Taylor Dorr

9/21/16
SPED 413
ABOUT THIS LESSON
CLASS DESCRIPTION
The inclusion class is made up of 15 students, two of the students have IEPs. I also have
one student who is considered Gifted and Talented and one student who is an English Language
Learner. The students are all in the 10th grade. The ages of the students range from 15-16 years
old. The course is United States History. The topic of the lesson is Abraham Lincoln's Gettysburg
Address. Students will examine the speech and a video of the speech. The students should be
able by the end of the lesson to explain the goal of the address. Within the classroom, there are
15 computers located in the back of the room. All my students learn differently. I have visual,
auditory, and kinesthetic learners. My first student with an IEP is Jake. Jake has Down
Syndrome. Jake can express his knowledge gained with the help of assistive technology. He
tends to not participate in class discussions and talk very softly. Jake uses a ChatPC to
communicate during class discussions and other activities. Jake has a personal aide in the
classroom that helps him mainly behavioral issues. Jake also has a hard time writing down
answers so it is easier for him to type using the Big Keys Keyboard or to use a pencil grip when
he must sign any documents. My second student with an IEP is Jess. Jess has dyslexia. Jess has a
hard time expressing her answers through written communication. Jess uses a Digital Recorder
with Dragon Naturally Speaking Software to record down answers. She also uses a LivescribeEcho Smart Pen when taking notes that lets her listen to the audio that was produced in the
background such as teacher lectures. Jess also has trouble reading. She tends to disengage when

struggling through a text. She has access to a ClassMate Reader that reads the text out loud. Jess
also has Irlen Color Overlays that help her see the text clearer for text that cannot be formatted
on the ClassMate Reader. When she is able to express her thoughts and ideas through
communication not written down, she excels in providing great incite and answers. Robert
doesnt have an IEP but is labeled as Gifted and Talented. He is extremely intelligent but lacks
social behavior skills. Robert tends to disengage when asked to work in a group, but provides
work that is above and beyond when completed individually. Robert is assigned leadership roles
to encourage peer relationships and is provided with handouts on cooperation/collaboration
techniques and conversation starters. There is also an English Language Learner in the class.
Hazel speaks in English at a tenth-grade level but struggles with reading and writing English.
Hazel reads and writes at a seventh-grade level. She has access to an English to Spanish
dictionary during the entire class period.
PREREQUISITES
Students need to have a baseline knowledge of the Civil War. Especially Lincolns
involvement and the Battle of Gettysburg. Students also need to be able to read and analyze
primary sources.
ESTIMATED TIME: 1 HOUR
Potential Use
PURPOSE:
The lesson is to be used for classroom instruction. Though the lesson focuses on Social
Studies it could be used for English. The lesson allows for analysis of text and develops students
reading and interrupting skills.
GRADES: 10TH

CONTENT AREAS: SOCIAL STUDIES

COMMON CORE:
CCSS.ELA-LITERACY.CCRA.R.10 READ AND COMPREHEND COMPLEX LITERARY AND
INFORMATIONAL TEXTS INDEPENDENTLY AND PROFICIENTLY.

CCSS.ELA-LITERACY.CCRA.W.1 WRITE ARGUMENTS TO SUPPORT CLAIMS IN AN

ANALYSIS OF SUBSTANTIVE TOPICS OR TEXTS USING VALID REASONING AND RELEVANT
AND SUFFICIENT EVIDENCE.

CCSS.ELA-LITERACY.RH.9-10.2 (GRADE 9 - 10): DETERMINE THE CENTRAL IDEAS OR

INFORMATION OF A PRIMARY OR SECONDARY SOURCE; PROVIDE AN ACCURATE SUMMARY
OF HOW KEY EVENTS OR IDEAS DEVELOP OVER THE COURSE OF THE TEXT.

Goals
INSTRUCTIONAL GOALS
Students will be able to communicate their understanding of a primary source document.
OBJECTIVES
Students will be able to demonstrate their understanding of the Gettysburg Address
through some form of presentation.
Students will be able be to create their own address that focuses on an important issue in
the present state of the United States modeled off Lincolns Gettysburg Address.

