Final
Project: Lesson Plan Portfolio
Tamara
Stotler
ESE
697: Characteristics of Students with Mild & Moderate
Disabilities
& Evidence-based Strategies
Julie
Treadwell
October
13, 2014
Final
Project: Lesson Plan Portfolio
Teachers need to
learn how to create lesson plans that align with the Common Core State
Standards (CCSS). These standards help students prepare for further education
or a career and at each grade level certain milestones are met to advance to
the next level of achievement. These skills are broken down for each grade
level and they build on top of each other from previous skill mastery to gain
new understanding in both Language Arts and Mathematics. Teachers use
research-based instructional strategies to be successful in lesson plan
application and through this application the teacher can gain data to show
success, failure, or skills staying the same.
The Lesson Plans
Creating
lesson plans is an important skill for teachers to have. The lesson plan needs
to be aligned with the CCSS as well as being individualized for each student to
be successful. To do this teachers use research-based instructional strategies
that allow a teacher to optimize the required knowledge while pertaining to the
strengths of their students (Vaughn & Bos, 2012). Included are five lesson
plans that cater to the different disabilities presented in the classroom
setting from students on IEP’s. The teacher presenting the lesson plans can use
gain observable data to record success, failure, or areas that might need more
work for skill mastery. The teacher can accommodate and modify the classroom or
lesson plans to suit the needs and abilities of students with disabilities.
Each classroom
setting listed below includes all students in an inclusive atmosphere that uses
universal design for learning (UDL) and differentiated instruction (DI). Using
these strategies as the basis for instruction will allow the teacher to
accommodate, fluctuate, and modify the lesson plans for all of the students regardless
of their strengths, weaknesses, readiness, abilities, likes, and dislikes. UDL
and DI will allow the teacher to change research-based instructional strategies
to suit the needs for all the students. An inclusive classroom is one that
engages and motivates students to learn while it includes them in all aspects
of the learning process. When a teacher is creating a lesson plan while using
the UDL and DI teaching strategies they build lesson plans that are suited to
meet their students’ needs and interests (Puckett, 2013).
Lesson Overview
|
|
Lesson Title
|
Prediction: How
will the story end?
|
Grade Level
|
2nd
|
Subject
|
Language Arts/Reading Comprehension
|
Class Size
|
15
|
Summary
|
The teacher will read the selected story out loud to the
entire class and before they reach the end they will stop and have the
students guess what will happen next by: either writing their response on a
paper, drawing their response, or verbally explaining their response on what
will happen next depending upon the skill level of the students.
|
Classroom Scenario
|
15 students, ranging in ability, are in a second grade
classroom that is set-up to include everyone. Desks are arranged in a group
of (2-4) so that students have the opportunity to collaborate together with
cooperative learning (Eredics, n.d.). The teacher is able to easily move from
group to group to offer assistance while instructing and scaffolding the
classroom in the lesson(s).
|
Students with
Disabilities in the Classroom
|
5 Students: 2 with a learning disability (LD), 1 visually
impaired (VI), and 2 with emotional behavioral disability (EBD) where one is
English Language Learner (ELL) as well.
|
PRETEACHING
TASKS/PLANNING
|
|
Common Core State
Standards
|
CCSS.ELA-Literacy.RL.2.1
“Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text,” (Common Core State Standards Initiative, 2014b).
CCSS.ELA-Literacy.RL.2.7
“Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot,” (Common Core State Standards Initiative, 2014b). |
Lesson Objective
|
Students will be able to use problem solving skills to
determine how the story might end before they hear the ending of the story.
Students will also determine which ending fits the best based on everyone’s
response and the previous information/ideas stated in the story.
|
Assessment
(Describe the assessment task and the levels of achievement based on what you
expect from students on this task).
|
The teacher will be able to observe sentence structure of
students describing the ending of the story (through written, oral, or
illustration). This information will allow the teacher to evaluate the lesson
plan and determine if it is successful teaching tool as well as determine if
students need further assistance with story structure (plot, characters,
scene, etc.).
