Araymond Exceptionalitiesportfolio

Running Head: INSTRUCTIONAL PORTFOLIO 1
Teaching Students with Exceptionalities in the Regular Classroom

Instructional Portfolio
Alexis Raymond
Thomas College
INSTRUCTIONAL PORTFOLIO 2
Table of Contents
WEEK 2 ACCOMMODATIONS................................................................................................ 3
MINI-LESSON “Read Along and Illustrate”.......................................................................7
MINI-LESSON: “4 Seasons Intro”....................................................................................... 14
MINI LESSON “Brainstorm for Winter Project”...........................................................19
References............................................................................................................................... 25
WEEK 2 ACCOMMODATIONS
Scenario:
You have a class of 12 students, two of whom have IEPs. Your plan for the day
includes a brief lecture and a KWL chart (know-want to know-learned) about a new
topic. You will ask students to contribute to the KWL chart verbally. First grade
classroom. This is for a second-grade classroom.
IEPS:
Student with dyslexia: During the lecture I would make sure that the student will get
handouts with “minimal words with large text” [ CITATION Acc18 \l 1033 ]. I would
ensure that during note taking the student would have time to take down the notes
and provide them with an audio pen and give the student the option of which they
feel works best. I would also give them a notebook with larger lines which will allow
them to read and write the words with a little more ease.
Student with social anxiety: I would just make sure not to call on the student
without warning; only if they raise their hand. When it comes to verbally discussing
the KWL chart I would base the accommodation off of the student. I would talk to
the student ahead of time and ask when they would feel comfortable contributing. If
the student preferred to go at the end, giving them more time to prepare, I would
make sure that they got that chance, or if they would rather they could go near the
beginning to get it over with so they could better focus on what their peers were
saying. I would also go to the student while walking around the room checking all
the students work and “let them say it to me out loud first”[ CITATION Jer \l 1033 ],
allowing them a little practice, while also making sure they do not feel singled out.
Scenario:
You have a class of 17 students, four of whom have IEPs. Your plan for the day
includes a lot of movement through stations with directions on the board. All chairs
and desks are pushed to the side. First grade classroom.
IEPS:
Student with dysgraphia: If stations involve writing the student will be given paper
with larger lines, and dashes in the middle, allowing them to have an idea of how
large or small to write the letters. The student will also have a slip of paper with all
the letters on it, allowing them to have an idea and go slow is needed. If the student
struggled throughout the stations to get their thoughts or ideas down, they will be
allowed to have a one on one meeting with the teacher to explain what they learned.
Student with mild autism: The student will be given noise cancelling head phones
during work time, so that the noise and chaos of the stations may be less
overwhelming. The student will also be given “a heads up on what the schedule
entails”[ CITATION Wha19 \l 1033 ], allowing them to prepare for the lesson or a
schedule change.
Student with vision impairment: The student will be provided a sheet of the
instructions so that they are not struggling to see the board. The teacher will also
check in many times during the lesson to make sure that the child can see and is
understanding any instructions. Verbal instructions will also be read out loud if they
are written on the board.
Student with ADHD: The student will be given fidget toys to help during the stations,
so they are better able to focus. The stations will also need to include some hands-on
experiments allowing them to stay moving and interactive. If the student needs, they
will also be able to stand up and stretch, to move around if they are struggling to
concentrate.
Scenario:
You have a class of 20 students, four of whom have IEPs. Your plan for the day
includes numbers and graphs, as well as some groupwork. First grade classroom.
IEPS:
Student with dyscalculia: This lesson will be difficult for this student because there
will be a lot of scattered numbers with multiple meanings. To assist this student
there will be many visuals during the lesson including videos, 3-D models of the
graphs, which if there is time can be made by the students for a project, and blocks
used for the numbers. There will also be many references to past math lessons, so
the students know they are capable of the work and have something to reference
when they are feeling overwhelmed and confused.
Student with auditory processing disorder: No students need the exact same
accommodations as the next students, however in some circumstances an
accommodation that is used for one student works for a couple other students and
this is one of those cases. This student will benefit from experimenting with 3-D
models and watching videos to visualize the process and using the blocks to
understand the numbers. There will be notes and photographs along with
instructions in case the student cannot hear the verbal instructions.
Student with synesthesia associated with numbers and ADHD: Working with graphs
will be difficult, because there will be many graphs that are dependent on colors, but
it will be important when planning the lesson to use as many graphs as possible that
are not color dependent. There will also be graph summaries on every graph, and
verbal instructions on what is happening.
Student on a year-long temporary 504 plan for a severe concussion caused by car
accident. Cannot concentrate on details on paper for more than 10 minutes at a
time: The blocks and 3-D model will allow this student to look away from the board
and paper, the videos presented will also keep his eyes off of the paper in front of
him some. There will be time added into the lesson plan to either discuss the lesson
with the child during the process or to meet after, to ensure they retained the
necessary information and see how they are developing. The student will also be
given time between videos to take a break and step into the hall if needed, there will
also be a sensory area where the student will be able to go.
Scenario:
You have a class of 15 students, four of whom have IEPs. You work in a high-poverty
district where many of your students are from impoverished homes. You know that
two of your IEPs (student 1 and student 2) live in an impoverished home. Your plan
for the day includes working through a high-tech lesson plan that involves students
creating their own podcasts about bullying. A class podcast for a first-grade
classroom.
IEPS:
Student who is nonverbal and has mild autism: Before this lesson, the student will
be given a verbal itinerary, so they feel more comfortable during the lesson. There
will be many examples of what will be expected for the podcast during the lesson, so
that the student has ideas to go off of, and it will be a class podcast where students
are expected to contribute small parts to the full project. Being nonverbal will keep
the student from talking about their part of the podcast, so they will be expected to
draw pictures of their points with brief descriptions. The student will also be given a
list of the expectations, so they are able to look back throughout the process.
Student with cerebral palsy (wheelchair-bound in this case): The student will be
working with a peer that they are comfortable with during this lesson; their speech
is slightly impaired, so it will be essential to match the student with someone they
feel safe with. The student “lacks fine motor control with their hands” [ CITATION
Cer \l 1033 ], so the partner will be able to help the student with writing or drawing
when needed. The student will be at a spot in the classroom where he has plenty of
room to move around or grab supplies around the room.
Student with epilepsy and anxiety (on medication for epileptic fits, but stress
induces epileptic fits): The entire lesson will be checked for epileptic triggers such
as flashing; the student will also be given a verbal itinerary of the lesson ahead of
time to ensure as much comfort as possible when starting a new lesson. The student
will be placed close to a door allowing them to have easy access if they need to step
out to calm down, as well as having access to the sensory space at any time. The
information and expectations will be presented multiple ways, with many examples
of acceptable podcasts to help the student get a baseline, and not have to stress
about what is being asked.
Student with clinical depression and social anxiety: The student will be given a
fidget toy to help them throughout a new lesson and will be given many examples of
what is expected from the podcast, so that they are as confident as possible with the
part of the podcast they produce. Extra time will be given to write their part of the
podcast if needed.
MINI-LESSON “Read Along and Illustrate”

