Anastassia Williams Dr. Lisa Monda-Amaya SPED 405 6 December 2012 Assignment C Section One A.

Case 1 These behaviors that Micha is depicting relate to a student with an Emotional and behavioral disorder. Many of the students who exhibit these characteristics are also extremely aggressive, portray social skills deficits, and show signs of depression. When thinking about the best ways to assist Micha, it is important to remember that some of these externalizing behaviors he is exhibiting could not only hinder his own ability to understand and work efficiently in the classroom, it can also hinder the other students in the classroom. Behaviors such as aggression and noncompliance can be extremely disruptive and lead to potentially violent situations. In order to make the learning environment the best and safest place for your students to be in, you need to be able to recognize when Micha begins to aggravated and know when to disengage. When assisting Micha, you should focus on Michas need to catch up with work and material in the classroom. He is interested in the material but is unable to complete and engage with the class because he is falling behind. Finding ways to put him back on track and keeping him there would be the most important thing. It is also important to find ways for Micha to be able to effectively communicate with

Williams 2 his classmates. They could potentially be a huge tool in aiding Michas comprehension of the material that he has missed and discovering ways to help him work well with his peers could be a huge advantage for him and the classroom as a whole. The fact that he has gone through such a traumatic circumstance in his life also needs to be kept in mind. This could be one of the many causes for his behavior and needs to be taken into consideration when planning for lessons. He may also need mental health support to aid in his success in the classroom. In addition, his self-harm tendencies need to be consistently monitored and reported if the behaviors persist.

B. Case 2 Lizzy resembles many of the same characteristics as a student with dyslexia. Dyslexia is a learning disability that relates to difficulty with reading. These difficulties could be with decoding, retention, comprehension, or a combination of them all. As Lizzy is having major problems with decoding, it is important to understand what exactly this means. Decoding involves breaking apart words into their individual phonemes and then being able to recognize and understand the word based on these phonemes. Some of the signs of decoding difficulties include trouble sounding out words, recognizing words out of context, confusion between letters and the sounds they represent, slow oral reading rate (reading word-byword), reading without expression, and ignoring punctuation while reading (Dyslexia). Students having trouble with decoding can find it hard to communicate with people clearly and effectively. Having problems with vocabulary can adversely

Williams 3 effect a students ability to structure thoughts during a conversation. These are all characteristics to keep in mind when thinking of ways to aid Lizzy. It is important to remember that Lizzy does not have problems with intelligence; her issues are specifically related to her reading disability. Also, it is important to keep in mind the possible emotional attachments she has with being in the classroom. Since she has difficulty reading, she might be embarrassed participating and feel overwhelmingly nervous at the possibility of being called on. This could be directly related to her feeling poorly about herself and her performance in school. Finding ways for Lizzy to regain her confidence and make her feel comfortable could be a stepping-stone for Lizzys success in the classroom. Bringing back her motivation is essential in continuing her success in her future as well. I will need to focus on allowing Lizzy different methods to obtain and retain the information that is presented to her. I will need to find a method that works well with her needs, while also challenging her to make her reading skills stronger.

C. Case 3 Susan is a student with a very severe sensory impairment; she is categorized as being legally blind. Even though she does have a vision disability, this does not hinder her cognitive abilities. Also, it is important to remember that it is very difficult to distinguish from learning challenges caused by a lack of sensory input and a learning disability (354). Making sure Susan is given enough resources to access the information is extremely vital to making this distinction.

