ADAPT strategy =
Accounts of students strengths and needs
Demands of the classroom on students
Adaptations
Perspectives and consequences
Teach and assess the match
---------Before the lesson-------
1. I will meet up with the resource teacher to discuss how to incorporate a student with ADHD into the following lesson.
2. We will discuss learning outcomes for the student with ADHD which we decided will be the same as all the students in the class.
3. I will then tell my educational assistant what the resource teacher and I planned so everybody is on the same page.
Basically the regular teacher (myself), resource teacher and the educational assistant will review the IEP that previous teachers had made. This will happen before the student enters my grade 3 classroom too see how we could help encourage inclusive learning in the classroom. Also to help her learn too.
Before
I even begin to start the lesson I will have already made a poster which describes what will be in the lesson today. Kind of like a schedule and it will be put up in the classroom.
I will remind myself to be patient not only with the child with ADHD but the whole class. I need to know that they may not understand the lesson right away and that is ok. (Mental encouragement for myself)
Materials needed for this lesson:
Students/teacher- have an IEP and implement it.
10 dices (extra just in case more are needed).
Paper and markers (to make the permanent signs).
White board markers.
Sticky tack to put the signs on the wall.
Stickers
Tiny prize I will give them.
----start of the actual lesson---- (adapting the lesson to include a child with ADHD)
Introduction:
I introduce myself in French to the class
Bonjour je m'appelle Madame Smith...
Then explain what they are going to learn in that class. (Learning objectives)
Aujourd'hui nous allons apprendre comment faire des salutations simple en français. Pour pratiquer des salutations on va apprendre comment compter jusqu'à six et utiliser ses nombre dans un jeux pour pratiquer des nombres.
After I will say this in english just to make sure everybody understands what is going to happen in class today.
Today we will learn how to say simple French greetings. Also to practise these greeting we will learn how to count up to six in french which we will turn into a game.
Yet for the majority of this lesson I will be speaking French, the only thing I will be saying in English is the translation of the French phrases.
1. Dit aux étudiants bonjour je m'appelle..... I will introduce this as a greeting you can use in
French, it is one of the many examples I will give in this lesson.
i.While saying this I will write it on the board and ask a student to put a permanent sign I have made on the wall in the classroom.
2. Next greeting that I will introduce is "comment t'appelle tu?" Which means, "what's your name?" I will also combine this with bonjour je m'appelle Madame Smith, comment t'appelle tu?
i. I will write this on the board and ask a student to put a permanent sign I have made that says this next to the "bonjour je m'appelle" one.
ii. To include all students and to make sure I have the ADHD child's attention I will talk with willing students in French to practise this phrase.
for example: I will ask students who would like to practise this phrase and students will raise their hands, then I'll start to speak French...
me: Bonjour je m'appelle Madame Smith. Comment t'appelle tu? Then I will point to one of the students with their hands raised. Preferably the student who does not have ADHD,at least the first time.
student: je m'appelle _____, comment t'appelle tu?
-The next student will be the one with ADHD if she IS acting restless but if she IS NOT I will not call on her. Kind of like cueing.
-I will be patient and kind with her. If any students start to act restlessly when waiting for a response I will cue those students to settle down and be patient as well. If the child with ADHD takes a particularly long time I will call on other students to help aid her with hints but not the complete answer.
-This exercise will be practised for about 5 minutes-
3. The next part to this greeting I am going to introduce to the class is "ça va?" "Ça va très bien,
merci!" This means "Hows it going? It's going very well thank you.''
i. I will tell my students to repeat after me. I will listen to them individually and we will recite it as a group.
ii. I will write this in the board too and ask a student to put a permanent sign I have made next to both the "Bonjour, je m'appelle _____" and the "comment t'appelle tu?" signs.
-So the permanent "area" will say, "Bonjour,je m'appelle _____, Comment t'appelle tu?, Ça va? Ça va très bien merci!" - this will be useful for not only the child with ADHD but any student in the classroom can use it as a reference.
- This exercise will be practised for about 2 minutes-
4. The next greeting I will teach them is "au revoir", which means "goodbye!"
i. I will write this on the board and ask a student to put a permanent sign I have made next to the other signs.
