This guide provides specific accommodations and modifications for Unit 2 (Character Development) activities. Each accommodation aligns with common IEP goals and works within the structure of our course while maintaining rigorous learning standards.
Character development work benefits from time to think, plan, and revise. All Unit 2 assignments have flexible time ranges rather than fixed deadlines, supporting students who need extended processing time.
Recommendation: Extend timeline by 1-2 weeks. Suggest the student work through one archetype analysis per class session rather than completing all three examples in one sitting. Breaking the work into smaller chunks reduces cognitive load while maintaining rigor.
Recommendation: Allow additional planning time before drafting. The Brainstorm activity (2.4.1) provides a structured planning scaffold; for students needing extended time, complete this brainstorm 3-5 days before the draft is due. This allows time for idea development between steps.
Recommendation: Consider splitting into two submissions: (1) Character Profile (name, traits, backstory summary, motivations, flaws) due on Day 1, and (2) Narrative Scene due 3-4 days later. This breaks the task into manageable components and allows the student to receive feedback or clarification after step one.
Recommendation: Standard extended time accommodations apply (1.5x time = 90 minutes, or 2x time = 120 minutes). Quiz can be taken in a separate, quiet location to minimize distractions.
Reduce volume while maintaining core skill development. Modified assignments target the same learning standards at a more accessible scope.
Modification: Reduce to 350-500 words (instead of 500-700 standard). Student focuses on 2-3 characters instead of 3-4, and may simplify the Relationship Analysis component. Both examples must clearly identify the archetype and show at least one aspect of how the author uses or subverts it. Alternative: Allow the analysis to be recorded as audio narration and submitted as an audio file (5-7 minutes) instead of written essay format. The 5-section essay structure is maintained but may be condensed.
Modification: Reduce to 300-400 words instead of 500-700. Non-negotiable elements: (1) Identification of one key wound or formative experience, (2) Evidence of how that experience shaped the character, (3) At least one specific moment shown (not told). These elements stay the same; the scope simply narrows.
Modification: Reduce standard 500-700 word analysis to 300-400 words. Simplify the web structure: Reduce Fear ring from 3-4 fears to 2 fears, and reduce Behavior Prediction Scenarios from 4 scenarios to 2 scenarios. Accept simplified web with 2 goals per ring instead of 3-4. The core thinking process remains (identifying motivations, analyzing connections to backstory, predicting behaviors); the output is streamlined.
Modification: Reduce to 500-700 words instead of 800-1000. Student must still include all key elements: (1) One specific scene showing the character in action, (2) Evidence of at least one personality trait through dialogue/action, (3) One connection to their backstory or motivation. The scene may be shorter or focus on fewer elements, but all components must be present.
For students who struggle with written expression, offer alternative submission formats while maintaining assessment rigor.
Alternative formats acceptable:
Alternative: Student creates 5-7 slides (Google Slides or PowerPoint) with: Slide 1 = Archetype name + definition, Slides 2-3 = First example (evidence), Slides 4-5 = Second example (evidence), Slide 6 = How author uses or subverts the pattern, Slide 7 = Reflection. Student then delivers a 5-8 minute verbal presentation and submits the slide deck.
Alternative: Student creates the Motivation Web diagram (can be hand-drawn, digital, or simple sketch) and records a 5-10 minute audio or video explanation of the web. Explanation must cover: (1) What are the character's main goals? (2) How do they connect to the character's backstory? (3) What might stand in the way? (4) How would achieving these goals change the character?
Alternative: Student responds verbally to the 3 short-answer questions and teacher (or assistant) records the responses as audio files. Student answers should demonstrate same depth of understanding as written responses. Example: "Can you explain the difference between a character's wound and their want?" Student responds orally; teacher records as MP3/WAV file for submission and grading.
Support students who struggle with reading fluency, decoding, or comprehension while maintaining access to content.
Supports built into design:
For mentor text excerpts, provide pre-annotated versions with key passages highlighted and margin notes that identify important character details. Example: If the mentor text shows a character's motivations through dialogue, highlight that dialogue and add a note: "This shows what the character wants."
Reduce cognitive load and provide organizational scaffolds for multi-step tasks and planning.
Built-in supports:
For Character Sheet Narrative (2.9) and Backstory (2.5), recommend working across multiple days (3-5 days minimum). Provide optional daily micro-checklists:
This chunking supports both executive function and helps prevent procrastination.
Ensure all students can access content regardless of visual or auditory processing differences.
All unit files meet WCAG AA accessibility standards:
Character work can be deeply personal. These supports help students feel emotionally safe while engaging in creative vulnerability.
Important framing: Remind students (and parents, if needed) that fictional wounds do not need to mirror personal trauma. A character's "wound" might be: "My character was rejected by their village," "My character lost a magical ability," "My character was raised by someone other than their parents." These are creative choices, not autobiographical requirements. Frame the assignment as exploring empathy and human nature, not personal disclosure.
For students who may need additional emotional safety during peer feedback:
Each lesson includes a "SEL moment"—a brief reflection prompt or discussion question. Use these as informal check-in points:
Frame grading as growth-oriented, not perfectionistic. Students are learning to craft complex characters—this is sophisticated, difficult work. Focus feedback on specific strengths: "You showed great detail in the dialogue here," "Your character's motivation is clear because of this line," "I can see how their backstory explains their behavior in this scene." This builds confidence and intrinsic motivation for writing.
Support students whose primary language is not English or who struggle with written expression and communication conventions.
Supports built into curriculum:
For students who find written feedback challenging:
Use Unit 2 activities to support progress toward common IEP goals. The table below shows which Unit 2 activities connect to specific skill areas and how to document growth.
| IEP Goal Area | Connected Activities | How to Document Progress |
|---|---|---|
| Written Expression | Archetype Analysis (2.3), Backstory (2.5), Motivation Web (2.7), Character Sheet Narrative (2.9) | Use a writing rubric to compare early drafts (e.g., Archetype Analysis) to later work (Character Sheet Narrative). Note growth in: organization (does the piece have a logical sequence?), detail (does the student use specific examples?), and craft (does the writing sound intentional?). Collect draft-to-final examples. |
| Reading Comprehension | Mentor Text activities (2.2.1), all lesson content, formative checks (2.1a, 2.2b, 2.4b, 2.6a, 2.8a) | Note ability to identify and analyze character traits with textual evidence. Example: "Student correctly identified that the character's motivation is revealed through dialogue" or "Student explained how the character's backstory shapes their behavior, citing specific examples." Collect formative check responses and mentor text analysis work. |
| Social Communication / Collaboration | Peer Review (2.5.1, 2.9.1), class discussions, small group activities | Document quality and specificity of feedback given and received. Example: "Student provided constructive feedback using the TAG protocol: named a specific strength, asked a clarifying question, and suggested one revision." Note student's ability to receive feedback without defensiveness and implement suggestions. |
| Self-Regulation / Executive Function | SEL moments (each lesson), Unit Reflection (2.11), Brainstorm scaffolds (2.4.1), Motivation Web (2.7) | Document self-assessment accuracy (does the student realistically assess their own work?) and goal-setting quality (are goals specific and achievable?). Use the Unit Reflection as evidence. Example: "Student set a specific craft goal and reviewed it mid-unit, adjusting based on progress." |
| Executive Function / Task Initiation | Brainstorm activity (2.4.1), Motivation Web (2.7), all multi-step assignments | Document use of planning tools and multi-step task completion. Example: "Student completed the brainstorm scaffold before drafting, then referenced it during writing," or "Student used the Motivation Web to organize ideas before beginning the narrative." Collect planning documents alongside final work. |