|
Materials
|
|
Accommodations/Modifications
to be provided
|
·
Large print worksheets (VI)
·
Visual/digital interactive content via the
SMART board (VI, EBD, ELL)
·
Through differentiation and small group
collaboration/discussion (VI, EBD, ELL)
·
Text-to-speech software (VI)
·
Language organizer for comparable words with
pictures (ELL)
·
Scaffolding/modeling and one-on-one
instructions (VI, EBD, ELL)
|
TEACHING PROCEDURES
|
|
Opening/Activating
Prior Knowledge
|
The students will recall their previous discussion on
story/plot structure and how stories have a beginning, middle, and end. The
teacher will ask students how do fairy tales and stories sometimes start:
“Once upon a time, or in the beginning”. The teacher will ask students to
name a few of their favorite stories and asking them how they ended. The
teacher will then introduce the story they will read today, The Paper Bag Princess. The teacher
will use cognitive strategy instruction to model the proper behaviors of
listening and responding appropriately to response.
|
I DO: Teacher Input and Modeling
|
The teacher will explain to the students about the story,
and tell them that they will be coming up with their own ending and how they
“think” the story should end. The teacher will have students pay attention to
the main characters: Ronald the prince, the princess, and the dragon. The
teacher will then start reading the story, pausing and allowing the
information to set in for students to comprehend the information from the
story.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will observe the students and see if they are
paying attention to the instruction. If a student is not paying attention
they will address them quietly to see if they need further help or to help
keep their “brain” in the game. The book offers pictures that the teacher can
point to when they are saying the words for students to understand the
language as well as the story.
|
WE DO: Guided Practice
|
The teacher will help start the sentence structure on the
front board/SMART board to illustrate what is being requested of the
students. “I believe the ending of the story is:_________.” This will allow
students to copy part of the story and add their own ideas. The teacher will
write in a generic ending such as, “happily ever after” and they might draw
two stick people holding hands (illustration).
At the end of the allowed time, the teacher will have
students give their example on how they felt the story ended. Everyone will
pay attention quietly showing respect to the speaker. There are no wrong answers.
The teacher will go around the room and write a graph/table on the front
board/SMART board to offer alternate endings. At the end the teacher will
finish the book and see how the ending was similar or different from the
students/teachers responses. The teacher will discuss about how people have
different perceptions.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will walk around to each group and ask how
things are going, and offer assistance where needed. Prompting students to
think deeper and to offer guidance without telling them the answers. During
this time the teacher can observe how each student is progressing (is this
easy or challenging).
|
YOU DO: Independent
Practice
|
Students will write their sentence structure on their
paper/worksheets using pencils, crayons, or pens. This will allow them the
option to alternate their writing structure. If they prefer to draw an
illustration picturing how they think the end will be it allows for
differentiation. Students can also talk with their small group to gain
further ideas or to offer encouragement, using soft talking. Using soft
voices in the classroom allows other students’ to focus if they need quiet
time.
|
Lesson Closure
|
How do people’s perceptions change or can be different
from our own. Each story had different ideas or they were similar and it
still could fit to the story. Which ending works the best for The Paper Bag Princess? It is okay if
the ending that one of us came up with is better for the story then the
actual ending. It is all about perspectives and how we view things. Everyone
is entitled to an opinion and we often use those opinions in school and at
home. Some of you might like broccoli where others prefer carrots or apples,
and this is okay. Differences.
|
Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be
taken if objectives not met by all students?
|
The students will turn in their papers/worksheets that
have their ending on it about the story (written/drawing). The teacher will
be able to evaluate writing skills as well as determine if the student was
able to grasp the story concept. The teacher will use this lesson plan to
further student’s thinking and having them process the information on
differences to use at a different time for another lesson plan.
The teacher will offer further assistance in the next “How
it ended” story, making sure instructions are given clearly. The teacher will
also make sure that each student is able to follow along, and if not offer
pull-out sessions that will offer further assistance.
|
Lesson Overview
|
|
Lesson Title
|
What is that
Sound/Letter?
|
Grade Level
|
Kindergarten
|
Subject
|
Language Arts/Phonics
|
Summary
|
The teacher will state the letter of the week: S, and have
the students say the sound and name some items that start with that letter.
Handing out magazine(s), paper, scissors, glues sticks, and pencils/crayons
the teacher will have students find the letter S in a magazine and cut it out
and paste it to their paper S. Students will look at various magazines (one
for each student) and the teacher will ask students to name items in the
magazine that starts with the letter S. Once a few items are identified the
students will go through the magazine (they have) and see if they can locate
that type of item. If they cannot locate it they can draw an image to the
best of their ability to represent the item. Once the activity is over the
teacher will ask students to find any other S items from the magazine and
then hang the pictures on the wall to dry and view for the week.
|
Classroom Scenario
|
There are 10 students in the kindergarten class and three
of them have an IEP. The classroom is arranged to be inclusive where students
are grouped together in small pods to allow the teacher to move around the
room easily. There are individual areas to encourage learning through
cooperative play.
|
Students with
Disabilities in the Classroom
|
There are three students with disabilities in the
classroom: one student has a visual impairment, one has a hearing impairment,
and one has autism and ADHD.
|
PRETEACHING
TASKS/PLANNING
|
|
Common Core State
Standards
|
CCSS.ELA-Literacy.RF.K.2
“Demonstrate understanding of spoken words, syllables, and sounds (phonemes),” (Common Core State Standard Initiative, 2014c).