Alexis Raymond
Grade: Second Grade
Demographic: 17 students total, 4 IEPs.
Title of Lesson
Read Along and Illustrate *Lesson plan based on 35 minutes in Kindergarten
classroom
Purpose/rationale: During this lesson the students will be given a book, while sitting at
their spots on the rug, and following along while the teacher reads aloud. To help the
students, not get too far behind the teacher will remind them each time when to turn the
page. This will allow students to transition from listening to a read aloud to being able to
follow along and eventually having the students do the read aloud. After listening to the
readings, the students will be given a paper that is half blank for illustrations, and half
lined. The students will draw the part of the story that they felt was most important and
write two or three sentences about their drawing. Once the students finish this, they will
hang up their pictures and look at what other students drew. This will hopefully give an
idea of how the students interpret the story and show them that people have different
interpretations of the same story.
This lesson will prepare the students for future lessons and classes, where they
will be expected to read a book on their own and find a way to show their understanding.
This lesson is important now because it is preparing students for future lessons where
they will be asked to read a book, or part of a book to the class. Looking at each other’s
work is important to this lesson because the students are working on getting an idea that
everyone thinks differently, and that is celebrated in the classroom. The students will
each be given a book for the read alongs (the book will be All Are Welcome, by
Alexandra Penfold, and illustrated by Suzanne Kaufman), colored pencils, and the paper
for their art. This lesson will be done in the beginning of the year to celebrate that
different ideas and personalities are celebrated. It is important to read this book because it
is early in the year and it will remind students that everyone has a place in the classroom.
This lesson will ensure equitable practice in a couple ways, first the students will
be listening to a book about how all students have a place in our classroom, and their
differences are encouraged. The second way is all of the students are showing their
personal understanding, this allows each child to be proud of how they interpret the story.
CCSS.ELA-LITERACY.RL.2.7- Use information gained from the illustrations and words

