Students with individualized education programs can engage deeply with When the Legends Die, and many connect to Tom's experience of being misunderstood in school. Writing about the novel, however, may present barriers related to organization, spelling, or processing speed. Teachers must provide accommodations and feedback that allow these students to show what they know. Fair grading begins with understanding what each student's plan requires.

Review each plan before the unit begins and note accommodations relevant to writing, such as extended time, speech-to-text, graphic organizers, or reduced length expectations. Coordinate with special education colleagues to ensure that supports are in place for both drafting and assessment. Early preparation prevents last-minute scrambles. It also signals to students that their needs are taken seriously.

Grading criteria should focus on the learning objectives rather than on barriers unrelated to them. If the goal is to assess analysis of character development, spelling errors should not heavily reduce the score for a student whose plan addresses spelling. The rubric can separate content from mechanics so the two can be evaluated independently. This preserves rigor while respecting accommodations.

Offer Structured Supports for Writing

Many students benefit from scaffolds that break the essay into manageable parts. A planning template with boxes for the claim, three pieces of evidence, and explanations gives structure without dictating content. Sentence starters can help with moving from evidence to analysis. These tools support independence rather than replacing student thinking.

• Provide graphic organizers for planning claims and evidence
• Allow speech-to-text or typed responses where appropriate
• Chunk the essay into smaller tasks with separate due dates
• Use sentence starters for analysis and explanation
• Offer extended time or reduced length as specified in the plan

Make Feedback Clear and Manageable

Long, dense feedback can be overwhelming for students who struggle with processing. Keep comments concise, use plain language, and limit the number of priorities. Pairing written comments with a brief conversation can help ensure understanding. Positive notes on strengths build confidence and motivation.

AI tools can support this by generating feedback in simplified language and organizing it into short, clear points. Teachers should review the output to make sure it matches the student's needs and tone. The tool can save time while allowing for customized communication. Human oversight keeps the feedback supportive.

Track Progress Toward Goals

Many IEPs include writing goals, such as increasing the use of text evidence or improving organization. Use essay feedback to document progress on these goals, noting specific examples in the student's work. This evidence supports meetings and helps adjust supports over time. It also gives students a concrete sense of their growth.

Share observations with special education teachers and families as appropriate. Collaboration ensures that strategies are consistent and effective across settings. Celebrate successes, however small, because progress can be gradual. A supportive team makes a significant difference.

Maintain High Expectations

Accommodations are not the same as lowering standards. Students with IEPs can and should be challenged to think deeply about the novel. Provide opportunities to engage with complex ideas, and offer supports that make those opportunities accessible. High expectations paired with appropriate help produce growth.

Listen to students about what helps them. Their insights into their own learning can guide adjustments and build self-advocacy. Inviting their input also respects their agency. Over time, they develop skills that serve them well beyond the unit.