Kate Kinsella Requirements Possible

a.

Points
Points Earned

1. What do you need to remember about this disability to provide appropriate accommodations for these students? What are the key areas you should focus on for each of these students to assure their success in your classroom? Describe each student separately. 2. Select a lesson or unit plan from your classroom instruction or from a previous course. Include it with your paper. Complete the What I need to know chart on the lesson (see attached). 3. What adaptations and accommodations do you recommend for managing behavior and for providing instruction for each student? Provide a clear rationale for each adaptation or accommodation described. Describe each student separately. 4. How will you assess each students performance on the unit and their overall success in the classroom to determine whether your adaptations (behavioral and academic) are successful? Describe each student separately.

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A. Case 1 Micha is displaying signs of behavioral and emotional problems but there seem to be no apparent learning deficits. He has a good sense of humor when it comes to my personal interaction with him which I appreciate. He is engaged in school and interested in my lessons, but doesnt complete his homework. This may suggest that Micha has a difficult home-life in which he is unable to do his work. Considering what happened to his grandmother, Micha may be experiencing domestic abuse at home. The cuts on his arm may also indicate signs of self-abuse as a cry for help. Additionally, Micha demonstrates signs of aggression, rule breaking and socially non-compliance. He is socially withdrawn and infrequently engages in positive social interaction with peers. Without knowing more about Michas home-life, its difficult to assess whether or not he experiences positive interactions at home. If he doesnt, then this could explain why his interactions with peers are consistently negative. Oftentimes, when children witness or are victims of physical abuse, they tend to display abusive behaviors towards others. Michas tendency to lash out at his peers and become over-defensive may indicate that he still struggles with the trauma he experienced when he was 8 years old, or that the trauma is continuing in his household. In order to ensure that Micha gets the help he needs, I will pay special attention to his interactions with other students, his classroom achievement, as well as any signs of physical or emotional abuse. When I notice that Micha is having a particularly rough day, I will make it a point to ask him to stay after class. I plan to establish a foundation of trust by sharing something relatively personal about myself so that he might feel willing to share something about himself. During this meeting, I would highly suggest for Micha to meet with a school counselor since it appears that he may be hurting himself. If problems persist in the classroom, I will set a meeting with Michas parents as way to shed light on the reasoning behind his behavior. This meeting might also be a productive way to encourage Michas parents to assist me in implementing a consistent behavioral plan. On the other hand, if Micha continues to demonstrate signs of abuse, then I will have no choice but to report it to DCFS; however, at this juncture, there is no way of knowing whether or not the injuries are self inflected especially since Micha claims not to know where they came from. I will also work with Micha to find positive ways to expel his negative energy whether its through recreational sports or keeping a feelings journal. B. Case 2 Lizzy is demonstrating signs of a learning disorderspecifically signs of dyslexiasuch as difficulty decoding and comprehending what she reads; however, without any test scores, its impossible to determine whether or not she indeed has dyslexia. She can read but has trouble retaining the semantics of words and their relation to the bigger meaning of the text. Its possible that Lizzy is experiencing a memory deficit, but more likely, shes struggling with decoding issues. Because of her difficulty in school, Lizzy is experiencing trouble remaining motivated and has disengaged from class; her confidence has dwindled, so she needs a lot of positive reinforcement. Its clear that she isnt experiencing any social deficits because she is able to express her emotions; she tells me how her schoolwork is making her feel and is able to advocate for herself in this way. Research shows that students demonstrating problems in language skills have difficulty understanding how the sounds of speech are represented in letters, as well as, complications in developing sufficient vocabulary and language abilities to quickly connect what they read to their background knowledge. In order to improve Lizzys ability to retain definitions of vocabulary, we will practice key word activities. Linking pictures with the parts of words will

help to trigger her memory when she sees certain words. I also plan to speak with her parents so that they can work with her at home as well. I would also like to speak directly with Lizzys reading specialists so that we can all be on the same page in discovering the most effective route in improving Lizzys decoding skills. In addition, providing Lizzy with a graphic organizer may help to improve Lizzys metacognition because it will assist her in listening for key information and to recognize relationships between concepts. I will also present information in a variety of ways so that Lizzy and I will be able to determine what works best for her.

