The lesson plan involves teaching the children the four elements of a fiction story and how to identify the four elements. These four elements are the characters in the story, the setting, the problem and finally the solution. The duration of the lesson is 40 minutes.
Objective
To ensure students can identify the four elements in a fiction story
Materials
The students will access a fictional story i.e. Hansel and Gretel that will be supplied through a handout.
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Classroom arrangement
The student will be seated in their desks as they go through the story. When it comes to identifying the different elements of the story, they will be divided into four groups where each group is assigned the role of identifying each of the four elements and listing them down.
Motivation
To motivate the students, I will ask a few to mention the different parts of the classroom like the walls, door, windows and the roof. I will inform them that just like a classroom, a fictional story also has various parts.
Presentation
Student’s name: James
Presenting disability
He has a learning disability exhibited through poor decoding and word recognition skills. He is also poor in listening and comprehension.
Description of adaptation
Graphic organizers will be used where visual representations of each of the four elements of the story will be presented. The use of the graphic organizers will demonstrate the relationships amongst the different elements of the story and how these elements can be identified using prior knowledge developed after reading the story. The use of the graphic organizers will facilitate easier and faster decoding of the information contained in the text by the student.
To accommodate James, one of the modifications will be the handout containing the story. The details of the story i.e. the plot will be presented using a model to enhance clarity of the roles being played by each of the characters in the story. The model will facilitate easier understanding and retention by James owing to his poor listening and comprehension skills.
The teaching behavior will also be modified where personalized instruction will be used to demonstrate the linkages of the various concepts in the story. The teacher will also demonstrate compassion and empathy to enhance the levels of self-esteem of the student.
Rationale for choosing this adaptation
The use of the graphic organizers is selected as they provide a structured overview of the main aspects of the story as depicted in the handout. They also facilitate easier depiction of the cause and effect relationships amongst the different elements in the story. The graphic organizers enhance the engagement of the student as he will easily decode the information presented.
Student’s name: Danielle
Presenting disability
The student suffers from hearing impairment and wears hearing aids.
Description of adaptation
The learning materials will be presented in visual formats using PowerPoint slides to ensure the student understands the content. The slides will enhance the visualization of the content and any of the information not heard can be easily obtained through the slides. The information contained in the slides will be summarized and in bullet form to enhance retention (Dyer, 2018). The slides will also contain visual images to enhance the captivation of the student. The student will also be supplied with written notes to supplement what was taught in class.
Rationale for choosing this adaptation
The choice of the PowerPoint slides limits the use of verbal explanations of the content being taught as the student is likely to miss some of the verbal content due to the hearing impairment. The presentation of the content in summary form ensures the student grasps the main points on the topic to enhance understanding. Also, the supply of written notes ensures any points missed during the presentation are understood.
Student’s name: Kyle
Presenting disability
The student has visual problems and cannot see far.
Description of adaptation
The student will be supplied with magnifiers to facilitate easier observation and reading of the supplied content. Also, the student will be supplied with e-text formats of the handout and any other reading materials that will be supplied to the class. The e-text formats will have additional functional capabilities like tracking and auditory support to ensure the student engages with the materials fully.
Rationale for choosing this adaptation
The availability of magnifiers to the student ensures he can easily visualize and engage with the content contained in the handout. Also, the availability of the materials in e-text formats tracking and auditory supports accords the student higher levels of flexibility to overcome his visual impairment.
Student’s name: Derrick
Presenting disability
The student has reading difficulties and can hardly complete writing assignments.
Description of adaptation
The teacher will use a video containing circle charts to demonstrate the interrelationships between the various concepts being taught. The teacher will then develop manipulatives like pieces of paper with each depicting a concept. The student will then be required to arrange the papers based on the interrelationships between the concepts as depicted in the video.
Rationale for choosing this adaptation
The use of a video and manipulatives containing the different concepts being taught enhances the levels of understanding by the student. It also limits writing exercises as the student is poor in this area. The manipulatives facilitate engagement of the student with the content as he can repeat the manipulative exercises to ensure he understands the concepts.
Student’s name: Jenny
Presenting disability
The student has emotional and behavioral disorders.
Description of adaptation
The teacher will set clear and simple rules that are easily understandable by the student. Also, the student will be provided with written tasks based on the content. The teacher will also demonstrate compassion by seeking clarifications from the student to ensure the content being taught is understood. Rather than participate in any group activities, the student will be assigned individual roles and be monitored. Also, the teacher will compliment the student when she completes her tasks on time to motivate and enhance her self-esteem.
Rationale for choosing this adaptation
The clear and simple rules limit any incidents of disagreements between the teacher and the student. Such disagreements would make the student develop negative perceptions towards the lesson and unwillingness to engage. Also, compliments to the student enhance her self-efficacy towards the content being taught.
Student’s name: Nicole
Presenting disability
She has ADHD and also learning difficulty in mathematics.
Description of adaptation
The teacher uses positive feedback to captivate and engage the student on the task at hand. The use of positive feedback encourages the student and boosts her self-esteem. The student should be given short problems to solve that are written and guided through to avoid the likelihood of the student getting disenfranchised.
Rationale for choosing this adaptation
The use of positive feedback and close monitoring limits the likelihood of the student engaging in hyperactive behaviors that distract her learning. Positive feedback motivates the student and leads to adoption of positive attitudes towards learning.
Student’s name: Roger
Presenting disability
The student has Spina Bifida and severe physical and cognitive disabilities.
Description of adaptation
A peer tutor will be used to read aloud the content being taught. Also, assistive technologies like alternative keyboards that are programmable will be used to assist the student in writing.
Rationale for choosing this adaptation
The peer tutor will ensure the student accesses the learned content just like others in the class. Also, the use of alternative keyboards that is customized enables the student participate in the writing activities in class that are necessary to enhance understanding.
Student’s name: Tamesha
Presenting disability
She is a gifted student and ahead of others in the class.
Description of adaptation
The student will be assigned higher roles in line with her capabilities. The teacher will select an activity that exploits her skills and competencies.
Rationale for choosing this adaptation
The ability to assign the student higher roles will eradicate feelings of boredom and lack of participation in class activities. Also, assigning the student tasks that are related to her capabilities promotes further learning and development. The student also develops willingness to engage with the teacher as opposed to the current situation where she perceives the content being taught as too simple for her capabilities. The assigning of higher roles and assignments that are at her level also encourages other students to improve their competencies.
Reference
Dyer, R. (2018). Teaching students with disabilities at the college level. Journal of Instructional Research, 7 : 75-79.
