Presentation on theme: "NYS STANDARDS: Math Mathematics-Standard MST3: Mathematics -Students will understand the concepts of and become proficient with the skills of mathematics;"— Presentation transcript:
NYS STANDARDS: Math Mathematics-Standard MST3: Mathematics -Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, statistics, and probability. Content Strand: Statistics and Probability -Students will make predictions that are based upon analysis. Students will understand and apply concepts of probability. Students will collect, organize, display, and analyze data. Performance Indicator MST3.05.SP10.01: -Student’s collect and record data from a variety of sources (e.g., newspapers, magazines, polls, charts, and surveys.)
NYS STANDARDS: ELA Standard ELA 1.05.WR2: Language for Information and Understanding -Students will read, write, listen, and speak for information and understanding. Performance Indicator - ELA WR.01:Understand the purpose for writing; the purpose may be to explain, describe, narrate, persuade, or express feelings
Lesson Behavioral Objectives Students will collect data from a variety of sources such as assigned websites, magazines, and charts regarding the amount of time the Freedom Riders spent riding buses to the south, the amount of time they spent in each town, and what towns they encountered most problems in. Before collecting this assigned data through a homework assignment, the students will collaboratively fill out graphs as well as graphic organizers with the assistance of their teachers on the SMARTboard. After retrieving their data, the students will apply it to create several graphs of their own on Kidspiration. With the assistance of this graphed information, students will be able to write a fictional story on StoryBird in their point of view as a passenger amongst the Freedom Riders. They will use the data that they collected to highlight significant points in their journey. In addition, they will utilize the information they have learned regarding the Freedom Riders to help them write their story. When this is completed, the students will record their completed stories using VoiceThread to have an accompanying audio with their StoryBird. Their stories will follow the 5th grade writing rubric. This lesson will be completed over a course of 5 days during Math and Language Arts time; one full school week.
Who’s In The Class? How many students are in the class? 16 students in total. How many have a disability? Four students have a disability. Name each disability: blind, speech deficits due to a physical disability, severe hearing loss, and attention deficit disorder. Describe the range of learner diversity in the class for which you are planning (average to above average? below average to above average?) Average to above average.
Meet Some of Our Students AmySarah Maggie John
Student Profile 1: Amy Amy is an 11 year old fifth grader. She is outgoing, personable, and well liked by her peers. Along with this, she is very bright, loves doing school work and recreational activities on the computer, and often receives good grades. Amy has severe hearing loss in both of her ears. She can only hear at a decibel range of Because of her disability, Amy relies on the use of hearing aids, personal FM system, visual aids, and speech-to-text software on her iPad that allows her to gather essential information that is vocalized by her teachers during a lesson. She also has preferential seating in her classroom because she is able to hear louder sounds when closer to the sound source (e.g. if the teacher is speaking loudly while conducting a lesson). During class activities, Amy depends on her vision to help her through the lessons. At specific points in the day, Amy has a “push-in” speech pathologist work with her due to her difficulty with intelligibility of speech and voice quality. Amy’s “push-in” therapy benefits her over a “pull-out” because “push-in” promotes an inclusive environment in the classroom setting.
Amy continued… Despite the fact that Amy has severe hearing loss, her decoding, comprehension, and writing skills are at grade level. Her ability to keep up with the class is mostly attributed to the resources that her teachers provide for her. These resources include interactive web- based activities (Kidspiration, StoryBird, and Glogster), as well as the use of closed- captioning with any video that the class may watch on or off of the SmartBoard. Amy tends to thrive when her teachers apply specific media-outlets to their lessons. For instance, she truly enjoys all of the interactive capabilities that Kidspiration offers; she mostly enjoys creating graphic organizers through that site because she can display her comprehension of what she has just learned. The Freedom Riders lesson will meet Amy’s individual learning styles and needs. The information that she is being taught will be presented to her visually through the SmartBoard and Glogster. Her homework activities will meet her individual learning styles as well due to finding text resources and data through the internet. She will be able to actively express her comprehension of the lesson by engaging in activities through the use of Kidspiration as well as StoryBird. Lastly, her speech-therapist will assist her when making the VoiceThread that goes along with her fictional story on StoryBird.
