Meet Roger: 6th grade

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Roger is a student with severe physical disabilities and typical cognitive development. He
was born with Spina Bifida which limits his ability to perform both gross and fine motor
activities. He uses an electric wheelchair to move about the environment. He is unable to
write using a pen or pencil. He has limited range of motion with his arms. Roger seems to
make friends easily and other students enjoy helping him get around when needed. He
enjoys talking to friends at lunch, but he feels left out when it comes to recess and PE.
Roger spends most of the day in his general education classroom, but because of his unique
needs, he receives supplemental services outside the general education classroom for about
3 hours a week on mobility, occupational and physical therapy, and support with self-
advocacy. Roger’s school district is investigating computer programs that will provide
assistive technology to aid Roger in the future. He is very interested in how robotics can be
used to help people accomplish things that they cannot physically do.

Part 3:
Review the following Lesson Plan: 6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
https://betterlesson.com/lesson/435211/divisibility-rules?from=cc_lesson

Part 4:
Based on the information in your text, the student description,and the lesson plan complete the table below:

Describe differentiated: How you would differentiate or rational for
not differentiating
Strategies
(Tiered Content, Scaffolding, Learning Contracts, Jigsaw Activities, Learning Centers, Flexible Grouping, Peer Tutor.
Be sure that you review the instructional strategies already embedded in the lesson plan; could there be an alternative or additional strategy to help the individual student?)
Material
(Range of text levels, Internet resources, magazines, newspapers, books on CDs, videos, and computer games, graphic organizers, manipulatives.
Be sure that you review the materials that are already in the lesson plan; do you need to add to them in any way?)
Instructional pace
(Students learn at different rates. Do you need to change the pacing of the lesson delivery for the individual student? Does the student need more time to process the information or to complete independent practice than what is given in the lesson plan?)
Levels of complexity
(Based on the Lesson Plan, would you need to offer a different text level? Would your student need a modified assessment or assignments that are not as complex as the lesson plan indicates?)
Language
(Do you need to teach front load vocabulary for the student to learn the material? Does the student need assignments and texts written in simplified text? Should lesson material be presented for this student using simplified language?)
Role of Technology (assistive technology)
(talking calculators, word processing on the computers, Alternative and Augmentative Communication Devices (AAC), pencil grips, adaptive seating (stability ball, bouncy bands, bumpy cushions, etc.), Livescribe Pen, Watchminder, Kurzweil)

 

Sample Solution

In the 1793-1830’s the United States had two significant various sorts of states. The one sort of state was the free-state which would be known as the North. Those states included Massachusetts, New Hampshire, Vermont, New York and Rhode Island. The accompanying states were known for being more factorial work place, these states were more industrialized than the South. Rather than utilizing human hands and work the Northern states utilized hardware. Having the North supplant human work with machines implied that bondage was not required. Notwithstanding, in the South the interest for cotton emerge between 1790-1860. This request prompted the increment of subjugation, from 700,000 slaves in the last part of the 1790’s to 4.5 million slaves during the 1860s. To separate the North and South expresses, the United States embraced the Mason-Dixon line in 1779 made by Charles Mason and Jeremiah Dixon. Whenever the Northwestern Ordinance of 1787 which arrange the Ohio valley into five new domains, which could be up for statehood. The contention here would be somewhat or not the states ought to be free or slave states. This mandate would ultimately prompt the Cold War between the South and the North. During this period there was pressure between the North and the South, on the grounds that the country all in all believed there should be an equilibrium. This contention would be addressed by the Missouri Compromises of 1820, or so the country thought. Struggle broke out between the states, the two states needed to be the larger part expresses, this lead to brutality which lead to the Civil War.

The expanded interest of cotton in the Great Britain and in the Northern conditions of the U.S, was the explanation of the estates of cotton and tobacco in the U.S South. These states included to Southern states – Virginia, South and North Carolina, Georgia, Alabama, Mississippi, Louisiana, Florida, Tennessee, Arkansas, Missouri and Texas. The south was incredible to deliver those items as a result of the rich soil. The interest of those items prompted work requests too. So they began bringing more slaves and involving them as a work. In 1793 there was 700,000 slaves and it grew up to 4.5 million out of 1860. Cotton creation per y

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