C. Case 3 Its important to remember that Susans visual impairment doesnt necessarily indicate a disparity in intellect; in fact, its probable that shes achieving at grade level. For Susan, it is matter of access, not intelligence. In order to increase her access to the curriculum I will provide her with certain supports and accommodation such as implementing ways for her to explore objects through touch and sound. For example, if I rearrange desks in the classroom, I will build a model of the classroom with legos so that Susan is able to feel the change and to navigate the classroom more efficiently. In addition, assistive technology such as text to speech would help Susan when Braille is unavailable. Since Susan is involved in the school newspaper and enjoys writing, it would help her to have a tape recorder so that she can keep track of her ideas. Through trial and error, we will discover what works best for Susan. I plan to present instructions verbally multiple times so that Susan, as well as other students, are always aware of what is expected of them. Often, teachers use gestures and body language to convey information, so since Susan is unable to see these expressions then her ability to learn the material presented may be hindered. For this reason, I will make it a point to verbalize lessons clearly and avoid sarcasm. I will teach Susan to advocate for herself by developing her confidence and reminding her that she deserves the proper accommodations that will help her succeed. By encouraging Susan to confide in me, I will help her to realize what accommodations and supports that she needs and those that work for her so that shell be able to articulate these things for herself in the future. In addition, I will put Susan in positions of leadership so that she can strengthen her ability to speak up for herself and lead herself to a brighter future.

Lesson Plan Instructor: Kate Kinsella and Pat Hall Lesson Objective/s: Understand the role of perspective and how it influences characters and narrative State Standard/s: CC.9-10.R.I.2, CC.9-10.W.3 ELD Standard/s: Formative Assessment/s: Evaluating through student responses Summative Assessment/s: We will assign two sets of creative writing to show the difference in point-of-view, using characters from the novel Perks of Being a Wallflower. In addition, students may choose to represent their creative writing through a storyboard or video.

Topic: _____________________ Subject: English__ Check box if part of a larger unit: __ Where does the lesson fit in: Begin __ Middle __ End __ Duration of Lesson: ___60 min____________ Grade__9th___ Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher__X__ volunteer _____ Understanding Your Learners through contextual details (ELLs & ELD levels, IEP/IDP, 504, GATE, Gender, Ethnicity) In a snapshot narrative paragraph, describe the context of the instructional group. Describe major areas such as cultural, family structures, ELL levels. SES, etc.? What are the most important details that may inform your instruction and support your learners? The school were teaching at is located in the suburbs of Chicago with students of somewhat diverse backgrounds including: religion, race, and ethnicity. Each class is composed of about 25 to 30 students with a mostly equal ratio of male and female students and they are at a mature level for high school students. We have two disruptive students who attempt to draw attention away from their academic insecurities by acting out and disturbing their peers. The boys are good hearted and want to succeed; however, they struggle with confidence in their reading. One of the boys has been diagnosed with ADHD and the other has tested positive for dyslexia, both require an IEP. Usually, we are able to focus our student with ADHD by engaging him with more kinesthetic learning activities such as acting out portions of the literature we read and so on. In addition, we have a student with Aspergers Syndrome who has an aid. She is extremely smart and becomes annoyed with her classmates when they are off subject. She often uses foul language and hits other students. She doesnt recognize social limitations, but with the help of the aid and some extra attention from us, she is improving greatly.

LESSON PLAN & PROCEDURES

Lesson Elements Identify Formative Assessment as it occurs in the lesson Time What are the students doing? What is other adult doing? Check for Understanding Materials

Lesson Introduction (connect & build background knowledge)

1. Ask students to write a short paragraph in response to the question on the board: What is perspective, and how does it differ from person to person? 2. Put students in groups of two (or three) and have them share their ideas and come up with a new definition and explanation 3. Write multiple student definitions on the board 4. Write multiple student explanations on the board

15 min

Large paper, markers, blackboard,

Lesson Body Direct Instruction 1. Ask students & start a web-diagram on the board with perspective in the center, What shapes a point of view? In other words, why does everyone think differently? -Beliefs, values, personal history, SES, friends, family, etc. 2. If students have not suggested these categories, put them on the board: Values, Weaknesses, Major Events, Race, Ability 3. Create a new web-diagram on the board, this time with Charlie from Perks in the center. Identify qualities that shape Charlies perspective 15 min

Guided / Independent Practice

1. Pass out large sheets of paper, markers, and slips of paper with characters from Perks written on them 2. Students create a web-diagram on large sheets of paper, using qualities and characteristics that define them -Alternately, students may choose to draw the characters room and explain his/her qualities through the items in it During this activity, I will monitor progress by walking around the classroom 3 After completion, students will present their webs / drawings and explain why they made the choices they did 4. Using the rest of time in class, begin homework -Students may choose to write a 2 page story from a any P.O.V. they choose that shows off their values, or address a 2 page letter to a stranger and write about a situation that shows what kind of person they are.

