Jessica McCorrister – Adapted Teaching Strategy

Jessica McCorrister – Adapted Teaching Strategy

Lesson Name: Healthy Eating

Grade: 5

Subject: Health

Student: A student whose has a low reading level and has a slight behavior problem.

Rationale: The purpose of this lesson is to have students learn how to eat healthy. The students will learn the five basic food groups and will lear

n what foods belong to each food group. The students will also learn the importance of eating healthy.

Learning Objectives

By the end of this lesson, students will be able to:

•    Identify the five basic food groups and know which food belongs to each food group.

•    Understand the importance of eating healthy.

Materials

Smart Board, Food Pyramid, Paper, Pencils, and Markers.

Procedure

The teacher will start with a hook by holding up a candy bar and a fruit and ask the students which do they think is better and healthier for their bodies. The teacher will then ask the students if they ever think about what they are putting into their bodies before they eat something. The teacher will then explain that in order to be healthy children they should be eating more of certain foods and less of others.

Lesson Body 


- The teacher will then list and define the five categories (grains, proteins, fruits, vegeatables, and dairy) of food groups on the board. 


- The students will then write each definition in their notebooks.

- The teacher will provide a couple of examples of food in each food group by showing pictures from the Smart Board.

-The teacher will then instruct the student to write these examples in their notebooks.

- The teacher will then display the Food Pyramid on the Smart Board.


-The teacher will explain to the class the purpose of the food pyramid and tell how many servings of each food should be eaten. 


- The teacher will then hold up more examples and ask what food groups they should be in, either asking if they are in a certain group, or asking what group they should be in and why. 


- The teacher will then instruct the students to draw a Food Pyramid with foods that were not mentioned by the teacher to see if they know which foods belong to each food group.

Closure


Review the five food groups with the class by asking the students to define each one. Ask the class why it is important to eat a balanced diet everyday to review what was taught. Ask the students if they any questions about the food pyramid or the food groups.

Evaluation

Evaluate the drawings of the Food Pyramid the students drew to see if they understand all five food groups and know which fruit belong to each group.

Original lesson Plan:

http://teachers.net/lessons/posts/2070.html

Notes:

The original lesson plan had students look for definitions themselves in the dictionary. The student I adapted the lesson for does have a low reading level and would not be able to read the definition, so that is why I took it out of my adapted lesson. I also adapted this lesson by not having any group work because this student has a slight behavior problem and I would want the student to affect the other student in their group.

Samantha Mathers - Adapted Teaching Activity

Name: Samantha Mathers
Date: April 11, 2014
Lesson Title: Monthly Book Report

Subject: English/Language Arts

Grade: 4

Rationale: This lesson is meant to encourage reading on a regular basis and to improve each student’s reading level. Furthermore, students will be encouraged to explore different types of texts and genres.

Adaptations: This lesson is adapted for one student with Attention Deficit Hyperactivity Disorder  

Prescribed Learning Outcomes:

1.1.3 Experiment with language and form (explore a variety of forms of expression for particular personal purposes)

1.1.4 Express preferences

2.2 Respond to texts

2.3 Understand form and techniques (forms, genre, techniques, elements, vocabulary)

4.2 Enhance and improve (content, legibility, artistry, presentation)

4.3 Attend to conventions (grammar, spelling, punctuation, capitalization)

Instructional Objectives: Students will be able to explore a variety of forms to complete their book report. They will be able to choose their own text, allowing them to express their preferences. They will learn to write an effective summary and be able to independently identify main characters, setting, plot, etc. and respond to the text through their report. Students will also improve their skills in grammar, spelling and punctuation.

Prerequisite Concepts and Skills:

·       - Students should know how to choose a book that is appropriate for them. When choosing a book, the teacher can ask them to open it to a random page and if there are more than five words they do not know, they should choose something else.

·       - They should be taught in advance what a summary is and how to write one effectively, as well as what the setting, characters and plot are and how to identify them.

Materials and Resources:

Teacher:

·         - A wide collection of books for students to choose from

·         - Handouts detailing each type of report and what it entails as well as a rubric

·         - White paper for drawing on

·         - Materials to make puppets (popsicle sticks, felt, googly eyes, scissors, glue, etc.)

·         - Musical instruments (tambourines, shakers, etc.)

·         - Pencil crayons, loose leaf, and duo tangs if students are unable to bring their own

Student:

·         - Pencil

·         - Loose leaf

·         - Pencil crayons

·         - Duo tang

Lesson Activities:

Teacher:

·         - In September the class will read one book together, and the teacher will show students how to identify the main characters, setting, and plot as well as how to write a summary.

·         - The class will do a report of their choosing on this book. When explaining each choice, the teacher can show examples from previous years.
Choices include:

o   Write a letter to one of the characters or from one character to another character

o   Write an alternative ending to the book

o   Write a short story containing one or more of the main characters of the book

o   Draw the setting and major characters

o   Draw a major scene from the book

o   Design a book cover

o   Write a song about the book

o   Act out a scene from the book

o   Create a puppet show based on the book

*  Each report should be accompanied by a summary of the book

·         - Give students a handout detailing the report choices as well as a rubric. Ask students to keep these in a duotang.