CCSS.ELA-Literacy.SL.K.1.a
“Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion),” (Common Core State Standard Initiative, 2014d). |
Lesson Objective
|
Students will be able to produce the sound as well as
identify items that begin with the specified letter/sound (S).
|
Assessment
(Describe the assessment task and the levels of achievement based on what you
expect from students on this task).
|
The teacher will be able to monitor and observe the final
product of the S project. Students will be able to cut out five items and
attach/glue them to their provided letter S. Once enough time has been given
the group will discuss the different objects that were found and the teacher
will create a chart and write the words on the SMART board for everyone to
see. Finally the S projects will be collected to be hung up on the letter
wall for future viewing.
|
Materials
|
|
Accommodations/Modifications
to be provided
|
|
TEACHING PROCEDURES
|
|
Opening/Activating
Prior Knowledge
|
The teacher will greet students (if the beginning of the
day) and had out paper with the letter S on it. In the front of the class on
the white board will be a large letter S. Students should remember previous
lessons and activities that have been done before for other letters. The
teacher will ask students what the letter is on the board and the sound it
makes.
|
I DO: Teacher Input and Modeling
|
The teacher will then ask students to name a few S items
(snake, shoe, ship, star, seahorse, sink, soap, she, shout, etc.). For each
word/item give the teacher will write out the word and draw an illustration
to represent the item.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
Are students following along, do they understand the sound
they are looking for and can they locate an item that starts with S. The
teacher can observe and monitor while offering feedback. The teacher will
call on individual students who raise their hands to offer suggestions for
the letter S.
|
WE DO: Guided Practice
|
The teacher will then have everyone look at the magazine
they have in front of them, and try to find an S object. They will model this
in the front of the room, by finding the first object they find (shoe). The
teacher will ask students to find a shoe and then rip/cut out the S picture
while emphasizing the sound (phoneme of the S). After the picture is
cut/ripped out they will glue their shoe to the big S paper in front of them.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher can monitor how the students are following
directions: did they find a shoe, did they cut it out, and did they glue it
to the large S in front of them. If one of these instructions were not
followed the teacher can offer oral reminders to keep them on track while
they work.
|
YOU DO: Independent
Practice
|
The teacher will then have students continue to look for S
items in their magazine, cutting and ripping them out of the book and then
gluing them to their S paper. Once five items are found (including the shoe)
the students can stop searching and cutting out objects. The teacher will
allow enough time for students to complete this task as the teacher walks
around and offers support/feedback for students completing their work.
Alternate: The
teacher will also offer if students are struggling and cannot find S objects
in their magazine they can draw objects onto their S picture to represent
different S objects.
Extended time:
If students complete this lesson quickly and are waiting on other students to
finish they can quietly go to the classroom computer and work on Phoneme Pop.
Phoneme Pop is an application and activity that pronounces the sound of the
letter and the students will have to pop/catch the letter/sound before it
goes off the board. The sounds/letters will switch to continue practice for
letter/sound recognition. They will work together and take turns quietly to
use the computer and game.
|
Lesson Closure
|
Students will return to their seats and go over the
different S objects they found. The teacher will call on individual students
and have them state their different S sounds/objects. The teacher will also
write the different objects on the board to show the different collections of
S objects and how students might have found similar or different items in
their magazine book. There are many different kinds of objects that start
with the S sound.
At the end the teacher will have everyone do the S sound
and pretend they are snakes as they bring their S picture to the front to be
added to the letter wall.
|
Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be
taken if objectives not met by all students?
|
Based on observation the teacher will be able to monitor
the overall conceptual understanding of the lesson. Where students able to
grasp the sound of the letter S and could they find S objects in their
magazines or where they able to draw different S objects to represent the
sound. Depending upon the results the teacher can offer instant feedback and
instruction to help students get on the right track.