Student Profile 2: Sarah Sarah is a smart and shy fifth grader who has a speech impairment due to her having been born with a cleft palate. Since she does not like to speak, Sarah spends her days reading books and working on the computer. Due to the fact that she was born with this and could not speak, Sarah experienced a speech delay problem. Sarah has had surgery to fix her cleft palate but she is still left with a speech impairment. Because of the cleft palate, her tongue cannot reach the roof of her mouth and she cannot say specific words or sounds. Additionally, Sarah’s voice, when she does speak, sounds very nasally and she does not like to speak because of that. Sarah works with a speech therapist, who pushes into her class to help her with her speech. Due to her voice sounding very nasally, the speech therapist decided to implement a speech bulb as part of her therapy. This speech bulb helps to make Sarah sound less nasally and helps her speech impairment as well.
Sarah continued… Sarah performs at grade level despite her speech impairment. Besides using a speech aid, Sarah also enjoys using her text to speech software offered on ipad. Sarah loves this software because she can answer the questions without using her own voice. Since Sarah spends most of her day on the computer, she loves the interactive sites the teacher has provided for the Freedom Riders project. She is able to fill out her graphic organizer on Kidspiration by herself and she loves running up to the SMARTboard to fill in the answers. Sarah’s teacher has requested that Sarah record a voicethread so that she can speak and with the help of her speech therapist, Sarah is slowly starting to say more and get comfortable with speaking in front of others.
Student Profile 3: Maggie Maggie is a ten year old girl in fifth grade. She is an intelligent, outgoing, and sociable girl who is well liked by her peers. She performs at grade level with the rest of her peers when it comes to academics. However, at the age of 6 she was diagnosed with having Attention Deficit disorder. More specifically, Maggie has the hyperactive-impulsive type of Attention Deficit Disorder. She has a one-to-one aide that works with her in the classroom on a daily basis. Maggie’s Attention Deficit Disorder causes her to act fidgety on a constant basis. She easily becomes restless if she is doing a task that is not of complete interest to her. When this happens, Maggie squirms in her seat causing her to pay little to no attention to what is being presented to her. Due to her hyperactivity, Maggie also has trouble being quiet. Thus, she is very loud in class. When the teacher calls on students to answer a certain question, Maggie displays problematic behavior waiting to be called on and often blurts and/or calls out answers. This causes much frustration on the teacher.
Maggie continued… To manage Maggie in the classroom, her teacher seats her in the least distracting area of the class; often times it is the front of the room. To make class interactive and more enjoyable for Maggie, her teacher plans lessons that alternate between physical and mental activities. Most importantly, Maggie’s teacher displays directions to the lessons in a very clear and concise manner. Maggie pays most attention when her teacher is writing information down on the SMARTboard. This is mainly because Maggie enjoys the interactive material that comes along with it. Maggie’s teacher continuously incorporates the use of computers within every lesson she conducts. This benefits Maggie by allowing her to maintain focus due to interaction and engagement. Maggie’s teacher modified the Freedom Riders lesson for Maggie as well as other students in the class. She purposely plans all of the lesson activities for the morning, so Maggie is most attentive. The use of StoryBird and Kidspiration will help grasp Maggie’s attention through out this lesson. This is mainly due to the creativity and amount of interactive material that is involved through each web- based program. Because Maggie works well in groups, she will thrive when she is working amongst peers developing graphic organizers.