·         - For the rest of the year, students will choose their own book. At the beginning of each month, the teacher should spend 15-20 minutes getting students to choose a book appropriate for their reading level

·         - Give silent reading time 3 times per week for 30 minutes and encourage reading at home

·         - Remind the class of their options for the report (ask students to refer to their handout)

·         - Go over the rubric (ask students to refer to their handout)

·         - Give students time to work on their report for 3 classes (30 minutes)

·         - Remind students that if they do not finish in the given time their report will be homework

Student:

·         - Choose an appropriate book

·         - Finish reading the book before the last week of the month

·         - Choose the type of report they would like to do

·         - Work on it during the given class time

·         - Present to the class if applicable (song, scene, puppet show)

UDL and DI: Allowing students to choose their own books accommodates all levels of reading, but also gives students the opportunity to choose a book that interests them. Similarly, giving a choice in report allows students to remain interested in what they are doing and allows them to express themselves creatively. Both of these offerings in choice will benefit the exceptional student by allowing him to read about something that interests him and doing an activity he enjoys for his report. This will promote focus for a longer period of time.

Organizational Strategies:

·         - Have students decide how they are doing their book report in advance so they can go to the corresponding table/work area quickly and spend more time working

·         - Ensure students know what is expected of them during the work period

·         - Have all materials set out before the work period begins

·         - Let the EA know what will be needed from them

·         - Set time for clean up at the end of the period

Behavioural Management Strategies:

·         - Allow 3-4 students to choose books at one time with 3 minutes to do so to limit crowding and talking around the bookshelves

·         - Students working on similar activities should sit in groups during the work period to minimize distraction (all students that are working on a drawing should sit and one table, all the students that are writing should sit at one table, students making puppets should sit at one table, and students that are acting can work quietly on a carpet area or in the hall with the supervision of an EA)

·         - Encourage a quiet environment to allow students to focus

·         - If the environment becomes too overwhelming for the exceptional student, allow him to work in the resource room with an EA

Assessment and Evaluation:

Students will be marked on:

·         - Use of class time

·         - Effectiveness of summary

·         - Identification of main characters, setting, plot

·         - Grammar, spelling, punctuation

·         - Creativity
* Students will be given back their report along with a copy of the rubric with their grade to put in their duo tang

Extensions: This project should be done every month to improve reading level, encourage/foster a love for reading, and develop the skills necessary for higher level English classes. Students should put each completed book report and the corresponding grade in their duo tang and reflect on their improvement at the end of the year.

Reflections: If students do the same type of report every month, make a rule for the next report that everybody has to try something new. This will allow them to explore other areas and types of creativity.

Sources:

http://www.edu.gov.mb.ca/k12/cur/ela/docs/outcomes/index.html

http://www.tru.ca/__shared/assets/lesson_plan_template18822.pdf

April Borja- Lesson Plan

Lesson Name:		Math in Everyday Life			Date:	April 11, 2014
Name:	April Borja		Subject:	Mathematics			Grade(s):	2

This lesson has been adapted to support the needs of students with learning disabilities.

The original lesson plan can be found on: http://school.discoveryeducation.com/lessonplans/programs/everydaymath/

                                                                                                                                 

Rationale:  

This lesson will show students that they use math every time they figure out how much time or money they have, spend, or need. All students will feel more comfortable adding and subtracting after this lesson, and will begin to apply what they learn to their daily lives as well as their future learning.

Prescribed Learning Outcome(s):

A9- demonstrate an understanding of addition (limited to 1 and 2 digit numerals) with answers to 100 and the corresponding subtraction by using personal strategies for adding and subtracting with and without the support of manipulatives

-creating and solving problems that involve addition and subtraction

-explaining that the order in which numbers are added does not affect the sum

Instructional Objective(s):

·               Discuss how math is used in everyday life

·               Work as a class to solve word problems that focus on addition and subtraction

·               Work with a partner to create their own word problems

Prerequisite Concepts and Skills: 

·               Count to 100 by ones and tens

·               Count forward starting with a given number rather than having to begin at 1

·               Skip count by 5s and 10s

·               Add a two-digit plus one-digit number

·               Add a two-digit plus two-digit number

·               Recognize money-$10, $5, $1

Materials and Resources:

Teacher	Students
·           Chalkboard/Whiteboard ·           Marker/Chalk ·           Overhead projector with transparencies ·           Go over problem from last day and show how it connects with today’s lesson ·           Play money for students ·           Clock	·           Notebook ·           Pencil ·           Eraser ·           Hundred chart ·           Counting by 5’s handout ·           Counting by 10’s handout ·           Notes from last class

Lesson Activities:

