Dawn+Kinnell

= Dawn Kinnell = Week 7 - Digital Storytelling 1. Creativity and Innovation a. Apply existing knowledge to generate new ideas, products or processes 2. Communication and Collaboration a. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Understanding Disabilities and Special Education |||| Related Lessons: Disability Awareness ||
 * Grade Level: PostSecondary |||| Unit: Learning about Special Education ||
 * ==GOALS== ||
 * **Content Standards:** ELA
 * Standard 1.1**: Understand and practice writing as a recursive process.
 * Strand 1**: Writing, speaking and expressing
 * EHSCE. P.1.1.2a** Contribute to brainstorming sessions to generate and organize ideas for personal writing projects (e.g. descriptions of personal experiences, likes/dislikes).
 * Standard 1.3**: Communicate in speech, writing and multimedia using content, form, voice and style appropriate to the audience and purpose (e.g. to reflect, persuade, inform, analyze, entertain, inspire).
 * CE1.3.7** Participate collaboratively and productively in groups (e.g. response groups, work teams, discussion groups and committees) – fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously. ||
 * **ISTE NETS-S**

Prior to this lesson, students will have background knowledge on what self-awareness and self-advocacy are and have researched information on the history of disabilities and what it is. They will have answered a series of questions and chosen their information for their presentation. Teacher will have to set up an example of a Voice Thread to show to the students. Students will have prior knowledge of using PowerPoint, Audacity, a digital camera, and a video camera. Teacher will need to set up a rubric and a checklist for the project. || **During Class**  || checklist for each group || Students will be working with the same groups from the previous lessons in this unit. Each group will create one digital story. || Students will be assessed by the demonstration of their knowledge of the subject matter as well as how they are working in their groups. They will also be given a rubric and assessed on their demonstration of following the rubric guidelines.
 * Instructional Objectives**:
 * Students will work collaboratively in groups to create a digital story that explains historical facts about disability awareness and special education.
 * Students will be able to plan and organize a story and be able to insert clip art, photos or a video to story.
 * Students will be able to effectively learn how to use VoiceThread to create a digital story. ||
 * ==ACTION== ||
 * **Before-Class Preparation**:
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 minutes |||| Review information we have learned so far in this unit and answer any questions that students may still have regarding content on disability awareness || Students will need all their notes ||
 * 15 minutes |||| Explain to students they will be creating a digital story such as a PowerPoint and VoiceThread. Teacher will model the steps to using VoiceThread since students have not used this before. Students will follow along and practice using VoiceThread as teacher models this. || Computers, projector and screen ||
 * 5 minutes |||| Teacher will show an example of a completed digital story using VoiceThread to show students what a completed project looks like. A rubric will be provided so students will know the expectations of the project. || Projector, computer, Internet and the rubric ||
 * 3 – 1 hour class sessions |||| Students will work with their groups to begin creating their digital story. They will have 3 one-hour class sessions to work on the project. They will be given a checklist to follow for putting together their VoiceThread. || Computers,
 * 1 hr. |||| Groups will view one another’s presentations and leave comments/feedback. Each student in the group is required to make a comment/feedback on each group’s work. || Computer ||
 * **Note student groupings, environmental modifications needed, etc:**
 * **MONITOR** ||
 * **Ongoing Assessment(s):**

For struggling readers, the text to speech device will be used on the computer. Groupings are set up so there is at least one student who can type the information, and at least one student who can read the information. For students with visual impairments, the text will be enlarged on the computer. For students who are blind, the JAWS (speaking program) program will be utilized so the student can hear what she is typing in the computer. For struggling readers, the text to speech software will be used. For students who may need more time then the three one-hour class sessions will be allotted extra time. Students who are struggling with understanding the computer functions of VoiceThread will pair up with another student to practice following along with the teacher as she models steps to using VoiceThread.
 * Accommodations and Extensions**:

Back-Up Plan:
I will allow more time if needed to complete the project as my students generally need more time to complete things, especially technology related projects. They may need extra support (will be given by teacher or paraprofessional) and or reteaching of how to create a VoiceThread ||
 * **EVALUATE AND EXTEND** ||
 * Students will be evaluated on their participation during the group work. They will also be evaluated on how they performed their duties during the group work. Students will be given points on finding the information for each requirement listed in the handout. They will also be given a rubric for their digital story (in the form of a PowerPoint or Voice Thread).


