JLD Instructional Teaching Portfolio

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

Instructional Portfolio
Jeffrey Douthwright
Thomas College
INSTRUCTIONAL PORTFOLIO 2
Table of Contents
WEEK 2 ACCOMMODATIONS................................................................................................ 3
MINI-LESSON “UNIT CONVERSIONS”............................................................................... 10
MINI-LESSON “ADDITION WITH NEGATIVE NUMBERS”...........................................20
MINI LESSON “APPLICATION OF GEOMETRIC SHAPES”............................................24
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-learn) about a new
topic. You will ask students to contribute to the KWL chart verbally.
IEPs:
Student with dyslexia
For the student with dyslexia, I would make sure to provide a KWL chart on paper
with color coding of each column, along with the colors matching the KWL chart that
will be used to collect data. In this activity, the work is initially individual, and then
the class contributes. To accommodate this student, I would first to see what they
know, then meet as a class to collect a general basis. My directions will be simple
both orally and written for this student to understand. After the lecture, I would
then check on this student first to make sure they understand what is tasked for
them and give any help if they need it at this time. I would then follow a regular
routine of checking with certain students to get a general idea and return to this
student after they have had time to think of some ideas. Once I feel comfortable with
the students and their work and they feel good about it, I would follow through with
the rest of the lesson. When I would ask this student to share an idea they had, and
they do not have any software available to help translate their idea, I would ask
them about one idea they shared with me one-on-one, especially if it easier for them
to pronounce, and have them try their best to share it. If anything, out of the
ordinary happens, I would try to mention the idea myself and share anything the
student had to say when they talked one-on-one.
Student with social anxiety
For this student, I would cover both bases as well with oral and written expectations
of the lesson. I would follow the routine as stated in the previous question, and I
would be sure to check this student for understanding as well as soon possible. I
would leave them to their work and check on them again at the end of the solo work
time for students. For this student, I would want to try and find a strong idea this
student as and ask for their permission to start the activity with this idea. I feel this
approach is the best in my mind, as the student does not have to speak if they are
against it and I get their input for the lesson. I can relate with this student being very
anxious in a classroom setting. Although I was not that anxious and could do some
speech just fine, I can see the anxiety these students can have when speaking. For
me, I would be worried of judgement from others, as I rarely share thoughts and not
that prepared for the opinions of others. You cannot label all students with social
anxiety like this of course, and each student can have their own worries that are not
judgement too. (I still did some research for better understanding and ideas of
methods for students like this and will not use my own judgement often on
something like, as the research is the most important part of this process.) I would
write ideas on the chart myself so this student does not have to worry about the
confrontation and can focus on the learning.
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.
IEPs:
Student with dysgraphia
A student with dysgraphia, I feel, is a unique and interesting experience to behold;
there can a lot to learn from a student that can/has to use another method of writing
to get their point across. I would make sure this student is comfortable with their
utensils and provide them with an outline beforehand of the lesson and the
handouts, if not done for the rest of the class. This way, the student can be prepared
for the work before class and they, or we, can plan what writing they can focus on
throughout the activity. If possible, I would take time before this lesson somewhere
along the line to meet with the student and make sure they are prepared to the work
on hand, as I would imagine other assignments I give the class, this specific student
can worry about in their free time, instead of tasking them on the spot, as I would
not see that as fair.
Student with mild autism
A student to this stature can be unique across many examples. Planning a lesson can
sometimes depend entirely on the student’s ability and what they are capable of.
Students with autism can struggle with organizational skills, abstract and
conceptual thinking, misbehavior, and other issues. With any student with autism, I
want to be clear, concise, and understand their speech or limitations with body
language. Not all students in this situation react the same, so I should better
understand the student for how they interact with students or me and make sure it
is appropriate and positive in the classroom. Once I know this, I will try to plan
certain methods in this lesson: understand how they learn and make sure the lesson
is set up around them properly, have an aide or shadow teacher on hand for the
lesson to help the student be guided along, and have a behavior plan in place to help
the student feel more comfortable in the lesson.
Student with vision impairment
This student I would have instruction prepared beforehand like the student with
dysgraphia. This student would be given similar or either the same material as that
student beforehand, and I would meet with them as well to help better visual what
the classroom will look like when they come in for this lesson. This will give the
student more time in class to worry about the work, but I am prepared if they do not
have enough for all the work. I would probably factor in the lesson taking 2 classes if
necessary. Depending on the student, I will have copies have large enough text on it
for the student or make certain copies for them, so I do not use so much material on
one handout.
Student with ADHD