VARIABILITY
Part I (Options for all):

Options to support engagement:

To begin each lesson a hook will be used that shows the importance of the lesson topic to
their lives today. For homework, students will be able to reflect on what they enjoyed and
disliked of the instruction as well as their thoughts on how they engaged in class. All the
assignments and activities are chunked so that no student becomes overwhelmed. There will be a
timer that is clearly visible to all students when activities have time limits. When conducting
research, students may choose to use any form of media or information (books, videos, websites,
articles) if it is a credible source. Students are seated in five groups of three desks.
Options to support representation:
Common vocabulary words are listed and defined on posters around the room as well as
provided online and as a hard copy for students to keep at home. All information provided is
available in multimedia forms. All students have the option to ask for graphic organizers if they
want to organize their thoughts or notes during a new lesson.
Options to support action and expression:
All students may access computers and other supports daily. The students may have the
options to present a response using websites or other multimedia sources. The class will have a
set of rules that was created together (will hang somewhere in the room as well as being shown
in some way to parents). All students will have their own goal charts which are referred to every
week. Each student will receive a syllabus at the beginning of the year as well as weekly
reminders of what will be done in class and what is due. For all assignments, a student may
choose from a list which will vary with options on how to complete/respond to the assignment.
Part II (Individual Accommodations)

Jake: Jake has Down Syndrome. He has his own personal aide in the classroom. He uses a
ChatPC device to communicate during class discussions. The device features a natural sounding
voice output that uses picture symbols and photographs to create vocabulary sets. This device
allows Jake to express his knowledge without verbal communication. Jake will use this device to
communicate his thoughts during our warm-up, group project/presentation, and closing activity.
He also uses a Big Keys Keyboard that allows him to type answers instead of handwriting them
down. The Big Keys Keyboard has extra-large keys on a standard keyboard that allow easier use
for typing. When he needs to write down information he will use a pencil grip. The grip supports
proper finger positioning and allows for easier writing and improved legibility. Jake may choose
to use this during the individual assessment near the end of class.
Jess: Jess has dyslexia. She uses ClassMate Reader to participate in silent reading. ClassMate
Reader converts a variety of text formats to speech for struggling readers. The device also allows
students to follow along with the passage and to highlight, insert notes, or use a dictionary during
the reading. Jess will use this when we are reading/listening to the Gettysburg Address. Jess also
uses a Digital Voice Recorder with Dragon Naturally Speaking Software to communicate without
writing for assignments. The device and software allow the student to speak and have verbal
word converted into text. Jess will use this to complete her individual assignment near the end of
class. Jess also has a Livescribe-Echo Smart Pen that allows her to record audio sounds and
written text. She will use this in class when taking notes. She also uses Irlens Color Overlays
when the text to be read cannot be used with her ClassMate Reader. These low tech colored
overlays allow print to become clear, stable and comfortable while keeping the page you are
looking at white. She will use this when the students are conducting research in groups for their
presentations.

Robert: Robert is labeled as a Gifted and Talented student. He excels when working individually
but disengages when working in groups or with a partner. To increase his social engagement, I
will provide him with a handout on successful cooperation/collaboration techniques. Robert will
also receive leadership roles in the classroom that help him engage with other students.
Hazel: Hazel is an English Language Learner who struggles with writing and reading in English.
She uses an English to Spanish Dictionary when needed to help her communicate through her
writing as well as to understand what she is reading.

Assessments
FORMATIVE ASSESSMENTS
Students will get into groups of three and will create some form of representation of their
understanding of the Gettysburg Address. They will be able to create a Prezi, PowerPoint, poster,
oral report, or skit that is under six minutes long. They will include what Lincoln says, what the
audience can infer from the address, and how the address impacts the United States during the
late 1800s. All students will be provided with a rubric for the assignment.
If I find that all students are accurately picking out main ideas from the address I know
that I can continue with the lesson. If there are some ideas that are not mentioned I can teach
these after the presentations. If I find that students have missed or are unable to identify the
main points/ideas of Lincolns address I will move from student-centered lesson to a teachercentered lesson. I will then need to have a class discussion based on Lincolns ideas.

SUMMATIVE ASSESSMENTS

Individually, students will create a version of Lincolns address that deals with an issue
from today such as war, poverty, or another important topic for American history. The students
may choose to write, type, or create a video/recording of themselves delivering their address.
This assessment will help me see that students have gained the understanding of how
important Lincolns address was at the time and now. They will be applying their knowledge to
real world situations.

Instructional Methods:
Opening (Anticipatory Set):
Once students settle down into their seats students will be asked to raise their hands to
answer the following question, What do we remember about the Battle of Gettysburg and the
Civil War? Each student must provide me with an answer that I will write down on the board
that can be seen throughout the class. Jake will use his ChatPC to answer my question. After I
discuss the students answers I will add any important details they may have missed. Next I will
explain to the students that during our lesson we will be analyzing the Gettysburg Address and
that we will all be able to identify the main ideas of the text as well as its importance.

During (Teaching):
I will begin my lesson by explaining to students how to annotate a text. I will show them
how to create symbols that they can easily place next to sections or sentences that represent
things that are important, confusing, or interesting. I will also show students how to underline or
highlight important ideas by using a small paragraph on a topic that interest all my students, an
anti-homework article.

