Please post your collaborative lesson plans here. Be sure to state who took on what role in your classroom and add any worksheets or handouts you would use with your lesson. You can send your personal reflections directly to my Trinity email.
Melanie and I created a lesson for 7th grade students dealing with the introduction to the book The Outsiders for a English-Lit class. The period is a blocked period of 90 minutes. Our classroom included five students with disabilities- two with autism, two with a learning disability, and one who is undiagnosed with ADHD. The lesson starts with a preview of the movie trailer of The Outsiders and students using Post- It notes to list a question that they have about the book based on the trailer. In addition, they research various topics of the time period of the 1960's to gain background knowledge on the book in small groups using the classroom laptops. They create short Powerpoint or Prezi presentations using an attached rubric. Then, they complete an anticipation guide with a partner that allows the students to categorize the main topics of the story and also relate the feelings of the characters, which is a skill that students with autism can struggle with. For the third activity, they start listening to the first chapter on audio recording as a class, with the teachers pausing for discussion at various points in the reading. They also are simultaneously completing a notetaking guide of the reading. Then, they transition into small groups to take turns reading the remaining part. The audio books are meant to set the pace of the reading for students with fluency difficulties and learning disabilities. The small groups are meant to provide peer support for the reading. For closure, the students list three adjectives to describe the main character Ponyboy on Post-It notes as an exit slip for formative assessment. The assignment is for the students to create a short summary of the chapter and fill in the blanks using a word bank of the main themes of the chapter.
Melanie and I made up a lesson where the teachers act as facilitators and the students are mainly in charge of their own learning. The teachers use questioning throughout to gauge the students' mastery.
Attached is the rubric for the presentation. (The PDF files of the other activities could not be attached in the blog).
Historical Topics of the 1960’s The Outsiders: Activity 1 – Presentation
The Outsiders is a novel based in the 1960’s. In order to learn more about this time period, each group will be researching a topic from the 1960’s, creating a presentation using PowerPoint or Prezi, and presenting it to the class.
Group Member Responsibilities Completed? The Researcher
• Researches information based on the given topic • Uses a variety of websites to get the information • Finds both interesting facts and pictures • Communicates with both The Recorder and The Presenter about the information The Recorder • Works with The Researcher to make sure all of the information is recorded • Checks to be sure that the information is clear and accurate • Says, "I think I heard you say_____; is that right?" • Says, "How would you like me to write this?" The Presenter • Works with The Recorder to put the information in the presentation • Creates the presentation using Powerpoint or Prezi (3-5 slides) • Uses both words and pictures in the presentation • Keeps the information organized • Presents the information to the class clearly
Lesson Plan Your Name: Melanie Lawrence and Lisa Vondrak Date: 7/9/15 Subject: English Lit Grade Level: 7th Time needed: 90 minutes (Blocked Schedule Period)
Preliminary Planning
Topic/Central Focus: Pre-reading/Reading first chapter of The Outsiders
Rationale: Students will be able to gain background and introductory knowledge on the historical time period of the 1960’s and its implications on the characters and plot of The Outsiders.
Prior Student Knowledge: The students viewed a short video clip of The Outsiders movie trailer during the beginning of class.
Illinois Learning Standards addressed: (Common Core State Standards) • CCSS.ELA-LITERACY.RL7.6 – Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. • CCSS.ELA-LITERACY.W7.7 – Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
BACB Standards • J-05 - Select intervention strategies based on the client’s current repertoires • J-06 – Select intervention strategies based on supporting environments
Academic Language: • Language Function- Students will write their questions that they have about the book based on the movie trailer. They will discuss and eventually present their findings on the historical context of the 1960’s. They will discuss with a partner their predictions for the book based on the themes in the anticipation guide. • Key Learning Task- Students will analyze the main literacy components of the first chapter of The Outsiders. • Additional Language Demands- Students will utilize a dictionary as a reference if they do not know a meaning of a word in the chapter. • Language Supports- The beginning part of chapter one will be read on audio. The teachers will model the types of information that the students should be looking for to complete the chapter one note-taking guide. The students will also have their group members to help pronounce and comprehend the first chapter’s reading as they take turns reading the remaining parts of chapter one.
Objectives: • Students will be able to work collaboratively in a group to research a particular historical topic and present it to the class. • Students will be able to use a variety of pre-reading strategies to predict the plot of The Outsiders. • Students will be able to demonstrate reading comprehension strategies such as note-taking, summarizing, and stating the main idea.
Formative Assessment (Process): Students will complete daily assignments in which the teachers will check for understanding. The students will also complete an ongoing chapter-by-chapter note-taking guide in which they will identify the setting, plot with the main characters, and main themes to remember. In addition, teachers will use questioning to probe the students’ level of understanding. The students will also complete an exit slip to help the teachers gauge the students’ knowledge of the main character of Ponyboy in chapter one after reading the text.
Summative Assessment (Product): Students will synthesize a performance response in the form of an essay in which they will answer the following prompt: a common theme explored in S.E. Hinton’s novel, The Outsiders, is “things are rough all over.” This theme can be connected to many different characters in the novel. Write an essay in which you argue how this theme relates to the lives and experiences of both greasers and socs by writing about one character from each gang. This essay will be written at the completion of the book.
Differentiation/Planned Support: Students will be grouped in mixed ability groupings to utilize their peers for support. In addition, the teachers will serve as facilitators to help guide students while they are working on the research and presentations, anticipation guide, and the reading and note-taking process. For Activity #1, the teachers will briefly help each presenter before the presentation to ensure that the students know what they are going to say and feel ready to present. The homework includes a word bank for the students with learning disabilities. The anticipation guide includes questions about feelings and other people’s situations to help the students with autism start to understand characters’ feelings and background. In addition, the lesson includes multiple activities to keep the attention of the student who is undiagnosed with ADHD. Audio recordings are used to help model the fluency of the text at an appropriate rate and volume. The two students with autism will utilize their individualized schedules throughout the blocked period so that they know what to expect and can see what they have completed thus far. The entire class will utilize their positive reinforcement behavior chart throughout the period.
Preparation: The lesson was prepared to differentiate the learning needs of the students in the classroom. Since middle school students are highly social, we decided to include varied group activities to promote the learning outcomes of the introductory lesson on The Outsiders.
Technology used: The technology that the students will be utilizing will be the classroom laptops for researching the background of the 1960’s and creating a presentation. In addition, the teachers will be using the projector to display the movie trailer for The Outsiders movie. The teachers will also use the CD player to play the audio version of the beginning part of chapter one.
Classroom Setting: The class is comprised of 25 seventh grade students. Two have autism, two have specific learning disabilities, and one might have ADHD, although he has not been diagnosed. There are two teachers, a general education teacher and a special education teacher. The students have had extensive practice in working in groups and partners and transitioning to different activities so the students with disabilities are well-equipped for this lesson. They have also had experience utilizing the main features of the laptops. The entire classroom utilizes a positive reinforcement behavior chart, and the two students with autism utilize individual schedules.
Instructional Plan
Engage, Connect, and Launch: (5 minutes) Students will view a short video clip of the movie The Outsiders. They will each write one question that they have about the book on a Post-It and attach it to the class’s butcher paper of questions. These questions will be revisited throughout the unit.
Activity #1: (35 minutes) Students will be grouped into mixed ability groupings to briefly research and present their findings in the form of a 3-5 slide PowerPoint or Prezi for one of the following historical topics: popular musicians of the 1960’s, models of cars of the 1960’s, television shows of the 1960’s, fashion of the 1960’s, gangs of the 1960’s, major events of the 1960’s, or slang of the 1960’s. They will use the classroom laptops to complete the research and assignment. These presentations will be used as introductory pieces for several class periods. The teachers will form the groups before class, and the topics will be assigned to each group.
Activity #2: (20 minutes) Students will complete an anticipation guide with their assigned shoulder partner that allows them to preview the major ideas of the book. They will sort the main ideas into three major categories. Then, they will predict the plot of the story based on the themes. Lastly, they will complete open ended responses to elicit an emotional response to the text.
Activity #3: (25 minutes) Students will listen to part of chapter one of The Outsiders on audio recording as a class, with the teacher prompting questions and details for the chapter by chapter note-taking guide. Then, the students will assemble into their same mixed ability groupings and finish the rest of chapter one. While they are reading, the two teachers will float around to pause and ask questions about the text. If the students finish early, they can begin on their homework assignment.
Closure: The students will complete an exit slip on a Post-It to describe the main character using three adjectives. They will turn it in to the teachers. Once they turn in the exit slip, they will receive their homework assignment.
Assignment: The students will complete a chapter framework assignment. First, they will summarize the first chapter using a short description. Then, they will use a word bank to fill in the missing descriptions of the chapter’s main topics and themes.
Classroom Setting: The classroom will have five desk and two kidney shaped tables. The teacher desk is placed in the left corner of the room. At the front of the room the smart board is on the wall next to the library. Next to the library we have a big bay window with a small desk pushed up to the window. On the small desk we have a listening center and a cool down center for students who need a break. We also have a sand table and fidget tools. In the back of the room we have a word wall and under the word wall the computers are located. Next to the computers there is a small kidney shaped table to work with the assistant in the classroom.
Instructional Plan
Engage, Connect, and Launch: To introduce the lesson, each student will come up and choose a notecard from the teacher. The students will then have to walk around the room and ask their classmate what sight word they have and pair up with them.
Sequence of Learning Activities: Students identify sight words by reading and matching the word with the correct picture. Students read sight words on computer game Students read sentences containing sight words fluently without assistance from the teacher, and then identify sight word in the sentence by circling the sight word. Students throw ball at the Smartboard and a sight word will appear. Students will identify by reading the sight word.
Activity #1: Students identify sight words by reading and matching the word with the correct picture. Students will be given 3 sight words and 3 pictures at a time. Students will read and choose the correct picture that goes with the word by choosing from a field of three.
Activity #2: Computer Game: Students will read by orally stating the sight word. After the student orally states the sight word the computer will say the sight word and it will play music and dance around the screen.
Activity #3: Smart board game: Students will have a squishy ball and throw it at the smart board screen. A sight word will appear and the student will orally state the sight word. The student will repeat this action and review sight words when the ball is thrown at the screen.
Activity #4: Student will first read sight words in isolation to teacher. After reading sight words in isolation, students will be given a sight word and asked to read a sentence with that sight word in it. After the student reads the sight word the teacher will then have the student find that word in the sentence and circle it.
Closure: To end the lesson, each student will come up and choose two notecards from the teacher. The students will then have to walk around the room and ask their classmate what sight word they have and find the two pairs.
Assignment: Students will be given a worksheet with sentences that have blanks in where the sight word should be. Students will read the sentence and choose from a field of two the correct sight word that makes sense in the sentence.
Lesson Plan Your Name: Ms. Lindsey, Ms. Lori, and Ms. Colleen Date: 7/7/15 Subject: Language Arts Grade Level: 6th Time needed: 60 minutes Preliminary Planning
Topic/Central Focus: Synonyms and Antonyms
Rationale: Students will continue to increase their Reading and Writing skills by furthering their vocabulary skills through learning about synonyms and antonyms. This lesson will allow students to gain more knowledge at their instructional level, as well as continue to practice working independently and cooperatively in groups.
Prior Student Knowledge: There are 27 students in the class-15 males and 12 females. Students with IEPs have a primary diagnosis of ED, and 5 of the 8 students have a secondary diagnosis of SLD. One student has a diagnosis of Autism Spectrum Disorder. The classroom is a 6th grade self contained classroom that contains 8 students with IEPs who are included for part of the day and pulled out for part of the day depending on their program. Students with IEPs use a behavior level point sheet to monitor their behavior throughout the school day. They must earn a certain amount of points in order to “Make their day” and progress through the level system. Additionally, all 8 students with IEPs have Behavior Intervention Plans in place that will be utilized throughout the lesson. There is one general education teacher, one special education teacher, and there are additional adults in the classroom to assist with behaviors as needed.
Illinois Learning Standards addressed: CCSS.ELA-Literacy.L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, topics, texts, and issues, building on others' ideas and expressing their own clearly.