 * RUBRIC:** ||  ||   ||   ||   ||   ||

LESSON REFLECTIONS AND NOTES:


Week 6 Lesson plan on Integrating Social Networking


 * Daily Lesson GAME Plan ||
 * Lesson Title: How Did I Get an IEP? |||| Related Lessons: History of People with Disabilities ||
 * Grade Level: PostSecondary |||| Unit: Learning about Special Education ||
 * ==GOALS== ||
 * **Content Standards**: **EGLYCS - ELA**
 * Standard 2.1** Develop critical reading, listening, and viewing strategies.
 * EHSCE.SI.2.1.10a** Engage in and focus on age appropriate conversations for a variety of purposes.
 * EHSCE.SI.2.1.11a** Listen receptively and interact/respond appropriately in conversations and as a part of an audience.
 * Standard 2.2** Use a variety of reading, listening and viewing strategies to construct meaning beyond the literal level
 * EHSCE.SI.2.2.3a** Demonstrate understanding of age appropriate text content in relation to personal experiences.
 * Standard 2.3** Develop as a reader, listener and viewer for personal, social, and political purpose through independent and collaborative readings.
 * EHSCE.SI.2.3.6a** Use processes to construct and/or convey meaning ||
 * **ISTE NETS-S**
 * Communication and Collaboration**
 * 1) Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
 * 2) Communicate information and ideas effectively to multiple audiences using a variety of media and formats
 * Research and Information Fluency**
 * 1) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
 * 2) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

1. Students will be able to identify the purpose of special education 2. Students will be able to describe the process of being identified and placed in special education 3. Students will be able to identify key terms and definitions related to special education ||
 * Instructional Objectives**:
 * ==ACTION== ||
 * **Before-Class Preparation**:
 * Prior to this lesson, students have learned about self-advocacy, self-awareness, and the history of disabilities.
 * Students will have a Gmail account and an Edmodo account.
 * Teacher preparation will include having copies of flowchart worksheet for each group and the information worksheet copied and cut up in squares for each group. Websites will also need to be added on teachers webpage ahead of time for students to access during their research. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 minutes |||| Teacher will refresh prior information about self-awareness, self-advocacy and history of disabilities with students to check for understanding before beginning this lesson. || Students will use notes from previous lessons. ||
 * 10 minutes |||| Class will fill out their KWL charts and fill in what they know about special education and what they want to learn || Student’s KWL charts from previous lesson ||
 * 15 minutes |||| Go over vocabulary words for this lesson and talk about what an acronym is. || Vocabulary worksheet ||
 * 30 minutes |||| Students will visit various websites to learn more about special education and the steps for the process of being placed in special education. These websites links can be found on the teacher’s webpage for easy access for students. || Computer and Internet access

Teacher webpage ||
 * 2 – 1 hour class periods |||| Students will be given two worksheets. One worksheet has 9 boxes on it and each box represents a step that must be taken in order for a student to be placed in special education. The other sheet will have the different steps typed up that must be taken. Students will work in threes to correctly arrange the information from the one sheet to the other worksheet that has a flow chart displayed on it. There will be five groups of three. || Flow chart worksheet

Information worksheet

Glue sticks ||
 * 2 – 1 hour periods |||| Students will use GoogleDocs to create the drawing of their flow chart they put together using the worksheets. Once it is created on GoogleDocs they will share it with the class. Each group can view the others. It can be edited to correct any errors there may be on the flow chart. Students will all be online at the same time working on this. They can use the chat feature to talk among each other and ask questions on how to create their drawing if needed. || GoogleDocs

Their completed Flow chart worksheet ||
 * 30 minutes |||| Students will use Edmodo to reflect on their assignment and share how it went and what their struggles were with the assignment. || Computer and Internet access

Edmodo site || Students will be grouped by threes and by ability level (for reading purposes). Text to speech will be used if needed. There are nine steps on the information worksheet to be placed in the proper order. Due to the cognitive level of the students, this will be broken down into students reading and choosing from three of the steps; this will be repeated for each step to be chosen. This will eliminate the confusion of trying to choose from 9 different ones at one time. ||
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Teacher and paraprofessional will walk around the room answering questions and provide assistance if needed and will monitor student progress as well as check for student understanding.


 * Accommodations and Extensions:** The handout with the information on the different steps will also be available on the teachers’ webpage so students who struggle with reading may need to use text to speech. Since this is a special education class, extended time for this lesson is automatically incorporated, as students will need more time to complete this assignment.

Students will be evaluated on their collaboration as a group. A rubric will be provided for each student and teacher will go over it before beginning the lesson.
 * Back-Up Plan:** In the event the computers are not working, students will need to complete this assignment using the worksheet handouts and create the flowchart online on a different day. ||
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**

Each group will produce a flow chart on GoogleDocs. The teacher will assess if the correct information is in each box. If many students do not complete this or got many of these wrong, then re-teaching will be necessary to make sure students understand the process of being placed in special education.

An extension will include a unit quiz on the previous lesson on disabilities and on this current lesson about special education. The quiz will be created using the Google Docs form and students will complete it online.


 * LESSON REFLECTIONS AND NOTES:** ||


 * Week 5 Lesson plan on Problem Based Learning

= = = Daily Lesson GAME Plan = || ELA Standard 1.1: Understand and practice writing as a recursive process. Strand 1: Writing, speaking and expressing EHSCE. P.1.1.2a Contribute to brainstorming sessions to generate and organize ideas for personal writing projects (e.g. descriptions of personal experiences, likes/dislikes).
 * Lesson Title: Disability Awareness |||| Related Lessons: Self-Awareness, Self-Advocacy ||
 * Grade Level: PostSecondary |||| Unit: Learning about Special Education ||
 * ==GOALS== ||
 * **Content Standards:**

Standard 1.3: Communicate in speech, writing and multimedia using content, form, voice and style appropriate to the audience and purpose (e.g. to reflect, persuade, inform, analyze, entertain, inspire). CE1.3.7 Participate collaboratively and productively in groups (e.g. response groups, work teams, discussion groups and committees) – fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously.