Then each student will be given a copy of the Gettysburg Address that they will read
individually. As they read they are encouraged to annotate the text. All students will also be
given a vocabulary handout that includes vocabulary that may be tricky to understand from the
text. While the students read there will also be a video playing for my auditory learners and
students who have difficulty reading. The video will have celebrities reading the Gettysburg
Address so that students can follow along with their papers. Jake will use his pencil grip when
annotating the text and if needed his personal aide can help him highlight the text as well. Jess
will use her ClassMate Reader to listen to the address and she can also use her Irlens Color
Overlays if she wants to try and read the physical copy of the address. Hazel will use her English
to Spanish dictionary if she struggles reading the address.
After completing the reading students will be placed into groups of three. Each group will
need to create some type of presentation that demonstrates their understanding of the main ideas
of the Gettysburg Address. As students work and conduct research I will walk around to see who
is having trouble determining what Lincolns main ideas are. I will also help students develop
ideas on how to present their answers/evidence. Each student will be assigned a job/task for their
groups: group leader, the summarizer/recorder, and the presenter. However, all group members
are expected to conduct research and share opinions for their group presentation. The groups will
be encouraged to use sources other than the Gettysburg Address. Jake will use the ChatPC and
personal aide to communicate with his group members. Jake will also use the Big Keys
Keyboard to conduct research and type up any notes needed for his teams presentation. Jess will
use her ClassMate Reader to conduct her research for the group. Robert will be given a
worksheet on effective collaborative techniques and sentence/conversation starters that he can
apply to being in a group. Hazel will use her dictionary for reference while conducting research.

There will be a twenty-minute time limit for this activity so a timer will be shown on the front
board.
Once all groups are finished they will present to the class. The audience members will be
provided with a note sheet where they can list any information they had not thought of that
another group mentions. Once all groups are finished we will have a class discussion on
Lincolns main ideas. Jake has the option to type his notes using the Big Keys keyboard or to
hand write the notes using a pencil grip. Jess will use her Livescribe-Echo Smart Pen to record
any notes/parts of the group presentations.
After all groups present the students will create their own address that focuses on an
important issue in the present state of the United States modeled off Lincolns Gettysburg
Address. Students may choose to either write their address, type the address, or record
themselves delivering their address. These will be turned into me by the end of class. Jake will
use the Big Keys Keyboard to type his address on a computer. Jess will use her Digital Voice
Recorder with Dragon Naturally Speaking Software to record herself delivering her speech.
Hazel can refer to her dictionary if need be.

Closing:
Once all addresses have been turned in, I will end the lesson by asking students, Why is
the Gettysburg Address so important and relevant to present day?. Students will be asked to
think about the question for homework and to be ready to share at the beginning of our next
class.
Authors Reflection

The entire lesson plan revolves around the principle of UDL. I recognized that all
learners will learn and produce in different ways. By recognizing this, I was able to create a
lesson plan that suited all of the learners in my classroom. When you begin by creating a UDL
infused lesson you are already helping all students. During my instruction, I provided options for
perception. I was able to not only provide the students with a physical hard copy of the
Gettysburg Address but also with an auditory version. During the group work and independent
practice, I also was able to provide options for recruiting interest. By allowing the students to
pick how they wanted to present their projects in both cases I optimized individual choice and
autonomy. I also optimized relevance, value, and authenticity by allowing students to create an
address that had meaning to them. By creating an activity involving group work I was able to
foster collaboration and community. For both the group work and individual work I was able to
provide options for executive functioning by including rubrics. For the individual activity, I was
able to provide options for expression and communication by offering the students multiple ways
to create their address. I also provided options for language, mathematical expressions, and
symbols by providing the students with a vocabulary worksheet.
I began to develop my lesson by starting with how I was going to assess my students.
Then I worked backwards to align my objective with the assessment. I continued to do this until I
was able to create activities that aligned and led up to my assessment portion. After that I
considered how I would differentiate the lesson for my students. I conducted research to find the
best assistive technology and applied them to the activities. Once I finished I went back to check
that I hit most of the UDL checkpoints throughout my lesson. I also researched many activities
and technologies that I could best implement into the classroom.

