McDermott 1 Darragh McDermott 12/3/13 SPED 405 Lesson Adaptations and Supports Assignment I will be using the following

lesson plan for this assignment Title: Pre-reading Activities: Image Reading and Introduction to Self Identities Class: 10th grade English Subject: Sherman Alexies The Absolutely True Diary of a Part-Time Indian Objectives: By the end of this lesson students will be able to: 1. Activate their prior knowledge about Native Americans while making predictions about the novel 2. Interpret a story line based on a series of images and pictures 3. Condense a personal narrative into six words Common Core Standards: CCSS. ELA-Literacy. RL.9-10.3 Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. -Arnold/Junior struggles between identities throughout the text. Identity is introduced through DRTA exercise as well as in the last activity of the 6 word memoirs. CCSS. ELA- Literacy. RL. 9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. -Students use precise words and details to express themselves in their 6 word narratives. Materials: PowerPoint, projector, chalkboard, chalk, handout, The Absolutely True Story of a PartTime Indian copy Preparation: Set the room in a horseshoe (half circle) to promote discussion. Make a worksheet that includes directions, a comic strip without words, and room on both sides of the handout to write. I will also make a PowerPoint slide that will include examples of 6 word memoirs. I will need chalk and a clean chalkboard to use for DRTA predictions. The worksheet will be handed to them as they walk in with instructions to start working. If the chairs are not set up in a horseshoe I will make sure to do so.

McDermott 2 Procedure: Do Now: (20 minutes) o As students walk into class they will be handed a worksheet with a comic strip without words. The handout will have a place for their name, directions for the Do Now activity and space for them to write on either side of the handout. o The directions will tell students to look at the comics and make up a story based on just the images. They will have ten minutes to do this. o After ten minutes the students will turn to a partner and explain their story and why they chose to follow that path with it. They will have five minutes to talk with a partner. o The last five minutes the class will open up and share their stories as a group. o Discuss how images enhance story. It is important to look at them as they are of value to student understanding of texts. See discussion questions below. DRTA (pre-reading predictions): (15 minutes) o Students will take out their books and look at only the cover (the title and the pictures). I will ask students to make predictions based on what they see. Write them on the chalkboard. What does the title mean? What do you think the book will be about? What kind of style will the book be written in? What does it mean to be a part-time Indian? Can a story be absolutely true? What do you notice about the bottom of the book? author and artist? What kind of art will be in the book? Will that be important? o Next, I will ask students to open their book and read the title of the chapter and ask for a few predictions. Write that on the board o I will ask one specific student to start reading the chapter (Can you start reading for me Callan?) I will not give a student an end point so that the rest of the class is more likely to follow along. o After the first page I will ask for more predictions What did we get right from the first round? What did we get wrong? (cross off from the chalkboard) What else can we predict? *show students how to placeholder* o I will then ask another student to begin reading. After two paragraphs I will pick up and begin thinking aloud for the rest of the page. *show students how to placemark* o Ask for new predictions and cross off wrong ones o Student reading aloud will continue until the first cartoon on the 5th page How does the cartoon enhance your understanding? What would you miss if we didnt have it to reference or if you didnt read it?

McDermott 3 o Continue to make predictions until the end of the first chapter. Make predictions for the rest of the novel. How does Arnold perceive himself? Do you think others look at him that way too? o Review what we learned from the first chapter and predictions. Tell the class were going switch to a different activity to focus on self perception. -6 word memoirs: (15 minutes) o Show a power point slide with examples of 6 word memoirs. o Tell students we are going to write our own 6 word memoirs about ourselves. You are going to tell a narrative about yourself in exactly 6 words. No more, no less. o Show students my own narrative and explain why I chose those six words. o Students will be able to work in groups to brainstorm. o Give students 10 minutes to write their own memoirs and collect them as exit slips as they leave class. o The following day students will have to rework their memoirs and present their six word memoirs and we will discussion self perception and identity. o How do you define yourselves? What external factors affect your identity? Does that align with the way others see you?

Lesson Considerations Chart

Considerations 1. What is the big idea being taught? Lesson or Unit Plan Details Students will be able to interpret a story line through a series of images, activate prior knowledge and make predictions, and condense a personal narrative into six words.

2. How will I present the information to the class?

I will present the lesson first through an activity that allows students to creatively interpret pictures into a storyline. Students will share their stories with a partner. The majority of the lesson will be presented through DRTA, Directed Thinking Reading Activity. Here students will access prior knowledge about Native Americans and make predictions as the class begins reading the novel. I will present the last activity through examples online as well as through my own personal example.