in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Objectives: STBAT:
1. Describe the part of the story, that they felt was most important
2. Illustrate their ideas, in a way that relates to the story and their write up
3. Follow along with their own book while the teacher reads
4. Relate to each other’s final product
5. Summarize the main ideas of the story through pictures and writing
Materials: 19 All Are Welcome books (one for each student, the teacher, and an extra), a
tub of colored pencils for each group of desks (3 groups of 4, one group of 5), papers
from the folder labeled half and half (one half is blank, the other is lined), tacks to hang
up the papers on the cork board next to the white board.
Anticipatory set: Before the students come into the room put a container or colored
pencils at each group of desks, along with the half and half paper and each individual
desk. The students are just coming back from recess when it is time for reading, so books
will be placed in front of each spot on the rug. In order to bring them back to class, they
go to their spots on the rug and do some “meditation.” This entails the lights turned off,
and a calming playlist, instructing the students to take a few deep breaths. Because it is
still the beginning of the year the teacher will remind them of what to do by saying “go
sit on your spots at the rug criss cross apple sauce” when this is done the teacher will then
tell the students to “take deep breaths through your nose and out your mouth, inflate and
deflate” (using this example because when first taught the teacher refers to deep breaths
like a balloon.) The spot they are sitting at during the meditation, is the spot they will be
sitting at during the reading so there will be no readjusting, the teacher will turn on the
lights and off the music and begin reading.
Teaching Strategy/Procedure/Activity:
Time Student is doing Teacher is doing
5 minutes The student is coming back The teacher is instructing
into the classroom after the students to sit at their
recess and taking their spots on the rug, their name
place on the rug. Once the tag is placed in front of
music starts, they will take their spot. The teacher will
2 minutes to do some deep then turn on the calming
breathing/meditation, to music and remind the
bring them back to students to sit quietly and
classroom time. do a few deep breaths with
them. Once that is finished,
turn off the music and tell
the students to pick up the
books and hold them in
their laps.
15 minutes The students will be The teacher will begin by
holding their books, telling the students that
following along with the they will need to be
story. Occasionally following along with the
answering questions when story and tell them the they
asked. will be expected to keep up
but there will be reminders.
The teacher will be reading
the story to the students

and attempting to make
sure that the students are
staying on track, reminding
them when to turn the page,
and ensuring them time
between each page to
glance at the pictures. Once
every couple pages the
teacher will ask questions
to make sure that the
students are paying
attention to the text.
10 minutes The students will put away The teacher will ask the
the books by stacking them students to stack the books
in one pile on the teacher’s neatly on the teacher’s
desk, then go to their desks, desk, then sit at their desks.
and begin drawing their Once that is done, they will
picture, and writing their give the class instructions
story. This time should be about the project they will
fun, but not chaotic. When be working on, telling them
the students finish, they to “illustrate the most
will begin looking at the important part of the story
other students work. to them, there is not right
or wrong answer as long as
it relates to the book and
write two to three sentences
describing their drawing.”
The teacher will then be
walking around the room,
keeping students on track,
and asking the them about
their drawings. Once the
students are finishing up,
make sure that they added a
full drawing and 2 or 3
complete sentences, and
then begin hanging up the
pictures. Once the students
are done, make sure that
they are observing other
kids work on the wall, and
if they are talking, ensure
that the conversation is
about the project.
2 minutes The students will look at The teacher will encourage
each other’s work, ask the students to take one

