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Jefferson, Karen, Angie, Darly

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Interactive presentations and videos can be presented taking into account Mina's interests because it can motivate her to share her favorite places and express in short sentences where is located. Mina will start engaging with content leading to participation.

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Ms. Lee should incorporate interactive digital maps with step-by-step audio cues and visual markers, allowing Luis to engage through short, gamified direction tasks that maintain focus while reinforcing the vocabulary.

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Since she struggles with social anxiety, instead of asking her questions orally in the middle of the class, she would only be tested through a short quiz or asked to tell the teacher what she learnt at the end of the class

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Ms. Lee should try to keep Luis on task by providing different short stimulating activities like puzzles, TPR (Total Physical Response) activities, simon says, audio books, etc... These will ideally keep Luis engaged in the class and will also help him associate what's being taught with the different activities he's doing.

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Ms. Lee should focus on providing creative opportunities to keep her engaged. For instance, instead of simple-direction-following exercises, encourage Sofia to create her own map and give directions to a specific places.

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Mrs. Lee can use a voice-activated robot or a tablet with speech-to-text so the student can give directions verbally instead of writing. The class can do a treasure hunt where students guide each other using oral directions, maps, and gestures. In this way the class would be engaging and inclusive with Jorge.

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Ms.Lee should encourage Hana to use a visual dictionary, icons, maps, and arrows instead of relying on text-heavy materials, so she can understand in a best way and develop her language at the beggining of her learning of it (as something temporal while she get a better management of the languaje).

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The teacher could give students different options that are more suitable for each one, such as making them decide between presenting the directions of how to arrive at a place they are familiar with in a written, oral way, or even with a video. Taking into account Jorge's condition, he would be engaged in the activity because he would not use his hands to write. Moreover, the teacher might use online games about giving directions, where students like Jorge practice using their voices or writing. On top of that, activities in the classroom where some students give directions to others that are blindfolded would be fun, engaging, and more inclusive for students like Jorge.

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the lesson should incorporate flexible demonstration options (e.g., oral responses, digital tools, or role-playing), interactive activities like scavenger hunts, and assistive technology such as voice-to-text tools and visual supports. Tasks should be broken into manageable steps to maintain focus. Collaborative learning with peer support can enhance engagement, while self-regulation strategies like checklists and alternative seating can help sustain attention.

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The teacher should use assistive technology like voice notes or speech-to-text apps that would allow Jorge to write without physical effort, and therefore ensure his active participation in those kind of activities.

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For Nico, Ms. Lee should provide alternative response formats like verbal answers or pre-written sentence templates. Use visual aids such as color-coded clocks, number lines, and flowcharts to help him sequence time expressions. Incorporate interactive activities like moving a figure on a map or using digital tools to reinforce learning. Support executive functioning with checklists and audio recordings to help him follow steps and practice time-related phrases. These strategies will allow him to engage with the lesson effectively while minimizing his difficulties with sequencing and numbers.

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Sofía can be given extra activities that complement the ones proposed by Ms. Lee and that are connected to the real-world context as they have problem-solving situations. In that way, she can pick what to do while her classmates finish providing a challenge to her so she will be entertain as the exercises aligns with her wisdom.

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Ms. Lee can use:

Real-life connections can be made by comparing how directions are given in Japan and locally, or by creating a class map with labeled directions.

Finally, Ms. Lee can foster a safe and encouraging environment by praising effort, allowing alternative ways to participate (e.g., pointing or typing), and pairing Hana with a supportive peer. To ensure clarity, Ms. Lee should include visual schedules and activities.

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Ms. Lee can provide nico an Analog clock and with clearly marked numbers with movable hands, wherein it has different colors for the hour and minute hands to visually differentiate them. Likewise, nico can physically move his hands to demonstrate "Half past" and "Quarter to", through the emphasis on the visual relationship between the hand positions and the time.

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For Sofia, a highly gifted student who learns quickly and gets bored with repetitive activities, Ms. Lee should provide challenge, autonomy, and variety in the lesson. For instance; instead of only following directions, Sofia can create her own city map, she could be a tour guide in a simulated city or she can help struggling students by explaining directions.

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Ms. Lee should make physical tools to teach Hanna about the topic she wants to transmit, like cards that associates color or shapes with places, or a certain meaning. Like associating color green with the bank (money). Or like using her own hand to identify Left and right (👈🏻 Left hand to identify Left because of the L shape in her own hand).