Guided assistance through one-on-one assistance if a
student does not understand the concept. Offering pull-out sessions if
necessary, but also continuing this lesson plans style for additional lessons
on different letters and sounds/phonemes.
|
Lesson Overview
|
|
Lesson Title
|
Super Hero Book
|
Grade Level
|
5th Grade
|
Subject
|
Language Arts/ Writing & Spelling
|
Summary
|
Students will take information from their writing journals
and apply them to a blank hard back book, to create their own super hero
story. They will set a scene, create a plot, and tell the story with a proper
conclusion. The book will include illustrations to show readers the different
scenes and action of the story. Students will use their vocabulary words that
they are working on and pay close attention to proper use of punctuation and
capitalization of letters. Each comic book page will have at least two
sentences to move the story along.
|
Classroom Scenario
|
The classroom consists of 15 5th graders and it
is set up in pods (pods= groups of three desks). Students are stationed
around the room to give access for all students to move freely while being
close enough to offer each other support. The classroom is set-up as an
inclusive room that allows the teacher to differentiate with small and large
grouping. The student with a visual and hearing disability is placed towards
the front of the classroom to have less distractions and closer to the
teacher and front board.
|
Students with
Disabilities in the Classroom
|
There are two students in the classroom: one student has
autism and struggles with writing, and the other student who has a visual
impairment (VI) and mild hearing impairment (HI) with the use of a hearing
aid.
|
PRETEACHING
TASKS/PLANNING
|
|
Common Core State
Standards
|
CCSS.ELA-Literacy.W.5.3
“Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences,” (Common Core State Standards Initiative, 2014e).
CCSS.ELA-Literacy.W.5.3.a
“Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally,” (Common Core State Standards Initiative, 2014e).
CCSS.ELA-Literacy.W.5.3.e
“Provide a conclusion that follows from the narrated experiences or events,” (Common Core State Standards Initiative, 2014e). |
Lesson Objective
|
Students will create a story/comic book based on their
fictional super hero, using detailed vocabulary words from the word list
(example: challenge, bungle, suspend, reliable, retain, guardian, gigantic,
intercept, luxurious, miniature, mischief, and more). They will have a
beginning, middle, and end of the story paying attention to plot, scene, and
storyline to tell a story using illustrations.
|
Assessment
(Describe the assessment task and the levels of achievement based on what you
expect from students on this task).
|
Students will put together their story/comic books that
they have started and created from their rough draft. They would have already
checked their rough draft for errors (spelling, capitalization, and
punctuation). The teacher can assess the final project and review each
student’s book. The grading rubric that was sent home with each student
stated, at least two sentences needed to be on each page along with
illustrations to tell the story of their super hero with a beginning, middle,
and end while using vocabulary words to help describe in detail the story.
|
Materials
|
|
Accommodations/Modifications
to be provided
|
|
TEACHING PROCEDURES
|
|
Opening/Activating
Prior Knowledge
|
Students would recall previous talks about how to create
stories and they are used to writing ideas about their super hero in their
writing journals. The teacher will be dressed in a super hero costume to
catch their attention. “Ta DA! Guess what today is?” They would offer a few
moments to let student’s guess and then they will say: “Today we will copy
our super hero stories into our books with print and pictures or
illustrations! Exciting times!” The teacher will have a student/teacher
helper hand out books to each of the tables, and tell students to get our
their writing journal, vocabulary organizer, crayons, markers, pens, and
their rough draft that has been edited/corrected for mistakes by using the
six-steps of writing technique.
|
I DO: Teacher Input and Modeling
|
The teacher will grab a blank book and bring up previous
writing journal prompts from previous writing sessions, along with their
rough draft of the story that they started and show students the pieces of
information that they would need.
Opening to the first page the teacher will show students
how to copy information over from the rough draft to the blank book. Showing
tips such as using a straight edge (like a ruler) to get it lined perfectly
if the book. These lines can already be placed in the book to distinguish
sections for writing and illustrations.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
Students will be following along and watching the teacher
and offering input as they ask questions. What do you think will go here? How
many sentences need to be on each page? What do you put in the blank box
(illustrations)? The teacher will be able to tell if students are struggling
and offer them further assistance during independent time or offer quick
feedback to get students on board.
|
WE DO: Guided Practice
|
The teacher will have students open their books and write
down the first sentence together. There may be variations to the sentence,
but for the most part the teacher will write down on their book that is
projected on the SMART board: It seemed like a normal day at Twin Lakes
Elementary, but of course that changed in an instant when the sun went out!