So now on the wall of the classroom it will say, " Bonjour, je m'appelle ______. Comment t'appelle tu?, Ça va? Ça va très bien merci! Au revoir.
ii. It will be useful for the child with ADHD to look at and remember what we just talked about. Also other student can look at it too.
5. To practise these phrases I will put students in groups of two. Only groups of twos because they are question and answer type phrases so groups of threes would not work.
i. For example:
student #1: Bonjour, je m'appelle _____. Comment t'appelle tu?
student #2: Je m'appelle _____. Ça va?
student #1: Ça va très bien merci! Ça va toi?
student #2: Ça va très bien merci!
student #1 and #2: au revoir!
ii. Then students #1 and #2 will switch roles.
ii. While students are doing this I will be walking around the classroom. I will be listening to pronunciations and helping students get it right.
-Throughout this whole lesson I will be watching the student with ADHD to make sure of the following things : she is staying on task and not getting to anxious or distracting other students. If she is getting anxious and restless I will ask her if she'd like to go to a quiet spot in the classroom to calm down for a bit/or perhaps use breathing techniques to cool down. This will be indicated as the correct procedure via her IEP.
-This exercise will go on for about 5 minutes-
6.Après ça je vais enseigner au classe comment compter jusqu'à 6
After that I will teach the class how to count up to 6 in French.
Un, deux, trois, quatre, cinq, six
Or remind them because by grade 3 they should know this...
i.I will write these on the board in the following manner...
1. 2. 3. 4. 5. 6.
Un Deux. Trois Quatre. Cinq. Six.
ii.Also permanent signs that look the same will be on the wall. I will ask a student (preferably the one with ADHD to stick it to the wall)
-At this time I will give a paper with all the greetings mentioned above to the students, this could be a reference for all the students not only the one with ADHD. Yet I believe it would benefit her the most.-
7. Now students will work in groups of six to play two types of games.
-With a dice per group one student will roll the dice and recite whichever number the dice lands on. For example the dice lands on 1, the student who rolled it says "un" which means one.
i. To accommodate the child with ADHD I would put her with a group that would treat her like an equal. I will also put the rules of the "game" on the board for everyone to see.
ii. In all groups myself and the EA will demonstrate a community working environment because that would be ideal not only for the student with ADHD but others as well. If every student feels welcomed in the classroom they will perform better hence learn more.
-This game will go on for 2-3 minutes-
8. The second game will involve the French greetings and the dice.
One of the students in the group of six will roll the dice and say it lands on 1. That students will say the French greeting that corresponds with #1.
Here are the numbers and corresponding French greetings
1-un- Bonjour
2-deux- Comment t'appelle tu?
3-trois- Je m'appelle
4-quatre- ça va?
5-cinq- ça va très bien merci?
6-six-au revoir!
Students will take turns rolling the dice and saying the number in French with the French greeting. For example: the student rolls #1: un- bonjour. If they pronounce both the number and french greeting correctly they get that many points.
So for example rolling a 1= 1 point if pronounced correctly. Who ever wins out of the groups (with the most points) will receive a treat from the teacher (me).
-This should go on for around 10 minutes-
9. After both games students will sit back at their desks (which are grouped together in fours). We will have a group discussion of what we have learned. Both myself and the educational assistant will use these phrases to converse with willing students. Myself with a larger group then the educational assistant because the EA will have the student with ADHD in it hence more focus on the student with ADHD. Students who correctly pronounce numbers one to six and the french greetings correctly will be rewarded with stickers. To see if learning objectives have been achieved as well.
-At this point in the lesson I will give each student a handout sheet that has what I put on the board and on the wall with a permanent sign.
- This will be particularly useful for the student with ADHD because sometimes they do not want to look all the way to the board because it is too difficult so a personal sheet would be useful.
10. The learning outcomes that should have been achieved after these games:
a. Students have heard the teacher (me) speak french the whole class.
b. Students have worked in groups or pairs effectively.
c. The students worked towards a goal. These goals were:
-learning French greetings and oral practice
-working for a reward (treat/ French stickers)
d. Students learn how to speak French greetings and numbers one to six.
e. My students have also learned how a class is structured and the learning outcomes.
Lesson plan found at: http://teachers.net/lessons/posts/2882.html
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