I was able to show my mastery of CEC standard 3, curricular content knowledge when
designing my entire lesson plan. This standard states that special educators need to be able to use
general and specialized curricula to individualize learning for students with disabilities. I first
referred to state standards on what my students should be capable of doing. Then I was able to
use this to create unit and instructional goals. From the goals, I developed my lesson objectives.
With the broad common core standard, I was able to create a specific lesson that was accessible
by all my students. My lesson was meant to be student centered with the support of my
knowledge of the subject as well. I scaffolded the lesson to include self-discovery as well as
direct instruction. In order to ensure that all my students would be successful I examined their
intellectual ability with the curriculum content. I found that none of my students needed
modified content but some needed assistive technology to help them physically process the
content. Though mentally my students were average they had physical limitations.
I was also able to show my mastery of CEC standard 5, instructional planning and
strategies. I planned all of my activities to include a variety of options to benefit all students. I
also showed this by including modeling of annotation to my students. I considered that not all of
my students may have the skills to complete an activity I require. It is always important to model
for your students to help them gain skills that can be transferred from content to content. My first
activity was used as a hook to get all students engaged with the lesson. My second activity
provided all students with options on how to gain/retain information form the Gettysburg
Address. Specifically Jess and Jake needed the text to be read aloud to them for understanding
due to physical limitations. Hazel needed a smaller modification of a dictionary that she could
reference if she had difficulty.

All my activities and thoughts followed InTASC standards 7 (planning for instruction)
and 8 (instructional strategies) as well. InTASC standard 7 refers to an educator planning
instruction that supports every student in reaching rigorous learning goals. I was able to plan my
activities and instruction using common core standards and with alignment of my objectives and
assessments. I assessed and reviewed what I knew about my learners strengths and weaknesses
and applied that to my decision-making choices. For example, I knew I needed to provide my
students with both a visual and auditory version of the Gettysburg address to reach all of my
learners not just those who prefer visual text. Many educators forget that kids thrive when they
engage in activities that best fit how they learn. I also believed that including both at the same
time helped those students who are in the middle and need extra support such as both visual and
auditory sources. InTASC standard 8 refers to an educator understanding and using a variety of
instructional strategies that encourage learners to develop a deeper understanding of content. I
was able to show this by choosing activities that involved self-discovery, student-centered
learning, and teacher-centered instruction. By choosing a variety of activities I helped my
students be the most successful while also gaining skills they can take across disciplines. When
students are creating their group presentations they are engaged in student-centered learning.
When students are creating their address, they are engaged in self-discovery. Finally, when
students are participating in a class discussion they are engaged in teacher-centered instruction.

Materials:
Class set of Computers with webcam.
ChatPC device

Big Keys Keyboard

ClassMate Reader
Digital Voice Recorder with Dragon Naturally Speaking Software
Livescribe-Echo Smart Pen
Irlens Color Overlays
Note Organizer Worksheet
Presentation rubric
Address Rubric
Gettysburg Address Handout
Vocabulary Sheet
English to Spanish Dictionary
Collaboration/Cooperation handout
Sentence/Conversation Starters.
Video: https://vimeo.com/38125161
Headphones
White Board/markers
Poster board
Authors Reflection:

The materials selected for my lesson fully intertwine with the CEC standard 1 of learner
development and individual learning differences. This standard refers to an educators
knowledge of how exceptionalities interact with a students development and learning. All
materials selected were chosen to create the most successful learning process for all my students.
I was able to find resources/materials that supported my students strengths and needs. The
materials also represent my knowledge and implementation of InTASC standard 2, learning
differences. This standard also refers to the educators understanding on individual differences
and community/culture differences to create an inclusive learning environment. Not only did I
find materials that benefitted my students with exceptionalities but I also found materials that
benefited my typical students. For example, I chose a video of the Gettysburg Address being read
aloud to support my auditory learners as well as my student with Dyslexia, Blindness, and my
English Language Learner. Simply choosing one additional resource helped me reach a larger
number of students. The students who are visual learners are supported by the physical copy of
the Gettysburg Address. I also have kinesthetic learners in the classroom. I was able to support
them by giving them options in how to present. The students who like to have hands on learning
could create a poster or a skit for example to present to the class. I needed to provide multiple
options for all learners to have an opportunity to excel and maintain interest. How my students
learn also affects how they communicate their knowledge. This was another reason I needed to
supply materials that students could use to communicate, such as posters, computer access to
create videos, or paper for essays. Specifically, my students with IEPs and my English Language
Learner had the most need for communication tools. I chose the Braille N Speak for Jake to
allow him to communicate without verbal interaction. For Jess, Dyslexia made writing very hard
therefore providing the Digital Recording Device with Dragon Naturally Speaking Software was

helpful for her completing assignments that otherwise might be written down. The device not
only helps her communicate her thoughts but also creates a learning environment with less
obstacles. For Hazel, I knew I needed to provide a dictionary that would help her find words that
may be needed to either communicate or understand something such as a reading or direction.
The dictionary was a simple tool that could greatly impact her understanding of text and
language. I provided sentence/communication starters for Robert so that he could gain
communication skills to use with peers. Since he struggled with the social aspects of school the
simple handout helped to build his social interactions and increase his success in group work. All
materials selected are meant to remove the barriers of learning for students without making
learning too easy. All materials are going to help the students succeed and flourish in the
classroom and hopefully out of the school as well.