The teachers and students were shocked and scared! The teacher will then draw
a picture of a school and a black sun. They will take time and show the
different illustrations and then flip the page to start the next page because
there were two sentences on this page.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will call on students to ask what they think
would help illustrate the sun being dark, and what kind of picture should be
on the opening page. Gaining insight from the students will help them decide
what they will do for their own stories and how it will open up.
|
YOU DO: Independent
Practice
|
Students will work on their books working quietly amongst
their pods. They will be able to work on their books independently and
talking with their neighbors if they need help.
The teacher will walk around and offer assistance for
students who may be struggling with copying their paper over into the book or
pasting the information to the book.
Ample time will be given to students to complete their
projects, allowing students to gain help if they need it and to take their
time to follow the guidelines of the rubric.
|
Lesson Closure
|
The teacher will have students share their projects with
the class at the end and talk about what it is to be a super hero. They will
remind students about the real life super heroes and have students recall
who/what they are (parents, firefighters, police, doctors, vets, etc.). The
students will turn in their projects and grade the students projects based on
the grading rubric/checklist that was handed out at the beginning of the
unit.
|
Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be taken if objectives not
met by all students?
|
Using different levels of instruction: modeling,
simplifying tasks into smaller steps, providing reviews, and offering further
guidance will help students who may be struggling understand the writing
process further (Vaughn & Bos, 2012). Differentiating the instruction
will allow the teacher to adjust the teaching styles to fit the needs of
students in their classroom. Offering small pods or groupings will also allow
the teacher to go to each group during independent time and offer assistance
and further instruction.
The teacher can offer further instruction or more time for
students who may be struggling based on the circumstances. The location of
the task can be changed or even offer peer assistance (Vaughn & Bos,
2012). By offering alternative ways for a student to have their papers
written will help students who are struggling in writing not feel overwhelmed
with the requirement. Assistive technology can help students in the classroom
gain further skills that are required for adulthood.
|
Lesson Overview
|
|
Lesson Title
|
Counting with the
Count!
|
Grade Level
|
Kindergarten
|
Subject
|
Math
|
Summary
|
Fall activity: The students will learn to count with the
Count and manipulate tokens/items to represent numbers and how they work with
addition and subtraction.
|
Classroom Scenario
|
There are 15 students in the inclusive classroom. The room
is set up in groups of five desks to include each student in a pod to promote
social interaction and offer multiple resources. In the center of the pods
are materials that are shared and used between the groups. At the beginning
of the year the group named their pod to something they wanted to represent
themselves with. Doing this helps engage the students to want to be a part of
the group and offers a sense of responsibility and understanding.
|
Students with
Disabilities in the Classroom
|
There are three students in the classroom with an IEP and
disability noted. Two students have autism, and one student has downs
syndrome.
|
PRETEACHING
TASKS/PLANNING
|
|
Common Core State
Standards
|
CCSS.Math.Content.K.OA.A.1
“Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations,” (Common Core State Standards Initiative, 2014f).
CCSS.Math.Content.K.OA.A.2
“Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem,” (Common Core State Standards Initiative, 2014f). |
Lesson Objective
|
Students will understand the concept of addition (adding
more) and subtraction (taking away) when dealing with items/tokens and how
they relate to written numbers on the board/papers.
Students will be able to follow along with the verbal
announcement of numbers when spoken.
Students will be able to recognize physical counting of
items from 1-10.
|
Assessment
(Describe the assessment task and the levels of achievement based on what you
expect from students on this task).
|
The teacher will be able to acknowledge and assess
students understanding of counting items in front of them individually and as
a group. There will be written math numbers on the SMART board that the class
will be able to identify together and a work sheet handed out with pumpkins
on it in different groups. The teacher will be able to identify students who
may be struggling with number recognition and determine who might need
continued assistance with basic addition and subtraction.
|
Materials
|
|
Accommodations/Modifications
to be provided
|
|
TEACHING PROCEDURES
|
|
Opening/Activating
Prior Knowledge
|
The teacher will greet students as they enter the room for
the day (possibly dressed up as a count Dracula without the fangs). They will
ask students who they think they are today: Count Countcula similar to
Dracula, but I love to count numbers just like The Count on Sesame Street!
Today we will count pumpkins in honor of Fall and Halloween coming up.
Previous skills that would be recognized are counting one
through ten. The teacher will have students review their basic counting
together and hand out a worksheet.
|
I DO: Teacher Input and Modeling
|
The teacher will turn on the SMART board and pull up
counting symbols. They will also instruct students to collect their counting
tokens in front of them if they need a reminder. The teacher will show a
picture of three pumpkins on the SMART board, and count them out together.
