Accommodations and differentiation strategies are employed in every lesson throughout the unit. Specific strategies for second language learners, students with disabilities, and academically gifted students accompany each lesson. Accommodation and differentiation occur by altering the content given, the process by which students show their understanding, the products students create, or the environment in which learning activities take place. Some examples from the unit are given below:
Content In Lesson 6, students who are struggling readers or ESL learners are given an alternate copy of the text. This copy will be condensed and will use language that is more explicit in stating the responsibilities, roles, and powers of the President.
Process
In Lesson 5, students can choose to create their timeline physically or digitally.
Product
In Lesson 6, students choose 3 out of 5 tasks to complete for assessment.
Environment
Students will work in a variety of group configurations throughout this unit (i.e. jigsaw groups, pairs, small group, large group, whole class). They will work in the classroom, as well as the library and computer lab.
Content In Lesson 6, students who are struggling readers or ESL learners are given an alternate copy of the text. This copy will be condensed and will use language that is more explicit in stating the responsibilities, roles, and powers of the President.
Process
In Lesson 5, students can choose to create their timeline physically or digitally.
Product
In Lesson 6, students choose 3 out of 5 tasks to complete for assessment.
Environment
Students will work in a variety of group configurations throughout this unit (i.e. jigsaw groups, pairs, small group, large group, whole class). They will work in the classroom, as well as the library and computer lab.