Academic Language: Language Function Evaluation Key Learning Task: Students will be able to identify synonyms and antonyms of a given word. Additional Language Demands High level vocabulary Language Supports: Visual aides will be used to support vocabulary. Lower level students will be provided with a multiple choice option or thesaurus for higher level vocabulary. All students will have access to a dictionary to clarify the meaning of unfamiliar words.
Objectives: Each student will have a different learning outcome based on their individual needs/levels.
In addition, all students are expected to understand the difference between a synonym and antonym. All students should be able to identify both a synonym and antonym for a word when given a sentence.
Students will be expected to follow directions and procedures throughout center activities. They will be expected to complete a short assessment or “exit slip” at the end of the lesson.
Students also will be completing a response/recording sheet at their individual centers to monitor their own learning. Students behavior will be assessed using an individual point sheet. A.J. -Identify words that are unlike others A.C.- Identify words that are unlike others E.E. -Identify pairs of synonyms using context clues given in a paragraph. J.V. -Identify pairs of words that mean the same thing. J.W. -Identify the word that is a synonym for a given word J.P. -Identify the word that is a synonym for a given word. D.G. -Identify the word that is a synonym for a given word.
K.M. -Identify the word that is a synonym for a given word.
Formative Assessment (Process): Students will be assessed in a variety of ways. First, students will be assessed informally using their white boards to respond to questions (during powerpoint).
-To assess if students are understanding directions and procedures they will be asked to repeat directions back to staff before beginning centers. Summative Assessment (Product): -Students will be assessed at their centers. They will fill out a student response sheet after completing their individual activities. Staff can later analyze the data to see which of the students may need further instruction and in what areas.
-We will also be giving all students an “exit slip”. This will be a short assessment where students will have to identify the correct synonyms and antonyms when given a word in a sentence.
A formal assessment on these topics will be given at a later date. Differentiation/Planned Support: In order to meet the different learning styles of all our students, we will use various learning techniques throughout the lesson. Visuals will be used to discuss the meaning of the terms: synonym and antonym. Visuals will also be used to explain directions at group and individual centers, as well as during whole group instruction. Students will have multiple opportunities to respond including think-pair-share, standing up and pointing at the white board, and raising hands at seat. Staff will ask students to repeat directions back to us to ensure that they are understanding and engaged. Students will move between centers, as well as stand to complete their work. Visual and Verbal directions will be given at each center as well. Preparation: Powerpoint, Exit Slip, Assessments, locate flocabulary video, print lyrics, gather whiteboards and markers for student use, create centers
Technology used: Computer Projector
Classroom Setting: Student desks are arranged in groups of 5-6 so that all students are able to see instruction at various points throughout the room. Students are grouped heterogeneously within their table groups.
Instructional Plan Engage, Connect, and Launch: To grab the attention of the students, we will listen to a “flocabulary” rap on synonyms and antonyms. Students will have the lyrics at their desks and will be asked to sing along as we go through the song. Students will then review rules and procedures of centers. Center directions will be posted at the front of the room, and rules/procedures have been created by students at a previous time. We will discuss/review rules and procedures for each center (they have previously been taught and discussed). Students will be reminded of their groups. Groupings will also be posted at the front of the room. All adult staff will support behavior of students as indicated on BIP.
Sequence of Learning Activities: Activity #1: Students will be directed to give their attention to the whiteboard. As a whole class, students will go through a synonym/antonym powerpoint in which they will need to participate actively. Students will use an individual whiteboard and marker to make a T chart with synonyms and antonyms for given words. They will write their responses on their whiteboards and share out with the rest of the class. (15 minutes) Activity #2: Center # 1-Synonym and Antonym U-Kno. Students will play a synonym/antonym game similar to the game Uno. In this game they will practice orally identifying pairs of vocabulary words as either synonyms or antonyms. Center #2- Each student with an IEP will have an individual task to do. The rest of the students will play a Jeopardy styles game with a partner on an iPad identifying synonyms and antonyms. A.J.-Choose appropriate synonym or antonym for given word (choices) Super Synonyms & Antonyms Task Cards E.E.-Synonym and Antonym Task Cards (Using Context Clues to expand vocabulary). J.V.-Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym. J.P.- Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym. J.W.- Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym. D.G.- Synonym Dominoes-Higher level vocabulary words. Student will match synonyms on dominoes. K.M.-Synonym Dominoes-Higher level vocabulary words. Student will match synonyms on dominoes. Students will record their individual responses to tasks on a recording sheet that will be collected at the end of the period. Center #3- The general and special education teachers will each pull small groups of students to enrich or reteach the lesson. Activity #3: Students will spend 10 minutes in each center. After 10 minutes, they will switch to the next center until all students have completed three rotations. (If students do not finish all of their independent work at their independent center, they will have time to finish later in the day). During the centers, the staff will be monitoring the individual task center. We will be checking for understanding using higher level thinking questions and monitoring students’ on task behavior.
Closure: After students have completed their centers and the timer has gone off, they will be called to return to their seats. Each student will receive a piece of paper. On their piece of paper, they will need to go through and answer 4 wrap up synonym/antonym questions that are written on the board.They will be identifying synonyms and antonyms for underlined words. After they have completed this assignment, they will will be dismissed for their next class. Assignment: none
Post-Instructional Reflection Assessment/Evaluation of Student Learning: Overall, the lesson was very successful. The students reviewed and understood both synonyms and antonyms. We feel that things went as planned, and all procedures were followed. The students did really well at their individual centers both on the day of the observation and the following day (when groups switched). Students also did a really great job at the group game center. During the whole group part of the lesson, most to all of the students were able to pick out the majority of correct responses for synonyms and antonyms (on the powerpoint). All students could benefit from being challenged more at their level on this topic. We feel that the lesson’s goals and objectives were very appropriate for our students. Each student had their own individual objective to meet at their individual center. They recorded their own responses on an individual sheet that we were able to look at later on in the day. In addition, all students were expected to follow directions and procedures throughout center activities. Students met and exceeded their objectives, including the exit slip at the end of the lesson
We believe that classroom procedures were thoroughly outlined and discussed. We reviewed our center procedures that we created as a group to be sure that centers ran efficiently. Staff had the group game center at the front of the room and the individual centers in the back reflection area, so that space was utilized efficiently Students followed directions throughout their centers. The two students at the individual centers needed some additional guidance and modeling in order to complete their centers. Students worked together and were very respectful towards one another, as well as staff members during the group game centers. Also, students were motivated to do well through our positive reinforcement system that is used in the classroom. They earned “behavior bucks” for being on task and working at each center. The lesson was able to run smoothly because of the rules, procedures, and community that we have established so far this year.
We believe that classroom procedures were thoroughly outlined and discussed. We reviewed our center procedures that we created as a group to be sure that centers ran efficiently. Staff had the group game center at the front of the room and the individual centers in the back reflection area, so that space was utilized efficiently Students followed directions throughout their centers. The two students at the individual centers needed some additional guidance and modeling in order to complete their centers. Students worked together and were very respectful towards one another, as well as staff members during the group game centers. Also, students were motivated to do well through our positive reinforcement system that is used in the classroom. They earned “behavior bucks” for being on task and working at each center. The lesson was able to run smoothly because of the rules, procedures, and community that we have established so far this year.
Sequence of Learning Activities: Activity #1: Students will be directed to give their attention to the whiteboard. As a whole class, students will go through a synonym/antonym powerpoint in which they will need to participate actively. Students will use an individual whiteboard and marker to make a T chart with synonyms and antonyms for given words. They will write their responses on their whiteboards and share out with the rest of the class. (15 minutes) Activity #2: Center # 1-Synonym and Antonym U-Kno. Students will play a synonym/antonym game similar to the game Uno. In this game they will practice orally identifying pairs of vocabulary words as either synonyms or antonyms. Center #2- Each student with an IEP will have an individual task to do. The rest of the students will play a Jeopardy styles game with a partner on an iPad identifying synonyms and antonyms. A.J.-Choose appropriate synonym or antonym for given word (choices) Super Synonyms & Antonyms Task Cards E.E.-Synonym and Antonym Task Cards (Using Context Clues to expand vocabulary). J.V.-Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym. J.P.- Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym. J.W.- Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym. D.G.- Synonym Dominoes-Higher level vocabulary words. Student will match synonyms on dominoes. K.M.-Synonym Dominoes-Higher level vocabulary words. Student will match synonyms on dominoes. Students will record their individual responses to tasks on a recording sheet that will be collected at the end of the period. Center #3- The general and special education teachers will each pull small groups of students to enrich or reteach the lesson. Activity #3: Students will spend 10 minutes in each center. After 10 minutes, they will switch to the next center until all students have completed three rotations. (If students do not finish all of their independent work at their independent center, they will have time to finish later in the day). During the centers, the staff will be monitoring the individual task center. We will be checking for understanding using higher level thinking questions and monitoring students’ on task behavior.
Closure: After students have completed their centers and the timer has gone off, they will be called to return to their seats. Each student will receive a piece of paper. On their piece of paper, they will need to go through and answer 4 wrap up synonym/antonym questions that are written on the board.They will be identifying synonyms and antonyms for underlined words. After they have completed this assignment, they will will be dismissed for their next class. Assignment: none
Post-Instructional Reflection Assessment/Evaluation of Student Learning: Overall, the lesson was very successful. The students reviewed and understood both synonyms and antonyms. We feel that things went as planned, and all procedures were followed. The students did really well at their individual centers both on the day of the observation and the following day (when groups switched). Students also did a really great job at the group game center. During the whole group part of the lesson, most to all of the students were able to pick out the majority of correct responses for synonyms and antonyms (on the powerpoint). All students could benefit from being challenged more at their level on this topic. We feel that the lesson’s goals and objectives were very appropriate for our students. Each student had their own individual objective to meet at their individual center. They recorded their own responses on an individual sheet that we were able to look at later on in the day. In addition, all students were expected to follow directions and procedures throughout center activities. Students met and exceeded their objectives, including the exit slip at the end of the lesson
K.M. -Identify the word that is a synonym for a given word.
Formative Assessment (Process): Students will be assessed in a variety of ways. First, students will be assessed informally using their white boards to respond to questions (during powerpoint).
-To assess if students are understanding directions and procedures they will be asked to repeat directions back to staff before beginning centers. Summative Assessment (Product): -Students will be assessed at their centers. They will fill out a student response sheet after completing their individual activities. Staff can later analyze the data to see which of the students may need further instruction and in what areas.
-We will also be giving all students an “exit slip”. This will be a short assessment where students will have to identify the correct synonyms and antonyms when given a word in a sentence.
A formal assessment on these topics will be given at a later date. Differentiation/Planned Support: In order to meet the different learning styles of all our students, we will use various learning techniques throughout the lesson. Visuals will be used to discuss the meaning of the terms: synonym and antonym. Visuals will also be used to explain directions at group and individual centers, as well as during whole group instruction. Students will have multiple opportunities to respond including think-pair-share, standing up and pointing at the white board, and raising hands at seat. Staff will ask students to repeat directions back to us to ensure that they are understanding and engaged. Students will move between centers, as well as stand to complete their work. Visual and Verbal directions will be given at each center as well. Preparation: Powerpoint, Exit Slip, Assessments, locate flocabulary video, print lyrics, gather whiteboards and markers for student use, create centers
Technology used: Computer Projector
Classroom Setting: Student desks are arranged in groups of 5-6 so that all students are able to see instruction at various points throughout the room. Students are grouped heterogeneously within their table groups.
Instructional Plan Engage, Connect, and Launch: To grab the attention of the students, we will listen to a “flocabulary” rap on synonyms and antonyms. Students will have the lyrics at their desks and will be asked to sing along as we go through the song. Students will then review rules and procedures of centers. Center directions will be posted at the front of the room, and rules/procedures have been created by students at a previous time. We will discuss/review rules and procedures for each center (they have previously been taught and discussed). Students will be reminded of their groups. Groupings will also be posted at the front of the room. All adult staff will support behavior of students as indicated on BIP.
Academic Language: Language Function Evaluation Key Learning Task: Students will be able to identify synonyms and antonyms of a given word. Additional Language Demands High level vocabulary Language Supports: Visual aides will be used to support vocabulary. Lower level students will be provided with a multiple choice option or thesaurus for higher level vocabulary. All students will have access to a dictionary to clarify the meaning of unfamiliar words.
