Planning with focus learner in mind.

Step 1: Review the facts about focus learners, Timothy and Yosung.

Timothy osung
Background Knowledge Background Knowledge
Has been in a self-contained special Recent immigrant from South Korea
education setting in the past for specific Strengths/Interests
learning disability in reading; recently fully Kinesthetic, artistic, enjoys spending time
included in general education with special outside
education supports Learning Style
Strengths/Interests Visual
Story telling, discussion, debate Multiple Intelligences
Learning Style Naturalist
Auditory Visual/spatial
Multiple Intelligences Bodily/kinesthetic
verbal/linguistic Important Relationships
Interpersonal A friend who speaks Korean and is in classes
Important Relationships with her
Jose, who is in class with him Lives with aunt and two sisters
Other Other
Relates well with other students English Language Learner
Likes leadership roles Can write with organization and clarity in
Good decision maker when given choices Korean
Disability Related Information Athletic
Specific reading disability has impacted his Sense of humor
reading ability - he currently reads Shy before she gets to know you
independently 2-3 levels below grade level Disability Related Information
Vision impairment - requires digital access to processing delay -- impacts her memory and
texts and print materials; fewer words on a ability to store and retrieve information
page; extended time for fatigue particularly through verbal /oral means
Concerns Concerns
Walks out of class when frustrated (often Increase English language acquisition
during reading tasks) Increase reading and writing skills in English
Refuses to participate in any oral reading
activities

Step 2: Choose a lesson topic that falls within your concentration.

Step 3: Brainstorm a possible lesson that uses universally designed and differentiated activities
to meet the needs of a diverse class, including Timothy. Make sure you address specific
adaptations for Timothy when necessary to avoid mismatches between his needs and the
content, process and product demands.

Your Chosen Lesson Topic: __Geometry of Circles

_______________________________________________
Universal Lesson Planning Ideas that account for student needs

Content Demands: (10 points)

What are the lesson goals? What multilevel, multicultural and/or multisensory materials will
facilitate access? Do focus learners require unique or multilevel objectives or materials?

Lesson Goals:
-Content Area: Geometry - Circles
Necessary Understandings:
-Students will recognize the radius and diameter of a circle.
-Students will be able to compute circumference, and area of circles.

-To deepen understanding for varied learners, students will have the opportunity to work with
hands-on circles (blocks), or to work with digital methods to create circles and measure
them.
-Students will have the opportunity to challenge themselves and have options to
demonstrate their knowledge in varied ways to benefit them.

-Timothy’s disabilities do not impact his necessity for unique objectives, however his vision
impairment will require digital access to notes and texts, which will easily be provided. Notes
written during instruction can be written on a smartboard, then saved and shared with
Timothy.
-Yosung’s processing delay may impact her ability to remember the formulas for the
circumference and area of a circle. A formula sheet will be provided to all students to benefit
them as they are learning this content.

Process Demands: (15/ 15 points)

How will students engage in learning? Instructional formats, Instructional arrangements,
Instructional strategies, Social and Physical Environment? What student-specific strategies,
supports, aides, or services are available for Timothy and others?
-To deepen understanding for varied learners, students will have the opportunity to work with
hands-on circles (blocks), or to work with digital methods to create circles and measure
them.
-For extra challenge or to better cater to their learning needs, students can look for circles in
the world around them. When possible they can measure them to find the area, perimeter,
and circumference. They could also think about how the size of the circles impacts where it
is/what its function is.
-The initial instruction will occur on a smartboard so that notes can be sent for students
benefit to keep (Excellent benefit for Timothy).
-Students will be given an initial worksheet of problems. They will be given the option to work
with blocks to feel the circle, or to work on their computer, or to just do the worksheet.
-Different levels will include the opportunity to find circles in the world around them (Benefits
Yosung’s naturalist MI and visual learning). They will also be able to find ways to talk about
these circles. For example, if they see a circle in nature they could make up a story about
how it got there or what its purpose is (benefiting Timothy, could also help Yosung work on
reading/writing skills) while incorporating mathematical aspects.
-Students will have the opportunity to work on their own or with a partner (benefits both
students who have a friend with them, also gives the opportunity for Timothy to channel is
interpersonal MI)

Product Demands (15/ 15 points)

What are multiple ways students can demonstrate their understandings (e.g. multiple
intelligences, multilevel, and/or multisensory performances?) Will focus learners require
unique ways of showing what they know or require differentiated grading?

See above for products