25 min

Lesson Closing

Using definitions, explanations, and what weve learned, come up with a class definition for perspective

5 min

LEVELS OF STUDENT OUTCOMES Remember the model of instruction, the instructional setting and the students needs, goals and objectives. All- All students will complete an identity page for a character in the novel, understand the importance of perspective, and gain proficiency in identifying components that make up perspective Some- Some students will choose to draw a web diagram, others will choose to draw the room of their character. Some will choose to create a video for homework, and others will choose to write stories / letters Few-

Questions to guide Section 2 of Assignment C Question Response in relation to your unit/lesson 1. Why am I learning this? Its important to consider perspective and how it influences narrative because it can alter the reading of the text. 2. What am I supposed to learn? Point of view (1st person, 3rd person, etc.) and the consequence it has on your interpretation of the text. Also the lesson is meant to encourage students to establish a feeling of empathy when considering other peoples, or other characters perspectives. 3. What do I already know about it? 1st person- I 3rd person- main character is referred to as he or she Epistolary voice-novel is comprised of letters Unreliable voice-narrator has skewed view of reality 4. What ideas are important? Its important to know the P.O.V. the text is written in so that you know whether or not to trust what the narrator says. 5. How is the information organized? --writing prompt at the beginning of class followed by class discussion. Information about P.O.V. will be organized into bullet-list format on poster board. 6. How am I going to use it? P.O.V. will be applied to the narrator and main character of the novel. P.O.V. will also be used when students complete their homework because theyll have to choose what point of view theyd like to write in. 7. How am I going to remember it? The P.O.V. chart will be posted in the classroom. As for remembering to consider other peoples backgrounds and perspectives, this will come with practice. 8. Where am I going to use it? Ill use this information every time I read a novel. Also, the perspective aspect of this lesson can be applied to everyday life when trying to relate to other people. Considering where people are from and how they think about life can really help you to understand a person and his actions. 9. When am I going to use it? When meeting reading new books, it will be important to determine what P.O.V. the text is written in. In addition, its important to consider other peoples perspectives, especially when working collaboratively, because it helps students to relate to one another and understand where theyre coming from. 10. How do I apply it? This information will be applied when determining the perspective of a piece of fiction which will aid the students understanding of the text.

3. What adaptations and accommodations do you recommend for managing behavior and for providing instruction for each student? Provide a clear rationale for each adaptation or accommodation described. Describe each student separately. Case 1 I will observe who Micha seems to respond to with the least hostility and narrow my search down to three students. I will talk to Micha before the lesson and provide him with the list of students who he can chose to work with during the partner activity at the beginning of the lesson. Other students will work in groups of three, but for Micha, I think he would work best one on one so that he doesnt feel intimidated or ignored by a group. I will have a conversation in the hallway with the Michas partner before students get into groups to tell him or her that Micha chose him or her as his partner and that he or she should consider this a compliment because Micha is a bright boy with a lot of great ideas. I will verbalize my expectations to his partner which are that I expect him or her to be patient and mature when working with Micha and to let me know if there are any issues. By providing Micha with a choice, he will hopefully feel more in control and willing to participate. I thought about giving him the opportunity to work with myself for this part of the lesson; however, I believe its necessary for Micha to develop socially by interacting positively with his peers. I will observe Michas behavior for signs of aggression. If I notice him becoming agitated by his peers, I will approach him kindly with an urgent note to deliver to the office. This way, Micha will have time to cool off before lashing out. In addition, I think my lesson on perspective will help Micha to consider other points of view. Studying the way other people think and the aspects that influence their thought processes will hopefully assist him in considering the consequences of his actions and how they affect others. It will also help him to establish a feeling of empathy for the character in the book and to his classmates. This feeling of empathy may help bridge the gap between Micha and his peers; he will be able to relate to them and they will be able to relate to him. Also, the main character in the novel were reading in class (The Perks of Being a Wallflower) is emotionally distressed because of a traumatic event which he represses for a large portion of his life. This may help Micha to better relate to the book and perhaps even discover something about himself, or at least this is my hope. I will explicitly state my expectations for Micha. I will tell him that if him tries his best to get along with his partner and be productive during class, then as a reward, I will let him choose what music we listen to during the last ten minutes of class with the caveat that his choice must be appropriate for class. This will act as an incentive to keep Micha engaged with class activities and to encourage positive behavior. Case 2 Before class, I plan to warn Lizzy that Im going to call on her when it comes time for students to volunteer their ideas of perspective. This way, she will have time to prepare her answer and wont become as anxious or embarrassed when I call on her. As with my other students, I will give Lizzy adequate attention to show her that her voice matters and that I appreciate her contribution. This is meant to help build her confidence and keep her engaged in the class because I know that her confidence has been steadily declining . I will observe my students behaviors to determine who the most patient students are and place Lizzy in this group. Its important that Lizzy be placed in a group where she doesnt feel rushed or intimidated. By the