Williams 4 It is important to recognize that much of Susans success in the classroom is directly attributed to the way I present information. Access is Susans main problem in her classes, which means I need to make everything in my lessons accessible to her at all times. For example, I need to remember that my facial expressions and body language can be an important factor in understanding information, and Susan is at an immediate disadvantage because of that. That is why I need to be able to use a wide range of presentation techniques to always be able to relay the information back to Susan. I also need to be able to communicate with Susan and find out the strategies and accommodations that best work for her. I want her to feel comfortable speaking up about what she likes and what she would like me to do more of or to change. Allowing Susan this voice will give her the ability to be more assertive about accommodations in future learning environments, such as college. Section Two Instructor: Ms. Williams Topic: Introduction to Shakespeare Subject: English Check box if part of a larger unit: Where does the lesson fit in: Begin Middle __ End __ Duration of Lesson: 85 Minutes Grade: 9th Other adult involved in instruction: (Check appropriate) Paraeducator ____ co-teacher_______ volunteer _________ Lesson Objective/s: Students will get an introduction to the upcoming vocabulary that will be seen in Romeo and Juliet. Students will be expected to remember this vocabulary and attribute it to the various instances as it appears in the play. Students will also learn more about the background of Shakespeares life, setting a good foundation before beginning the play. ELA Standard/s: CC.9-10.L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

Williams 5 CC.9-10.R.L.6 Craft and Structure: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Formative Assessment/s: Checking for understanding, Monitoring Student progress. Summative Assessment/s: To be able to recognize and define vocabulary terms. By their participation in the game, I can gauge their level of understanding for specific terms and note the terms that need more attention. Adaptations to future lessons in the emphasis on certain terms will be altered to reflect the students responses to questions in the game.

LESSON PLAN & PROCEDURES Introduction: 20 Minutes Materials needed: Notebook, writing utensils, SmartBoard, and computer. 1. Quickwrite will be displayed on the board as students settle into their seats. a. What attributes do you look for in a partner? What traits are most important? 2. Students will grab their journals from the bin and work on the quickwrite presented on the SmartBoard individually. 3. I will ask a few students to share their responses on the SmartBoard. 4. We will discuss as a class their responses. a. Do you agree? Why/Why not? b. Did anyone say anything different? 5. We will then transition to their freewrite, where they are given the freedom to write on whatever they choose. They need to write four pages of a journal during every two-week period. Students are allowed to listen to music during this period. 6. Students will be asked to put all of their belongings away except for a writing utensil. Lesson Body/ Direct Instruction: 30 Minutes Materials needed: Writing utensils, SmartBoard, computer, Note Sheet (See attached) 7. I will pass the notes sheet that will be paired with the preceding lecture. a. Dakota and Austin will receive more intensive guided notes to be sure they are able to follow along easily with instruction. 8. We will go through the lecture, thoroughly reviewing all vocabulary words, and referencing them to how they use or see them in their daily life.

Williams 6 a. Ex. Dramatic Irony- Think of it as when you are watching your favorite drama series, when something happens in the last 5 minutes that none of the other characters know but we find out information, that is dramatic irony. 9. Stopping periodically to make sure we are all on track and everyone is keeping up with the lecture. 10. After vocabulary, we will flip over the note sheet and transition to the background information on Shakespeare. 11. This section will be a little more guided, as there is more information being presented. 12. Less time will be use during this section, as it wont be tested on later. However, it will be helpful before beginning Romeo and Juliet. Guided Practice/Independent Practice: 20 Minutes Materials needed: White Board, note sheet 1. Divide the classroom into two groups. 2. Explain the rules for the board race game. a. One student from each team will come up to the board. b. I will give either the definition of the word or a question about Shakespeares life. c. Students need to write as fast as they can the answer to the question. d. Students can only write the answer after I have completely finished asking the question. e. The first student to write the term correctly will receive a point for their team. f. The team with the most points will get a treat at the end of class. Austin and Dakota will be allowed to bring up the notes sheet to assist with the game. g. If students are unable to figure out the word being described, more clues will be used until one person is able to correctly identify the term. h. With ten minutes left of class, I will count the number of points each team has received and award the winning team with a piece of candy. Extended Practice: 10 Minutes Inform students that we will begin reading Romeo and Juliet tomorrow so think about the vocabulary and information about Shakespeare and how it will attribute to the play. Ask students to write a paragraph for homework about what they predict will occur based on the information we learned today in class. Paragraph needs to be 5-8 sentences and have at least 3 vocabulary words.