3. What activities will the students engage in?

Students will engage in three different activities throughout the lesson. First, students will engage in an activity that practices

McDermott 4

visual literacy where they will use images to create a story. The next activity involves the entire class where students will engage in DRTA, a reading strategy where students recall prior knowledge and make predictions based on the text. The third and final activity students will engage in consists of a practice in concise personal narrative writing where students will construct 6 word memoirs. These 6 word memoirs are intended for students to use precise language and have room for creativity in self reflection for their narratives.

4. What materials will the students use?

Students will be provided with the sheet of paper for their Do Now activity that will consist of comic strip without words. It will have a place for their name, directions for the Do Now activity and space for them to write on either side of the paper. Students will also be referencing their copy of novel. Students will also be looking at examples of 6 word memoirs on the projector. Students will use their own writing utensils and paper to create their own memoirs.

5. How will they demonstrate understanding by the end of class?

Students will demonstrate understanding by the end of class by (1) creating their Do Now story interpreting visual literacy (2) participate in the class discussion during DRTA (3) turn in their progress of 6 word memoirs (students will have class time to finish these if necessary). No homework will be formally assigned. Students will be instructed that they will present their 6 word memoirs for the following day. (Depending on the student, their homework will be preparing for their presentation of their 6 word memoirs).

6. What homework will I assign?

This lesson will require patience, creative thinking, class participation, group work, and writing. According to the three student profiles, accommodations will need to be made for each student so that they are successful in the classroom. These students are fully capable of being successful in the classroom along with their peers, but the three activities will need to have extra support or accommodations for Natalia, Angel, and Cowen. Each student is very different and will require different accommodations. Each student will be addressed and rationalized on an individual basis.

McDermott 5 Student A: Natalia Two key areas that the lesson will focus on for Natalia to assure success will be reading comprehension and expressive language skills. For the key area regarding expressive language skills I want Natalia to be able to effectively express herself through her oral language group work in the first Do Now activity where she will explain her cartoon story using visual literacy skills. I also want Natalia to be able to express herself through writing during the 6 word memoirs where students will be writing a concise personal narrative. Natalia has difficult with expressive language skills(oral language, spelling, and writing) so the activities in the lesson that the students will engage in will be beneficial for Natalia to practice her skills. The second key area that the lesson will focus on that will be beneficial for Natalia is reading comprehension. Natalia is three grade levels behind in reading and reading as a class using DRTA will be beneficial for Natalia to practice in order to be successful in the classroom today, throughout the rest of the novel and in her future. The skill that the lesson specifically focuses on is making predictions and asking questions as students read, especially Natalia. In order to help Natalia with the two key areas, reading comprehension and expressive language skills, adaptions and supports will be put in place to provide instruction and ensure success. In order to support Natalia in the first Do Now activity I will have different sheets of the comic strips, one more difficult than the other, but without being explicit to the students. I will give Natalia the blank comic sheet that is most appropriate for her. On Natalias sheet there will also be a few notes that contain story line ideas for starters on her prompt. Natalia has issues of low self esteem and I want to Natalia to be confident when sharing her creative work with a partner. As the teacher, I will also stress that there is no right or wrong answer; it is just to practice our visual literacy skills that we will be using during our reading of the novel. As the teacher I will also walk around the room and check in with studefnts. The key area that Natalia will be focusing on is her oral language and self esteem in the classroom. Natalia will also be working on her expressive language skills in the form of writing during the last activity of the 6 word memoirs. The accommodations that I will make for Natalia in this section will be providing the entire class with a list of descriptive word ideas to use. This accommodation is mindful of Natalia, but I dont want to single her out to the rest of class. This accommodation will provide Natalia a list of words to draw from when brainstorming for her own concise personal narrative. This activity will be the last activity of the class that day, but students will be given class the following day to work on them if needed. This skill is important for Natalia to be able to express herself and convey meaning in very few words. The accommodation that is used for this portion of the key area is used to give Natalia ideas to work from when creating her own memoir. The entire class will also be looking at examples online as well as hear the teachers example. The second key area is reading comprehension. The second activity in the lesson consists of DRTA, Directed Reading Thinking Activity which is a strategy that guides students as a whole class in asking questions, making predictions, then reading to confirm or prove false their previous predictions. In order to support Natalia during this activity I will provide Natalia with a copy of the book that is highlighted and annotated that contains definitions of words or clues to the text that will give her with assistance during the whole class DRTA discussion. This way Natalia will be able to keep up with the class and make predictions on her own that is guided by the clues in the book. With this support it will also give Natalia confidence to participate and raise her self esteem as she participates in class.