Objectives: Each student will have a different learning outcome based on their individual needs/levels.
In addition, all students are expected to understand the difference between a synonym and antonym. All students should be able to identify both a synonym and antonym for a word when given a sentence.
Students will be expected to follow directions and procedures throughout center activities. They will be expected to complete a short assessment or “exit slip” at the end of the lesson.
Students also will be completing a response/recording sheet at their individual centers to monitor their own learning. Students behavior will be assessed using an individual point sheet. A.J. -Identify words that are unlike others A.C.- Identify words that are unlike others E.E. -Identify pairs of synonyms using context clues given in a paragraph. J.V. -Identify pairs of words that mean the same thing. J.W. -Identify the word that is a synonym for a given word J.P. -Identify the word that is a synonym for a given word. D.G. -Identify the word that is a synonym for a given word.
Lesson Plan Your Name: Ms. Lindsey, Ms. Lori, and Ms. Colleen Date: 7/7/15 Subject: Language Arts Grade Level: 6th Time needed: 60 minutes Preliminary Planning
Topic/Central Focus: Synonyms and Antonyms
Rationale: Students will continue to increase their Reading and Writing skills by furthering their vocabulary skills through learning about synonyms and antonyms. This lesson will allow students to gain more knowledge at their instructional level, as well as continue to practice working independently and cooperatively in groups.
Prior Student Knowledge: There are 27 students in the class-15 males and 12 females. Students with IEPs have a primary diagnosis of ED, and 5 of the 8 students have a secondary diagnosis of SLD. One student has a diagnosis of Autism Spectrum Disorder. The classroom is a 6th grade self contained classroom that contains 8 students with IEPs who are included for part of the day and pulled out for part of the day depending on their program. Students with IEPs use a behavior level point sheet to monitor their behavior throughout the school day. They must earn a certain amount of points in order to “Make their day” and progress through the level system. Additionally, all 8 students with IEPs have Behavior Intervention Plans in place that will be utilized throughout the lesson. There is one general education teacher, one special education teacher, and there are additional adults in the classroom to assist with behaviors as needed.
Illinois Learning Standards addressed: CCSS.ELA-Literacy.L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, topics, texts, and issues, building on others' ideas and expressing their own clearly.
Your Names: Sinead Forde, Joe Cardinal, and Kristin Saylor Date: 7/15/15 Subject: Science Grade Level: 4th Grade Time needed: 45 minutes
Preliminary Planning
Topic/Central Focus: The Desert
Rationale: It is important to provide exposure of different places of the world to children of all ages. It is especially important to expose children who may not have opportunities to see, experience, and explore the world. While all children may struggle with generalization or “pulling” information from one’s repertoire, it is especially difficult for students who have disabilities to do so. This lesson provides an opportunity for a variety of leaners to be exposed to what a desert is, what it looks like, and what one might find there.
Prior Student Knowledge: This lesson is written as one part of a whole series, all of which focus on a different world biome. Before taking a look at various biomes, including: the desert, the arctic tundra, the tropical rainforest, etc. the students have participated in a general introduction lesson which focused on “Biomes of the United States.”
Illinois Learning Standards addressed: • CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in text when explaining what the text says explicitly and when drawing inferences from the text • CCSS.ELA-Literacy.W.4.2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly • CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
BACB J Standards addressed: • G-08 Identify and make environmental changes that reduce the need for behavior analysis services • J-05 Select intervention strategies based on the client’s current repertoires • J-06 Select intervention strategies based on supporting environments
Academic Language: • Language Function: Language is being used to communicate and inform learners, especially during the teacher-led lecture. Students will participate in a variety of activities when being exposed to “the Desert.” They will listen to a lecture, answer and discuss questions, practice navigating a map using “navigation specific vocabulary” and complete a final quiz. • Key Learning Task: Students will be exposed to various characteristics of the desert, including: climate, plants and animals, adaptability (how these plants and animals survive), and location. • Additional Language Demands: Students will have to consider “navigation specific” vocabulary when reading a map. For example, a teacher may help a student find a state by suggesting to that student to “Look farther west.” • Language Supports: Several language supports are included in this lesson. First, clear visual text is visible on the PowerPoint. An adapted PowerPoint which is symbolated will be provided to those learners who need it. Communication boards are also available to students who may be non-verbal and/ or have difficulty “pulling” language from their repertoire. All assessment and communication supports are also differentiated and available with text, real photographs or generalized Boardmaker symbols.
Objectives: • Students will be able to identify factors that make up a biome • Students will be able to identify characteristics of a desert • Students will be able to identify plants and animals that can be found in the desert • Students will be able to name ways desert plants and animals adapt for survival • Students will be able to identify which US states have deserts
Formative Assessment (Process): Teacher will assess student learning throughout the lecture by calling on students to answer “Check for Understanding” questions, keeping in mind where different students fall on Bloom’s Taxonomy.
Summative Assessment (Product): Teacher will evaluate how each student scores on the final quiz.
Differentiation/Planned Support: Communication boards are also available to students who may be non-verbal and/ or have difficulty “pulling” language from their repertoire. All assessment and communication supports are also differentiated and available with text, real photographs or generalized Boardmaker symbols.
Preparation: As mentioned before, students have been introduced to the concept of “Biomes of the USA” in a previous lesson. In addition to self-creating PowerPoint, communication boards, a printable US map, and assessment materials, the teacher must have also printed these materials.
Technology used: This lesson is designed to be projected, either via a classroom Smart Board or projector. Students who use communication devices are encouraged to used pre-programmed page sets. Teachers also have a subscription to the “BrainPop” website.
Classroom Setting: The lesson is being taught in a general-education fourth grade classroom which is made up of fourteen learners. Five of these students have been diagnosed with ASD, two of whom also have the diagnoses of ADHD. One of the students identified with ASD also has an additional diagnoses of “Emotional Disability.” There are two teachers: one of which is a special education teacher and the other is a general education teacher. There are also two paraprofessionals that work in the classroom.
Engage, Connect, and Launch: To introduce the lesson, a teacher is going to write the word “desert” on the SmartBoard and set a timer for one minute to have students write and/ or draw whatever comes to mind. When the timer goes off, students will volunteer to share what they came up with.
Sequence of Learning Activities Activity #1: Teachers will lead whole group instruction by presenting the “Desert” PowerPoint to the class, stopping to ask and answer any questions as they see fit. Activity #2: At the end of the PowerPoint, students will have the opportunity to use a US Map printable to find each of the US States where deserts can be found. Students may circle, color, or use an adapted tool to identify them. For students who cannot decipher one state within the whole, they will participate in the adapted “State Matching” activity. Activity #3: Students will complete the “Desert Quiz.” The quiz has been differentiated three different ways: using text, real pictures, and symbols. Closure: Students will watch a motivating “exit video” on the Smartboard. (BrainPop: Deserts) Assignment: N/A
Post-Instructional Reflection
Assessment/Evaluation of Student Learning: Upon completing the lesson, we would have considered a few addition components. First, symbols or photographs should have been available for the learners who could have benefitted from them during the anticipatory set. Unfortunately, a couple of the students who have identified disabilities seemed distracted or unattached during that part of the lesson. Students enjoyed the lesson so much that the teachers would have planned a diorama project to “wrap up” the lesson instead.
Reflection on Teaching/Reflective Commentary: To be submitted individually via email
Your Name: Ashley Gomez, Selina Crnjak, Nick Stadter Date: 7/7/2015 Subject: Math Grade Level: 8 Time needed: 50 minutes Primary disability: autism
Preliminary Planning
Classroom: 8th grade classroom. There are 6 students in the classroom. There is a special education teacher who pushes into the class and a general education teacher. There is also a one-on-one who works with T.T.
Topic/Central Focus: Students will learn and practice operations with fractions.
Rationale: Addition, subtraction, multiplication, and division are basic math skills to be mastered and built on as students grow intellectually and independently. These are skills they will use in everyday life when dividing a whole up evenly into parts or figuring out discounts on sale items or tax.
Prior Student Knowledge: Students have been working on operations with fractions, decimals, and mixed numbers. They have the most success conceptualizing fractions as portions of a whole such as a pizza or a pie, and decimals in the money sense. The diverse learners in this class have been exposed to fractions for a few weeks now and have been completing individual worksheets and participating in small group lessons during “pull out” time.
Illinois Learning Standards addressed: 6.B.3a Solve practical computation problems involving whole numbers, integers and rational numbers. BCBA standards: G-08: identify and make environmental changes that reduce the need for behavior analysis services J-06: select intervention strategies based on supporting environments J-07: select intervention strategies based on environmental and resource contraints
Academic Language: Students will know and be able to use the words addition, subtraction, multiplication, division, sum, product, difference, quotient, dividend, and divisor correctly. • Language Function: students understand how these words relate to our lesson and everyday life • Key Learning Task: students be able to apply these words in the lesson and beyond • Additional Language Demands: if students do not speak English as their first language, a paraprofessional can translate the words to Spanish (or their native language), a chart will also be available where the words are translated for them • Language Supports: vocabulary words will be displayed on an anchor chart and on a word wall for the students to reference
Objectives: • Given a set of rational numbers, students will perform a six step process to find the quotient of the numbers independently. • After solving various problems, students will self-monitor which concepts they have mastered and which concepts they need further help with independently. • If students need extra assistance, they will be placed with other students, both general education and special education. The teacher of the group will be pre-assigned and will know what they need to teach for their small group.
Formative Assessment (Process):
The worksheet which the students are completing during the lesson will be collected at the end of the period. He or she will then do a “muddy waters, bright ideas” where he or she assesses his or her own understanding of rational number conversion and operations.
Summative Assessment (Product): The students will complete 10 practice problems independently for homework, which will serve as the summative assessment. The diverse learners will be required to complete at least 6 problems independently. If they complete the entire worksheet, they will earn extra points for correct problems.
Differentiation/Planned Support:
l.H.- student with Autism, quick to volunteer, but needs more guidance than others along with short, distinct directions along with teacher notes. He will be given a partially filled in note taker post-it.
D.A.- quiet, does class work but often gets confused and will not ask for help, she needs constant check for understandings and correctly completed examples.
J.J.- participates, will often be confident but makes minor mathematical errors
N.P.- strong in math and participation, often volunteers.
V.J.- quiet, requires teacher notes, slower to process and get started on problems, usually requires teacher prompting to begin. He will be given a partially filled in note taker post-it.
J.S.- quiet but consistent in getting problems correct
M.K.- requires teacher notes, might make minor mathematical errors and is slow to get started.He will be given a partially filled in note taker post-it.
T.D.- Positively participates in class, often understands content but makes mathematical errors.
T.T.- requests teacher notes, gets frustrated easily and asks a lot of questions. She is another on that requires frequent check for understanding. 1:1 aide
A.T.- functions independently, volunteers, and usually has good understanding of mathematical processes.
We are providing interventions based on the materials we have present in the general education and/or special education classroom. We are providing those interventions in the least restrictive environment possible and with the resources we are given. We will not be singling any student out in the classroom and the groups will be a mixture of all levels of competency and ability. Students will be learning from the teachers, each other, and/or the one-on-one. They will help each other and ask each other questions before bringing it to the teacher.
Preparation: The teacher has generated a worksheet in which the students can fill in the blanks before performing operations. The teacher has also obtained and sorted out 25 Froot Loops in bowls for each student to be given after the direct instruction. In addition, post-it notes are available for the formative assessment at the end of the lesson. The one-on-one understands who he/she is working with and will provide assistance, but will not be completing the worksheet for the student nor will the one-on-one give answers to that student; only guide them towards success.
Technology used: Direct instruction will take place using the Smart Board.
Classroom Setting: The students are integrated into the general education classroom for math class. The special education teacher and general education teacher will parallel teach this lesson. The one-on-one aide will assist all students but focus on the student who needs the most assistance during this lesson. The self-contained classroom is comprised of 6 students, each with different disability types ranging from learning disabilities, ADHD, and Autism. The room has one teacher’s aide who circulates around the room to help check for understanding and monitor behavior.