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Introduction to Shakespeare Vocabulary

1. Act: __________________________________________________________________________________. 2. Scene: _______________________________________________________________________________. Continuous action in one setting. 3. Chorus: _____________________________________________________________________________. Their job is to HOOK the audience and introduce the play. 4. Sonnet: A poem that is written in 14 lines and in Iambic Pentameter with a specific rhyme scheme. _________________________ (four-line units) and a ___________________________. Rhyme Scheme: abab cdcd efef gg

5. Soliloquy: _________________________________________________________________________________________________. 6. _________________________: A character's remarks, to the audience or to another character, that the other people on stage are not supposed to hear. 7. ________________________________: A hint or clue a writer uses to indicate events or situations that will occur later in the plot. 8. Dramatic Irony: When the ________________________________ knows something that a character does not know. 9. ___________________________: A drama that ends in catastrophe, usually death, for the main character and often several other characters. 10. _________________________________: Someone who is nobly born and who may have great influence on his or her society. Also has at least one fatal character flaw. 11. Tragic Flaw: A character flaw that causes the downfall of the _____________________________________________. 12. __________________________: A character whose personality or attitudes are in sharp contrast to those of another character. 13. ___________________________: The preview or introduction prior to the beginning of an Act. 14. Allusion: A brief reference, within a work, to something _________________________________ that the audience is expected to know. 15. Blank Verse: A form of poetry that uses unrhymed lines of _________________________________________ (lines with five unstressed symbols followed by a stressed one) 16. Comic Relief: A humorous scene, incident, or speech that relieves the overall emotional intensity.

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William Shakespeare
Who is he? Considered to be the greatest writer of the English Language and greatest playwright OF ALL TIME No birth records Baptism records say Shakespeare was baptized on ________________________________________. He was one of 8 children. Personal Life Possibly attended ________________________________________, but records do not exist His father made leather goods and Shakespeare was pulled out of grammar school to help when the business was not doing well No records of university schooling In 1582, he married ___________________________________. They had 3 children. Shakespeare in History Lived during the ______________________________________: A time when there was major interest in science, commerce, philosophy, and art o Renaissance focused on individuals and freedom of choice. Lived when ________________________________ was queen o She supported English culture and the arts o This allowed Shakespeare to prosper in theater

The Theater Theaters attracted the _______________________________________. Allowed the upper class and working class to mix Relied on audience imagination Did not have curtains or lighting Shakespeare belonged to _____________________________________________________, an acting company o Men played all of the roles, including women characters. o They performed at the ________________________________.

Shakespeares Influence Contributed more words, phrases, and expressions to the English language than any other writer: o Assassination o Bump o Lonely Some of these words may have been a part of everyday speech, but he was first to use them in writing Have you heard the expression... o Laughing stock? o For goodness' sake?

Williams 9 Questions to guide Section 2 of Assignment C Question Response in relation to your unit/lesson 1. Why am I learning this? You are learning this to help your comprehension while reading Romeo and Juliet. It will also help understand other texts you will come across in the future. 2. What am I supposed to learn? You are supposed to learn the meaning and significance of certain vocabulary words. You should also learn what context Shakespeare is writing in. You already know, use, and see these devices all of the time, just have never linked their meaning to the specific term. The idea of being able to recognize the words in the context of the play is important. The vocabulary is organized in how it will appear in the play. It is presented on a PowerPoint presentation with an accompanying notes sheet. You are going to use the vocabulary to explain the play and get a deeper understanding of its meaning. You are going to remember it by constantly referencing back to the words throughout the reading, and explaining the significance in terms of these words. You are going to use it when reading any play and many other types of literature.

3. What do I already know about it?

4. What ideas are important? 5. How is the information organized?

6. How am I going to use it? 7. How am I going to remember it?

8. Where am I going to use it?

9. When am I going to use it?

You will be able to use these terms in many different contexts for the rest of your life. You apply it by recognizing where its being shown and being able to explain what it means and why its there.

