One student living in poverty

1. The novel and resources already provided for the student.

2. Various resources, such as extra writing utensils and paper, will already be provided at the “resource table” that I will have in my room.

3. Most the readings from the novel and work will be completed in class so the student will not have to worry needing resources at home. If there are any outside readings, the readings will already be provided for the student.

4. Most of the work for the final project will be done during class. Resources are provided for the student for them to succeed with the project such as computers, color supplies, poster boards, etc. 

One student who is an English language learner

1. For reader response, the student will be allowed to go online and use an online dictionary to help them with their writing responses if needed.  

2. The PowerPoint is very visual so that it will help the student visualize what the lesson is about. o    Students will also have two copies of the novel in their original language and English. (Click to see Spanish version)

3. There will be some read aloud which will help the student hear and follow along with the book so that they can understand the text more.

One student with a physical challenge: wheelchair

1. The student will be seated near the front and close to the door so that they can easily leave the room if needed. 

2. During group activity, students will fixate themselves near the student so that he/she will not have to move.

3. The student will be allowed 2-3 mins to leave classroom early to avoid crowded halls.

4. Group activities will allow the student to fell apart of the interpretative community. 

5. I will ask student ahead of time before class or via Edmodo to ask if there are specific activities that they would like to move around in the class. This includes getting supplies or moving to the front to present before the class so that the student can find some independence and does not have to stay immobile for long periods of time. 

 One student on the autism spectrum

1.  The use of visuals on the PowerPoint will help the student make connections and understand the lesson.

2. In my PowerPoint, I bold specific words that are important in instructions or the mini-lesson.

3.  I have the daily routine on the board.

4. The student will be allowed to stand up during group activities, and 1-2 min breaks if needed.

One designated as high achieving

1. Discussion questions move beyond just memorization but will be open-ended and connect to real life

2. The final project is designed so that students can have a choice to show what they learned and to explore more about the theme

3. Many of the activities in the unit will allow the student choice

4. Technology is used throughout the unit to enable the student to become more a researcher to explore the unit even deeply

5. There will be many opportunities for the student to work with other students to encourage collaborative learning. 

One at risk for failure

1. The grading for each day is displayed on the board so that the student can see that it is realistic to reach those goals.

2. I will ensure that I encourage student of their progress throughout the unit

3. Many of the questions asked throughout the unit require just personal opinions before connecting to the bigger picture.

4. The unit incorporates various multi-media and current connections to engage the student with the lessons so that it will be more relevant to them. 

5. Throughout the unit, I will encourage the student on their progress of the class.