Instructional Plan
Engage, Connect, and Launch:
Each day the students walk into class they have a “warm up” activity to do, usually using the skill taught the day before. For this lesson, students will channel all of their previously taught knowledge to complete various problems including converting dividing rational numbers. The students will do a warm up problem multiplying and dividing fractions. The Smart Board will display the problems beside a photo of Froot Loops in order to gain attention and segway into the lesson.
Sequence of Learning Activities:
Activity #1: The teacher will first model how to set up a fraction by counting a particular part over the whole (all of the objects). She will then have the students write out each step on a lined, bright post-it note so they can use this for later reference when stuck to their homework. After that, the teacher will complete another division problem going through the process and using each step she just forced students to write. The one-on-one will walk around the room making sure each student is completing their post-it correctly.
Froot Loop Fractions Handout Directions: Separate each of your froot loops by color and fill in the following fractions.
1. # of Blue loops _________ Total loops
2. # of Red loops _________ Total loops
3. # of yellow loops _________ Total loops
4. # of Green loops _________ Blue loops
Directions Now add the following. Use the numbers from above. 1. # of Red loops+ # of Blue loops = ________ + _________ = _________ Total loops Total loops 2. # of yellow loops + # of purple loops = ________ + _________ =_________ Total loops Total loops
Directions Now subtract the following. Use the numbers from pg. 1 of the handout.
3. # of orange loops + # of Blue loops = ________ - _________ = _________ Total loops Total loops 4. # of purple loops + # of green loops = ________ - _________ = _________ Total loops Total loops
Directions Now multiply the following, Use the numbers from pg. 1 of the handout. 1. # of Red loops + # of Blue loops = ________ x _________ = _________ Total loops Total loops 2. # of yellow loops + # of purple loops = ________ x _________ =_________ Total loops Total loops 3. # of orange loops + # of Blue loops = ________ x _________ = _________ Total loops Total loops
Directions Now divide the following. Use the numbers from pg. 1 of the handout.
4. # of purple loops ÷ # of green loops = ________ ÷ _________ = _________ Total loops Total loops 5. # of Red loops ÷ # of yellow loops = ________ ÷ _________ = _________ Total loops Total loops
Melissa and I did a collaborative lesson plan that promoted and taught the key components of practicing healthy choices and demonstrate as well as promoting positive hygiene. I composed the teachable lesson and Melissa created a differentiation re-enforcement section as well as a BIP for a student within the classroom.
Collaborative Lesson Plan
Your Names: Melissa Arquette, Kyle Anderson Date: 7/13/15 Subject: Reading Grade Level: 2nd Grade Time needed: 60 minutes
Names of teaching partners: Kyle Anderson and Melissa Arquette
Teacher:Kyle Anderson BCBA: Melissa Arquette
Lesson Plan Your Name: Date: Subject: Grade Level: Time needed: Melissa Arquette 7/13/15 Reading 2nd Grade 60 Minutes Kyle Anderson
Preliminary Planning
Topic/Central Focus: Daily Hygiene and Strengthening Life Skills
Rationale: Students will be introduced to the importance of practicing daily hygiene activities as well as developing new life skills to stay safe and healthy.
Prior Student Knowledge: The students are introduced with a KWL chart to begin the lesson to attain and gather data of what knowledge is learned thus far about daily hygiene and safety.
Illinois Learning Standards addressed: CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.2.4.A Read grade-level text with purpose and understanding. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 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.
Academic Language: · Language Function · Language is being used in the form of instruction as well as re-enforcement. Students will present prior knowledge of personal hygiene as well as taking the necessary steps to stay healthy and safe.
· Key Learning Task: Students will be exposed to a wide variety of ways and techniques that they can build upon to practice making smart decisions and choices. Students will be taught that hygiene does not only relate to personal safety, but that it can relate to others near them as well. Students will also be introduced to the importance of brushing their teeth, taking baths or showers, and keeping cuts and wounds clean. · Additional Language Demands: · Students will be guided to think out of the box in regards to how to stay healthy and what choices can be made to support those thoughts. What we do, how we do things, and why should we do each introduced approach will be emphasized.
· Language Supports: · Students will be first introduced to visuals via the KWL on the front wall, a pre-read reading comprehension book introducing topics of safety and hygiene, followed by a PowerPoint consisting of topics relating to health and safety, and then concluding with viewing other classmate’s posters of how they can make healthy choices in their “Choose This, Not That” Project.
Objectives: · Students will be able to identify differences between good vs. bad hygiene choices · Students will be able to define what hygiene means and make decisions that better enhance their personal safety. · Students will be able to display personal decisions of what hygiene means to them.
Formative Assessment (Process): Teacher will ask questions and guide reinforcement opportunities for students to respond to what has been taught thus far.
Summative Assessment (Product): Teacher will evaluate how students retained knowledge of the lesson by the results of what they decided on from their homework of choosing three items to compare and contrast.
Differentiation/Planned Support: A couple social stories will be created to support the students. The social story will describe the skill in terms of relevant social cues, perspectives and common responses in a specific format. The social stories will share the information in an accurate manner with pictures that are reassuring to the students.
Behavior Plan will be followed for a specific student. See attached plan.
**Behavior Plan**
Behavior Management Plan
Date: August 2015 Duration of Intervention: Approx. 3 months
Student: CW Class/Grade: 2nd Grade
Goals:
1. CW will not become disruptive during task transitions 2. CW will not exhibit aggressive behaviors toward other students when he becomes anxious 3. CW will regulate his reactions to the classroom environment
CW's reactions are triggered when there are changes in the schedule, changes in classroom routines, and during unstructured play time.
Target Replacement Behaviors:
1. Signal to teacher when overwhelmed. 2. Use words when angry. 3. Keep hands to yourself. Keep hands away from other children when angry. 4. Learn to go to a quiet area independently when needing to calm down. 5. Go to an adult to ask for help when transitions or peer negotiations are difficult.
Student Feedback:
1. CW responds well to acknowledgement. Use statements to connect the positive actions and provide verbal recognition when he is meeting his goals. 2. A desk chart will be created with stickers to reward replacement behavior. If CW receives three stickers at the end of the day, he will be able to select a favorite activity from the reward survey to complete during activity time. 3. If CW does not meet the criteria of three stickers at the end of the day, the teacher will present him with choices of activities to select during unstructured time, or he may need to use that time to make up the work he missed. 4. Story boards and discussions will be utilized with CW to discuss the behavior incident as soon as he is able to discuss the problem. With the aid of the instructor, the problem will be reviewed and supportive options for next time created. 5. If CW cannot transition without assistance, a teacher will facilitate class changes. This may involve using tools such as handing CW a visual card to demonstrate transition time. 6. Time out intervention will be taught. If CW refuses to interact appropriately he will be directed away from the current activity. He will need to make up at another time any academic instruction he missed. This may have to occur during an unstructured time. However, it should not entail the entire free time period. 7. Natural consequences, such as using a waiting chair, will be used as much as possible. Care should be taken not to embarrass the child by singling him out for punishment
1. Behavior will be monitored on a daily basis. 2. Tally charts using the desk chart form will be recorded by the child and collected each day and discussed. 3. Behavioral interventions will be monitored through teacher checklists and observations and anecdotal notes. 4. Information will be summarized on a weekly basis.
Family Communication:
1. Daily notes will be sent in CW's communication or school folder. 2. A weekly summary of the behavior will be emailed to the family. 3. Information sent to CW's family will include how often he signaled the instructor, the effectiveness of the redirection, and the use of the tally and sticker system. 4. A weekly summary will consist of the current week's progress and will compare to prior weeks. It will note any intervention changes.
Follow Through:
1. The family has indicated they are working with a therapist on self-regulation and behavior management at home. Therapy is focusing on helping CW recognize feelings and select appropriate responses. The therapist will consult and work with CW's instructors to help maintain a consistent management plan and interventions. 2. Bi-weekly emails with CW's therapist will occur to review CW's progress and make necessary adjustments to his behavior plan. 3. A meeting with parents, teachers, and therapists will be convened in four weeks to review progress and adjust the behavior plan if necessary. 4. When CW reaches his goals, a method for phase out will be determined based on the time he took to learn the behaviors and his dependency on each particular feedback technique.
Preparation: ● Have newspapers and magazines available for students to cut out of ● Have PowerPoint prepared ahead of time for presenting to class ● Have book borrowed, owned, or digitally available for reading to class ● Scissors/glue/poster board
Technology used: SMART Board/Computer
Classroom Setting: Students are in two groups of four each representing the shape of a square. A portable worktable for magazines and newspapers are in the middle between the two groups, with the teacher’s desk in front facing them. The lesson is being taught in a 2nd grade classroom which is made up of eight learners. One of these students have been diagnosed with ASD, and seven of whom also have the diagnoses of ADHD. The student identified with ASD also has an additional diagnoses of an “Emotional Disability.” Instructional Plan
Engage, Connect, and Launch: The teacher will begin the lesson by letting out a loud fake sneeze, blowing loudly into a kleenex, and then acting like they are about to shake the hand of a student in the classroom. Teacher will act like there is nothing wrong and begin releasing prompts to gain feedback as to what might be happening that is wrong.
Sequence of Learning Activities: Activity 1: KWL Chart and Group Discussion. Activity 2: Bad Kitty Gets a Bath Activity 3: Powerpoint presentation and “Do This, Not That” Project Closure: Group Poster displays and finishing KWL Homework Issued
Activity #1: Teacher will begin class by introducing a KWL. In the K section, students will list prior information that is known about hygiene, what it means, how it applies to themselves, and what can be done to improve. In the W section, students will write down questions that they have about hygiene and what they can do to keep themselves healthy, and the L will be completed once the lesson is complete.
Activity #2: Teacher will read Bad Kitty Gets a Bath by Nick Bruel, to introduce introductory reasons for taking care of ourselves. Concepts such as bathing, daily decision making, and staying clean will be reinforced throughout the book and its illustrations. The teacher then will lead a group discussion applying these concepts and ideas to the students’ own lives.
Activity #3: Teacher will walk the class through a Powerpoint that shows examples and discusses healthy choices and safe choices that apply to personal hygiene. Reinforcement will be practiced regularly to check on comprehension and decoding skills of students within the classroom. Once the Powerpoint is completed, students will be given small posters where they will write across the top, “Do This, Not That”. With this poster, students will be given the opportunity to cut out images from newspapers and magazines provided by the teacher to illustrate examples of healthy choices vs. unhealthy choices. With the poster divided up by Do This, and Do That, students will determine which side each visual should be placed.
Closure: The teacher will model his/her poster first, and then students will display their poster for fellow classmates to see. Group communication and feedback will be prompted and guided by the teacher as to why each student may have chosen illustrations for Do This, or Not That. Finally, students will return to the KWL chart and write in new learned information that was acquired from this lesson Assignment: Students will be assigned to go home and write down or draw three examples of how they can live a safer or healthier life. (Example: Student picks a fruit in the refrigerator instead of a container of cookies.)
Assessment/Evaluation of Student Learning: After the completion of this lesson, assessment and evaluation is based on the response to their take-home assignment. Did they correctly identify changes? Were students able to make comparisons as to why one option is healthier or safer than the other? Reflection on Teaching/Reflective Commentary: To be completed individually as part of this assignment.
Melanie and I created a lesson for 7th grade students dealing with the introduction to the book The Outsiders for a English-Lit class. The period is a blocked period of 90 minutes. Our classroom included five students with disabilities- two with autism, two with a learning disability, and one who is undiagnosed with ADHD. The lesson starts with a preview of the movie trailer of The Outsiders and students using Post- It notes to list a question that they have about the book based on the trailer. In addition, they research various topics of the time period of the 1960's to gain background knowledge on the book in small groups using the classroom laptops. They create short Powerpoint or Prezi presentations using an attached rubric. Then, they complete an anticipation guide with a partner that allows the students to categorize the main topics of the story and also relate the feelings of the characters, which is a skill that students with autism can struggle with. For the third activity, they start listening to the first chapter on audio recording as a class, with the teachers pausing for discussion at various points in the reading. They also are simultaneously completing a notetaking guide of the reading. Then, they transition into small groups to take turns reading the remaining part. The audio books are meant to set the pace of the reading for students with fluency difficulties and learning disabilities. The small groups are meant to provide peer support for the reading. For closure, the students list three adjectives to describe the main character Ponyboy on Post-It notes as an exit slip for formative assessment. The assignment is for the students to create a short summary of the chapter and fill in the blanks using a word bank of the main themes of the chapter.
