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Tpa-4 Adaptations For The Two Focus Students

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TPA 4 – Lesson adaptations for the two focus students
STUDENT 1
1. For this specific lesson, the adaptations I made for the focus student 1 are:
a. Make and answer two questions for each paragraph, instead of one.
b. Analyze, compare and contrast the calendars and write four differences and four similitudes between them, instead of two.
c. If he has enough time, he can assist his peers to completing their task.
2. These adaptations were very appropriate for this student, because both will challenge him to be more concentrated, spend more time completing the task, and don’t finish (as usual) before of the rest of the class. In addition, he really enjoy helping their peers completing their tasks.
3. I am not adapting the reading or drawing …show more content…

To achieve this goal, the four language skills of listening, speaking, reading, and writing, need to be embedded in the instruction. For this reason, I created a lesson plan aligned with the World Language Content Standard for California Public Schools. It contains explicit academic objectives and implement diverse techniques to accomplish the expected learning outcomes for all students. This is the second lesson of a package of three, at the end of the unit number two. In the previous lesson “Knowing the writer”, the students learned about the Hispanic Nobel Peace Prize Rigoberta Menchú, her life, and contributions to society. Then, for this lesson, the students will learn customs of the ancient Mayan culture, the meaning of the Mayan calendar, and the similarities within most of the ancient cultures calendars. I designed my own Power Point presentation breaking the large text into small parts and adding colorful graphics to make the reading more attractive, capture the students’ attention, and engage them into the lesson. The presentation was inspired in the objectives of the lesson and also aligned to the California State Standards. The reading was taken from the textbook “Nuevas Vistas” Advance Spanish, Curse One, pages 92-96. This textbook was assigned to the Spanish Department by the school administration and approved by the school

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