questions, and if any look at everyone’s project
choose, they will help hang and enjoy the differences.
up their work on the Work The teacher will then ask
We’re Proud of Wall. the students if they want
their work hung up on the
Work We’re Proud of Wall
which is the work that the
students take most pride in.
Summary/Closure:
The students will end class by walking around and looking at the work of their
classmates, to appreciate all the different ideas from one story.
Assessment:
Informal Assessment: The students will be assessed during the reading, by
seeing if the students are able to keep along with the story (looking at if they know when
to turn the page, or if they are trying to go ahead to see the pictures). Another way to
check their understanding is to look at their drawings/writing to ensure relevance to the
book, proving if they payed attention or understood the text.
Homework/follow-up assignment:
None
Accommodations/adaptations:
What will you do for students that need adjustments to the lesson? Keep in mind you will
have students in your class that are diverse learners and English Language Learners
(ELL).
IEPS in your class:
Student with dyslexia: During this lesson the student will still be given the book, but
because it will being read out loud, this will give them some practice looking at the
letters, but still hear the reading. The student will also be given a list of letters, capital and
lowercase, with a picture of something that starts with the letter (for example B, b, and a
picture of a bear), which will be taped to their desk near their name tag, allowing them to
have something to relate it to during the writing portion
Student with mild autism: The student will be given the option to sit at their desk with
headphones and listen to an audio book while attempting to follow along with a book.
The same book as the other students, just in a less chaotic environment, so the student can
stay on track while being comfortable. If the student chooses to sit with the class during
the reading, they are able to “bring a tool, such as a stress ball” [ CITATION 5Im \l
1033 ], to the rug. The student will also be given a few extra minutes to finish the
drawing and writing if needed.
Student with ADHD and anxiety: The student will sit next to the teacher’s seat to keep an
eye on them and make sure that they are keeping up with the pages and bringing them
back to the book when necessary. The student will also be given a fidget toy during the
reading time, and a wobble seat. If the classroom gets noisy or overwhelming during the
drawing portion, they will move their desk to a quiet place in the room, allowing them to
better focus. The student will also have the option to wear noise cancelling headphones
and or listen to music without lyrics to block out the sounds in the classroom. When
needed the student will have the option to step out of the room to calm down, when
feeling anxious, or go to the sensory space in the classroom
Student with Tourette’s, inclusive of facial ticks and obscene outbursts: The student will
be given a small seat, or bean bag chair on the rug, for the student’s safety, in case of
falling or flailing during outbursts. The student will be given a tool to use during the
reading, such as a stress ball or fidget toy to “reduce stress and anxiety” [ CITATION 10T
\l 1033 ]. If the ticks are affecting the students handwriting the teacher can give the
student a voice recording device, but if the handwriting is still legible, encourage the
student to still write, unless they are getting frustrated. This will allow them to be pushed
toward a goal but ensuring that they are not getting discouraged.
Attachments/Appendices:
https://www.google.com/search?
q=paper+half+lined+half+blank&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj08_S
d-Y_lAhXHhOAKHYnVC1IQ_AUIEygC&biw=720&bih=744#imgrc=ajG0OYc48r-
qjM
Plan B:
If the children each having their own books is too distracting, they will be asked to close
them and set them down in front of their laps; if the students are finding it too
complicated to follow along with the words, they will be asked to do the same. If the
lesson is going by too quickly, or the students finish their drawings quickly, they will be
asked to add some extra details to their pictures and description, and if that gets done
quickly as well the students will take more time to talk about each other’s drawings and
share what they wrote/drew. If the lesson is too hard the students can write less and focus
more on their drawings. If the students all chose the same part of the story to write about,
rather than focus on that, focus on the different ways they portrayed that same section of
the story with different, unique drawings.
MINI-LESSON: “4 Seasons Intro”

Alexis Raymond
Grade: Kindergarten
Title of Lesson
Seasons Intro based on 20 minutes
Purpose/rationale: This lesson will be taking place in October, when the leaves begin to
change, so that the students can have a visual happening directly in front of them. The
students just covered a brief unit on weather, and so going over seasons will allow them
to show what they learned and apply it to something new. The students will work on
associating the weather they previously learned about with a certain season. They have
also been working on productive group discussions, and discussion behavior, so this
lesson will give the students a chance to better those skills. Though it is the season of fall
that will start the conversation the students will be talking about all seasons during this
lesson, for the KWL chart, and will narrow in on each individual season during upcoming
lessons.
This lesson is important because students will be learning about their
surroundings, because these students are witnessing all four seasons throughout the year,
and this will allow them to have some understanding of what to expect at different times
of the year. It will also give a better understanding when learning the months of the year,
for example July is warm and sunny and December is cold, and it snows. Learning about
seasons is also important because “it teaches students about change, not only in the sense
of the weather but also the food that becomes available” [ CITATION Jen \l 1033 ],
which will be covered in future lessons. Understanding seasons will make it much easier
to base projects around seasons, rather than holidays, so no student feels uncomfortable.
The first time the KWL chart is used the students will just focus on what they
know and it will be very brief, just trying to get an idea of where the students are at
before the video. The video is important because it gives examples to look for with the
changing of the seasons and gives a catchy song that can be a helpful way for the students
to remember. The charts will be helpful for the students to see their progress and get them
prepared for KWL charts in the future. During the second chart session the students will
be expected to partake in a discussion on their experiences with seasons, questions on the
video, and working off of each other’s ideas/memories. At the end of the unit, which will
take place after the four seasons are covered more in depth the students will look back on
their KWL charts from this lesson and start a new chart to show the knowledge gained.
To ensure equitable practice in this lesson, there will be time during the making of
both charts for students to share personal experience, for example if a student is from a
state where they do not experience all four seasons. Their diverse experiences will not
only help with equity but give a better understanding of season differences when hearing
personal stories to their peers.
CCSS.ELA-LITERACY.SL.K.6- Speak audibly and express thoughts, feelings, and ideas

