Brianne Perry May 6, 2018
Modifications/Accomodations
Quantity
1. Reduce exit ticket to one characteristic of a
haiku
2. Read more examples of haikus/give more
examples for this student to refer to
3. Have the student write only one line of the
haiku with correct syllables and theme
Input
1. Allow student to use an iPad to listen to
different haiku readings on YouTube
2. Interactive – give several students the
opportunity to physically come count and
touch the syllables on the board, including
the student needing more help
3. Allow student to look at more examples
online
Participation
1. Ask all students to actively hold up fingers
for syllable count while I read an example of
a haiku. (I will pay close attention to certain
student)
2. Strategically assign peer editors with certain
student to ensure he/she has enough time to
complete the poem and not be left without a
peer editor
3. Ask student to point out a three syllable
word (I will have already pointed it out
earlier in the reading)
Time
1. Allow all students to take the poem home to
complete (this will help select students
without singling them out)
2. Give extra time for any questions there may
be
3. Ensure there is a thesaurus resource the
student can operate comfortably – phone,
book, iPad, etc.
Difficulty
1. Give a word list to the student to help
he/she find words
2. Prepare a haiku with blanks in some spaces
and give a word list for the student to fill in
the blanks with the correct syllable count
3. Have the student find a photo for inspiration
and write single words that describe it
Alternate Goals
1.
2.
3.
Level of Support
1. Allow the student to find the words he/she
wants to use and have a teaching assistant
help he/she arrange them.
2. Have student stand as able as the teaching
assistant reads the poem aloud.
3. Prepare a haiku with blanks in some spaces
so the student only has to find certain
words and syllables to complete the poem.
Output
1. Accept a typed copy of the haiku instead of
a written copy
2. Ask the student to verbally tell me three
characteristics of a haiku before leaving the
room
3. For visually impaired student, have the
student hold up fingers for how many
syllables are in the line as I read a haiku
aloud.
Substitute Curriculum
1.
2.
3.