McDermott 6 I will monitor progress and assess the students performance on the lesson and overall success in the classroom to determine whether the adaptions are successful by looking at Natalias work in class, having conversations with Natalia and her parents, as well as observing her participation and behavior. The tool I will use for the first key area will be Natalias actual work in class, both her story she created from the visual literacy Do Now activity and her 6 word memoir she produced in class. I will analyze and look at this student work from this particular lesson, but I will also look at student work throughout the semester to determine if the accommodations are successful. For the key area involving reading comprehension I will observe Natalias behavior during the DRTA activity. I will monitor her behavior and keep track of her participation throughout the lesson. I will know that it is successful based on her predictions and her willingness to participate. Her willingness to participate will indicate her self esteem and confidence in her answers because Natalia has previously had issues of self-esteem and is typically anxious when called upon in class. Observation as a progress monitoring tool will be determined if the accommodation is successful. The teacher will also keep track of Natalias participation throughout the lesson as well as throughout the year on her clipboard. For both key areas I will continue to develop and maintain a relationship with Natalia, her parents, and the special education teacher to monitor progress, implement adaptions and see what is working for her in class. The key here is to be flexible and transparent to ensure that Natalia is successful. Student B: Angel Two key areas that the lesson will focus on for Angels success will be fostering peer relationships and staying focused and engaged in the classroom. Angel was recently diagnosed with bipolar disorder and is figuring out appropriate medications. Because of his bipolar disorder Angel has been bullied by his classmates for his erratic behavior. Angel has also missed a lot of school, but when he is there he is lethargic and nonresponsive. Angels key areas to be focused on reflect his personal situation. Fostering peer relationships and focused engagement in the classroom will help Angel with his behavior in school as well as his social interactions with his peers. Accommodations for Angel will not be like Natalias where extra support in the content and class materials differs, but they will come in the form of support and purposeful group work to manage classroom behavior. For the first key area, fostering peer relationships I will purposely partner students together to share their stories from the Do Now activity. I will purposely put Angel with a partner that I know will not ridicule him, but will be nice to him. This purposeful arrangement will hopefully keep Angel engaged and responsive where he is usually unresponsive and lethargic. The goal is to improve relationships with peers so this will be a support that is monitored throughout the lesson as well as throughout the year. The other support that I will provide for Angel as well as the whole class is showing students appropriate classroom behavior and social skills. I will also have a zero tolerance for bullying. As the year goes on hopefully Angel will feel safe and comfortable in the no bullying environment so that he can participate, engage with the material and engage in appropriate relationships with his peers. As the teacher, I will also provide a model where I follow my own instructions and expectations and treat all students and co-workers with respect. The second key area, staying focused and engaged with the lesson, is also a key area that will be accommodated with support rather than modification. The support will be focused on

McDermott 7 Angels behavior in the classroom. I will keep a behavior chart for Angel in my clipboard where I will encourage Angel to work with classmates and peers, participate in the lesson, smiling, and finishing school work. I will keep track and monitor Angels progress throughout each day, week and month. This accommodation and support will help Angel be aware of his classroom behavior and engagement with the lesson. I do not want Angel to think that I am patronizing him so I will not keep track of this data publicly nor will I have a chart filled with stickers (unless that is something he likes). Instead I will take notes on those four categories (smiling is just for fun) and positively reinforce this behavior through noticing, vocalizing and praising his behavior, through notes sent home to Angels parents, giving him high fives, and meeting with Angel to tell him what I think he is doing well in class. During our conversations I will ask Angel to set goals for what he wants to work on in class and I will continue to monitor and work closely with Angel. I will keep in mind that Angel does not have a 504 plan so official meetings are not necessary unless Angels behavior is not successful with these accommodations. The progress monitoring tool used for the first key area will be monitored strictly by observation. I will observe and note students that work well with Angel and encourage him to participate and interact with others. I will observe which students might give Angel trouble or ridicule him and have conversations with those students to prevent further behavior. Monitoring student behaviors will deem whether the accommodations for purposeful partnerships in class are successful for Angel in fostering and improving peer relationships. The progress monitoring tool used for the second key area will also be monitored by observation, but through a formal graphic organizer where I will be able to take notes on each category for each day. I will keep track of these and structure my lessons to accommodate Angel and his progress made within each category. The following chart is an example of what I will use to monitor Angels progress for this key area. Progress Monitoring Tool: Key Area: Focused and engaged (class behavior) for Angel. Day Working with Participation Smiling Completing others Work Today Angel After think pair I saw him smile Angel completed Monday worked well with share Angel did three times!!! all of his Monica during not participate in homework from the ten minute the whole class the weekend. think pair share discussion. He Nothing was due activity. He seemed checked in class. showed interest out and not in his partner and engaged until we engaged in the met up with material. partners again. Angel is doing well in small groups, but not in whole class discussions. Tuesday Wednesday