ReplyDeleteMelanie and I made up a lesson where the teachers act as facilitators and the students are mainly in charge of their own learning. The teachers use questioning throughout to gauge the students' mastery.
Attached is the rubric for the presentation. (The PDF files of the other activities could not be attached in the blog).
Historical Topics of the 1960’s
The Outsiders: Activity 1 – Presentation
The Outsiders is a novel based in the 1960’s. In order to learn more about this time period, each group will be researching a topic from the 1960’s, creating a presentation using PowerPoint or Prezi, and presenting it to the class.
Topic: ___________________________________________________
Group Member Responsibilities Completed?
The Researcher
• Researches information based on the given topic
• Uses a variety of websites to get the information
• Finds both interesting facts and pictures
• Communicates with both The Recorder and The Presenter about the information
The Recorder • Works with The Researcher to make sure all of the information is recorded
• Checks to be sure that the information is clear and accurate
• Says, "I think I heard you say_____; is that right?"
• Says, "How would you like me to write this?"
The Presenter • Works with The Recorder to put the information in the presentation
• Creates the presentation using Powerpoint or Prezi (3-5 slides)
• Uses both words and pictures in the presentation
• Keeps the information organized
• Presents the information to the class clearly
Attached is the lesson plan as well.
DeleteLesson Plan
Your Name: Melanie Lawrence and Lisa Vondrak Date: 7/9/15 Subject: English Lit Grade Level: 7th Time needed: 90 minutes (Blocked Schedule Period)
Preliminary Planning
Topic/Central Focus: Pre-reading/Reading first chapter of The Outsiders
Rationale: Students will be able to gain background and introductory knowledge on the historical time period of the 1960’s and its implications on the characters and plot of The Outsiders.
Prior Student Knowledge: The students viewed a short video clip of The Outsiders movie trailer during the beginning of class.
Illinois Learning Standards addressed: (Common Core State Standards)
• CCSS.ELA-LITERACY.RL7.6 – Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
• CCSS.ELA-LITERACY.W7.7 – Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
BACB Standards
• J-05 - Select intervention strategies based on the client’s current repertoires
• J-06 – Select intervention strategies based on supporting environments
Academic Language:
• Language Function- Students will write their questions that they have about the book based on the movie trailer. They will discuss and eventually present their findings on the historical context of the 1960’s. They will discuss with a partner their predictions for the book based on the themes in the anticipation guide.
• Key Learning Task- Students will analyze the main literacy components of the first chapter of The Outsiders.
• Additional Language Demands- Students will utilize a dictionary as a reference if they do not know a meaning of a word in the chapter.
• Language Supports- The beginning part of chapter one will be read on audio. The teachers will model the types of information that the students should be looking for to complete the chapter one note-taking guide. The students will also have their group members to help pronounce and comprehend the first chapter’s reading as they take turns reading the remaining parts of chapter one.
Objectives:
Delete• Students will be able to work collaboratively in a group to research a particular historical topic and present it to the class.
• Students will be able to use a variety of pre-reading strategies to predict the plot of The Outsiders.
• Students will be able to demonstrate reading comprehension strategies such as note-taking, summarizing, and stating the main idea.
Formative Assessment (Process): Students will complete daily assignments in which the teachers will check for understanding. The students will also complete an ongoing chapter-by-chapter note-taking guide in which they will identify the setting, plot with the main characters, and main themes to remember. In addition, teachers will use questioning to probe the students’ level of understanding. The students will also complete an exit slip to help the teachers gauge the students’ knowledge of the main character of Ponyboy in chapter one after reading the text.
Summative Assessment (Product): Students will synthesize a performance response in the form of an essay in which they will answer the following prompt: a common theme explored in S.E. Hinton’s novel, The Outsiders, is “things are rough all over.” This theme can be connected to many different characters in the novel. Write an essay in which you argue how this theme relates to the lives and experiences of both greasers and socs by writing about one character from each gang. This essay will be written at the completion of the book.
Differentiation/Planned Support: Students will be grouped in mixed ability groupings to utilize their peers for support. In addition, the teachers will serve as facilitators to help guide students while they are working on the research and presentations, anticipation guide, and the reading and note-taking process. For Activity #1, the teachers will briefly help each presenter before the presentation to ensure that the students know what they are going to say and feel ready to present. The homework includes a word bank for the students with learning disabilities. The anticipation guide includes questions about feelings and other people’s situations to help the students with autism start to understand characters’ feelings and background. In addition, the lesson includes multiple activities to keep the attention of the student who is undiagnosed with ADHD. Audio recordings are used to help model the fluency of the text at an appropriate rate and volume. The two students with autism will utilize their individualized schedules throughout the blocked period so that they know what to expect and can see what they have completed thus far. The entire class will utilize their positive reinforcement behavior chart throughout the period.
Preparation: The lesson was prepared to differentiate the learning needs of the students in the classroom. Since middle school students are highly social, we decided to include varied group activities to promote the learning outcomes of the introductory lesson on The Outsiders.
Technology used: The technology that the students will be utilizing will be the classroom laptops for researching the background of the 1960’s and creating a presentation. In addition, the teachers will be using the projector to display the movie trailer for The Outsiders movie. The teachers will also use the CD player to play the audio version of the beginning part of chapter one.
Classroom Setting: The class is comprised of 25 seventh grade students. Two have autism, two have specific learning disabilities, and one might have ADHD, although he has not been diagnosed. There are two teachers, a general education teacher and a special education teacher. The students have had extensive practice in working in groups and partners and transitioning to different activities so the students with disabilities are well-equipped for this lesson. They have also had experience utilizing the main features of the laptops. The entire classroom utilizes a positive reinforcement behavior chart, and the two students with autism utilize individual schedules.
DeleteInstructional Plan
Engage, Connect, and Launch: (5 minutes) Students will view a short video clip of the movie The Outsiders. They will each write one question that they have about the book on a Post-It and attach it to the class’s butcher paper of questions. These questions will be revisited throughout the unit.
Sequence of Learning Activities: Opening Activity, Activity #1, Activity #2, Activity #3, Closing, Homework
Activity #1: (35 minutes) Students will be grouped into mixed ability groupings to briefly research and present their findings in the form of a 3-5 slide PowerPoint or Prezi for one of the following historical topics: popular musicians of the 1960’s, models of cars of the 1960’s, television shows of the 1960’s, fashion of the 1960’s, gangs of the 1960’s, major events of the 1960’s, or slang of the 1960’s. They will use the classroom laptops to complete the research and assignment. These presentations will be used as introductory pieces for several class periods. The teachers will form the groups before class, and the topics will be assigned to each group.
Activity #2: (20 minutes) Students will complete an anticipation guide with their assigned shoulder partner that allows them to preview the major ideas of the book. They will sort the main ideas into three major categories. Then, they will predict the plot of the story based on the themes. Lastly, they will complete open ended responses to elicit an emotional response to the text.
Activity #3: (25 minutes) Students will listen to part of chapter one of The Outsiders on audio recording as a class, with the teacher prompting questions and details for the chapter by chapter note-taking guide. Then, the students will assemble into their same mixed ability groupings and finish the rest of chapter one. While they are reading, the two teachers will float around to pause and ask questions about the text. If the students finish early, they can begin on their homework assignment.
Closure: The students will complete an exit slip on a Post-It to describe the main character using three adjectives. They will turn it in to the teachers. Once they turn in the exit slip, they will receive their homework assignment.
Assignment: The students will complete a chapter framework assignment. First, they will summarize the first chapter using a short description. Then, they will use a word bank to fill in the missing descriptions of the chapter’s main topics and themes.
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ReplyDeleteClassroom Setting: The classroom will have five desk and two kidney shaped tables. The teacher desk is placed in the left corner of the room. At the front of the room the smart board is on the wall next to the library. Next to the library we have a big bay window with a small desk pushed up to the window. On the small desk we have a listening center and a cool down center for students who need a break. We also have a sand table and fidget tools. In the back of the room we have a word wall and under the word wall the computers are located. Next to the computers there is a small kidney shaped table to work with the assistant in the classroom.
ReplyDeleteInstructional Plan
Engage, Connect, and Launch: To introduce the lesson, each student will come up and choose a notecard from the teacher. The students will then have to walk around the room and ask their classmate what sight word they have and pair up with them.
Sequence of Learning Activities:
Students identify sight words by reading and matching the word with the correct picture.
Students read sight words on computer game
Students read sentences containing sight words fluently without assistance from the teacher, and then identify sight word in the sentence by circling the sight word.
Students throw ball at the Smartboard and a sight word will appear. Students will identify by reading the sight word.
Activity #1: Students identify sight words by reading and matching the word with the correct picture. Students will be given 3 sight words and 3 pictures at a time. Students will read and choose the correct picture that goes with the word by choosing from a field of three.
Activity #2: Computer Game: Students will read by orally stating the sight word. After the student orally states the sight word the computer will say the sight word and it will play music and dance around the screen.
Activity #3: Smart board game: Students will have a squishy ball and throw it at the smart board screen. A sight word will appear and the student will orally state the sight word. The student will repeat this action and review sight words when the ball is thrown at the screen.
Activity #4: Student will first read sight words in isolation to teacher. After reading sight words in isolation, students will be given a sight word and asked to read a sentence with that sight word in it. After the student reads the sight word the teacher will then have the student find that word in the sentence and circle it.
Closure: To end the lesson, each student will come up and choose two notecards from the teacher. The students will then have to walk around the room and ask their classmate what sight word they have and find the two pairs.
Assignment: Students will be given a worksheet with sentences that have blanks in where the sight word should be. Students will read the sentence and choose from a field of two the correct sight word that makes sense in the sentence.
Post-Instructional Reflection
Lesson Plan
ReplyDeleteYour Name: Ms. Lindsey, Ms. Lori, and Ms. Colleen
Date: 7/7/15
Subject: Language Arts
Grade Level: 6th
Time needed: 60 minutes
Preliminary Planning
Topic/Central Focus: Synonyms and Antonyms
Rationale: Students will continue to increase their Reading and Writing skills by furthering their vocabulary skills through learning about synonyms and antonyms. This lesson will allow students to gain more knowledge at their instructional level, as well as continue to practice working independently and cooperatively in groups.
Prior Student Knowledge: There are 27 students in the class-15 males and 12 females. Students with IEPs have a primary diagnosis of ED, and 5 of the 8 students have a secondary diagnosis of SLD. One student has a diagnosis of Autism Spectrum Disorder. The classroom is a 6th grade self contained classroom that contains 8 students with IEPs who are included for part of the day and pulled out for part of the day depending on their program. Students with IEPs use a behavior level point sheet to monitor their behavior throughout the school day. They must earn a certain amount of points in order to “Make their day” and progress through the level system. Additionally, all 8 students with IEPs have Behavior Intervention Plans in place that will be utilized throughout the lesson. There is one general education teacher, one special education teacher, and there are additional adults in the classroom to assist with behaviors as needed.
Illinois Learning Standards addressed:
CCSS.ELA-Literacy.L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, topics, texts, and issues, building on others' ideas and expressing their own clearly.
Academic Language:
ReplyDeleteLanguage Function
Evaluation
Key Learning Task:
Students will be able to identify synonyms and antonyms of a given word.
Additional Language Demands
High level vocabulary
Language Supports:
Visual aides will be used to support vocabulary. Lower level students will be provided with a multiple choice option or thesaurus for higher level vocabulary. All students will have access to a dictionary to clarify the meaning of unfamiliar words.
Objectives:
Each student will have a different learning outcome based on their individual needs/levels.
In addition, all students are expected to understand the difference between a synonym and antonym. All students should be able to identify both a synonym and antonym for a word when given a sentence.
Students will be expected to follow directions and procedures throughout center activities. They will be expected to complete a short assessment or “exit slip” at the end of the lesson.
Students also will be completing a response/recording sheet at their individual centers to monitor their own learning.