same token, working in a group like this and having the ability to bounce ideas off of one another should stimulate Lizzy to formulate ideas of her own. This will be especially helpful in rebuilding Lizzys confidence since this assignment relies on discussion rather than reading. The homework portion of my lesson plan includes the option of writing a two-page story from first person perspective or writing a letter to a stranger. Since Lizzy has difficulty with literacy, I will make the accommodation of including an additional option for all students so that Lizzy doesnt feel singled out. The new option will give her, and the rest of the students, the opportunity to create a collage of magazine clippings or photographs. The collage will describe a single character of the students choice from the novel Perk of Being a Wallflower. Since Lizzy enjoys photography, this will be an excellent choice for her. I think it would help Lizzy to keep track of new information if I provided her with a graphic organizer. By using step-by-step instruction, Lizzy will have an easier time grasping material. I will differentiate instruction by presenting information both visually and verbally so that Susan will have a better chance of understanding the lesson. If Lizzy appears to show signs of disengaging such as putting her head down or staring off into space, I will approach her to see how things are going and lift her spirits by complimenting the work that shes already done and by focusing her in a more productive direction. It will be important for me to repeat key points by writing them on the board and repeating them out loud so that Lizzy can read the words and hear them out loud. When were covering new information, such as point of view, I will connect this to earlier lessons so that she will associate it with her prior knowledge. This will also help strengthen her background knowledge on the subject. Case 3 When it comes time for the class to share their definitions of perspective on the board, I will make sure to read all of the answers aloud so that Susan is entirely aware of whats going on in the class. Since Susan needs practice in being a leader and advocating for herself, she will fill the role of her group as discussion leader. This will also be a fitting role for her when it comes time for students to create their own web-diagrams. As discussion leader, Susan will be in the position of dictating what goes onto the paper, while someone else in her group with fulfill the scribe role which requires them to write on the poster. When forming Susans group, I will be sure to place her with students who generally display thoughtful and compassionate attitudes. This will be helpful because, these students will be able to anticipate what needs Susan has such as describing the poster to her when the group has finished so she can feel a sense of pride in her leadership skills and her groups hard work. I will take the members of Susans group aside to emphasize the importance of their compassion and cooperation. Before class, I will record instructions using a tape recorder so that Susan can refer back to directions any time she needs. So that she is able to decipher which button is which, I will put the soft side of a Velcro sticker on the record button and the rough side of the Velcro sticker on the play button. This will also help her when it comes time to do her homework. She will be able to record her story or letter using the tape recorder which I will listen to and grade. When it comes time for the discussion on what shapes perspective, Susan will have the opportunity to sharing her point of view on ability and how it influences the way she thinks of life. Of course I wont ask Susan to share this information; this will only work if she volunteers. I will try to make the class feel comfortable in sharing their personal thoughts by revealing something personal about myself that shapes my perspective. This will allow the class to gain a better understanding of what each student goes

through on a day to day basis. If she chooses to share, it will help the class to develop empathy and to encourage them to consider how other peoples hardships mold their personalities. 4. How will you assess each students performance on the unit and their overall success in the classroom to determine whether your adaptations (behavioral and academic) are successful? Describe each student separately. Case 1 I will consider this lesson successful if Micha seems to work well with his peers. I will require a conference with him so that I can hear from him first hand if he found my methods to be helpful. I will ask for suggestions on what I could do better to help for next time. I plan to teach Micha to manage his own behavior and to discover his limitations and triggers so that when he notices himself becoming agitated he can remove himself from the situation and calm down. I will do this by requiring that Micha reflect on his behavior with an exit slip. The exit slip will ask Micha to consider the following: 2 things that he did well today collaboratively and one thing to work on for tomorrow. I keep a record of good and bad behavior. This way, I will be able to tell him what behavior I appreciated and what he can work on for the future. I will also keep a record of participation. If Micha has participated throughout the lesson, then I will consider it effective. Case 2 I will keep a record of Lizzys participation. I will determine how successful my lesson was by giving her an exit slip asking what she learned, what she enjoyed and what she struggled with. I will also require the class to complete group evaluations of one another so that I can be sure she contributed to her group. I will also be able to determine this by observing her behavior in her group. Like Susan, it would behoove Lizzy to choose the collage option for homework since it deals with pictures instead of words. Lizzy will receive a good grade as long as she is able to explain why she chose the pictures to represent the characters. Case 3 In order to determine whether or not my lesson was effective for Susan, I will observe how well she delegated tasks in her groups. Did she make her voice heard? Did her classmates listen and take her advice? Does she seem to enjoy the activity? Does she understand whats going on in the class? As with the other two students, I will ask Susan to complete an exit slip telling me two things she liked about the lesson, one thing she found difficult and one thing she excelled at. I will grade the recording of her homework based on how much thought she seems to have put into the assignment and whether or not it relates back to the novel.