Corinne Pennock SPED 405 IMA Assignment

Lesson Plan 1
Name: Corinne Pennock Class/Subject: 6th Grade History/ Government in Athens Date: 02/28/12 Student Objectives/Student Outcomes: Students will be expected to analyze the text book readings. Students will create a connection between magnet vocabulary within the readings. Content Standards:
4C. understands the types of political systems (e.g., democracy, oligarchy, monarchy - limited and unlimited). 4D. explains the basic concepts used in the study of government and politics (e.g., political socialization, representation, and authority). 4E. explains why governments exist and the basic functions they perform. 4F. compares the characteristics of democracy, autocracy, oligarchy, monarchy, and totalitarianism.

Materials/Resources/Technology: Textbook, Smart Board, Computer, and Work Sheets

Teachers Goals:
Explain the progression from oligarchy to democracy in Athens. Allow students to participate in the discussion and activities. Give students the chance to create their own connections between vocabulary.

Time

Corinne Pennock SPED 405 IMA Assignment

8:00

Start of Class: Take attendance and pass out warm up sheets along with the magnet vocabulary sheet. Introduction of Lesson: Start lesson with warm up (there is a word on the board) and the students copy the word and definition. The students will then come up with synonyms and examples of the word. Lastly they will come up with illustrations that represent the word. The word is Aristocrat. Lesson Instruction: Students will have a magnet vocabulary sheet that they will fill out together after they read the chapter quietly loud in class. They will read sections and then discuss how to use two vocabulary words in a sentence together. After they have finished this section, they will continue to read the rest of the textbook section out loud and complete boxes that describe people and places that are described in the readings.

8:03

8:10

8:108:40

Assessments/Checks for Understanding: To check for understanding, every once in a while the instructor will stop the readings and ask students to describe what is happening in the readings. They will also be asked to critically analyze the text and how it relates to what they have previously learned. Closure/Wrap-Up/Review: For wrap up, the students will break off into pairs and complete the last section of the text book section and complete the second set of boxes and terms on the work sheet.

8:40

Self-Assessment: N/A

Corinne Pennock SPED 405 IMA Assignment

Student A The first key area that I would focus on during this lesson to assure success for Natalia in my classroom would be reading and writing aspect of the warm up activity that the class starts off with. The scenario gives me the information that she is behind in her reading skills by 3 grade levels but has the capability to comprehend on grade level. She also has expressive language problems that make it difficult for her to spell or 3

Corinne Pennock SPED 405 IMA Assignment communicate orally. This activity would be difficult for her to complete as instructed in the lesson plan due to the fact that it requires writing and reading from the board. To help her succeed with this activity, she would need an accommodation. To accommodate Natalia with this activity, I will give her the warm up with the definition already typed out on the sheet. I would then ask her to try and write the vocabulary word and synonyms on the paper in order to practice her writing skills. If she struggles, I will at the end of class copy them for her so that she isnt at a disadvantage when it comes to having all of the class material. The synonyms would be 2 to 3 words derived from class discussion and there would be plenty of time for her to write them out. I will allow her to draw what she thinks represents the word (since her expressive language problem doesnt affect her drawing skills, to my knowledge). This activity with the accommodation would be done every day and it is meant to be done orally so Natalia could follow along with the rest of the class. I have chosen to use an accommodation due to the fact that Natalia comprehends at grade level but is 3 years behind in her reading level. She also has expressive language problems but this doesnt mean that she would need to have the assessment criteria or material reduced in order to be able to comprehend the content or be able to participate in activities. She is fully capable of listening and understanding her classmates explain and

Corinne Pennock SPED 405 IMA Assignment read the definition but would need to have the definition written out for her. She already has a special education teacher and I would consider that an intervention. To keep track of the progress that is being made by Natalia, I would collect the warm up sheets at the end of each unit (like I would for every student) and see how her hand writing may be improving as well as keep track of how many times I would need to copy the words for her. To keep track of the times I need to copy the words for her, I would write them in a certain ink color (i.e. red, purple, or green). When I collect the sheets after each unit (every 1-2 weeks) I can count and see how many times that color of ink shows up. I would keep a chart of each unit and enter in the amount to compare with the other units. If over time the number of times I need to copy the words for her decreases, then I would start leaving blanks in the definition for her to fill in. If it increases or stays steady, then I would talk with her special education teacher to see what would be the right thing to do according to what she has been doing with her on an everyday basis. Below is an example of what the chart would look like, I would record the number of words that I needed to copy for Natalia and see if there is or isnt any progress made with this activity accommodation. It has the date that the unit warm ups are turned in, the unit title, and the number of words copied per unit. These activities are for a completion grade and are used to help the students study for unit assessments.