McDermott 8 Student C: Cowen Two keys areas to focus on during the lesson to ensure Cowens success in the classroom are organization of materials and staying on task. Cowen was recently in a serious car accident that has caused him a traumatic brain injury. In this car accident Cowen also lost his mother and three siblings. Throughout this school year Cowen has unorganized and forgetful which is aligned with the first key area of organization of materials. Throughout this school year Cowen has also been distracted and gets lost in the middle of a task which aligns with the second key area of staying on task. Also, Cowen has been short-tempered with peers and upset because of it as well. Throughout the lesson and the year the teacher will focus on improving Cowens organization skills, staying on task and monitoring Cowens behavior with peers. It is clear that Cowen is still suffering from his traumatic incident, but his behavior will not be a key area although it will be something that I will be conscious of and attentive to. I will provide Cowen with assistance in his classroom behavior and direct him towards a school guidance counselor to provide further assistance with his outbursts that could be related to his accident and loss of family members. Accommodations for Cowen in terms of his organization in and out of class will be monitoring and helping him keep track of his assignments using a notebook or assignment planner. I will sit down with Cowen and show him examples of an assignment planner that I use as an example of how I keep myself organized. I will be sure to tell Cowen that there is no one right way, but there needs to be a way to stay organized. After I show Cowen what helps me I will ask him to practice on his own and show me every day after class. At first I will check his notebook every day, but eventually I will check less and less as Cowen masters this skill. I will not tell Cowen when I will check his planner as to keep it a surprise so he consistently keeps up with this practice. I will keep track of Cowens progress for the first month every single day. I will use a graphic organizer to mark whether Cowen wrote down his assignment and completed his assignments. I will share this data with Cowen as I ease him off of every day checking. As he progresses I will check sporadically. I will structure time in class for the entire class to write down assignments. This will happen at the beginning of each class period. I will ask students to take out their planners and write down the following information. For example, I will ask students to write down Read pages 14-36 and complete the word wall activity. I will only check Cowens after class, but instructing the whole class to write it down will remind Cowen to do it without patronizing him or singling him out. Another way I will support Cowen as well as the whole class with assignments and organization will be to register for a safe program called Remind 101. Remind 101 is a way for teachers to send reminders to students through text messages. It is safe because neither the teacher nor the students have access to the numbers and the student has no way of responding. This will help Cowen and the students signed up for Remind 101 keep track of assignments and have helpful reminders for what is happening in class the following day. I will support Cowen in this lesson and future lessons in terms of staying on task by monitoring his behavior through a graphic organizer. This graphic organizer I will share with Cowen and allow him to monitor his progress while I do so as well. I will keep an organizer monitoring Cowens ability to stay on task, his participation, completion of tasks, his interaction with peers, as well as an other column that allows both Cowen and me to keep track anything else or write down any thoughts. This will support and track Cowens progress with his ability to stay focused in class as well as keep organized.

McDermott 9 The progress monitoring tool for the first key area of organization will be a graphic organizer that the teacher will keep track of for the first month of Cowens assignment planner check. After a month I hypothesize that I will let Cowen complete the task on his own while I sporadically monitor it. Day Monday Tuesday Wednesday Thursday Friday Wrote down assignment Yes No Yes Yes yes Completed Assignment Yes No No Yes Yes

Day

The progress monitoring tool for the second key area of staying on task will be composed of a graphic organizer that will be completed by both the teacher and Cowen. Cowen and I will meet to discuss our charts and notes. This will provide support for Cowen in both his organization, his ability to stay on task and his ability to interact with peers. This chart is not composed of yes/no answers or numbers, but rather notes and reactions. Stay on Task for Complete the Participation Peer Interaction Other each activity Task

Monday Tuesday Wednesday Thursday Friday Accommodations and support for each student is possible for each student to be successful both in the lesson provided as well as throughout the entire year. There are a lot of charts and notes to be taken, but with practice as a teacher I will get better at observing and noting student behavior.