Next they will show a picture of the three pumpkins and two pumpkins and ask
how many are all together coming to the total of five. After every correct
response the teacher will say: “YES _____ pumpkins ahahahaha” just like The
Count would on Sesame Street.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will be able to observe and monitor to see if
students are following along and counting with the classroom. Are they saying
the right numbers or they not participating at all. This will allow the
teacher to address with redirection or even to call on a student to see if
they can identify the next set of pumpkins on the SMART board. If they need
help the student can gain help from fellow students and the teacher.
|
WE DO: Guided Practice
|
The teacher will show a picture of two pumpkins and one
pumpkin ask for one student to come up and represent the two groups of
pumpkins out of the group of baby pumpkins in the front of the room. Together
they will add the pumpkins together to get the total of three through the
representation of the baby pumpkins.
Students have the option to do this at their desk with
their tokens to follow along. The teacher will give each student a try to add
and subtract a set of numbers using the baby pumpkins as a manipulative tool.
If a student is struggling the teacher will remind them the best way to
figure it out is by grouping the pumpkins and adding them up separately by
determining the total.
The students will then look at their worksheet, with
verbal guidance and together they would do the first problem out of ten.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will be able to help redirect students and
remind them of the order of counting, using the pumpkins and tokens. They
will also be able to monitor students at the desks and look for class
participation.
|
YOU DO: Independent
Practice
|
The teacher will
have students work on their worksheet finishing the final nine problems
reminding them to use their counting tokens at their desk and to ask for help
if they get stuck. The teacher will walk around and offer assistance to those
who need it and give feedback encouraging them to continue doing good work.
|
Lesson Closure
|
The teacher will close this lesson by telling students
that they can count things at home, and add and subtract things as well.
Counting can be challenging but if you remember to use visual cues it helps
it to be easier and as we gain in skill it will become easier and easier
until it is natural. Addition and subtraction is used throughout life and
students will master it in no time. As a homework assignment the teacher will
ask students to go home and find something they can count that is a group of
items and show their family what they can do and tomorrow during circle time
the teacher will ask what was counted and who they shared it with.
|
Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be
taken if objectives not met by all students?
|
Observing the students as they count out loud and at their
desk will show the teacher the concepts being gained by the students. They
will be able to assess and determine if further instruction is needed to help
students succeed.
The teacher will use differentiation to include all
students and help students gain the lesson objective reaching the goals. The
teacher will offer one-on-one support and feedback for students who are
struggling. Especially during independent time, where other students are
working. If multiple students’ do not understanding the concept the teacher
will create a small group and re-teach the assignment and offer further
support.
|
Lesson Overview
|
|
Lesson Title
|
Game Time “Family
Feud Jeopardy Twist”
|
Grade Level
|
Fifth Grade
|
Subject
|
Language Arts/ Vocabulary
|
Summary
|
The students will be separated into four different groups,
and work together to answer the questions. The questions will consist of
vocabulary words and their meanings. The teacher will give the definition of
the vocabulary word and the student who “rings” in fastest has the
opportunity to answer it. For extra points, the team player who is called
upon will be asked to spell the word. If they need help they can ask their
team for half points. Regardless if the answer is right or wrong the teacher
and class will spell the word together.
|
Classroom Scenario
|
There are 20 students in the fifth grade classroom with 3
students on an IEP for varying disabilities. The classroom is set up to be
inclusive that is arranged so all students have groups in which they can work
with and throughout the school year they switch table partners to build a
sense of community. Students who are on an IEP are accommodated by having
preferential seating that will allow them the best opportunity to succeed
(Kjesbo, 2010).
|
Students with
Disabilities in the Classroom
|
There are 3 students in the classroom on IEPs with varying
disabilities. All three of the students have a learning disability (LD). Two
are reading at the third grade level with limited writing abilities and the
third has trouble communicating verbally.
|
PRETEACHING
TASKS/PLANNING
|
|
Common Core State
Standards
|
CCSS.ELA-Literacy.L.5.2.e
“Spell grade-appropriate words correctly, consulting references as needed,” (Common Core State Standards Initiative, 2014a).
CCSS.ELA-Literacy.L.5.4
“Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies,” (Common Core State Standards Initiative, 2014a).
