1. Clearly identify which student and lesson plan you will be working with. This assignment will focus on the grade eight social studies lesson plan, "worldview" and the student I have chosen is Kelsey. 2. Clearly identify the part of the lesson plan you have chosen to differentiate and copy/paste that section of the lesson here. I have selected the second point in the anticipatory set, which focuses on group work. Anticipatory Set: • Before discussing the concept of worldview, invite students to respond to the statements in Personal Worldview Questionnaire to identify value positions or assumptions in key elements of their personal worldview • Students will share their answers in groups of 3-4. Invite students to confirm their understanding of the meaning of each element and to discuss any areas where their answers differ. [___/4] 3. Clearly explain 2 reasons why this part of the lesson needs readiness differentiation for your student. Reference the resource(s) you’ve used to support your responses using the citation format shown in the exemplar and/or Citation Guidelines. a) Reason 1 why readiness differentiation is needed: Kelsey experiences a significant degree of anxiety when working in groups or with partners. Therefore, the areas of the lesson plan that require group activities could potentially provoke unnecessary anxiety (Medical Disability Information: Anxiety Disorders) in Kelsey, which diminishes her potential for success at points of assessment (DI Screencast 1.1). In the anticipatory set students are asked to share and discuss their responses to the "worldview questionnaire." Due to the high level of anxiety Kelsey experiences in groups, it is likely that she is not ready for this type of interaction with her ... ... middle of paper ... ...rk does not impede Kelsey's success, the interactive scaffold replaces the peer support she would receive and still anchors her understanding of the concept. Altering the anticipatory cannot detract from the objective. Thus, relating the concept to a personal narrative through a discussion with the instructor upholds the "foundation to transitional" readiness support that will "bridge the learning gap" (Inclusive Education pp.45-6). Essentially, the interactive scaffold replaces peer support and the worksheet acts as a substitute for the comparison of worldviews she would gain from the diversity within the group. With respect to cognitive transitions, the interactive scaffold aims at simplifying the explanation of a theoretical concept and together with the structural scaffold reduce a potential point of frustration while still accomplishing the same conclusion.