Students behavior will be assessed using an individual point sheet.
A.J. -Identify words that are unlike others
A.C.- Identify words that are unlike others
E.E. -Identify pairs of synonyms using context clues given in a paragraph.
J.V. -Identify pairs of words that mean the same thing.
J.W. -Identify the word that is a synonym for a given word
J.P. -Identify the word that is a synonym for a given word.
D.G. -Identify the word that is a synonym for a given word.
K.M. -Identify the word that is a synonym for a given word.
ReplyDeleteFormative Assessment (Process): Students will be assessed in a variety of ways. First, students will be assessed informally using their white boards to respond to questions (during powerpoint).
-To assess if students are understanding directions and procedures they will be asked to repeat directions back to staff before beginning centers.
Summative Assessment (Product): -Students will be assessed at their centers. They will fill out a student response sheet after completing their individual activities. Staff can later analyze the data to see which of the students may need further instruction and in what areas.
-We will also be giving all students an “exit slip”. This will be a short assessment where students will have to identify the correct synonyms and antonyms when given a word in a sentence.
A formal assessment on these topics will be given at a later date.
Differentiation/Planned Support: In order to meet the different learning styles of all our students, we will use various learning techniques throughout the lesson. Visuals will be used to discuss the meaning of the terms: synonym and antonym. Visuals will also be used to explain directions at group and individual centers, as well as during whole group instruction. Students will have multiple opportunities to respond including think-pair-share, standing up and pointing at the white board, and raising hands at seat. Staff will ask students to repeat directions back to us to ensure that they are understanding and engaged. Students will move between centers, as well as stand to complete their work. Visual and Verbal directions will be given at each center as well.
Preparation:
Powerpoint, Exit Slip, Assessments, locate flocabulary video, print lyrics, gather whiteboards and markers for student use, create centers
Technology used:
Computer
Projector
Classroom Setting:
Student desks are arranged in groups of 5-6 so that all students are able to see instruction at various points throughout the room. Students are grouped heterogeneously within their table groups.
Instructional Plan
Engage, Connect, and Launch: To grab the attention of the students, we will listen to a “flocabulary” rap on synonyms and antonyms. Students will have the lyrics at their desks and will be asked to sing along as we go through the song.
Students will then review rules and procedures of centers. Center directions will be posted at the front of the room, and rules/procedures have been created by students at a previous time. We will discuss/review rules and procedures for each center (they have previously been taught and discussed). Students will be reminded of their groups. Groupings will also be posted at the front of the room. All adult staff will support behavior of students as indicated on BIP.
Sequence of Learning Activities:
ReplyDeleteActivity #1: Students will be directed to give their attention to the whiteboard. As a whole class, students will go through a synonym/antonym powerpoint in which they will need to participate actively. Students will use an individual whiteboard and marker to make a T chart with synonyms and antonyms for given words. They will write their responses on their whiteboards and share out with the rest of the class. (15 minutes)
Activity #2:
Center # 1-Synonym and Antonym U-Kno. Students will play a synonym/antonym game similar to the game Uno. In this game they will practice orally identifying pairs of vocabulary words as either synonyms or antonyms.
Center #2- Each student with an IEP will have an individual task to do. The rest of the students will play a Jeopardy styles game with a partner on an iPad identifying synonyms and antonyms.
A.J.-Choose appropriate synonym or antonym for given word (choices) Super Synonyms & Antonyms Task Cards
E.E.-Synonym and Antonym Task Cards (Using Context Clues to expand vocabulary).
J.V.-Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym.
J.P.- Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym.
J.W.- Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym.
D.G.- Synonym Dominoes-Higher level vocabulary words. Student will match synonyms on dominoes.
K.M.-Synonym Dominoes-Higher level vocabulary words. Student will match synonyms on dominoes.
Students will record their individual responses to tasks on a recording sheet that will be collected at the end of the period.
Center #3- The general and special education teachers will each pull small groups of students to enrich or reteach the lesson.
Activity #3: Students will spend 10 minutes in each center. After 10 minutes, they will switch to the next center until all students have completed three rotations. (If students do not finish all of their independent work at their independent center, they will have time to finish later in the day).
During the centers, the staff will be monitoring the individual task center. We will be checking for understanding using higher level thinking questions and monitoring students’ on task behavior.
Closure: After students have completed their centers and the timer has gone off, they will be called to return to their seats. Each student will receive a piece of paper. On their piece of paper, they will need to go through and answer 4 wrap up synonym/antonym questions that are written on the board.They will be identifying synonyms and antonyms for underlined words. After they have completed this assignment, they will will be dismissed for their next class.
Assignment: none
Post-Instructional Reflection
Assessment/Evaluation of Student Learning: Overall, the lesson was very successful. The students reviewed and understood both synonyms and antonyms. We feel that things went as planned, and all procedures were followed. The students did really well at their individual centers both on the day of the observation and the following day (when groups switched). Students also did a really great job at the group game center. During the whole group part of the lesson, most to all of the students were able to pick out the majority of correct responses for synonyms and antonyms (on the powerpoint). All students could benefit from being challenged more at their level on this topic.
We feel that the lesson’s goals and objectives were very appropriate for our students. Each student had their own individual objective to meet at their individual center. They recorded their own responses on an individual sheet that we were able to look at later on in the day. In addition, all students were expected to follow directions and procedures throughout center activities. Students met and exceeded their objectives, including the exit slip at the end of the lesson
Reflection on Teaching/Reflective Commentary:
ReplyDeleteWe believe that classroom procedures were thoroughly outlined and discussed. We reviewed our center procedures that we created as a group to be sure that centers ran efficiently. Staff had the group game center at the front of the room and the individual centers in the back reflection area, so that space was utilized efficiently Students followed directions throughout their centers. The two students at the individual centers needed some additional guidance and modeling in order to complete their centers.
Students worked together and were very respectful towards one another, as well as staff members during the group game centers.
Also, students were motivated to do well through our positive reinforcement system that is used in the classroom. They earned “behavior bucks” for being on task and working at each center. The lesson was able to run smoothly because of the rules, procedures, and community that we have established so far this year.
Reflection on Teaching/Reflective Commentary:
ReplyDeleteWe believe that classroom procedures were thoroughly outlined and discussed. We reviewed our center procedures that we created as a group to be sure that centers ran efficiently. Staff had the group game center at the front of the room and the individual centers in the back reflection area, so that space was utilized efficiently Students followed directions throughout their centers. The two students at the individual centers needed some additional guidance and modeling in order to complete their centers.
Students worked together and were very respectful towards one another, as well as staff members during the group game centers.
Also, students were motivated to do well through our positive reinforcement system that is used in the classroom. They earned “behavior bucks” for being on task and working at each center. The lesson was able to run smoothly because of the rules, procedures, and community that we have established so far this year.
Sequence of Learning Activities:
ReplyDeleteActivity #1: Students will be directed to give their attention to the whiteboard. As a whole class, students will go through a synonym/antonym powerpoint in which they will need to participate actively. Students will use an individual whiteboard and marker to make a T chart with synonyms and antonyms for given words. They will write their responses on their whiteboards and share out with the rest of the class. (15 minutes)
Activity #2:
Center # 1-Synonym and Antonym U-Kno. Students will play a synonym/antonym game similar to the game Uno. In this game they will practice orally identifying pairs of vocabulary words as either synonyms or antonyms.
Center #2- Each student with an IEP will have an individual task to do. The rest of the students will play a Jeopardy styles game with a partner on an iPad identifying synonyms and antonyms.
A.J.-Choose appropriate synonym or antonym for given word (choices) Super Synonyms & Antonyms Task Cards
E.E.-Synonym and Antonym Task Cards (Using Context Clues to expand vocabulary).
J.V.-Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym.
J.P.- Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym.
J.W.- Synonyms and Antonyms for older students-Sorting activity and choose a synonym or antonym.
D.G.- Synonym Dominoes-Higher level vocabulary words. Student will match synonyms on dominoes.
K.M.-Synonym Dominoes-Higher level vocabulary words. Student will match synonyms on dominoes.
Students will record their individual responses to tasks on a recording sheet that will be collected at the end of the period.
Center #3- The general and special education teachers will each pull small groups of students to enrich or reteach the lesson.
Activity #3: Students will spend 10 minutes in each center. After 10 minutes, they will switch to the next center until all students have completed three rotations. (If students do not finish all of their independent work at their independent center, they will have time to finish later in the day).
During the centers, the staff will be monitoring the individual task center. We will be checking for understanding using higher level thinking questions and monitoring students’ on task behavior.
Closure: After students have completed their centers and the timer has gone off, they will be called to return to their seats. Each student will receive a piece of paper. On their piece of paper, they will need to go through and answer 4 wrap up synonym/antonym questions that are written on the board.They will be identifying synonyms and antonyms for underlined words. After they have completed this assignment, they will will be dismissed for their next class.
Assignment: none
Post-Instructional Reflection
Assessment/Evaluation of Student Learning: Overall, the lesson was very successful. The students reviewed and understood both synonyms and antonyms. We feel that things went as planned, and all procedures were followed. The students did really well at their individual centers both on the day of the observation and the following day (when groups switched). Students also did a really great job at the group game center. During the whole group part of the lesson, most to all of the students were able to pick out the majority of correct responses for synonyms and antonyms (on the powerpoint). All students could benefit from being challenged more at their level on this topic.
We feel that the lesson’s goals and objectives were very appropriate for our students. Each student had their own individual objective to meet at their individual center. They recorded their own responses on an individual sheet that we were able to look at later on in the day. In addition, all students were expected to follow directions and procedures throughout center activities. Students met and exceeded their objectives, including the exit slip at the end of the lesson
K.M. -Identify the word that is a synonym for a given word.
ReplyDeleteFormative Assessment (Process): Students will be assessed in a variety of ways. First, students will be assessed informally using their white boards to respond to questions (during powerpoint).
-To assess if students are understanding directions and procedures they will be asked to repeat directions back to staff before beginning centers.
Summative Assessment (Product): -Students will be assessed at their centers. They will fill out a student response sheet after completing their individual activities. Staff can later analyze the data to see which of the students may need further instruction and in what areas.
-We will also be giving all students an “exit slip”. This will be a short assessment where students will have to identify the correct synonyms and antonyms when given a word in a sentence.
A formal assessment on these topics will be given at a later date.
Differentiation/Planned Support: In order to meet the different learning styles of all our students, we will use various learning techniques throughout the lesson. Visuals will be used to discuss the meaning of the terms: synonym and antonym. Visuals will also be used to explain directions at group and individual centers, as well as during whole group instruction. Students will have multiple opportunities to respond including think-pair-share, standing up and pointing at the white board, and raising hands at seat. Staff will ask students to repeat directions back to us to ensure that they are understanding and engaged. Students will move between centers, as well as stand to complete their work. Visual and Verbal directions will be given at each center as well.
Preparation:
Powerpoint, Exit Slip, Assessments, locate flocabulary video, print lyrics, gather whiteboards and markers for student use, create centers
Technology used:
Computer
Projector
Classroom Setting:
Student desks are arranged in groups of 5-6 so that all students are able to see instruction at various points throughout the room. Students are grouped heterogeneously within their table groups.
Instructional Plan
Engage, Connect, and Launch: To grab the attention of the students, we will listen to a “flocabulary” rap on synonyms and antonyms. Students will have the lyrics at their desks and will be asked to sing along as we go through the song.
Students will then review rules and procedures of centers. Center directions will be posted at the front of the room, and rules/procedures have been created by students at a previous time. We will discuss/review rules and procedures for each center (they have previously been taught and discussed). Students will be reminded of their groups. Groupings will also be posted at the front of the room. All adult staff will support behavior of students as indicated on BIP.
Academic Language:
ReplyDeleteLanguage Function
Evaluation
Key Learning Task:
Students will be able to identify synonyms and antonyms of a given word.
Additional Language Demands
High level vocabulary
Language Supports:
Visual aides will be used to support vocabulary. Lower level students will be provided with a multiple choice option or thesaurus for higher level vocabulary. All students will have access to a dictionary to clarify the meaning of unfamiliar words.
Objectives:
Each student will have a different learning outcome based on their individual needs/levels.