Student Profile 4: John John is a 5th grade student who is blind. He has been blind since the day he was born. In order to get around he uses a Seeing Eye dog. At first this was hard for the other students in the class because they wanted to play with the dog, but now they understand the dog’s purpose. John uses Braille in order to read. The school provides John with all of his books in Braille. He loves working on the computer. Since they have Braille keytop labels, it is easy for John to use the computer. VoiceOver, the text-to-speech program on the computer, allows John to use the computer by himself. He is very good at navigating the computer and loves using all different programs. John is a very social individual and gets along with anyone who talks to him. He does very well when the students are assigned group work. Because of John’s visual impairment, he has trained himself to be a very good listener. He is seated in the front row of the classroom so that he can hear his teacher the best. John has his own personal computer at his desk so that he can take notes when the teacher is talking.The Freedom Riders lesson is going to be great for John because he loves to use the computer. He really likes working in groups, so when they make graphic organizers together he should have a good time. He will easily be able to do the assignments since he is given the option to use Glogster, Kidspiration, Storybird, and Voicethread throughout the lesson
Materials for the Lesson SMARTboard (several videos on Freedom Riders through Youtube.com will be presented through here) Computer with internet capabilities (Search engines: Google.com, Yahoo.com, Bing.com) Glogster that displays images and captions of the Freedom Riders along with graph templates. StoryBird VoiceThread Kidspiration Magazines and books on Freedom Riders Graph paper Writing utensils: Pens, pencils, markers Lined paper Assistive Technology: FM System Hearing aids iPAD with Speech-To-Text & Text-To-Speech software Captions on videos Speech bulb Braille text books/magazines Braille keyboard JAWS
Procedures for the Lesson Day 1: Watch Freedom Riders videos and break up into groups to fill out a graphic organizer through Kidspiration based on what you’ve learned. Come together as a class and fill out a graphic organizer on the SMARTBoard.Day 1- Homework: Research Freedom Riders online. Bring to class at least 3 websites that have information on the Freedom Riders. Day 2: Share with the class the online resources you have found. Have free time to explore books on Freedom Riders that have been provided by the teacher.Day 2- Homework: Collect specific data as to how long the Freedom Riders were at each stop on their journey .Day 3: The teacher has already made a Glogster with graphs. Students are given the option of using Glogster or graph paper to make a graph of their choice showing the destination and the amount of days it took the Freedom Riders to get there. Day 3- Homework: Write a 5 page fictional story about the Freedom Riders. Day 4: Students are given class time to create their stories using Storybird. They can also record their stories on Voicethread. They have the chance to ask the teacher for help. Day 4- Homework: Finish up fictional story. Day 5: Present fictional story to classmates. Day 1: Watch Freedom Riders videos and break up into groups to fill out a graphic organizer through Kidspiration based on what you’ve learned. Come together as a class and fill out a graphic organizer on the SMARTBoard.Day 1- Homework: Research Freedom Riders online. Bring to class at least 3 websites that have information on the Freedom Riders. Day 2: Share with the class the online resources you have found. Have free time to explore books on Freedom Riders that have been provided by the teacher.Day 2- Homework: Collect specific data as to how long the Freedom Riders were at each stop on their journey .Day 3: The teacher has already made a Glogster with graphs. Students are given the option of using Glogster or graph paper to make a graph of their choice showing the destination and the amount of days it took the Freedom Riders to get there. Day 3- Homework: Write a 5 page fictional story about the Freedom Riders. Day 4: Students are given class time to create their stories using Storybird. They can also record their stories on Voicethread. They have the chance to ask the teacher for help. Day 4- Homework: Finish up fictional story. Day 5: Present fictional story to classmates.
Activating Prior Knowledge Through The Lesson The teacher will ask the students if they know anything about Freedom Riders. She will begin to fill out a graphic organizer on the SMARTBoard with all of their answers. Then the students are going to watch the Freedom Riders video from PBS, in order to activate prior knowledge. They will then break up into groups of 4 students and work together to fill out a graphic organizer on Kidspiration based on what they already know and what they learned in the video. The class will then come together and add to the graphic organizer that they already started. Students from each group will be called upon to come up to the SMARTboard and add information to the organizer. The teacher will ask the students if they know anything about Freedom Riders. She will begin to fill out a graphic organizer on the SMARTBoard with all of their answers. Then the students are going to watch the Freedom Riders video from PBS, in order to activate prior knowledge. They will then break up into groups of 4 students and work together to fill out a graphic organizer on Kidspiration based on what they already know and what they learned in the video. The class will then come together and add to the graphic organizer that they already started. Students from each group will be called upon to come up to the SMARTboard and add information to the organizer.
