Inclusive Lesson Plan Example
Julie and George Theoharis have a great template for inclusive lesson plans, I adapted my formatting from their lesson plan example at the above website since I couldn't get my hands on an actually copy of their template.
Cover Page
Teacher: Meghan Slack
Course: Introduction to Technology
Grade Level: 7th grade
Date: April 29, 2013
Course: Introduction to Technology
Grade Level: 7th grade
Date: April 29, 2013
Section 1: The Student
Student Population: There are 16 total students in Section 2 of my 7th grade, middle school, Introduction to Technology course. The school is located in a small rural town with the majority of students coming from blue collar families. 3/16 students require special accommodations. The rest of the students in class are average achieving students with no physical or learning disabilities.
Target Students: I have one student (Suzy) that has a partial hearing loss. I have another student (Jose) who is struggles in class with ADD. My third student (Kate) has low vision.
Student Profile 1: Suzy:
She enjoys reading and talking with friends. Despite her partial hearing loss she is a social butterfly in class. She excels at writing and has a thirst to learn more about the world around her through the content taught in my class. She has hearing aides in both ears but prefers me to use an FM Transmitter since I'm constantly circulating through the room and since the noise level in the classroom can be challenging depending upon the assignments being completed at any given time.
Student Profile 2: Jose:
He struggles with ADD, he is extremely distracted by the actions of the other students in class but has shown success with certain strategies that help him concentrate, such as listening to calming music during independent work time or wearing earplugs to block out background noise. He is extremely social and always making his classmates laugh with his jokes or actions. He doesn't take his medicine regularly so his behavior changes from day to day depending on that.
Student Profile 3: Kate:
She has low vision but can see with the use of magnification devices such as a screen magnifier or enlarged notes/power points. Despite her poor vision Kate is a quiet student but a keen listener and follows directions extremely well. She enjoys music and playing with her dog Baxter but is somewhat of an introvert at school an only has a couple friends.
Target Students: I have one student (Suzy) that has a partial hearing loss. I have another student (Jose) who is struggles in class with ADD. My third student (Kate) has low vision.
Student Profile 1: Suzy:
She enjoys reading and talking with friends. Despite her partial hearing loss she is a social butterfly in class. She excels at writing and has a thirst to learn more about the world around her through the content taught in my class. She has hearing aides in both ears but prefers me to use an FM Transmitter since I'm constantly circulating through the room and since the noise level in the classroom can be challenging depending upon the assignments being completed at any given time.
Student Profile 2: Jose:
He struggles with ADD, he is extremely distracted by the actions of the other students in class but has shown success with certain strategies that help him concentrate, such as listening to calming music during independent work time or wearing earplugs to block out background noise. He is extremely social and always making his classmates laugh with his jokes or actions. He doesn't take his medicine regularly so his behavior changes from day to day depending on that.
Student Profile 3: Kate:
She has low vision but can see with the use of magnification devices such as a screen magnifier or enlarged notes/power points. Despite her poor vision Kate is a quiet student but a keen listener and follows directions extremely well. She enjoys music and playing with her dog Baxter but is somewhat of an introvert at school an only has a couple friends.
Section 2: The Subject
The subject of this lesson is Technology Education although there are interdisciplinary links to Common Core ELA Standards and the National Educational Technology for Students standards.
This unit is important in students seeing an overall cultural view of how technology is used to improve our quality of life but in a historical nature. Looking back in history students are able to see how a technology has transformed over time, for instance Thomas Edison inventing the light bulb, the lightbulb in his time was a different light bulb than the popular compact florescent light bulbs many students have in their homes.
This unit is important in students seeing an overall cultural view of how technology is used to improve our quality of life but in a historical nature. Looking back in history students are able to see how a technology has transformed over time, for instance Thomas Edison inventing the light bulb, the lightbulb in his time was a different light bulb than the popular compact florescent light bulbs many students have in their homes.
Before this lesson the students were working on an introductory Unit that had them defining Technology.
Technology - " The innovation, change, or modification of the natural environment in order to satisfy perceived human wants and needs"
The definition directly relates to this assignment because the students can see real life examples of how a technology is invented to change or modify the natural environment to assist in finding a solution to a human want or need. In the example of the lightbulb, this need is characterized by the need for light to continue being productive after the sun has gone down and to provide more illumination than candlelight.
After this lesson they will continue researching their inventor and the invention they selected from a list I provided in order to learn and make the link between the prior knowledge they acquired in the last unit to the knowledge they are going to gain from being education through this unit.
Technology - " The innovation, change, or modification of the natural environment in order to satisfy perceived human wants and needs"
The definition directly relates to this assignment because the students can see real life examples of how a technology is invented to change or modify the natural environment to assist in finding a solution to a human want or need. In the example of the lightbulb, this need is characterized by the need for light to continue being productive after the sun has gone down and to provide more illumination than candlelight.
