4. Length of your foot ______________

5. Height of door ______________

6. Diagonal of desk ______________

7. Width of room ______________

8. Calculator ______________

9. Your height ______________

10. Distance from our room to Ms. Barnes’ room _____________

PART 2:

Accommodation 1 – Seating Chart

Whiteboard

Door

Adam

Dasia (LD)

William (ADHD)

Amir

(LD)

Erica

Shareef (LD)

Eric

(ESL)

Fatou

(LD/ESL)

Laura

Nicole

Kai

Elijah

Kervin

(ED)

Shaney

Denijsha

(ADHD)

Tyrese

Anne

Quadir

(ED/ADHD)

Anyae

(AS)

Faith

Extra Desk

Cabinet

Cabinet

Computers

Supply Table

Teacher’s Desk

Lockers

Bookshelves

Rationale for Classroom Arrangement: Comment by :

The students are seated in pairs to allow for cooperative learning. The desks are arranged in three rows, with one extra desk near the teacher’s desk. The extra desk has multiple uses. If a student needs alone time to calm down or focus they are able to move to the desk, or if a student needs to be removed from a potentially disruptive situation, the teacher may ask the student to move to the desk.

Kervin and Quadir are located near the teacher’s desk for extra support. The teacher is able to monitor them closely in order to prevent any potential problems arising. They are each seated next to a classmate in which they work well with. In front of Quadir and Anne, are Faith and Anyae. Anyae has become close with Faith. Faith is able to help Anyae with her classwork and meet new friends. Between them and the whiteboard are Shareef and Erica. Shareef is seated at the front of the room to decrease distractions. The teacher is able to easily whisper encouragement throughout lessons. Next to these two, are Amir and William. While Amir’s levels are lower than William, they work incredibly well together and have a friendship. Both are seated at the front of the room to increase their focus. Behind them are Tyrese and Denijsha. Denijsha tends to call out and crave teacher attention. Being toward the front of the room, allows for the teacher to praise Denijsha without having disruptions in the lesson. Being next to Tyrese helps her focus, as she is not interested in boys. Eric is seated next to Shaney so that she can translate if needed. Kervin has taken a liking to Elijah, being the only student he socializes with. Allowing them to sit next to one another provides Kervin with a comfortable social situation to practice is social skills. Fatou sits next to Laura. She is seated here so that when she and Eric have to attend their ESL class; Laura and Shaney are able to work together. Dasia is seated at the front of the room so that she is able to help the teacher and remained focus during the lesson.

Accommodation 2 – Rewritten Text Comment by :

Original Text: Readability Level: 5.9

Maps provide many kinds of information about the world around you. Knowing how to read maps is an important social studies skill. A map is a drawing that shows all of or part of the Earth on a flat surface. Mapmakers add certain features to most of the maps they draw. Mapmakers sometimes need to show places marked on the map in grater detail or places that are beyond the area shown on the map. To help people find places on a map, mapmakers sometimes add lines that cross each other to form a pattern of squares called a grid system. A map title tells the subject of the map. It may also identify the kind of map. Political maps show cities, states, and countries. Physical maps show kinds of land and bodies of water. Historical maps show parts of the world as they were in the past. A map key, or legend, explains the symbols used on a map. Symbols may be colors, patterns, lines, or other special marks. An inset map is a small map within a larger map. A locator is a small map or picture of a globe that shows where the place on the main map is located. A map scale compares a distance on the map to a distance in the real world. It helps you find the real distance between places on a map. A compass rose, or direction markers, shows directions. The cardinal directions, or main directions, are north, south, east, and west. The intermediate directions, or directions between the cardinal directions, are northeast, northwest, southeast, and southwest. (McGowan et al)

Rewritten Text: Readability Level: 3.2

Maps show the world. A map is a picture that shows the Earth. People who draw maps are called Mapmakers. Mapmakers draw lines that are called a grid system so people can find places on a map. Maps have titles to tell people what the map shows and what kind of map it is. There are three kinds of maps. A political map shows cities, states, and countries. A physical map shows land and waters. A historical map shows how parts of the world used to look a long time ago. Maps need to have a legend to show what the symbols on the map mean. Sometimes a map can have a smaller map in the drawing of the bigger map. The smaller map is called an inset map. A map scale tells the distance between places. A compass rose shows the direction of places. Places can be north, south, east, west, northwest, northeast, southwest, or southeast.

