The Men of the Renaissance

Standards, ELL and ESE Modifications

Sunshine State Standards
LA.5.2.2.2 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details.
LA.5.6.1.1The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions).
LA.5.6.4.2 The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, and graphic organizers) for publishing and presenting a topic. 

NCTE
7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). 

NCSS
Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.
Standards 6: Major global trends from 1450-1770. 

NETS
3. Research and Information Fluency.
A. locates, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
B.  Process data and report results. 

6. Technology Operations and Concepts.
A. understands and uses technology systems.

ELL and ESE Modifications
Modifications for ELL: Depending on the student stages of ELL he/she will get extra help from their peers or the teacher. Since background knowledge is very important and because I agree with CUP model of bilingualism of second language accusation, students can read or search the information in their native language; therefore, students will learn the information and understand any new concepts. This way he/she could transfer the knowledge and write it in English. Students can have more time if needed. Teachers should be careful how to talk or ask questions to ELL students according to their levels. For example, if the student is in the starting stage, the teacher should talk with lots of expression, pointing, asking questions that the student can respond in one word; however, if a student is in the developing stage then the teacher should ask questions as why, how, tell me about it, describe and so on. This way teachers will encourage the students to talk and use the language more.

 
Modifications for ESE: Teachers should use all kinds of different techniques to find out whichever works best for his/her student. Students might need more time to finish the project. Some students need extra help, so they can work with a partner where others might get distracted with working with others so these students should have the chance to work alone. Some students need to sit in the front row, so he/she can see the board better. Routine is very important for all students but it is crucial for ESE students. Some students can not handle the transition, so make sure to let students know what is coming up on their schedule or write it on the board where everyone can see.