Corinne Pennock SPED 405 IMA Assignment

Progress Monitoring for Natalia Date Unit is Turned In 09/14/2012 10/02/2012 10/31/2012 11/16/2012 Unit Title Mesopotamia Athens Rome Empire Divided Words Copied/Unit 8 7 5 5

The second key factor that I would focus on during the lesson to assure success in my classroom would be the reading quietly (independently) during the lesson instruction. The scenario gives me the information that Natalia is having difficulty reading on her grade level (3 grade levels behind) but comprehends at her own grade level. The other part of the lesson instruction that is problematic is being able to discuss the vocabulary words with a partner. To help her succeed with this, I would use an accommodation for the lesson instruction. To accommodate Natalia, I would use a Kindle (assuming that the textbook is new enough to have an online version and my school has funding for it) to be able to have her listen to it through text to speak. I would ask her to listen to the text to speak and give her key words to listen for to signify when the spots to stop and discuss. I 6

Corinne Pennock SPED 405 IMA Assignment would have her discuss (she does have trouble with oral communication but if I can talk to her about them and have her either listen or try to communicate, I see this as sharing with a partner) with me for the first few weeks of school and then slowly have her start to discuss with other students (if she feels comfortable with them). The magnet vocabulary sheet would be the same accommodation as the warm up, but the sentence would need to be completed by the pair. I would ask the partner (myself at first) to copy it on both papers. But for Natalia to get the completion grade for it, she must also copy it below the partners hand writing. These sheets will also be turned in at the end of each unit so Natalia would have plenty of time to be able to complete this task. I have chosen to accommodate Natalia for the lesson instruction for the reasons I have stated above, her reading level as well as her expressive language problems are what were taken into account for this accommodation. In order to keep track of how many times Natalia has copied the sentences in her own handwriting, I would make a chart (example below) very similar to the one pictured above. The third column would be titled Sentences Copied/Unit would be a fraction of how many she copied over how many there were (i.e. if there were 9 sentences to copy and she copied 7 it would look like 7/9) and this would be used to see if there is or isnt any progress made with this activity accommodation. Progress Monitory for Natalia 7

Corinne Pennock SPED 405 IMA Assignment Date 09/14/2012 10/02/2012 10/31/2012 11/16/2012 Unit Mesopotamia Athens Rome Empire Divided Sentences Copied/Unit 4/6 6/9 7/9 8/11

Student B The first key area that I would focus on during the lesson to assure success in my classroom would be the part where the students are asked to work together in pairs in order to complete the magnet vocabulary sheet together. This could be problematic due to the fact that the scenario gives me the information that Angel has been subject to constant ridicule from his peers and has a tendency to be lethargic and nonresponsive during school. This activity would be difficult for Angel to take part in due his past experience with his peers and his current behavior in the classroom. I would use an accommodation in order to help Angel succeed in the classroom. To accommodate Angel, I would allow him to work on his own for the magnet vocabulary activity and I would check up on him to see if he needs any assistance with the activity. This accommodation would allow Angel to not have to interact with peers who may have bullied him in the present or past. He would still be doing the same work but just in a different setting. I have chosen an accommodation due to the fact that Angel doesnt have any type of reading, writing, or learning disability and is on the same comprehension level as his 8

Corinne Pennock SPED 405 IMA Assignment classmates. Angel needs to work alone instead of with peers to allow himself as well as his perspective partner to be able to work in safe, healthy, and productive spaces. Using a modification would only put Angel at a disadvantage because he is able to comprehend and complete the work that is asked to be completed but just with accommodated instruction. To keep track of his progress with the accommodation, I would use the paper clip method with a chart to keep track of the results. This progress monitoring consists of putting paper clips in one pocket and moving them one by one to the other pocket when you either witness a behavior or have to talk about a behavior. For Angel, I would move the paper clips when I notice that Angel is being lethargic or nonresponsive in the classroom while working on his activity. I will use this to help me to keep track of his behavior and see if there is any improvement to Angel working alone during partner activities. If his behavior decreases due to him working alone, then I can suspect that this is the right accommodation for him. The chart for this is depicted below and is filled in with data from the paper clip method. Progress Monitoring for Angel Date 09/24/2012 09/30/2012 10/03/2012 Amount of Paper Clips 20 20 20 9 Amount Moved 9 7 5

Corinne Pennock SPED 405 IMA Assignment The second key area that I would focus on during the lesson to assure success in my classroom would be the part where the students are asked to critically analyze what they have read and then relate it to what they have previously learned in the classroom. This is an area I would focus on due to the fact that the scenario tells me that Angel has missed quite a bit of school during the fall and is a year behind in my content area. This activity may be difficult for Angel due to the fact that this part of the lesson asks students to critically analyze and relate the information to what they have previously learned. Angel has missed a lot of school and is behind in the content so he may have difficulty relating it or even critically analyzing it (the students would have been given tips and tricks on how to analyze historical material and Angel may have missed that due to absences). I would suggest an intervention in order to help Angel get back on track with his peers. The intervention that I would suggest to help Angel is BASC-2 Intervention Guide & Materials1. This intervention will help to close the gap between Angel and his peers. This intervention is a step-by-step guide to select and implement evidence-based interventions2 that also has behavioral and emotional categories that I feel would suit Angel very well. I would use this to help Angel learn the history that had been covered while still keeping him on track with the other students. The intervention would use the
1 2

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAbascguide http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAbascguide

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Corinne Pennock SPED 405 IMA Assignment material we are on now and reference it with the material that he is behind on. This way he is getting closer to closing the gap. To monitor his progress, I would have Angel complete 1 page assignments that would need to reference the material he is behind on while also using what we are learning in class now. If he can write a 1 page, double spaced assignment meeting the criteria on the rubric below (receiving a B or higher), I will allow him to move to the next set of materials. I will use this rubric and the table below to help me keep track of his progress with the material and to see if this particular intervention is benefiting him. If it isnt benefiting him (i.e. he isnt receiving Bs or higher for more than 3 weeks of working on the same topic) then I will find and use a new intervention for him. Rubric New Material Able to explain the significance of the events Able to connect with the other content material Uses correct vocabulary, dates, and grammar Class Material Able to explain the significance of the events Able to connect with the other content material Uses correct vocabulary, dates, and grammar Progress Monitoring for Angel Date 09/14/2012 10/02/2012 10/31/2012 New Material Iron Age Mongols Napoleon Bonaparte 11 Class Material Mesopotamia Athens Rome Grade C BB Points 2 2 2

Corinne Pennock SPED 405 IMA Assignment Student C The first key area that I would focus on during the lesson to assure success in my classroom would be the partner work during the magnet vocabulary activity. The scenario gives me the information that Cowen has had behavioral issues while working with a partner within the classroom. This activity may be difficult for Cowen because it has Cowen discussing with a peer. To best suit Cowen, I feel that he would need an accommodation. An accommodation for the activity and this would involve having Cowen not work with a peer to discuss how to form a sentence with the two chosen vocabulary words. This would allow Cowen to reduce the stress he may encounter while working with a partner. I have chosen this accommodation because it doesnt involve lessening the material or assessment criteria but rather changing the way the activity is executed. Cowen would work alone and by having Cowen work alone, this may help to reduce the amount of times he could lose his temper while working with his peers. I wouldnt keep Cowen from always working alone but rather randomly pairing him with a partner to see if he may work well with them without any outbursts. To progress monitor the accommodation for Cowen, I would create a chart to help keep track of Cowens behavior. I would reference his behavior with his productivity on the activities or assignments. The chart would include the date, assignment/activity with 12

Corinne Pennock SPED 405 IMA Assignment or without a partner/group, if the assignment/activity is completed, whether there was an outburst or not and what may have happened. I would use the information that I have recorded in the chart to see if I need to keep Cowen doing only solo work or if I can slowly ease him into working with a partner and then maybe a group in the future.

Progress Monitoring for Cowen Date Activity/Assignment with or without partner/group Magnet Vocabulary with partner Activity/Assignment Outburst? Completed? No Yes What Happened? Cowen had an argument with his peer about the work they were doing Cowen completed the assignment but needed help staying on task Cowen completed the assignment and did not need any help with staying on task

09/18/2012

10/16/2012

Magnet Vocabulary without partner

Yes

No

10/24/2012

Magnet Vocabulary without partner

Yes

No

The second key factor that I would focus on during the lesson to assure success in my classroom would be the magnet vocabulary within this activity. This activity would be difficult for Cowen because it has a focus for Cowen to stay on the task of reading 13

Corinne Pennock SPED 405 IMA Assignment independently. To best suit Cowen, I feel that he would need a modification for this activity. The modification would be for the reading independently and then writing the sentences. To modify the activity to meet Cowens needs, I would go through the reading and shorten it into parts that I would want him to focus on. To help him stay on task, I would read it into a recorder and then have him listen to it. Having auditory simulation may help to keep Cowen on task. To help him fully stay on task, I would supply him with a follow along sheet that has bullet points of key phrases to would help to guide him in listening and remembering what he heard now and later. The magnet vocabulary part of the activity, I would have it completely filled out except for the sentence part of the activity. I would have Cowen connect the two vocabulary words through bullet points explaining or noting the similarities or differences. I have chosen a modification for this activity due to the fact that Cowen tends to get off task and forget what he is doing in the middle of a task. This modification would help to keep him on task by giving him more simulation than the other students who would be reading quietly and independently. Also, the modification would help to make the text shorter and more condensed to help Cowen decrease his frustrations while working with a large amount of text. Cowen would receive the sheet with key phrases to help guide him to keep him on track with not only auditory stimulation but visual stimulation as well. 14

Corinne Pennock SPED 405 IMA Assignment To monitor how Cowen is progressing with this modification in place, I would create a chart that would keep track of how much text was shortened and how many bullet points there were. I would then relate that to whether or not Cowen is making the connection between the two vocabulary words in bullet point format within a timely manner. The chart below is an example of what this would look like with data. I would use this information to see if I could slowly increase the amount of text that he is listening while also adding more key phrases. I would be able to determine whether or not I could do this by looking at the data I have collected and see if he is completing the assignment as well.

Progress Monitoring for Cowen Date 09/12/2012 09/20/2012 10/05/2012 Amount of Text Shortened 5 textbook sections 3 textbook sections 4 textbook sections Amount of Key Phrases 20 12 15 Vocabulary Bullet Points Completed? No Yes Yes

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