Meeting the UDL Guidelines: Multiple Means of Representation 1. Provide options for perception: Options that provide alternatives for auditory information Since there is a student, Amy, in the class with a severe hearing loss, information conveyed solely through sound will not be easily accessible for her. Amy would need either visual equivalents for sound effects and alerts, and/or text equivalents in the form of captions. The teacher will provide students like Amy with differentiation in the way things are presented. The teacher will present information more visually to Amy either in the form of the SMARTboard, video captions and Glogster. The teacher will also allow students with severe hearing disabilities in the class to be able to read other people’s fictional stories more visually and easily by the use of the Storybird; They don’t have to rely fully on the Voicethread to read the fictional story. 2. Provide options for language and symbols: Options that illustrate key concepts non-linguistically The teacher will provide alternatives to text for students - especially in the form of illustrations, image, or interactive graphics - in order to make information that they learn about Freedom Riders more comprehensible for them. The teacher will do this in a number ways: 1) By providing not only texts to children about Freedom Riders, but videos about Freedom Riders as well; 2) By having the students and teacher come all together and fill out a graphic organizer on SMARTboard based on all the stuff that they have learned about Freedom Riders from the video and/or text; and 3) By the teacher allowing the students to make a bar graph of the information that they had learned as well through Glogster. 3. Provide options for comprehension: Options that provide or activate prior knowledge The teacher will activate prior knowledge by asking students before the activity if they know anything about Freedom Riders before they begin the discussion. The teacher will collect all the information that she gathers from these students about Freedom Riders and fill out all their answers onto a graphic organizer on SMARTboard based on their information. The teacher will also give the students an opportunity to activate their prior knowledge about Freedom Riders even further through visual imagery. The teacher will do this by giving the students the opportunity to watch a Freedom Riders Video on Day 1 of lesson.
Meeting the UDL Guidelines: Multiple Means of Expression 4. Provide options for physical action: Options in the means of navigating Since students differ widely in their optimal means for navigating through information and activities, the teacher will provide alternatives for physically interacting with the materials. The teacher will do this by having the students either gather information about Freedom Riders either through magazines, books, videos, or internet websites – i.e. through multiple means. 5. Provide options for expressive skills and fluency: Options in the media for communication The teacher will provide students in the class with options on how they want to present their final fictional stories to their peers using media. Students have the option of putting their final fictional story on Storybird. They also have the option of creating a Voicethread, a text to speech resource, to go along with their story on Storybird. 6. Provide options for executive functions: Options that facilitate managing information and resources To keep the information that they have gathered from websites, magazines, books, etc on Freedom Riders into their long-term memory, the teacher will create graphic organizers and templates for their students to better organize and/or collect their data.For instance, after the students gather information about Freedom Riders from various sources, the teacher will use the Glogster website to model and/or create a template for her students on how to exactly make a appropriate graph essentially showing the destination and the amount of days it took the Freedom Riders to travel.
Meeting the UDL Guidelines: Multiple Means of Engagement 7. Provide options for recruiting interest: Options that increase choice and autonomy The teacher will present StoryBird to the students. When making their StoryBird, students have the choice to individualize their story. They can demonstrate this with color, design, graphic, layout, and the actual creativity of the story itself. 8. Provide options for sustaining effort and persistence: Vary demands and resources to optimize challenge. The teacher will provide students with a differentiation of difficulty between each activity provided. Student’s start with the tedious activities (gathering data and graphing it) and then gradually ease into lighter and more creative/fun activities such as developing a story based on the gathered/graphed data. 9. Provide options for self-regulation: options that develop self-assessment and reflection The teacher will provide the class with a writing rubric so they know what is expected of them when writing their fictional story. The teacher will also provide the class with a demonstration of how to create a graphic organizer so they know how to create one themselves. In addition to this, during the completion of the lesson, students present their completed stories and Voice Thread to the class.
Modeling The teacher will demonstrate how to fill out a graphic organizer on a SMARTboard. The teacher will use the Glogster website to make a graph for the students to show the destination and the amount of days it took the Freedom Riders to get there. The teacher will show the students how to use the Storybird website and the Voicethread website so they can complete their fictional story.
Guided Practice The teacher will assist the students in completing the graphic organizer to gather information they learned from watching the Freedom Riders video. The teacher will also assist the students in finding books for the students to read. The teacher will also help the students with their graphs by providing them with graph paper or having the students use the Glogster website. Finally, the teacher will assist the students with both the Storybird and Voicethread websites.
Assessment The teacher will use the 5th grade writing rubric to assess the student’s abilities to write a 5 page fictional story about the Freedom Riders based upon their research from watching the Freedom Riders video, filling out graphic organizers, reading books and researching online sources.