Select one of the following groups of students for each revision (select a different group for each lesson plan):
1. A student or group of students with specific learning disabilities (as defined by IDEA 2004 – Oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, mathematics problem solving)
2. Students who are identified as gifted and talented or are perceived to be gifted and talented (as identified by No Child Left Behind Act, P.L. 107-110 (Title IX, Part A, Definitions (22)(2002); 20 U.S.C. Sec. 7802(22)(2004)).
B. Describe at least three adaptations you would make to accommodate the needs of this student or group of students.
C. Provide your rationale for each of the adaptations.
Revisions to accommodate the student/group need
Gifted students need developmentally appropriate activities similar to those of their same age peers. Their unique characteristics dictate the need for curriculum differentiation. Students with advanced abilities require opportunities to be exposed to and use the vocabulary and concepts typically used by older students. They need to study subjects in depth because they have unusually keen powers to make connections and perceive relationships between subject areas and concepts. Curriculum should be individualized to meet their high ability level.
An integrated thematic curriculum can be adapted to meet the needs of the other students in the classroom. Using themes in teaching can be an enrichment tool for student learning. It provides the students with the intellectual framework not available when learning only one content area. This type of learning also exposes students to a variety of ideas that may not be covered in traditional learning units.
The unit theme of Jack and the Beanstalk was selected for its inter-related theme of the two lessons. The theme allows the students to see and understand relationships while exploring different concepts of learning. It is important to remember to attend to each of the different subject areas and the connections made between them.
Gifted learners also have a high potential for creative activities and teachers need to foster that development as early and frequently as possible. By using guided questioning it will provide the framework for students to become engaged. These types of questions provide focus for the students on the key ideas and theme being used in the lessons. Inquiry questions are used to give the students personal meaning for the concepts being learned. By asking the students these types of