10. How do I apply it?

Williams 10 Section Three A. Case 1 Managing Behavior In order to manage Michas aggression in the classroom, I would try to implement a token economy in my classroom. By following this strategy, I hope to reward Michas good behavior and simply ignore his bad behavior, therefore encouraging Micha to behave appropriately in the classroom. For example, I will have smiley face pieces of paper to give him when he is displaying proper behavior, which, once he receives 10, will be able to trade in for a treat of his choice. This will hopefully motivate Micha to act appropriately in the classroom and decrease his outbursts of aggression. In terms of managing his behavior with other students, I would talk with Micha individually and ask him which people in the classroom he feels comfortable being around and would prefer to work with. By providing Micha the choice to work and sit with whom he wants will promote a sense of belonging and acceptance and will eliminate his disruptive tendencies when working with other students. When setting up the groups for the lesson, I will be sure to place Micha in a group where the majority of the people he said he feels comfortable collaborating with will be in. This way it will encourage a positive work environment where Micha feels included and heard. Instruction Because this is the beginning of a brand new unit, it will give Micha a fresh start to stay on top of the material and really get a jump-start on the unit. In terms

Williams 11 of previous work he has missed, I will divide the assignments evenly over the course of a couple of weeks so he is able to complete the work that is being done presently while doing work hes missed previously in small doses. We do not want Micha to stay behind, but rather catch up quickly and effectively. Along with the homework assignment they are all assigned, I will ask Micha to complete a different assignment he has missed that will assist him the next days activities. If any instructional or behavioral problems persist, I will set up a meeting to have with Micha. Since we do have a good relationship, I believe that talking with him about my expectations and how they should be executed in the classroom will motivate him to do better and behave appropriately in my classroom. Since he really enjoys the content of the class, I will continue to promote this relationship by working hard to make the content relevant to him as much as possible. For example, I will refer to popular culture, such as the movie The Avengers, when talking about the term foil. I will discuss how Bruce Banner and Tony Stark are indeed foils to each other and explain why this is. To my best efforts, this will engage Micha with the content, while also providing a memory cue for him to use when remembering what that term means in the future.

B. Case 2 Managing Behavior Lizzy does not have any extreme behavior problems but she does need to regain confidence in herself and attribute that identity in the classroom. She is obviously a leader and an active member of the school community, and I want that

Williams 12 personality to be able to shine through in her attitudes here in my class. In order to work on her confidence with this lesson, I will make mental notes on the vocabulary words that Lizzy expresses interest towards and the ones I can tell she understands. When she comes to the board for the game, I will be sure to pick one of the words I know she understands, therefore instilling the confidence that she can remember vocabulary and hopefully setting a positive tone for the upcoming unit. By doing this, I hope to also promote her confidence to actively participate in class discussions and that all of her ideas are valued. Instruction While thinking about instruction in this lesson and ways to assist Lizzy, I want to make sure that her reading disability does not hinder her ability to keep up with the lecture. Therefore, I want to ensure that I am constantly repeating the words and definitions out loud as we move along the presentation. They need to be read slowly and clearly multiple times so that Lizzy can listen and follow along with her guided note sheet. Expectantly, Lizzy will be able to instill the information more effectively and be able to transfer the information into her long-term memory more easily. In addition, I want to allow a significant more amount of time in between the vocabulary words to allow Lizzy to finish writing and be able to comprehend the information she has noted. To also help Lizzy with understanding the multiple vocabulary terms, I consistently want to bring up words we just went over in conjunction with the new word we are going over at that moment. For example, when going over the vocabulary word Prologue, I will ask the students to remember the term we just

Williams 13 went over that explains who is speaking in the prologue for Romeo and Juliet. They will have to recall that information and answer Chorus. This will help Lizzy get more practice in understanding the different terms when used with other vocabulary words. Also, by providing Lizzy and the class with a vocabulary sheet up front before the unit begins will give Lizzy a helpful tool to be able to remember the important vocabulary. She will be able to review the vocabulary consistently and have the tool with her when she is reading on her own.