After this lesson they will continue researching their inventor and the invention they selected from a list I provided in order to learn and make the link between the prior knowledge they acquired in the last unit to the knowledge they are going to gain from being education through this unit.
Standards:
Technology Education: Standard 5: History and Evolution of Technology
ELA: Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
NETS-S: Standard 2: Communication & Collaboration
Standard 3: Research & Information Fluency
Standard 4: Critical Thinking Problem Solving and Decision Making
Standard 6: Technology Operations and Concepts
Technology Education: Standard 5: History and Evolution of Technology
ELA: Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
NETS-S: Standard 2: Communication & Collaboration
Standard 3: Research & Information Fluency
Standard 4: Critical Thinking Problem Solving and Decision Making
Standard 6: Technology Operations and Concepts
Section 3: The Concept Maps
In this lesson, lesson1 of 3, I will be giving instruction by lecture for the first 15 minutes of class. This lecture portion of the lesson is needed in order to give a thorough explanation tying together our last unit of study with this unit as well as giving the students an introduction and overview of where the lesson will be headed. I will also share with the students during this lecture time the rubric for the entire project so they have a map to follow as they continue on through the process of researching, writing, and presenting. Then the students will have 30 minutes of class time to sign up for an inventor and start researching their topic online.
The students will be using their research to write a paper for the next lesson that will explain the life of their inventor, the product that was invented, and the effect it had both then and now. Each student, no matter their needs or disabilities, will be able to complete the lesson just as their peers would but with the use of assistive technologies related to their special needs.
The lesson can be assessed by making sure the student each sign up for a topic and start researching it. A wrap up piece such as a ticket at the door, or an entry in a project journal/blog could help to track the students progress and learning throughout the entire process of (the unit) researching, writing, and developing a presentation.
Strengths of target students:
Student 1: Suzy: Strengths: Research and writing.
Student 2: Jose: Strengths: Public speaking
Student 3: Kate: Strengths: Note taking/research
Student 1: Suzy: Strengths: Research and writing.
Student 2: Jose: Strengths: Public speaking
Student 3: Kate: Strengths: Note taking/research
Gardener Multiple Intelligence's:
Through the use of lecture, independent study, group work, and hands on activities, students get a well rounded view of learning no matter if they are a kinesthetic, auditory, or visual learner.
Through the use of lecture, independent study, group work, and hands on activities, students get a well rounded view of learning no matter if they are a kinesthetic, auditory, or visual learner.
Cultural Relevance:
The rural town setting the school is in make my technology education class an important class to be enrolled in since most student's parents work blue color jobs in factory settings.
The rural town setting the school is in make my technology education class an important class to be enrolled in since most student's parents work blue color jobs in factory settings.
Differentiation: All students can be challenged in this lesson by following their own pace within reason. Students have about a day built into the schedule to either work ahead or lag behind of their classmates at any given time in the plan.
Section 4: The Lesson
Lesson Summary/Goal: Students will fulfill a part of the big picture in lesson one which is to link their prior knowledge of what Technology is to why and how inventions are important in providing a solution to a human want or need. With an over arching goal of understanding the importance of invention and the impacts of inventions on culture through the research, writing, and the presentations of their peers. They will also be selecting an inventor and starting research in the second part of class.
Objectives:
Students will be able to:
Students will be able to:
- Describe how the evolution of technology led to the shift in society from an agricultural base to an industrial base to an information base
- Describe how the contributions of their inventor aided in technological development
- Describe how newer technologies have evolved as a result of combining existing technologies.
- Create a power point presentation that clearly communicates the information they researched to their peers
- Evaluate and select information sources and digital tools that are appropriate to their tasks
- Plan and manage activities to develop a solution to completing their project
- Select and use applications effectively and productively
Definition of targeted terms:
Artifact — A human-made object.
Develop — To change the form of something through a succession of states or stages, each of which is preparatory to the next. The successive changes are undertaken to improve the quality of or refine the resulting object or software.
Human wants and needs — Human wants refers to something desired or dreamed of, and human needs refers to something that is required or a necessity.
Impact — The effect or influence of one thing on another. Some impacts are anticipated, and others are unanticipated.
Innovation: An improvement of an existing technological product, system, or method of doing something using both natural and human resources.
Problem solving — The process of understanding a problem, devising a plan, carrying out the plan, and evaluating the plan in order to solve a problem or meet a need or want.
Process — 1. Human activities used to create, invent, design, transform, produce, control, maintain, and use products or systems. 2. A systematic sequence of actions that combines resources to produce an output.
Product — A tangible artifact produced by means of either human or mechanical work, or by biological or chemical processes.
Research — Systematic, scientific, documented study.
Resource — The things needed to get a job done. In a technological system, the basic technological resources are: energy, capital, information, machines and tools, materials, people, and time.
Society — A community, nation, or broad grouping of people having common traditions, institutions, and collective activities and interests.