clearly.
Objectives:
 Define the different seasons
 Recognize the improvement from one chart to the next
 Identify the weather changes associated with each season
 Develop better discussion skills
 Relate back to a previous lesson
 Explain thoughts and ideas with peers
Materials:
2 pieces of chart paper (there will only be one KWL chart used but the second chart paper
is to extend the chart if needed)
Anticipatory set:
The beginning of class will involve the students moving from their group desks of 4 to
making a semi-circle around the board so all students can see the video, and the chart.
Teacher should tell the students that “it is time to move into our discussion seating, which
means our horseshoe around the board.” The students have practiced this during many
lessons so they know where their desks should be moved but the teacher will need to tell
them to “do it as quickly and quietly as possible” so that the classroom does not get out of
hand.
5 minutes The students are making a The teacher is prepping the
semi-circle around the poster paper on the board
white board with their while the students are
desks. The students will moving their desks. Then
then make a list of what making the list of all the
they already know about facts the students discuss.
seasons. The teacher is also pulling
out facts if the conversation
slows down, to get facts
that the students may not
realize is about a season, or
facts the students may have
forgotten to mention.
Examples of the facts
would be that it is warm
some months, and cold
others, the changes in
precipitation (the students
will most likely not
understand that specific

vocabulary specifically say
snow and rain.
3 minutes The students will be The teacher will play the
watching a video on the video on the seasons and
seasons. make sure that each child is
watching as much as
possible.
10 minutes The students will spend The teacher will be helping
these 10 minutes with an to make sure the students
open discussion and adding are keeping up the
to the chart. It will not only conversation and adding to
help make the topic the chart. There should be a
personal, but it will show line on the K section where
them the progress they the students stopped before
made. They will be the video so the students
working on their discussion can see if there was
skills. The students will progress after the video.
also have the opportunity The teacher will also make
to share memories they sure that each student has
have with the seasons. an equal opportunity to
speak and share what they
know and want to know.
2 minutes The students will move The teacher will move the
their desks back to how KWL chart to an empty
they were before the spot on the classroom wall
discussion. next to the reading circle to
be used in later lessons.
The teacher will then tell
students “let’s move our
desks back into our groups,
and do our best to put them
back to the way that they
were before the discussion”
the students have practiced
this as well but this will
just remind them that they
will not be allowed to
switch up their groups, and
then tell the students “once
they finish to sit in their
seats and get ready for our
next lesson, so they do not
get too distracted.
*Add or delete columns as necessary
Summary/Closure:
The students will end class putting their desks back to where they belong, and once they
are done, they will sit in their chairs in order to start the next lesson
Assessment:
 Informal Assessment: The student will be assessed by the updated discussion,
and the way they contribute to the conversation. Each child will be expected to
contribute in some way, whether it is giving an idea for a chart, giving a story, or
agreeing/disagreeing with a peer.
None.
(ELL).
IEPS in your class:
Student with bipolar disorder: The student will be given a verbal rundown of the lesson
before hand and told what is expected, so they are not caught off guard; as well as the
opportunity to leave the room when needed to take a deep breath with a special place in
the hallway. The student will also be “sat close to the teacher, because that is where he
enjoys to be, and can easily access help” [ CITATION Acc \l 1033 ]. The student will also
be given a stress ball, or fidget toy depending on what they feel is more helpful.
Student who is wheelchair-bound due to muscular dystrophy: The student will have a
helper that will assist the student when the desks are being moved. The student will also
have a space in the classroom that makes it easy to move around in the wheel chair.
Student with chronic absences due to cancer diagnosis: The student’s parent will be
emailed a brief description of the lesson and sent the link to the video, so they can get an
idea of the lesson, and not get too behind for when they come back. The video is only
three minutes so it will not take up too much time, but still get a good idea of the basics.
When the student does get back the charts will be saved so they will be able to see where
the students improved, and make sure they are on track. The student will also have a one
on one meeting to quickly fill out the homework assignment to assess the student.
Student with ADHD, dyslexia, and mild visual impairment: The student will be given an
outline of the lesson so that they are able to prepare and understand what is being asked
of them. They will also be sat close to the teacher and the board. This will be helpful for
the ADHD as well as the visual impairment. To help with the dyslexia, the lesson will
revolve around listening, or a discussion, and there will also be a video so there is less for
the student to have to read. The student will also be given a fidget toy to help during the
video and discussion
The seasons video- https://www.youtube.com/watch?v=K2tV69N0X8k
Dear Parent/Guardian Name,

