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These extensions of the ArtsNOW 'Poetry In Motion'
Ignite Guide address specific accommodations for 1-Students With Disabilities, 2-English Language Learners, and
3-Gifted Students. First with practical activities making use of powerful strategies, then with professional learning
materials intended to assist teachers who desire to generate more, similar, activities for their special student populations.
The materials for Students With Disabilities depend on the identification of individual students and locating
them within a chart showing a variety of attention deficit behaviors, all of which are barriers to learning, for the student
and for others in the classroom. This is seen as an essential step toward effectiveness, to be sure specific, actual
disabilities are targeted.
While there are effective, general, teaching practices, we see greater power in
the use of arts-based strategies specifically designed for particular disabilities as described in the Common Resource for Students With Disabilities.
The 'extension' activities provided fit standards for the American Revolution, specifically The
Midnight Ride of Paul Revere. They are designed to provide greater success for students with two very different types
of disabilities, those with 'impulsivity' problems, (in pull-out situations), and students who 'daydream'
in class.
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INQUIRY
CENTER #1A
SpEd in (Pull Out) Classroom
See SWD Resource Chart
Cluster - Impulsivity
Characterization - Intrusive
Strategy: Role Play Social Talk Situations - in
this case using the conversation among the planners of the 'midnight' riders and the man who was to be in the Old
North Church
(–address the impact of ‘blurting’)
INQUIRY CENTER #1B - SpEd in Regular Classroom From ST CTTA Accommodations Chart –
See SWD Resource Chart
Cluster - Attention
Characterization - Daydreams
Strategy: Mystery to be Solved -
in this case using provocative questions about the 'Redcoats' excursion to Lexington and Concord, for example, "How
did the fighting tactics of the two sides differ?" Or, more to the point, "How did an untrained militia of
volunteer farmers and townspeople defeat a surperior number of full-time soldiers of the strongest army in the world?"
(for greater engagement, have students discuss the mysteries in small groups)
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