CSULB Lesson Planning Form

Name: Kelly Nguyen Subject/Grade: World History/10 th Setting: Special Education Class Date: Time
Frame: 55 minutes
Lesson Objective: Students should be able to demonstrate the effects of Colonization through pictures and political cartoons
Language Objective: By the end of the lesson, students should be able to discuss at least two to three effects colonization had for
Britain and the nations they colonized then explain it in some way to their peers by either writing or
speaking.
CCSS:
To be able to think critically and write from a non-bias perspective.

Using primary source evidence to back up knowledge gained.

Research to build and present knowledge.
IEP Objective/s:
Mwajabu will use an already made comic of herself to try and express herself with either drawings or
words to her classmates.
To understand the meaning of at least two key terms for the lesson.
Learn to communicate effectively with her classmates
Lesson Relevance: The ability to look on a situation in a non-bias manner.
Anticipatory Set: Activating prior knowledge
Review key term cards: review key terms to know their definition, subject, and how it is pronounced.
Review Rules: To allow students to know the rules and respect for each other while working on a group assignment.
Connect to possible knowledge: Students will be given a worksheet and asked use the key terms in a sentence relating to what they
may already know.

Input: Today you are Modeling: Watch Check for Guided Practice: Lets Independent Practice:
going to learn me Understanding: do it together Now is your chance to
What did I do? show me what you have
learned and can do

Tell the students
we will be looking
at the effects of
colonization by
Britain.
Ask what they
know colonization
may is to see what
they may know.
Call on those who
Lesson Plan EEEI Format (LBUSD) Revision 2
Using a projector, While showing the Have the student Have the class in
first reading them document and look at a third groups of five and
a small piece from picture, ask the picture, this time a give them two
a primary source students what they political cartoon, different pictures
on the thoughts on think of the words and have them or political
colonization. being said or what describe what they cartoons.
Explain a bit in the picture is believe is going Have them write
detail on what it representing before on. key terms on what
may mean. explaining it to Write key terms on they thing is going
Second, using a them. the whiteboard as on a poster to show
 CSULB Lesson Planning Form

Name: Kelly Nguyen Subject/Grade: World History/10 th Setting: Special Education Class Date: Time
Frame: 55 minutes
may know but do picture of what they say what they to the class later.
not make it seem people thought of think is going on. The group should
like it is a colonization and I add another word be able to decide
completely wrong what it was used if they are missing one main word to
answer if they do for. something and we describe both
not understand the Explain it again clarify it together. pieces and link it to
situation. and look to see if Call on a student to the other words
the students get it. see if they can that were given.
answer what is The poster can be
being said in the decorated as it will
political cartoon be shown to the
now with the class but the key
added information idea is to show an
from the rest of the understanding of
class. what is happening
in both picture and
cartoon.
Have a firm
reminder before
the activity that
there is no right
answer as this is an
activity to show
different opinions
and we need to be
respectful of each
other.

Lesson Plan EEEI Format (LBUSD) Revision 2

 CSULB Lesson Planning Form

Name: Kelly Nguyen Subject/Grade: World History/10 th Setting: Special Education Class Date: Time
Frame: 55 minutes
Closure: What did you Assessment: (Informal Sheltered Adaptations: List all Supporting accommodations
learn today? and Formal methods) Instructional and modifications for all learners
Near the end of Informal: Strategies: List all SIOP Small group assignment.
class, have each Observe the features used in lesson Seat closer to teacher.
group come to the students while in Extra time for oral communications.
front of the class their groups and Use of flash cards. An outline for the student to use to help them
and explain what see if they are Visuals (Pictures, understand the material.
their pictures or communicating political cartoons, Check for understanding
cartoons were effectively on the and documents) Review/repeat instructions
about and why topic. Material related to Give participation points for at least partial
they picked the Observe how the real world events. participation that is done effectively (without
words shown on students Activating prior forcing others to do as she wants, or getting
the poster. communicate to knowledge. mad and causing altercations).
Ask the class what the class while Seat
they believe was presenting their Arrangement. (If a
important about posters. student is
the assignment. Formal: misbehaving or
Make sure to give Give participation needs help, the
positive points to students group will be
reinforcement on who had spoken placed near my
the students for in front of the desk)
presenting their class.
observations and
communicating
with the class.