We have missed (include students name) and hope all is going well. In class today
the students talked some about the seasons, and the weather that is associated with
them. I will leave the link to the video in the email. I will send you further updates
when we get more in depth on this topic.
https://www.youtube.com/watch?v=K2tV69N0X8k
Let me know if you need anything else,

Miss Raymond
Plan B:
If the discussion is not working, and the students are not holding up conversations there
will be a book called The Seasons of Arnold’s Apple Tree, by Gail Gibbons, which will
teach them some more lessons on the seasons and the students will not have to discuss. If
the lesson is too hard then the seasons will be covered one at a time, allowing there to be
more detail. If the lesson is too easy, then the discussion will be led to holidays and foods
that are associated with each season.
MINI LESSON “Brainstorm for Winter Project”

Alexis Raymond
Second Grade
Title of Lesson
Brainstorm for Winter Project, based on 25-minute lesson
Purpose/rationale: This lesson is to not only help students have better class discussions,
but it is also giving students the chance to take some control of their learning. This lesson
will be done in twenty minutes after reading, and it is the last topic before dismissal, so
the students will be chatty, this will be used to the teacher’s advantage if done right. It is
important to make sure that the students are all contributing and talkative, but it is just as,
if not more important to make sure that students are staying on topic and not interrupting
each other. If things begin to get out of hand remind students of the discussion norms that
were made but them at the beginning of the year, and that these are things that they felt
was important in order to have a productive discussion.
To start the discussion, have the students push the desks to the sides of the
classroom, and make a horseshoe shape with just their chairs, it will make sure that the
students are not distracted by items on or in their desks. From there it is important to
remind students that this is a class discussion and brainstorm, and during this time we
respect each other’s ideas, even if we do not agree with them, and there are ways to
disagree that are done kindly. Remind them to also take a quick look at the discussion
norms while setting up the poster paper for the chart. It is also helpful to “not accept “I
don’t know.” Tell students that you don’t require them to “know” but you expect them to
“think.” This will teach them how to wonder aloud, speculate, guess or give the best
answer they can” [ CITATION DrA13 \l 1033 ].
From there the teacher will tell the students “Around this time of year at our
school there is a lot of talk about Christmas, but I think that it is time that we learn about
some other holidays this time of year, and why they are celebrated. Can you guys come
up with some ideas on how we can learn about other holidays, or what those other
holidays might be?” The teacher should partially lead the discussion to Kwanza and
Hanukah, however if the students know of other holidays that occur during this time
those can be explored as well. If one of the students does not bring up having guests
come into the classroom within the first five minutes of the discussion the teachers should
bring this up to make sure that there is plenty of time to discuss the project before the end
of the discussion.
The only requirements for this project are it has to do with showing the
information that is learned from the visitors, and it has to be done as a class, however it
can be done in sections and as long as there is one final product. The project also needs to
be realistic, with the timeline the students will only have a week to do the project so it
should not be anything that is too long term, for example the students could make group
stories about each holiday.
Each student will be expected to contribute so the teacher should keep a list of the
student’s names (class attendance would work) and mark off when each student
contributes so that no student goes forgotten in the chaos of the discussion. Contribution
could be as simple as agreeing with a peer or as in depth as telling a story about holiday
experiences. This lesson will ensure equitable practice in the classroom because instead
of celebrating holidays which can be offensive or leave students feeling left out, it gives
the students a chance to learn about different holidays in more of an academic light while
still having fun. This is being done just after Thanksgiving break giving the teacher a
chance to schedule the speakers and get the project done in time for break.
CCSS.ELA-LITERACY.SL.2.1.A- Follow agreed-upon rules for discussions (e.g.,