CCSS.ELA-Literacy.L.5.4.b
“Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis),” (Common Core State Standards Initiative, 2014a). |
Lesson Objective
|
Students will be able to recognize the definition of the
vocabulary word by giving the vocabulary word and spelling the word
correctly.
|
Assessment
(Describe the assessment task and the levels of achievement based on what you
expect from students on this task).
|
The teacher will be able to monitor the students’ success
by the questions and answers that they give. The teacher will also be able to
determine the proper spelling of the vocabulary word.
|
Materials
|
|
Accommodations/Modifications
to be provided
|
|
TEACHING PROCEDURES
|
|
Opening/Activating
Prior Knowledge
|
On the SMART board will be written “GAME TIME” and the
jeopardy theme will be softly playing in the background as students take
their seats. “Today we are going to play a version of Jeopardy and Family
Feud. Has anyone seen these game shows? We will be split into four teams of
five.” The teacher will engage students in the remembering the different
vocabulary words by having students look through their vocabulary organizers
that they put together previously. The teacher will go over the vocabulary
words and have students take a moment to review. “This game will help us
remember our vocabulary words, their meanings, and how to spell them. The
team with the most points at the end of the game will win five extra minutes
of free time today.” Once the vocabulary words are reviewed the teacher will
have the students put away their vocabulary organizers.
|
I DO: Teacher Input and Modeling
|
The teacher will pull up a sample point board and explain
the rules to the students. In each group there is one bell that will ding
when tapped. Students will take turns being in charge of the bell when it is
their turn to go against the other teams to answer the question. On the front
of the board is different point value questions (based on how hard of a word
is behind it). The point values range from 100, 200, 300, 400, and 500 points
and there are five blocks representing a total of 25 different words
represented. On the sample board is five different word blocks and the
teacher will choose one. The teacher will read the answer, “A person’s
signature.” The teacher would think a second, and ring the bell once to
signal that they know the question “What is an autograph?” The teacher will
explain when students give the correct vocabulary word (autograph) they will
gain the points and for additional points they can spell the word correctly.
If they are not sure how to spell it they can ask their team for help for
half points.
Alternate option: When the block is chosen and the answer
is given there can be visual cues for alternate ease or difficulty depending
upon the vocabulary word used. For the example of the one above the teacher
could also include a picture of a pen, paper, and a signature.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will be able to see if students are following
along to the instructions and make appropriate changes and offer feedback
when necessary.
|
WE DO: Guided Practice
|
The teacher will then call on one of the students to pick
one of the remaining four example blocks (a student from each team, one for
each block) to do together. “The answer is: to form an opinion or conclusion
about something; a public official appointed to decide cases in the court of
law.” The chosen and the group will figure out the question together “What is
judge?” The teacher will inform them that they are right. Together the class
will spell the word. Each of the remaining three blocks will be reviewed and
answered together by the class and teacher. This is how the game will be
played but each point value is available to play by ringing the bell to
answer it. So, whichever team is the fastest can try to answer the question.
If they are not correct their team cannot try to answer the question again,
but another team can try.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will be able to observe and monitor how
students are participating in the team activity and how they are working
together to figure out the word and how to spell it. During the group
spelling of the word the teacher will be able to help guide and offer
feedback about the vocabulary words and how they relate in sentence
structure.
|
YOU DO: Independent
Practice
|
The teacher will
give the bell to one person on each team and at random have one of the
students to choose a point value in one of the rows. The answer will then be
displayed on the SMART board, and the teacher will read the answer out-loud
for everyone, and if students decide to read it faster than it is spoken they
have the opportunity to ring in first (if it is their turn for the bell). The
students will be able to ring in and give the question (vocabulary word) and
either spells the word by themselves or get help from their team mates for
half points. After the block is finished the team will receive the points (if
answered correctly) and that team can pick the next block of points. The bell
is also transferred to the next person on their team to be the bell ringer
and the person who responds. The game will continue until all the blocks are
gone and/or time runs out. The team with the most points will receive five
minutes of extra free time. For the students with disabilities they have the
opportunity to play as well, and use their given assistive technology
(text-to-speech) and partner assistance.
|
Lesson Closure
|
Once the game is over the teacher will go over all the
vocabulary words (if time) or go over the vocabulary words that are still
remaining. They will also have students try to think of a way to use their
vocabulary words at home and come back the next day to share when they used
their vocabulary words. The more that they practice the easier their test
will be.
|
Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be
taken if objectives not met by all students?
|
The teacher will be able to monitor and review how
students are remembering their vocabulary words and how they work together in
a team. Which words are harder for students to understand, and were there any
vocabulary words that no one got? Using this information the teacher will be
able to further learning and to add additional training/support for those who
might be struggling.