In addition, all students are expected to understand the difference between a synonym and antonym. All students should be able to identify both a synonym and antonym for a word when given a sentence.
Students will be expected to follow directions and procedures throughout center activities. They will be expected to complete a short assessment or “exit slip” at the end of the lesson.
Students also will be completing a response/recording sheet at their individual centers to monitor their own learning.
Students behavior will be assessed using an individual point sheet.
A.J. -Identify words that are unlike others
A.C.- Identify words that are unlike others
E.E. -Identify pairs of synonyms using context clues given in a paragraph.
J.V. -Identify pairs of words that mean the same thing.
J.W. -Identify the word that is a synonym for a given word
J.P. -Identify the word that is a synonym for a given word.
D.G. -Identify the word that is a synonym for a given word.
Lesson Plan
ReplyDeleteYour Name: Ms. Lindsey, Ms. Lori, and Ms. Colleen
Date: 7/7/15
Subject: Language Arts
Grade Level: 6th
Time needed: 60 minutes
Preliminary Planning
Topic/Central Focus: Synonyms and Antonyms
Rationale: Students will continue to increase their Reading and Writing skills by furthering their vocabulary skills through learning about synonyms and antonyms. This lesson will allow students to gain more knowledge at their instructional level, as well as continue to practice working independently and cooperatively in groups.
Prior Student Knowledge: There are 27 students in the class-15 males and 12 females. Students with IEPs have a primary diagnosis of ED, and 5 of the 8 students have a secondary diagnosis of SLD. One student has a diagnosis of Autism Spectrum Disorder. The classroom is a 6th grade self contained classroom that contains 8 students with IEPs who are included for part of the day and pulled out for part of the day depending on their program. Students with IEPs use a behavior level point sheet to monitor their behavior throughout the school day. They must earn a certain amount of points in order to “Make their day” and progress through the level system. Additionally, all 8 students with IEPs have Behavior Intervention Plans in place that will be utilized throughout the lesson. There is one general education teacher, one special education teacher, and there are additional adults in the classroom to assist with behaviors as needed.
Illinois Learning Standards addressed:
CCSS.ELA-Literacy.L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, topics, texts, and issues, building on others' ideas and expressing their own clearly.
Collaborative Lesson Plan
ReplyDeleteYour Names: Sinead Forde, Joe Cardinal, and Kristin Saylor
Date: 7/15/15
Subject: Science
Grade Level: 4th Grade
Time needed: 45 minutes
Preliminary Planning
Topic/Central Focus: The Desert
Rationale: It is important to provide exposure of different places of the world to children of all ages. It is especially important to expose children who may not have opportunities to see, experience, and explore the world. While all children may struggle with generalization or “pulling” information from one’s repertoire, it is especially difficult for students who have disabilities to do so. This lesson provides an opportunity for a variety of leaners to be exposed to what a desert is, what it looks like, and what one might find there.
Prior Student Knowledge: This lesson is written as one part of a whole series, all of which focus on a different world biome. Before taking a look at various biomes, including: the desert, the arctic tundra, the tropical rainforest, etc. the students have participated in a general introduction lesson which focused on “Biomes of the United States.”
Illinois Learning Standards addressed:
• CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in text when explaining what the text says explicitly and when drawing inferences from the text
• CCSS.ELA-Literacy.W.4.2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly
• CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
BACB J Standards addressed:
• G-08 Identify and make environmental changes that reduce the need for behavior analysis services
• J-05 Select intervention strategies based on the client’s current repertoires
• J-06 Select intervention strategies based on supporting environments
Academic Language:
ReplyDelete• Language Function: Language is being used to communicate and inform learners, especially during the teacher-led lecture. Students will participate in a variety of activities when being exposed to “the Desert.” They will listen to a lecture, answer and discuss questions, practice navigating a map using “navigation specific vocabulary” and complete a final quiz.
• Key Learning Task: Students will be exposed to various characteristics of the desert, including: climate, plants and animals, adaptability (how these plants and animals survive), and location.
• Additional Language Demands: Students will have to consider “navigation specific” vocabulary when reading a map. For example, a teacher may help a student find a state by suggesting to that student to “Look farther west.”
• Language Supports: Several language supports are included in this lesson. First, clear visual text is visible on the PowerPoint. An adapted PowerPoint which is symbolated will be provided to those learners who need it. Communication boards are also available to students who may be non-verbal and/ or have difficulty “pulling” language from their repertoire. All assessment and communication supports are also differentiated and available with text, real photographs or generalized Boardmaker symbols.
Objectives:
• Students will be able to identify factors that make up a biome
• Students will be able to identify characteristics of a desert
• Students will be able to identify plants and animals that can be found in the desert
• Students will be able to name ways desert plants and animals adapt for survival
• Students will be able to identify which US states have deserts
Formative Assessment (Process): Teacher will assess student learning throughout the lecture by calling on students to answer “Check for Understanding” questions, keeping in mind where different students fall on Bloom’s Taxonomy.
ReplyDeleteSummative Assessment (Product): Teacher will evaluate how each student scores on the final quiz.
Differentiation/Planned Support: Communication boards are also available to students who may be non-verbal and/ or have difficulty “pulling” language from their repertoire. All assessment and communication supports are also differentiated and available with text, real photographs or generalized Boardmaker symbols.
Preparation: As mentioned before, students have been introduced to the concept of “Biomes of the USA” in a previous lesson. In addition to self-creating PowerPoint, communication boards, a printable US map, and assessment materials, the teacher must have also printed these materials.
Technology used: This lesson is designed to be projected, either via a classroom Smart Board or projector. Students who use communication devices are encouraged to used pre-programmed page sets. Teachers also have a subscription to the “BrainPop” website.
Classroom Setting: The lesson is being taught in a general-education fourth grade classroom which is made up of fourteen learners. Five of these students have been diagnosed with ASD, two of whom also have the diagnoses of ADHD. One of the students identified with ASD also has an additional diagnoses of “Emotional Disability.” There are two teachers: one of which is a special education teacher and the other is a general education teacher. There are also two paraprofessionals that work in the classroom.
Instructional Plan
ReplyDeleteEngage, Connect, and Launch: To introduce the lesson, a teacher is going to write the word “desert” on the SmartBoard and set a timer for one minute to have students write and/ or draw whatever comes to mind. When the timer goes off, students will volunteer to share what they came up with.
Sequence of Learning Activities
Activity #1: Teachers will lead whole group instruction by presenting the “Desert” PowerPoint to the class, stopping to ask and answer any questions as they see fit.
Activity #2: At the end of the PowerPoint, students will have the opportunity to use a US Map printable to find each of the US States where deserts can be found. Students may circle, color, or use an adapted tool to identify them. For students who cannot decipher one state within the whole, they will participate in the adapted “State Matching” activity.
Activity #3: Students will complete the “Desert Quiz.” The quiz has been differentiated three different ways: using text, real pictures, and symbols.
Closure: Students will watch a motivating “exit video” on the Smartboard. (BrainPop: Deserts)
Assignment: N/A
Post-Instructional Reflection
Assessment/Evaluation of Student Learning: Upon completing the lesson, we would have considered a few addition components. First, symbols or photographs should have been available for the learners who could have benefitted from them during the anticipatory set. Unfortunately, a couple of the students who have identified disabilities seemed distracted or unattached during that part of the lesson. Students enjoyed the lesson so much that the teachers would have planned a diorama project to “wrap up” the lesson instead.
Reflection on Teaching/Reflective Commentary: To be submitted individually via email
Lesson Plan
ReplyDeleteYour Name: Ashley Gomez, Selina Crnjak, Nick Stadter Date: 7/7/2015 Subject: Math Grade Level: 8 Time needed: 50 minutes
Primary disability: autism
Preliminary Planning
Classroom: 8th grade classroom. There are 6 students in the classroom. There is a special education teacher who pushes into the class and a general education teacher. There is also a one-on-one who works with T.T.
Topic/Central Focus:
Students will learn and practice operations with fractions.
Rationale:
Addition, subtraction, multiplication, and division are basic math skills to be mastered and built on as students grow intellectually and independently. These are skills they will use in everyday life when dividing a whole up evenly into parts or figuring out discounts on sale items or tax.
Prior Student Knowledge:
Students have been working on operations with fractions, decimals, and mixed numbers. They have the most success conceptualizing fractions as portions of a whole such as a pizza or a pie, and decimals in the money sense. The diverse learners in this class have been exposed to fractions for a few weeks now and have been completing individual worksheets and participating in small group lessons during “pull out” time.
Illinois Learning Standards addressed:
6.B.3a Solve practical computation problems involving whole numbers, integers and rational numbers.
BCBA standards:
G-08: identify and make environmental changes that reduce the need for behavior analysis services
J-06: select intervention strategies based on supporting environments
J-07: select intervention strategies based on environmental and resource contraints
Academic Language:
Students will know and be able to use the words addition, subtraction, multiplication, division, sum, product, difference, quotient, dividend, and divisor correctly.
• Language Function: students understand how these words relate to our lesson and everyday life
• Key Learning Task: students be able to apply these words in the lesson and beyond
• Additional Language Demands: if students do not speak English as their first language, a paraprofessional can translate the words to Spanish (or their native language), a chart will also be available where the words are translated for them
• Language Supports: vocabulary words will be displayed on an anchor chart and on a word wall for the students to reference
Objectives:
ReplyDelete• Given a set of rational numbers, students will perform a six step process to find the quotient of the numbers independently.
• After solving various problems, students will self-monitor which concepts they have mastered and which concepts they need further help with independently.
• If students need extra assistance, they will be placed with other students, both general education and special education. The teacher of the group will be pre-assigned and will know what they need to teach for their small group.
Formative Assessment (Process):
The worksheet which the students are completing during the lesson will be collected at the end of the period. He or she will then do a “muddy waters, bright ideas” where he or she assesses his or her own understanding of rational number conversion and operations.
Summative Assessment (Product): The students will complete 10 practice problems independently for homework, which will serve as the summative assessment. The diverse learners will be required to complete at least 6 problems independently. If they complete the entire worksheet, they will earn extra points for correct problems.
Differentiation/Planned Support:
l.H.- student with Autism, quick to volunteer, but needs more guidance than others along with short, distinct directions along with teacher notes. He will be given a partially filled in note taker post-it.
D.A.- quiet, does class work but often gets confused and will not ask for help, she needs constant check for understandings and correctly completed examples.
J.J.- participates, will often be confident but makes minor mathematical errors
N.P.- strong in math and participation, often volunteers.
V.J.- quiet, requires teacher notes, slower to process and get started on problems, usually requires teacher prompting to begin. He will be given a partially filled in note taker post-it.
J.S.- quiet but consistent in getting problems correct
M.K.- requires teacher notes, might make minor mathematical errors and is slow to get started.He will be given a partially filled in note taker post-it.
T.D.- Positively participates in class, often understands content but makes mathematical errors.
T.T.- requests teacher notes, gets frustrated easily and asks a lot of questions. She is another on that requires frequent check for understanding. 1:1 aide
A.T.- functions independently, volunteers, and usually has good understanding of mathematical processes.
We are providing interventions based on the materials we have present in the general education and/or special education classroom. We are providing those interventions in the least restrictive environment possible and with the resources we are given. We will not be singling any student out in the classroom and the groups will be a mixture of all levels of competency and ability. Students will be learning from the teachers, each other, and/or the one-on-one. They will help each other and ask each other questions before bringing it to the teacher.
ReplyDeletePreparation:
The teacher has generated a worksheet in which the students can fill in the blanks before performing operations. The teacher has also obtained and sorted out 25 Froot Loops in bowls for each student to be given after the direct instruction. In addition, post-it notes are available for the formative assessment at the end of the lesson. The one-on-one understands who he/she is working with and will provide assistance, but will not be completing the worksheet for the student nor will the one-on-one give answers to that student; only guide them towards success.
Technology used:
Direct instruction will take place using the Smart Board.
Classroom Setting:
The students are integrated into the general education classroom for math class. The special education teacher and general education teacher will parallel teach this lesson. The one-on-one aide will assist all students but focus on the student who needs the most assistance during this lesson.
