ESOL: English language learners may require a pacing accommodation to enable understanding when explaining instructions and describing new information. This modification will ensure that the student can pick up on the academic content. Using the student’s native language to support vocabulary comprehension provides for accommodation when working on the word search puzzle and the artifact clue discussion. A native language translation sheet should be provided before the lesson, or a translating dictionary could be given to students independently. Utilizing objects or pictures to describe new terms when discussing the observations as a group provides the student with additional modeling opportunities. Allow the ELL to work with a partner throughout the lesson to promote editing and understanding of unknown processes. The size of readers’ theater script adjusted according to proficiency. Working directly with the educator provides for scaffolding to make sure that the student can receive an adjustment for additional support. Students with Learning Differences: Have students work with a peer partner to help elicit discussion and comprehension. Small group exercises to scaffold instructions or new information will allow for pacing and content size modifications. Gifted/Talented: A longer word search with more terms about the pioneer life will be provided for the students at the beginning of the lesson to expand their knowledge and grasp their background knowledge of the topic as well. Students will be asked to depict two characters in their daily journal.
day two
ESOL: During the read-aloud, the educator should ensure the ELL is close to the book to view pictures. As the teacher reads the book, point, and gesture to the objects that may be unfamiliar and include academic vocabulary. The pioneer vocabulary worksheet will include a translation sheet. Also, the student will be given the translation sheet and vocabulary words ahead of the lesson to review. Peer partner, the ELL with a bilingual student if possible to relate terms and help navigate with writing. If unavailable, the ELL can work directly with the teacher, or an aide to adjust size and pacing. The video can be shown with captions in the student’s native language to bridge understanding. Students with Learning Differences: Have students work with a peer partner to help elicit discussion and comprehension. Depending on the needs of the student, the worksheet's font, and/or size may be adjusted. Educator should pace and reiterate instructions for all students to allow scaffolding of the unit. Gifted/Talented: Students will be asked to depict two characters in their daily journal. Students will create a persuasion video that correlates with their position on Manifest destiny and society today.
Day three
ESOL: ESOL students will need extra language support throughout this lesson plan due to the amount of discussions, readings, and videos. To make sure the ESOL student feels involved and united with the rest of the class there have been various forms of support included that will help them participate with their peers. These students should not feel excluded while participating in the events throughout the day. This is why, if necessary, the student is able to draw their responses for discussions, there are various activities with words incorporated in their language to give them support, and pictures are used throughout the lesson to help them follow along through visual support. Another form of support would be partnering the student with someone who is bilingual and is able to translate some information that the student didn’t understand. Students with Learning Differences: Students with learning differences will need support. The videos incorporate subtitles and are more visually inclined so a deaf student would be able to follow along with what is taking place. During the read aloud it would be important for this student to sit right by the instructor so that they would be able to read the book. It will be important that the instructor checks to see if the student has finished reading the page. For students, with reading disabilities they may need a little more time when reading instructions on their worksheets or from information on centers. So, making sure the pace isn’t too fast for these students is very important. Another form or support would be having the group read the instructions aloud in order to keep the group at the same pace. It might also help if students are paired with a partner throughout the day for further support. Gifted/Talented: Throughout the lesson plan there are some extra areas of support for these students to expand their knowledge further. If students finish before others there are a couple of areas in certain activities that give the students an opportunity to discuss more topics. These questions are intended to stimulate further thinking about different areas of pioneer life as well as different perspectives to look from too.
Day four
ESOL: ELL should experience the read aloud directly in front of the text to enable modeling. Educator should point and gesture whenever possible to the pictures to relate vocabulary to the book illustrations. Create a translation sheet for the instructions to assemble the Dreamcatcher. Allow the student to complete the task with all students and provide unity within the classroom. Pair ELL with a bi-lingual student to help translate and scaffold discussion. Provide video captions in the ELLs native language. Provide ELL with a labeled map of the United States. Encourage the student to reference the labeled map when completing the Native American Civilized Tribe map. In lieu of writing the details of before and after of the Native Americans, drawing and pictures will be an acceptable format for completing the graphic organizer. Pair ELL with a bi-lingual student to create a paired writing experience. The bi-lingual student will help prompt and edit the ELL writing assignment before submission. Students with Learning Differences: Have students work with a peer partner to help elicit discussion and comprehension. Depending on the needs of the student, the worksheet's font, and/or size may be adjusted. Educator should pace and reiterate instructions for all students to allow scaffolding of the unit. Provide the student with a worksheet page on the assembly of the Dreamcatcher. Illustrations will give scaffolding for the learner. While working on the Five Civilized Tribe reading, the student will be encouraged to read half of the paragraph. The student’s partner will read the balance. Based on a variety of needs, sensory tools will be elicited to give students an outlet for physical activity. Gifted/Talented: Students will be asked to depict two characters in their daily journal. Students will be requested to research another Native American tradition (aside from the Dreamcatcher) and express in their selected media. Examples are written response, digital story format, or illustration.
day five
ESOL: During the read-aloud, the educator should ensure the ELL is close to the book to view pictures. As the teacher reads the book, point, and gesture to the objects that may be unfamiliar and include academic vocabulary. Pre-teach the vocabulary words to the ELL prior to the reading of text. The video can be shown with captions in the student’s native language to bridge understanding. Peer partner, the ELL with a bilingual student if possible to relate terms and help navigate with writing. If unavailable, the ELL can work directly with the teacher, or an aide to adjust size and pacing. Provide the ELL with sentence strips that have directed prompts to help aide in writing. ELL may work with a peer partner, teacher, or bi-lingual aide to help scaffold the writing of their final journal entry. Students with Learning Differences: Make eye contact with student to ensure understanding and attention during the reading of text. Volume, captions and or headphones provided to aide in student while watching the video. Mark the text with a highlighter to engage the student in the text. Allow the student to dictate their character features to a peer or the educator for transfer. If the aid of a computer or word processor will help with the written response, the student is permit to work directly on the Read, Write, Think website. Gifted/Talented: Students will be required to present a technological aspect to their Bio-Cube. Students can create a digital story, link a musical element or provide a collage. Students will be asked to depict two characters in their daily journal.