[EDSE380 Assignments] Lesson Plan Alterations (Made 2025 Fall Semester)

Student 1: Visually Impaired

• If they need larger text, print things in larger text for them and increase the size of text on slides

• If not, maybe put them at the front of the classroom but otherwise leave them be since they should be fine

Student 2: ADHD

• Have the student in the front of the classroom and give them a physical version of the slides and regularly check in with them throughout the lesson to ensure that they are taking notes. If they require a fidget, provide one or allow them to use one they already have, and if they need to be moving, allow them to walk along the back of the room where the bookshelves are so long as they do their notes

• Let them use the spinner I use to randomly pick students if they stay on task and do their notes

• Allow student to sit outside of the classroom and listen into the lecture like that if it would help them focus (I would regularly check on them to ensure they haven’t wandered off and would inform other teachers just in case)

Student 3: Non-Reader

• Put them in a group with the 2 students with Writing Issues as well as a few exceptionally well-performing and average-performing students and have the students without special needs read necessary things to them and write down what the special needs students take verbal notes of. Alternatively, if it is capable of fixing the issue, allow the students with writing issues to use the computers in the classroom to take notes instead of physically writing. Work with this group of students to ensure that they are capable of working cooperatively with each other, collectively taking notes and reading aloud texts and slides for each other to allow all to succeed. Written assignments should be done as a group, buoying each other’s weaknesses and showing a collective understanding

Student 4+5: Writing Issues

• Put them in the same group as the Non-Reader

Student 6: Mathematics Issues

• No changes needed aside from maybe some alterations in metaphors or similes used during the lecture

Student 7: Autism + An Aide

• Provide the aide with the lesson plan ahead of time so that they can prepare

• Provide the autistic student with space and fidgets if necessary. Also provided should be equipment that may be necessary for sensory issues such as noise cancelling headphones (this would need to be cleared beforehand so I can prepare a microphone for the student to still be able to hear my lecture)

• Potentially provide a physical version of the slides if that would assist

• Provide the student with a non-altered version of the primary source the class is to read so that they can engage with something at a level that might be more fit for them as they have a higher intellectual level than their fellow students (according to the assignment, not according to assumptions or stereotype, to be clear)

• Allow student to sit outside of the classroom and listen into the lecture like that if it would help them focus (I would regularly check on them to ensure they haven’t wandered off and would inform other teachers just in case)

• Implement any necessary IEP related things

  
  

  For ELL Students:

  
  

  Level 4:

  • Allow student to answer only 2 of the Exit Ticket questions.

  • Provide student with a slightly below grade level version of the reading which simplifies it slightly.

  • Allow student to have access to a _____ to English dictionary

  • Provide student with a slightly less complex Graphic Organizer that utilizes more pictures and simplified language

  • Regularly check on the student to monitor their progress and understanding of the content

  
  

  Level 3:

  • Provide student with a simplified version of the reading that will match their language level

  • Provide student with a simplified version of the Graphic Organizer that utilizes more pictures and less complex and academic language

  • Allow student to answer only 1 of the Exit Ticket questions

  • Regularly check on the student to monitor their progress and understanding of the content

  • Allow student to have access to a _____ to English dictionary

  • Pair student up with a non ELL student who can help them if they have difficulties understanding instructions

  • Allow student to take the Graphic Organizer home if they need additional time to work on it

  • Provide wordbanks for students

  
  

  Level 2:

  • Regularly check on the student to monitor their progress and understanding of the content

  • Allow student to have access to a _____ to English dictionary

  • Pair student up with a non ELL student who can help them if they have difficulties understanding instructions

  • Provide student with a translated version of the Graphic Organizer and the reading

  • Allow student to only answer 1 question on the Exit Ticket

  • Provide student with images that showcase what is being discussed alongside context in their language

  • Ask student to write their answers in English and to work with their paired student to help them get their thoughts in order and translated into English

  • Grade student largely based on participation and effort put into working on the Graphic Organizer rather than on complexity or depth of answers

  • Allow student to take the Graphic Organizer home if they need additional time to work on it

  • Provide wordbanks for students

  
  

  Level 1:

  • Regularly check on the student to monitor their progress and understanding of the content

  • Allow student to have access to a _____ to English dictionary

  • Pair student up with a non ELL student who can help them if they have difficulties understanding instructions

  • Provide student with a translated version of the Graphic Organizer and the reading and the Exit Ticket

  • Provide student with images that showcase what is being discussed alongside context in their language

  • Ask student to write their answers in their native language and to work with their paired student to help them get their thoughts in order and translated into English as best as they can

  • Provide student with no grade for the class as I will not be able to check their attention or acquired knowledge, or expect them to participate in conversation

  • Use english to _____ auto-translation during the class

  • Provide wordbanks for students