gaining the floor in respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.1.B- Build on others' talk in conversations by linking their
comments to the remarks of others.
Objectives:
SWBAT:
 Summarize their ideas
 Relate to peers’ ideas
 Design a project
 Collaborate with peers to make plan for class visitors
Materials:
3 pieces of poster paper, markers
Anticipatory set:
The teacher will have talked to people weeks ago about coming into the classroom, so it
is a sure thing. Student’s will begin by moving their desks to the side of the room and
setting up their chairs in a horseshoe shape, which is a sign that it is time for discussion
and then they should be reminded of how to effectively discuss as a class (as written in
purpose and rationale)
5 minutes The students will push The teacher will tell the
their desks aside and make students it is time for a
a horseshoe with their group discussion and
chairs in front of the brainstorm and to move
whiteboard. Once they their desks to the side and
finish, they will sit in their their chairs into the
seats and be reminded of horseshoe shape in front of
the discussion rules. the board (the students
have done this enough to
know how it is done but
may need a reminder so
teacher should tell them to
do so as quickly and
quietly as possible. Once
this is done and the
students are sitting the
teacher should remind the
students about discussion
rules and to respect each
other.
15 minutes The students will be The teacher will be helping

discussing different direct the discussion but
holidays around winter still allowing it to be
break. Once they talk about mostly student lead. The
some (and they may need teacher should ask the
to be assisted) they should students about holidays
talk about how to learn that are celebrated around
information around this winter break. Let the
holiday and will either students talk for a couple
come up with idea or be minutes but if they do not
told about people from the have any examples within
community that celebrate 2-3 minutes then the
these holidays coming in teacher should bring up
and talking to the class. Hanukah and Kwanza.
From there the students From there the question
will discuss potential should be asked “how can
project ideas. we learn some information
about this?” Allow the
students to throw out some
ideas, but if they have not
brought up bringing in
community members
within 5 minutes then the
teacher should bring this up
and ask how the students
feel about this. From there
the teacher should say “I
bet we’re going to get a lot
of information from the
people who come in to talk
with us, so how can we
make a project about that
as a class?” This part will
truly be student lead, the
teacher should just keep it
realistic, and make sure
that it would fit in a week
time frame. During this
time the teacher should be
making marks to check in
and see if every student
participated in some way.
5 minutes The students will begin The teacher reminds