The teacher will offer further assistance to students who
are struggling and have them review their vocabulary organizers. Offering
further assistance with understanding and relating the information a
different way such as, visual cue cards to help relate everyday items to the
vocabulary words or having students clap/sound out the different parts of the
word when they are trying to spell it.
During the game the
teacher can walk around the room and help students who might be struggling
with the game and offer support.
|
Reflection
As
demonstrated above it is important to be able to create lesson plans that
utilize multiple research-based strategies to help students with and without
disabilities succeed in the classroom. Grouping students into pods or small
groups of desks (three to five students in a group) can help students gain
social skills and at the same time assist each other during assignments. The
teacher will be able to move from group to group and offer assistance,
feedback, and monitor student interaction during independent time and even
classroom instruction. Students with disabilities should have preferential
seating in the classroom which will allow them the opportunity to receive help
from peers as well as having minimal distractions (Kjesbo, 2010). Throughout
the school year the teacher can change the seating arrangements to allow all
students a chance to work with each other or if a change needs to be made
(behaviors, disruptions, etc.) the teacher can make a change to help support
classroom harmony. Creating and building relationships is an important skill to
be had and teaching these skills through classroom arrangements will lets
students know they can work together as well as individually to solve problems
and accomplish tasks.
I
believe with my current skills as a teacher I would be able to create a lesson
plan that is suited to the needs of my students while incorporating the Common
Core State Standards (CCSS) or the equivalent standards for the state of
Minnesota. Understanding the different
CCSS and how they apply to the grade level in which I would be working with can
be challenging, but through research and understanding I can decipher and
relate the lesson plan objective to associate to the CCSS listed. Using assessments,
observable data, and feedback for students and myself I will be able to
determine if the lesson plan was successful for future use or if further
explanation is required to be successful in skill development.
Conclusion
Teachers
are required to use many different types of lesson plans throughout the school
year to incorporate and teach many skills to help students succeed and advance
to the next level of their education. The CCSS have been established to help
students obtain the required skills that will help prepare them for a career or
further education (college). Teachers align their lesson plans with the CCSS
and the lesson objective to verify that the appropriate skills are being
observed and mastered while being recorded with measurable data to show
improvement, maintaining, or loosing skills. This data is used as feedback to
help teachers make adjustments to the lessons and as a first level of
intervention if needed for student success. Students with disabilities are
included in the classroom to receive an appropriate education that is in the
least restrictive environment (LRE) as stated under the Individuals with
Disabilities Education Act (IDEA). All students have the right to an education
and teachers are their guides. Every child/student deserves a champion, and
through education, research, hard-work, and passion I hope to be that champion.
References
Common
Core State Standards Initiative. (2014a). English
language arts standards. Language grade 5. Retrieved from http://www.corestandards.org/ELA-Literacy/L/5/.
Common
Core State Standards Initiative. (2014b). English
language arts standards. Reading literature: Grade 2. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/2/.
Common
Core State Standard Initiative. (2014c). English
language arts standards. Reading foundational skills. Kindergarten.
Retrieved from http://www.corestandards.org/ELA-Literacy/RF/K/.
Common Core State Standard
Initiative. (2014d). English language
arts standards. Speaking & listening. Kindergarten. Retrieved from http://www.corestandards.org/ELA-Literacy/SL/K/.
Common Core State Standards Initiative. (2014e). English language arts standards. Writing grade 5. Retrieved from http://www.corestandards.org/ELA-Literacy/W/5/.
Common Core State Standards Initiative. (2014f). Kindergarten. Operations & algebraic
thinking. Retrieved from http://www.corestandards.org/Math/Content/K/OA/.
K12
Reader. (2011). 5th grade
master spelling list. Retrieved from http://www.k12reader.com/spelling/Fifth-Grade-Master-Spelling-Lists.pdf.
Kjesbo,
M. S. (2010). Preferential seating in the
classroom. Retrieved from http://www.handyhandouts.com/pdf/289_PreferentialSeating.pdf.
Ludlow, B. (2012). Learning supports: From crutch to
tool. Teaching
Exceptional Children, 45(1),
4. Retrieved from
http://search.proquest.com/docview/1039297594?accountid=32521.
Puckett, K. (2013). Differentiating
instruction: A practical guide. San
Diego, CA: Bridgepoint Education, Inc.
Vaughn, S. & Bos, C. (2012). Strategies
for teaching students with learning and behavior problems (8th
ed.). Boston: Pearson.