Lesson Plan EEEI Format (LBUSD) Revision 2

 CSULB Lesson Planning Form

Name: Kelly Nguyen Subject/Grade: World History/10 th Setting: Special Education Class Date: Time
Frame: 55 minutes

Kelly Nguyen

EDSP 355

June 27, 2017

Modifications and Accommodations for Mwajabu

In looking at Ms. Mwajabus case study, there are key things of note that stand out to me as an aspiring teacher. Certain aspects about

her given in the study actually makes me question more if she may have other needs that need to be taken care of as well as addressed to the

parents. Mwajabu, like all students, has the right to have an education. However, she requires a lot of assistance in certain areas as seen in her

case study and I have built a lesson plan around the subject of History in hopes of assisting her.

Her case study reveals a lot about Mwajabu, as she does seem to be an intelligent girl as well as an artistic one. She is able to

understand actions and pictures better than language, as demonstrated from her use of drawing and problem solving through miming. She is

even able to understand how a fulcrum works, though displaying it in a way that does not help her social connections with her peers. This can

be used to help her already existing issues with reading as some parts of comics, reading needs to be used in order to define the actions. This

leads to where she is lacking in terms of learning: language, communicating with others, and reading. From her language tests, as well as how

she reacts to being given audible instructions, it is clear she is very behind understanding language but that could be because she is deaf.

However we do know she can speak Swahili, even if it sounds different according to her mother. She has a hard time saying certain sounds
Lesson Plan EEEI Format (LBUSD) Revision 2
 CSULB Lesson Planning Form

Name: Kelly Nguyen Subject/Grade: World History/10 th Setting: Special Education Class Date: Time
Frame: 55 minutes
and using certain verbal cues in sentences, such as objects, people, or time. Because of this, she has a harder time communicating with others

what she is trying to get across and is angry with people do not understand her. On a side note, she also has issues of people doing things that

are not the same as her and needs to understand that there are multiple ways to do things than just her own. This however I wish to help her in

the lesson plan I have for her where she needs to work with other students and using her ability to read pictures and cartoons well enough, she

will need to learn to communicate with others.

In the lesson, Mwajabu will be working in a group, analyzing two pictures or political cartoons involving Britain colonizing other

nations and their effects. The group is to make a poster and make a web of words, with the one they agree on to be at the center. I hope to play

to Mwajabus strengths in analyzing pictures and cartoons to help her learn the lesson but also to help her read a little as political cartoons do

not only show but the writing can help just as much to emphasize what is going on in the picture. I would give her note cards to practice at

home with family so she can understand how to say the world, how it is used, and its meaning. If she has difficulties or has a hard time to

communicate with her classmates, the group will be situated near my desk so that I may step in and help the situation in a way to help Mwajabu

get her message across and help her learn not to use violence or shouting to get her way. I will also be giving an outline for her to use so she

can piece things together for the lesson and she only needs to fill in the blanks from the vocab words on the note cards given to her. That and I

know as well that she has a hard time communicating her feelings so as long as she is able to work with her group in an effective manner, even

with my help, I will count that as participation points from her as even the smallest change will lean to larger improvements hopefully.

Lesson Plan EEEI Format (LBUSD) Revision 2

 CSULB Lesson Planning Form

Name: Kelly Nguyen Subject/Grade: World History/10 th Setting: Special Education Class Date: Time
Frame: 55 minutes
In looking at what Mwajabu needs in the class, it is a matter of helping her not only near the language even though she is deaf and may

not get a hearing aid just yet, we can at least work on her social skills as that is something her parents are eager to look into. As a teacher, I will

strive to help show Mwajabu that there are other ways to learn and express herself other than the way she is currently doing because she does

want to show what she knows, which is why she is frustrated when people do no understand her. The need to help her communicate better

should help her with her social skills and then we can work further on helping her obtain a hearing aid.

Lesson Plan EEEI Format (LBUSD) Revision 2