Solution — A method or process for solving a problem.
Technology: The innovation, change, or modification of the natural environment in order to satisfy perceived human wants or needs
Tool — A device that is used by humans to complete a task.
Trade-off — An exchange of one thing in return for another; especially relinquishment of one benefit or advantage for another regarded as more desirable.
Artifact — A human-made object.
Develop — To change the form of something through a succession of states or stages, each of which is preparatory to the next. The successive changes are undertaken to improve the quality of or refine the resulting object or software.
Human wants and needs — Human wants refers to something desired or dreamed of, and human needs refers to something that is required or a necessity.
Impact — The effect or influence of one thing on another. Some impacts are anticipated, and others are unanticipated.
Innovation: An improvement of an existing technological product, system, or method of doing something using both natural and human resources.
Problem solving — The process of understanding a problem, devising a plan, carrying out the plan, and evaluating the plan in order to solve a problem or meet a need or want.
Process — 1. Human activities used to create, invent, design, transform, produce, control, maintain, and use products or systems. 2. A systematic sequence of actions that combines resources to produce an output.
Product — A tangible artifact produced by means of either human or mechanical work, or by biological or chemical processes.
Research — Systematic, scientific, documented study.
Resource — The things needed to get a job done. In a technological system, the basic technological resources are: energy, capital, information, machines and tools, materials, people, and time.
Society — A community, nation, or broad grouping of people having common traditions, institutions, and collective activities and interests.
Solution — A method or process for solving a problem.
Technology: The innovation, change, or modification of the natural environment in order to satisfy perceived human wants or needs
Tool — A device that is used by humans to complete a task.
Trade-off — An exchange of one thing in return for another; especially relinquishment of one benefit or advantage for another regarded as more desirable.
Pre-assessment: Essential Questions
1. How did inventions change people’s lives in the past?
2. What is the purpose of developing an invention?
1. How did inventions change people’s lives in the past?
2. What is the purpose of developing an invention?
Pre-requisite skills:
Basic computer skills, Internet research, typing skills, citing sources, etc.
Basic computer skills, Internet research, typing skills, citing sources, etc.
Materials & Assistive technologies:
Computers, projector, headphones, screen reader software, screen magnification, timer,
Computers, projector, headphones, screen reader software, screen magnification, timer,
Detailed outline including duration & sequence of lesson:
Student & room arrangement:
Teaching Strategies:
- Think/Pair/Share: Essential Question
- Lecture
- Independent Research: Teacher will have a list of backup website resources for each student, but would like to let the student practice/find quality resources on their own.
- Journal Reflection
- HW: Commenting on 2 peers journal reflections
The students each have a teachers aide with them in class. We work together to help each student achieve their best, the aide is extremely helpful in being there at all times to guide and support the student in their classwork freeing me up to be able to circulate the room and assist the other students.
Section 5: The Assessment
Informal Assessment: Will occur as I give my lecture and observe students on task and taking notes, as well as during research time as they are on task and finding quality resources
Formative Assessment: Students will sign up for a topic and I'll circulate the room to give them feedback on finding quality resources, each student should have 3 quality resources.
Summative Assessment: The reflective journalling the students will do to wrap up class will be used as their summative assessment for the day. Did they gain a good understanding of the assignment, pick a topic, and start researching? Can they share some information about their inventor?
The bigger picture will be even more evident at the end of the unit when students present, since they will have had time to synthesize all the information they have been learning over the course of the week of research, writing, and presenting.
Formative Assessment: Students will sign up for a topic and I'll circulate the room to give them feedback on finding quality resources, each student should have 3 quality resources.
Summative Assessment: The reflective journalling the students will do to wrap up class will be used as their summative assessment for the day. Did they gain a good understanding of the assignment, pick a topic, and start researching? Can they share some information about their inventor?
The bigger picture will be even more evident at the end of the unit when students present, since they will have had time to synthesize all the information they have been learning over the course of the week of research, writing, and presenting.
Section 6: The Reflection
What worked? The lesson went pretty well. All of the students were engaged and on task as they should be and their journalling showed they met the lessons objectives
What didn't work? The research aspect was a little challenging for the students, they were having a hard time finding quality resources.
What to do differently next time? I would teach a brief lesson about finding quality resources, how to tell if a resource is credible, and I might even give the students links to websites I know are credible. Giving the students the resources would help the lower level students keep pace with the higher level students. Although it is still important for the students to build the digital literacy to find quality resources online, which is why I went about the lesson in the way I did.
What didn't work? The research aspect was a little challenging for the students, they were having a hard time finding quality resources.
What to do differently next time? I would teach a brief lesson about finding quality resources, how to tell if a resource is credible, and I might even give the students links to websites I know are credible. Giving the students the resources would help the lower level students keep pace with the higher level students. Although it is still important for the students to build the digital literacy to find quality resources online, which is why I went about the lesson in the way I did.