Standard 1.4: Develop and use the tools and practices of inquiry and research – generating, exploring and refining important questions; creating a hypothesis or thesis; gathering and studying evidence, drawing conclusions and composing a report. EHSCE.SI.1.4.2a Create a list of topics and key information in preparation for a research project (e.g. brainstorming areas of interest for research, developing questions for inquiry. . || 2. Communication and Collaboration a. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * **ISTE NETS-S**

4. Critical Thinking, Problem Solving, and Decision Making a. Identify and define authentic problems and significant questions for investigation. c. Collect and analyze data to identify solutions and/or make informed decisions.

Prior to this lesson, students will have background knowledge on what self-awareness and self-advocacy are. To prepare for this lesson, teacher will need to find videos on the history of people with disabilities to show the students. A Google search will be done to find appropriate websites for the students to use for their research for information. A vocabulary worksheet will also need to be prepared prior to this lesson for the students to complete. Groupings will also need to be created ahead of time. ||
 * Instructional Objectives**:
 * Students will learn basic historical facts about attitudes towards people with disabilities
 * Students will identify at least three historical events impacting attitudes towards disabilities
 * Students will identify barriers and/or prejudice people with disabilities face
 * Students will identify ways to overcome barriers and low expectations ||
 * ==ACTION== ||
 * **Before-Class Preparation**:
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 minutes |||| Discuss what a disability is and how people with disabilities are treated. Students will share their own personal experiences since they all have a disability || None ||
 * 10 minutes |||| Go over some vocabulary words as they relate to this lesson. Discuss each word with students and have them volunteer answers. At end of this discussion, vocabulary words handout with answers on it will be passed out to students to keep for references. || Vocabulary words handout ||
 * 15 minutes |||| Show a short video regarding disabilities. Students will then participate in a think/pair/share activity to discuss their feelings and share their thoughts on the video. || Projector, Computer, Internet ||
 * 25 minutes |||| Place students in groups of four. Each group members will decide on their roles for the assignment (Timeskeeper, Recorder, Leader, and Checker). Students will be given a handout which list the requirements of the activity. They will need to research different types of disabilities (including their own), find out what barriers/prejudices people with disabilities face, find information about the Civil Rights movement and how people with disabilities were treated before the 1960’s. They also need to find out how many people over the age of five have a disability worldwide. Students will then brainstorm ways people can overcome barriers and prejudices. || Computer with Internet access

Headphones/earphones

Handout listing requirements of project || Internet access || Students will be put together in groups of four by abilities ( by reading, writing), there will be two students whose strengths lie in the area of reading and writing and then two students who struggle in these areas. || Students will be evaluated on how well they worked in their groups and how they performed their roles. They will also be evaluated on if they met each requirement in the lesson. There will be a rubric or checklist provided with this lesson.
 * 2 – 1 hour periods |||| Each group will create a presentation using PowerPoint, Voice Thread, digital storytelling, a poster, a timeline, or whatever they choose to present their findings. || Computer
 * **Note student groupings, environmental modifications needed, etc:**
 * MONITOR ||
 * **Ongoing Assessment(s):**

For struggling readers, the text to speech device will be used on the computer. Groupings are set up so there is at least one student who can write the information down, and at least one student who can read the information from the Internet. For students with visual impairments, the text will be enlarged on the computer. For struggling readers, the text to speech software will be used. For students who would like to type up their notes/information, they can use Microsoft Word.
 * Accommodations and Extensions**:

Back-Up Plan:
If the Internet is not available on the day of the lesson, we will just hold a discussion about what we think it may have been like a long time ago for people with disabilities. We will continue the research as soon as the Internet comes back up. ||
 * **EVALUATE AND EXTEND** ||
 * Students will be evaluated on their participation during the group work. They will also be evaluated on how they performed their duties during the group work.

LESSON REFLECTIONS AND NOTES:
|| I did this lesson with my class and it went well. The students were excited to do a project-based lesson instead of me just using the form of lecture with them. Due to the nature of the students’ various disabilities in the classroom, they really struggled with some of the vocabulary and content they were researching. I found this lesson took much longer than anticipated because more discussion time was needed to explain some of the misunderstandings. The students were really engaged and involved in the lesson. One student had said he did not realize how many different disabilities there were out there. They worked great in the groups and giving them roles for each member of the group helped keep them on task. I noticed the students were motivated to do the research because they were excited to create the final product using VoiceThread. Next time I teach this lesson, I will need to provide more time for it and spend more time reteaching how to use the Internet for research. Many students would just go to the first website and use the information from there. I had to redirect often for them to look at least three different websites.


 * RUBRIC:**


 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Time-management || Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. || Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management. ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||