C. Case 3 Managing Behavior Susan needs to focus on self advocacy and in order for her to begin feeling comfortable doing this, I want to implement weekly meetings with her to ask her how she feels class is going. I want to ask her what has been working for her, and some different strategies I could try that would make the presented information easier to understand. I want Susan to feel confident in her ability to speak up for herself and her needs. The more practice she has discussing with teachers what she wants specifically and what she expects from her experience in the classroom, she will have no trouble transferring those skills to a college environment. Instruction I would try and make several accommodations for Susan with this lesson. In order for her to participate in the quickwrite and the freewrite, she will be using assistive technology to complete these tasks. This gives her a way to get her ideas down and to help her think about key ideas as they appear throughout the unit. As

Williams 14 she will not be able to read the standard note sheet, I will provide a complete braille copy, requested in advance by the Office of Accessibility (Mendocino). I want her to have a hard copy of this sheet because we will be referencing back to it throughout the unit and I want her to have it out while we are reading Romeo and Juliet. She also reads using Braille so I want her to use the form she feels most confortable with. When going through the lecture, I will be sure to speak clearly and slowly, so that Susan comprehends all of the information being presented. I will pay attention to cues she is displaying, like body language, on whether she doesnt understand the content and focusing on her overall demeanor towards the lesson. I will also tape the lecture, so Susan has another way of accessing the information if she wanted to go back and review the material in an audio format. When facilitating the board race game, I will ask both Susan and the student paired with Susan that round to, instead of writing down the word, to raise their hand when they know the appropriate answer. This way, Susan will be able to actively participate in the game while only having to make a very minor and simple adjustment to the rules. Susan is not be secluded this way and is fair since the other student she is going against will have to use the same method of answering the question as she does. While she is not participating explicitly in the game, I will be sure to read the correct answer each round so she is aware of the words being used and is able to recall the information we just went over with the rest of the class as well.

Section 4

Williams 15 A. Case 1 For Micha, I want to focus on making sure he catches up with the rest of the class in terms of previous units and also keep up with this unit. In order to do this, I want to make daily formal assessments specifically for Micha so I am able to alter my strategies and techniques if they dont seem to be working for him. I want to establish a system where every day when class is over, he will give me a small piece of paper that I have laid out on my desk with either a thumbs up or a thumbs down. A thumbs up would mean he understood the content that day and felt he interacted positively with his peer. If he gives me a thumbs down, he has to also include the content in which he was confused by in class today. This way, I am assessing daily Michas progress and struggles in order to make different adaptation when necessary. B. Case 2 For Lizzy, I would like to take a different approach. At the beginning of class 2-3 days a week, I will design a probe that focuses on vocabulary. Each student in the class will work on this probe, but this assessment is specifically designed to assist Lizzy and her needs. She will get weekly practice in the important vocabulary for the unit, and hopefully regain her confidence in relation to feeling comfortable and understanding the content. In order for her to practice with these words regularly, I will ask also ask Lizzy to bring me, twice a week, three different sentences with three different vocabulary words explaining what she has learned in the play so far in relation to these words. These assessments will not be graded, but are just to help Lizzy with practicing the content. This will give Lizzy the guided

Williams 16 practice she needs to transfer this information into her long-term memory, while assessing her understanding of the content. C. Case 3 For Susan, I previously explained that I want to hold weekly meetings with her either before or after class, discussing her needs and how she feels about her ability to access the information in class. I want to hear direct feedback from Susan so she begins practicing advocating for herself and gaining that confidence to speak up about her needs in the classroom. I also want to implement a nodding technique with Susan to be able to gauge how well she understands the content we are going over during instruction. If there is ever a lull in discussion or lecture with the class, I want Susan to simply nod her head up and down, or side to side, if she either understand or doesnt understand the material being discussed at that moment. . The use of this visual cue will help me figure out content I need to go over more in depth, explain in a different way, or simply reiterate so the information is accessible to Susan. These will be constant assessments that will assist me in knowing the areas I need to focus on to make the information accessible to her.

Williams 17 Works Cited "Dyslexia." LearningRx. N.p., n.d. Web. 06 Dec. 2012. Rosenberg, Michael S., David L. Westling, and James McLeskey. Special Education for Today's Teachers: An Introduction. Upper Saddle River, NJ: Pearson/Merill/Prentice Hall, 2008. Print. "Teaching Blind or Partially Sighted Students." Mendocino College: Excellence in Education. N.p., n.d. Web. 04 Dec. 2012.