Citation of the Text used:

McGowan, Thomas M., Salvacci, Linda K., & Green Jr., Robert P. (2003) Horizons

United States History. United States of America: Harcourt, Inc.

Accommodation 3: Comment by :

Kervin will use a behavior modification chart in order to reinforce the display appropriate behavior within the classroom. This chart is kept on the corner of Kervin’s desk to serve as a constant reminder. The teacher and Kervin fill the chart out together, allowing for conversation and reflection to take place.

Evidence:

Accommodation 4:

Though Eric receives ESOL services throughout the week, he is provided accommodations within the classroom. Eric is required to use the same textbook as the rest of the class, however he is also provided the Spanish translated version as well to promote a deeper understanding of the material. Eric’s work is completed in English; however, he is able to use the Spanish translation in correlation with the English text to identify key words in English to use within his work.

Evidence:

Los mapas muestran el mundo. Un mapa es una imagen que muestra la Tierra. Las personas que dibujan mapas son llamadas a Cartógrafos. Los cartógrafos escriben líneas que es llamado un sistema de cuadrícula así que personas pueden encontrar lugares en un mapa. Los mapas tienen títulos para decir a personas lo que el mapa muestra y qué clase de mapa es. Hay tres clases de mapas. Un mapa político muestra las ciudades, los estados, y los países. Un mapa físico muestra tierra y aguas. Un mapa histórico muestra cómo regiones que es utilizada para mirar mucho antes. Los mapas deben tener una leyenda para mostrar lo que los símbolos en el medio de mapa. A veces un mapa puede tener un mapa más pequeño en el dibujo del mapa más grande. El mapa más pequeño es llamado un mapa de recuadro. Una escala del mapa dice la distancia entre lugares. Una rosa de los vientos muestra la dirección de lugares. Los lugares pueden ser del norte, el sur, el este, el oeste, hacia el noroeste, el noreste, el suroeste, o el sudeste.

Accommodation 5:

Resource materials are used to help Dasia feel comfortable learning new material. She grasps concepts easier when they are broken down step by step in an organized manner. Though she enjoys active learning, she tends to get lost in the socialization with others and misses out on the concepts at hand. Graphic organizers and cue cards work best for her.

Evidence:

An example of a graphic organizer to help Dasia is a Venn Diagram to compare globes and maps.

Accommodation 6:

Quadir has difficulty completing assignments at home. In order to make sure Quadir completes the required assignments and displays a level of understanding, he is allotted working lunch periods and before school sessions as extra time.

Evidence:

Accommodation 7:

Since Denijsha has difficulty following classroom norms, she has a behavior checklist kept on the corner of her desk. The main behavior that is being focused on currently is her calling out during lessons. Whenever Denijsha displays this behavior she receives a check. Whenever she displays the appropriate behavior, not calling out during a lesson, she receives a smiley face. At the end of the week if she has more smiley faces than check marks, she receives a reward.

Evidence:

Accommodation 8:

Since Amir struggles with participation when in a whole group setting, he receives a token when he does participate in a whole group activity. Amir keeps a jar on his desk. Whenever he answers or asks a question during whole group, he is given a token. At the end of the week, he is able to trade the tokens in for a reward.

Evidence:

Accommodation 9:

Fatou receives ESL services throughout the week, however accommodations within the classroom are made, as well. Fatou is able to read and speak English, however she has difficulty writing in the language. Fatou uses a word list as a reference that shows common English words and their French translations to aid in her writing.

Evidence:

French English

Carte map

Livre book

Papier paper

Crayon pencil

Ecrire write

Accommodation 10:

Anyae has difficult socializing with her classmates. In order to encourage positive social interactions, she is given a journal book. Each day during guided practice she is paired with different students. After she has this new experience working with other students, she writes a reflection in the journal. This way she is able to reread about her experiences to reassure her that she can have positive interactions and form friendships with students.

Evidence:

Augmentative/Adaptive/Assistive Technology: Comment by :

Augmentative, adaptive, or assistive technology for a specific student in this class is a touch screen device. This is for a student who has communication difficulties verbally and struggles with both gross and fine motor skills.

Communication with Others:

Communication with others will occur during IEP meetings, documents, and discussions with educators providing instruction to the students included within this class.