Anson

Background

13-year -old eighth grader

Student with a Cognitive Impairment, currently receiving special education services

Has spent several years in foster care in Detroit and Midland

Behavioral Issues

Rapid mood swings

Aggressive behavior towards both other students and adults

Manipulative behavior

Hygiene Issues

Difficulty following directions

Cognitive Issues

Cognitive Ability was tested as Extremely Low compared to his peers

Reading at the level of a first grader

Working at a second grade level in math

Writes at a first grade level

Has a difficulty maintaining attention

Gives up easily

Works well and enjoys learning when given individual attention

Estimitation

Immigration and Urbanization

Class Goal

Students will know when it is appropriate to

estimate and will use estimation to solve problems

involving addition, subtraction multiplication and

division to 2 decimal places

GLCE:

N.FL.04.34 Estimate the answers to calculations involving addition, subtraction, or multiplication.

Lesson 1

Anson

Lesson Structure

Accomodations

• While students are completing their activity, Anson will recieve individual support from a para-pro
• Anson's activity will be simple calculations using only addition and subtraction, no word problems
• Anson's activity will use only whole numbers, no decimals

• Give students an introduction problem
• Demonstrate for students clustering and front-end estimation methods
• Work through several problems with students
• Check for understanding problem
• Students will complete an estimation activity consisting of word problems

Anson's Goal

Anson will use estimation to solve problems using

addition and subraction of whole numbers

Class Goal

GLCE:

•Students will describe the journey immigrants endured and their experiences at United States immigration stations

•6.1.4 Population Changes – Use census data from 1790-1940 to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great Migration, and urbanization. (National Geography Standard 12, p. 208)

Lesson 2

Accomodations

•Anson will follow along during the lecture with notes that I provide him.

•Upon completion of the lecture and discussion, Anson will listen to an MP3 of the chapter summary while the other students begin their sample US Naturalization test.

•When Anson is finished listening to his chapter summary, I will work with him to complete a sample naturalization test that I have created for him.

•Upon completion of his sample test, Anson will be responsible for creating flashcards consisting of five key vocabulary terms for the chapter.

Lesson Structure

• Review of previous day's topic
• Lecture on the process of immigration
• Discussion on the problems that immigrants faced
• Complete sample Naturalization Test

Anson's Goal

• Anson will be able to identify key vocabulary and facts pertaining to the immigration process