The self-contained classroom is comprised of 6 students, each with different disability types ranging from learning disabilities, ADHD, and Autism. The room has one teacher’s aide who circulates around the room to help check for understanding and monitor behavior.
Instructional Plan
Engage, Connect, and Launch:
Each day the students walk into class they have a “warm up” activity to do, usually using the skill taught the day before. For this lesson, students will channel all of their previously taught knowledge to complete various problems including converting dividing rational numbers. The students will do a warm up problem multiplying and dividing fractions. The Smart Board will display the problems beside a photo of Froot Loops in order to gain attention and segway into the lesson.
Sequence of Learning Activities:
Activity #1:
The teacher will first model how to set up a fraction by counting a particular part over the whole (all of the objects). She will then have the students write out each step on a lined, bright post-it note so they can use this for later reference when stuck to their homework. After that, the teacher will complete another division problem going through the process and using each step she just forced students to write. The one-on-one will walk around the room making sure each student is completing their post-it correctly.
Froot Loop Fractions Handout
ReplyDeleteDirections: Separate each of your froot loops by color and fill in the following fractions.
1. # of Blue loops _________
Total loops
2. # of Red loops _________
Total loops
3. # of yellow loops _________
Total loops
4. # of Green loops _________
Blue loops
Directions Now add the following. Use the numbers from above.
1. # of Red loops+ # of Blue loops = ________ + _________ = _________
Total loops Total loops
2. # of yellow loops + # of purple loops = ________ + _________ =_________
Total loops Total loops
Directions Now subtract the following. Use the numbers from pg. 1 of the handout.
3. # of orange loops + # of Blue loops = ________ - _________ = _________
Total loops Total loops
4. # of purple loops + # of green loops = ________ - _________ = _________
Total loops Total loops
Directions Now multiply the following, Use the numbers from pg. 1 of the handout.
1. # of Red loops + # of Blue loops = ________ x _________ = _________
Total loops Total loops
2. # of yellow loops + # of purple loops = ________ x _________ =_________
Total loops Total loops
3. # of orange loops + # of Blue loops = ________ x _________ = _________
Total loops Total loops
Directions Now divide the following. Use the numbers from pg. 1 of the handout.
4. # of purple loops ÷ # of green loops = ________ ÷ _________ = _________
Total loops Total loops
5. # of Red loops ÷ # of yellow loops = ________ ÷ _________ = _________
Total loops Total loops
Name: ____________________________________ Date: ___________
ReplyDeleteDirections: Add, Subtract, Multiply, or divide the fractions
1.) 3/16 + 7/16 =______
2.) 8/13 ÷ 4/13 =_______
3.) 12/17 x 3/17 =_______
4.) 4/5 x 2/5 =_______
5.) 6/35 – 8/35 =______
6.) 14/27 + 8/27 =_______
7.) 6/7 ÷ 2/7 =________
8.) 2/9 x 8/9 =________
9.) 17/42 + 13/42 =________
10.) 27/59 – 39/59 = ________
Melissa and I did a collaborative lesson plan that promoted and taught the key components of practicing healthy choices and demonstrate as well as promoting positive hygiene. I composed the teachable lesson and Melissa created a differentiation re-enforcement section as well as a BIP for a student within the classroom.
ReplyDeleteCollaborative Lesson Plan
Your Names: Melissa Arquette, Kyle Anderson
Date: 7/13/15
Subject: Reading
Grade Level: 2nd Grade
Time needed: 60 minutes
Names of teaching partners: Kyle Anderson and Melissa Arquette
Teacher:Kyle Anderson
BCBA: Melissa Arquette
Lesson Plan
Your Name: Date: Subject: Grade Level: Time needed: Melissa Arquette 7/13/15 Reading 2nd Grade 60 Minutes
Kyle Anderson
Preliminary Planning
Topic/Central Focus: Daily Hygiene and Strengthening Life Skills
Rationale: Students will be introduced to the importance of practicing daily hygiene activities as well as developing new life skills to stay safe and healthy.
Prior Student Knowledge: The students are introduced with a KWL chart to begin the lesson to attain and gather data of what knowledge is learned thus far about daily hygiene and safety.
Illinois Learning Standards addressed:
CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.2.4.A
Read grade-level text with purpose and understanding.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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.
Academic Language:
ReplyDelete· Language Function · Language is being used in the form of instruction as well as re-enforcement. Students will present prior knowledge of personal hygiene as well as taking the necessary steps to stay healthy and safe.
· Key Learning Task: Students will be exposed to a wide variety of ways and techniques that they can build upon to practice making smart decisions and choices. Students will be taught that hygiene does not only relate to personal safety, but that it can relate to others near them as well. Students will also be introduced to the importance of brushing their teeth, taking baths or showers, and keeping cuts and wounds clean.
· Additional Language Demands: · Students will be guided to think out of the box in regards to how to stay healthy and what choices can be made to support those thoughts. What we do, how we do things, and why should we do each introduced approach will be emphasized.
· Language Supports: · Students will be first introduced to visuals via the KWL on the front wall, a pre-read reading comprehension book introducing topics of safety and hygiene, followed by a PowerPoint consisting of topics relating to health and safety, and then concluding with viewing other classmate’s posters of how they can make healthy choices in their “Choose This, Not That” Project.
Objectives:
· Students will be able to identify differences between good vs. bad hygiene choices
· Students will be able to define what hygiene means and make decisions that better enhance their personal safety.
· Students will be able to display personal decisions of what hygiene means to them.
Formative Assessment (Process): Teacher will ask questions and guide reinforcement opportunities for students to respond to what has been taught thus far.
Summative Assessment (Product): Teacher will evaluate how students retained knowledge of the lesson by the results of what they decided on from their homework of choosing three items to compare and contrast.
Differentiation/Planned Support:
A couple social stories will be created to support the students. The social story will describe the skill in terms of relevant social cues, perspectives and common responses in a specific format. The social stories will share the information in an accurate manner with pictures that are reassuring to the students.
Behavior Plan will be followed for a specific student. See attached plan.
ReplyDelete**Behavior Plan**
Behavior Management Plan
Date: August 2015 Duration of Intervention: Approx. 3 months
Student: CW Class/Grade: 2nd Grade
Goals:
1. CW will not become disruptive during task transitions
2. CW will not exhibit aggressive behaviors toward other students when he becomes anxious
3. CW will regulate his reactions to the classroom environment
CW's reactions are triggered when there are changes in the schedule, changes in classroom routines, and during unstructured play time.
Target Replacement Behaviors:
1. Signal to teacher when overwhelmed.
2. Use words when angry.
3. Keep hands to yourself. Keep hands away from other children when angry.
4. Learn to go to a quiet area independently when needing to calm down.
5. Go to an adult to ask for help when transitions or peer negotiations are difficult.
Student Feedback:
1. CW responds well to acknowledgement. Use statements to connect the positive actions and provide verbal recognition when he is meeting his goals.
2. A desk chart will be created with stickers to reward replacement behavior. If CW receives three stickers at the end of the day, he will be able to select a favorite activity from the reward survey to complete during activity time.
3. If CW does not meet the criteria of three stickers at the end of the day, the teacher will present him with choices of activities to select during unstructured time, or he may need to use that time to make up the work he missed.
4. Story boards and discussions will be utilized with CW to discuss the behavior incident as soon as he is able to discuss the problem. With the aid of the instructor, the problem will be reviewed and supportive options for next time created.
5. If CW cannot transition without assistance, a teacher will facilitate class changes. This may involve using tools such as handing CW a visual card to demonstrate transition time.
6. Time out intervention will be taught. If CW refuses to interact appropriately he will be directed away from the current activity. He will need to make up at another time any academic instruction he missed. This may have to occur during an unstructured time. However, it should not entail the entire free time period.
7. Natural consequences, such as using a waiting chair, will be used as much as possible. Care should be taken not to embarrass the child by singling him out for punishment
ReplyDeleteMethods to Monitor:
1. Behavior will be monitored on a daily basis.
2. Tally charts using the desk chart form will be recorded by the child and collected each day and discussed.
3. Behavioral interventions will be monitored through teacher checklists and observations and anecdotal notes.
4. Information will be summarized on a weekly basis.
Family Communication:
1. Daily notes will be sent in CW's communication or school folder.
2. A weekly summary of the behavior will be emailed to the family.
3. Information sent to CW's family will include how often he signaled the instructor, the effectiveness of the redirection, and the use of the tally and sticker system.
4. A weekly summary will consist of the current week's progress and will compare to prior weeks. It will note any intervention changes.
Follow Through:
1. The family has indicated they are working with a therapist on self-regulation and behavior management at home. Therapy is focusing on helping CW recognize feelings and select appropriate responses. The therapist will consult and work with CW's instructors to help maintain a consistent management plan and interventions.
2. Bi-weekly emails with CW's therapist will occur to review CW's progress and make necessary adjustments to his behavior plan.
3. A meeting with parents, teachers, and therapists will be convened in four weeks to review progress and adjust the behavior plan if necessary.
4. When CW reaches his goals, a method for phase out will be determined based on the time he took to learn the behaviors and his dependency on each particular feedback technique.
Preparation:
ReplyDelete● Have newspapers and magazines available for students to cut out of
● Have PowerPoint prepared ahead of time for presenting to class
● Have book borrowed, owned, or digitally available for reading to class
● Scissors/glue/poster board
Technology used: SMART Board/Computer
Classroom Setting: Students are in two groups of four each representing the shape of a square. A portable worktable for magazines and newspapers are in the middle between the two groups, with the teacher’s desk in front facing them. The lesson is being taught in a 2nd grade classroom which is made up of eight learners. One of these students have been diagnosed with ASD, and seven of whom also have the diagnoses of ADHD. The student identified with ASD also has an additional diagnoses of an “Emotional Disability.”
Instructional Plan
Engage, Connect, and Launch: The teacher will begin the lesson by letting out a loud fake sneeze, blowing loudly into a kleenex, and then acting like they are about to shake the hand of a student in the classroom. Teacher will act like there is nothing wrong and begin releasing prompts to gain feedback as to what might be happening that is wrong.
Sequence of Learning Activities:
Activity 1: KWL Chart and Group Discussion.
Activity 2: Bad Kitty Gets a Bath
Activity 3: Powerpoint presentation and “Do This, Not That” Project
Closure: Group Poster displays and finishing KWL
Homework Issued
Activity #1: Teacher will begin class by introducing a KWL. In the K section, students will list prior information that is known about hygiene, what it means, how it applies to themselves, and what can be done to improve. In the W section, students will write down questions that they have about hygiene and what they can do to keep themselves healthy, and the L will be completed once the lesson is complete.
ReplyDeleteActivity #2: Teacher will read Bad Kitty Gets a Bath by Nick Bruel, to introduce introductory reasons for taking care of ourselves. Concepts such as bathing, daily decision making, and staying clean will be reinforced throughout the book and its illustrations. The teacher then will lead a group discussion applying these concepts and ideas to the students’ own lives.
Activity #3: Teacher will walk the class through a Powerpoint that shows examples and discusses healthy choices and safe choices that apply to personal hygiene. Reinforcement will be practiced regularly to check on comprehension and decoding skills of students within the classroom. Once the Powerpoint is completed, students will be given small posters where they will write across the top, “Do This, Not That”. With this poster, students will be given the opportunity to cut out images from newspapers and magazines provided by the teacher to illustrate examples of healthy choices vs. unhealthy choices. With the poster divided up by Do This, and Do That, students will determine which side each visual should be placed.
Closure: The teacher will model his/her poster first, and then students will display their poster for fellow classmates to see. Group communication and feedback will be prompted and guided by the teacher as to why each student may have chosen illustrations for Do This, or Not That. Finally, students will return to the KWL chart and write in new learned information that was acquired from this lesson
Assignment: Students will be assigned to go home and write down or draw three examples of how they can live a safer or healthier life. (Example: Student picks a fruit in the refrigerator instead of a container of cookies.)
Assessment/Evaluation of Student Learning: After the completion of this lesson, assessment and evaluation is based on the response to their take-home assignment. Did they correctly identify changes? Were students able to make comparisons as to why one option is healthier or safer than the other?
Reflection on Teaching/Reflective Commentary: To be completed individually as part of this assignment.