Teacher Activities	Student Activities	Time
Introduction (anticipatory set): Begin lesson by asking students how time or money is used in their daily lives Body: ·      Ask students to share what they have written down ·      Explain that students will be working together to solve real-life problems about money and time. After practicing, students will work in pairs to make their own word problems about time or money ·      Use transparency with pre-written word problems on overhead projector and read slowly and clearly out loud: You went shopping with your mom and saw a shirt, pants, and socks that you wanted to buy. The shirt cost $15, the pants cost $18, and the socks cost $5. What is the total amount of money you need to buy these items? -Ask students how they would solve this problem. If they are having trouble deciding which operation to use, point out that the words “the total amount” usually mean that addition should be used. ·      Go through the following steps to solve this problem (write down step-by-step on chalkboard/whiteboard and read out loud): To find out how much money you need, add up the following: $15 $18 + $  5 $38 You would need $38 to buy these clothes. ·      Ask students what the answer would be if you presented the question as $15 + $5 + $18.  Make sure that they recognize that for addition, order does not matter, before moving on to the next question. ·      Now work on this problem: Sophie has soccer practice at 3:45p.m. If it takes one hour to drive there, plus another 15 minutes during rush hour, what time do she and her mother leave to get there on time? -Discuss how to solve this problem with the class and which operation to use. Have them identify the need to use subtraction to determine that one hour earlier than 3:45 would be 2:45. Subtracting another 15 minutes would bring the time to 2:30. To get to practice on time, Sophie and her mom must leave at 2:30 p.m. ·      Closure: Ask students if they understand  how they use math all the time. Have students  pick partners. Assign a partner to any student  that does not have a partner. Then have each  pair create a word problem involving addition  or subtraction, and focuses on time or money.  Have them prepare a solution with explanation  of the steps used to solve the problem.	·      Students write down examples in their math notebooks. Some examples are: the time their favourite TV show is on and the time it ends, or how much money they need to save to buy a new toy. ·      Students raise their hand to share their ideas ·      Students use play money (if needed) to help them solve the equation ·      Write answer in math notebook ·      Look at classroom clock to help determine time (if needed) ·      Write answer in math notebook ·      Write down their problems on a piece of paper to present to the class ·      Lead a discussion about the steps to solve the problem ·      Reveal their own solutions	9:00 am-9:05 am 9:06 am-9:15 am 9:16 am-9:21 am 9:21 am-9:30 am 9:31 am-9:55 am

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

UDL: Multiple means of Representation- presentation of information using overhead projector, whiteboard, and handouts

            Expression-use of concrete manipulatives and real-life situations

            Engagement-use of word problems that allows for active participation and exploration

DI: Pre-assess the readiness level of students by keeping a record of their progress through past

assignments, and short testing once or twice a week with the help of an educational assistant or

resource teacher

·      Use of manipulatives; play money for the shopping word problem, and a clock for the world 

problem

involving time

·  Encourage conceptual learning and independence by asking them how they would solve problems 

and getting them to show you how to solve problems

·  Show students how to solve problem afterward to ensure there is no confusion before moving on to

further problems-pace lesson carefully and deal with confusion immediately

Organizational Strategies:

·  Greet students and parents at the door before class starts

·  Ask students to sit at their desks as they walk into the classroom

·  Once everyone is seated, close the classroom door and make sure to smile and say good morning

·  Explain the agenda for the day

·  Get students to take out the required handouts for the lesson, and go over last day’s math lesson and 

its connection with the current lesson

·      Start current lesson with an interesting opener such as “Can anybody tell me when math is used at a t

toy store?” but make sure they are aware beforehand that they need to raise their hand and not shout out

answers

·  Talk about what today’s lesson is about and let students know about any educational assistants or

student helpers in the room who are there to help (make sure to discuss daily schedule with any helpers in the classroom beforehand so they are prepared to assist students)

·  Get helpers to distribute play money for word problems

·  Get helpers to walk around the class during in-class work to ensure all students are on the right track

and have all materials needed

Behavioural Management Strategies:

·      Remind students of classroom etiquette every class such as raising your hand to ask or answer a

question, no talking while the teacher is speaking, and being respectful of one another

·      Separate students who do not get along or are constantly speaking at inappropriate times

·      Get helpers in the classroom to sit by students who are disruptive

Assessment and Evaluation:

Use the following three-point rubric to evaluate how well students listened in class, participated in class discussions, and were able to apply what they learned to write their own word problems:

Three points: very attentive during class; actively participated in class discussions; and applied what they learned to write accurate, interesting word problems.

Two points: somewhat attentive during class; showed some involvement during class discussions; and applied what they learned to write satisfactory word problems.

One point: not attentive during class; showed little involvement during class discussions; and had difficulty applying what they learned to write their own word problems.

Extensions:

This lesson will familiarize students with time and money so that word problems involving

multiplication and division later on will be easier to understand, and similar strategies from this lesson

can be used for such problems. The concepts from this lesson can connect with a computer

lesson by using a website dedicated to math problems, and can also tie in with an English lesson since

word problems require making actual sentences, and there are also educational books that focus on

addition and subtraction.

Reflections (if necessary, continue on separate sheet):  

·      Determine if word problems are too easy or too difficult and revise accordingly.

·      Determine if students work well in pairs or if the class should be divided into groups.