moving back their desks students to “move desks
and chairs. and chairs back like they
were before the discussion
and just like before they
should do it as quickly and
quietly as possible.” The
students have practiced this
many time so they will
know what is expected.
While the students are
doing this the teacher will
hang the chart up on the
empty spot on the wall by
the reading rug, keeping it
in view to keep students
excited, but aside enough
so it is not a distraction.
Summary/Closure:
Once the students move back their desks they will sit down for the daily recap before
getting ready to go home.
Assessment:
Informal: The students will be assessed on their contribution in the discussion, it
could be as simple as agreeing with a peer or something more like giving a full project
idea, as long as the student is showing effort.
None.
(ELL).
IEPS in your class:
Student with Asperger’s Syndrome: This student will be given a list of the expectations
for the assignments before it happens, so they know what to look for during the lesson. If
the student “begins interrupting or speaking over other students”[ CITATION Stu \l
1033 ], there will be a predetermined sentence with the teacher one for this lesson might
be “let your peer finish first and you can go next, allowing the student the reassurance
that they will be able to go next, and not be offended by the teacher stopping them.
Student with hearing impairment and speech delay: The student will be sat next to the
teacher so when directions are given the student will have a better chance of hearing, the
teacher will also be in the same vicinity so if it seems that a student is speaking quietly
the teacher can ask them to speak up so the student does not always have to ask
themselves, but the student is free to ask their peers to speak up at any time as long as it
is done politely. The student will be told about the brainstorm beforehand so they know
what is happening and will be told that they will be expected to contribute once but they
will not be randomly called on at any time.
Student with clinical depression, severe peanut allergy, and type I diabetes. Carries an
Epipen and insulin: The teacher will have a reminder set on a cell phone that will go off
and the student will go to the nurse, and a trusted buddy will go with the student before
the lesson during the set-up of chairs so neither student will miss out on the lesson. The
student will also be able to grab a snack at any time, and there will also be a drawer of
snacks in the teacher’s desk in case the student does not have any, and all snacks will be
nut-free. There will also be daily meetings with the student to check in.
Student with dyspraxia: For all lessons the student will have a buddy, that the student
trusts, and feels comfortable talking to, that will help the student get from place to place.
In this particular lesson the student will help the student when moving their desks, and
back to their chair. Corners of the room that are sharp, such as corners of the walls, or
desks, will also be padded in case the student falls. The student will also be “sitting next
to the teacher for help if necessary, and will have the option to “stand up or
stretch”[ CITATION Ama2 \l 1033 ], at any point during the lesson if needed. The
student will also have a padded seat with handles to help with balance, which is
extremely important during the discussion especially because there will be no desk to
help with balance.
Plan B:
If the lesson seems to be too easy the teacher should ask for more in-depth ideas, maybe
even encourage timelines for the project. If it is too hard the teacher should give the
students some specific ideas on what is expected so that they have some ideas to go off
of.
References
10 Things Teachers Can Do For Students with Tourette Syndrome. (n.d.). Retrieved
from Tourette Association of America: https://tourette.org/blogs/resources-
support/10-things-teachers-can-students-tourette-syndrome/
5 Important Classroom Accommodations For Children With Autism . (n.d.). Retrieved
from Caring 4 Our Kids : http://caring4ourkids.com/important-classroom-
accommodations-for-autistic-children/
Accommodations For Students With Bipolar Disorder And Related Disabilities . (n.d.).
Retrieved from International Bipolar Disorder :
http://ibpf.org/article/accommodations-students-bipolar-disorder-and-
related-disabilities
Accommodations For Students With Bipolar Disorder And Related Disabilities . (n.d.).
Retrieved from International Bipolar Disorder :
http://ibpf.org/article/accommodations-students-bipolar-disorder-and-
related-disabilities
Accommodations for Students with Dyslexia . (2018). Retrieved from International
Dyslexia Association : https://dyslexiaida.org/accommodations-for-
students-with-dyslexia/
Cerebral Palsy in the Classroom. (n.d.). Retrieved from teAchnology:
http://www.teach-nology.com/teachers/special_ed/disabilities/cp/
Ito, J. (n.d.). Why is it Important to Learn About the Seasons . Retrieved from Leapfrog
: https://www.leapfrog.com/en-us/learning-path/discussions/why-is-it-
important-to-learn-about-the-seasons
Ito, J. (n.d.). Why is it Important to Learn About the Seasons . Retrieved from Leapfrog
: https://www.leapfrog.com/en-us/learning-path/discussions/why-is-it-
important-to-learn-about-the-seasons
Kelly, K. (n.d.). Classroom Accommodations for Nonverbal Learning Disabilities .
Retrieved from Understood : https://www.understood.org/en/school-
learning/partnering-with-childs-school/instructional-strategies/at-a-glance-
classroom-accommodations-for-nonverbal-learning-disabilities
Mendler, D. A. (2013, November 5). Teaching Your Students How to Have a
Conversation . Retrieved from edutopia :
https://www.edutopia.org/blog/teaching-your-students-conversation-allen-
mendler
Morin, A. (n.d.). Classroom Accommodations for Developmental Coordination Disorder
. Retrieved from Understood: https://www.understood.org/en/school-
classroom-accommodations-for-dcd
Morin, A. (n.d.). Classroom Accommodations for Developmental Coordination Disorder
. Retrieved from Understood : https://www.understood.org/en/school-
classroom-accommodations-for-dcd
Phillips, M. L. (n.d.). Synesthesia . Retrieved from Neuroscience for Kids Consultant :
https://faculty.washington.edu/chudler/syne.html
Schultz, J. (n.d.). Social Anxiety and Learning and Attention Issues: What You Need to
Know. Retrieved from Understood: https://www.understood.org/en/friends-
feelings/managing-feelings/stress-anxiety/social-anxiety-and-learning-and-
attention-issues-what-you-need-to-know
Students with Asperger Syndrome . (n.d.). Retrieved from Keene State College :
https://www.keene.edu/office/disabilitysvs/resources/faculty/aspergers/
What are typical challenges and accomodations for students with Aspergers Disorder
and high-functioning Autism? . (2019). Retrieved from AccessComputing :
https://www.washington.edu/accesscomputing/what-are-typical-
challenges-and-accommodations-students-aspergers-disorder-and-high-
functioning-autism

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Running Head: INSTRUCTIONAL PORTFOLIO 1

Teaching Students with Exceptionalities in the Regular Classroom

MINI-LESSON “Read Along and Illustrate”

CCSS.ELA-LITERACY.RL.2.7- Use information gained from the illustrations and words

the story to the students

each other’s work, ask the students to take one

IEPS in your class:

MINI-LESSON: “4 Seasons Intro”

CCSS.ELA-LITERACY.SL.K.6- Speak audibly and express thoughts, feelings, and ideas

understand that specific

IEPS in your class:

Dear Parent/Guardian Name,

Let me know if you need anything else,

MINI LESSON “Brainstorm for Winter Project”

CCSS.ELA-LITERACY.SL.2.1.A- Follow agreed-upon rules for discussions (e.g.,

15 minutes The students will be The teacher will be helping

5 minutes The students will begin The teacher reminds

IEPS in your class:

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