This lesson will work well with a student having ADHD, as the movement-based
activity will keep the student better focused. Depending on the case of ADHD—being
inattentive, hyperactive-impulsive, or combined—I would still anticipate this lesson
taking 2 classes for this student, as it gives them a better idea of the entire activity,
instead of trying to cram it into one sitting. I would make sure the student gets
through their work done at a good pace, set up plan with them about what they
should try to accomplish in a timely manner, give them opportunities for breaks,
and organize the work required for them so it can be visualized for them. I would
see if any students beforehand are willing to “shadow” this student, someone to be a
positive role model and help them through the work if they are struggling. I would
still check in as I would with any other student, but this shadow allows me work at
my pace in the class and helps keep the student focused on the assignment at hand.
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.
IEPs:
Student with dyscalculia
A student with dyscalculia can be a tricky situation, especially in a mathematics
class. I would make the work split up between number-based problems and word-
based problems, give clear and step-by-step instructions of the lesson, lots of space
for work like graph paper or blank paper, and examples of the problem in real life—
like using certain objects or toys to help visual the idea. Working in groups, I can
have a positive role model student help with guiding the student through the work,
as that level of cooperation can be very beneficial. When reviewing the student’s
work, I want to give them credit for their work shown over the answers they get—
which is a good idea to reinforce for the whole class. The process of getting to the
answer is much more important than the answer itself in mathematics, so it is very
important to critique the process over the answer for a student like this, so they feel
confident in their work.
Student with auditory processing disorder
For this student, I would work along the same rails of the previous student, giving
clear steps of instruction, and I would make with the student as soon as I can one-
on-one to make sure they understand the instructions and could even repeat them
to me. While I am with the student, I would highlight some key instructions with
them so they can refer to them quicker. I am quite a visual learner myself, so I will
go out of my way to make sure students can visually see what the best way is to go
about work, so I think this will help the student efficiently. I will provide the student
with some outlines of the lesson as well and any other knowledge they would need
like an outline, for instance previous material being used or material for the current
lesson.
Student with synesthesia associated with numbers and ADHD
Upon my research, I could not find much about work people have already done with
students like this—which mentioned people who deal with this kind of disorder
rarely share this problem. What I did find though was to keep text black and white.
To me, I would probably attempt to understand what colors are friendly to the
student, and design handouts or work to those colors, because black and white
could be colors they disapprove of. Along with this, I would follow the guidelines I
have written about previously with an ADHD student, generally working around
what is best for them, make sure the lesson is good for their pace and allow extra
time if necessary, for them, give them a positive role model to help them along the
work, and make sure the work load is appropriate for their organizational skills.
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.
For this student, I want to base the workload for them around the progress of their
recovery. It would only make sense to balance their schoolwork with their recovery,
as recovering from a concussion is a gradual process back to previous life activities.
I would make sure there is strong balance of work and rest for the student, as the
concentration can be difficult already for the student. Along with that, I would
communicate with either the student or parental guardians about making sure the
workload is a good balance and a due dates for work is not too tasking. I feel you
cannot rush a process like this, so it best to work with it instead of against it. I would
even stress if this lesson could be too intense for the student, and plan to either
work with student myself in the class or at another time, or request an aide or
shadow teacher to help me make sure the student is moving through the lesson.
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 in grade 7.
IEPs:
Student who is nonverbal and has mild autism
For this student, my first approach would be to figure out a system that creates text
to speech audio from the student’s writing, probably through a computer as they
would record their podcasts like that. I would make sure the school is providing
such a device for the student, and if they are not, I will go through the effort myself
to make sure they have the proper technology. If it even came to it, I would find a
way to make sure the student would be able to keep one through his time with me
as a student and even further beyond my classroom. This would allow the student to
write out their ideas in the safety of their mind, then have it recorded through a text
to speech system still projecting their ideas. For this student specifically, I would
want to check in on their ideas they note down regularly, so they do not feel lost or
overwhelmed. I think doing this whole process would be effective as an
accommodation as it shows the student is not restricted by their learning disability,
even when it comes to speaking. In my mind, they are still achieving the goal of
getting their ideas in an audio form for other people to hear and listen to.
Student with cerebral palsy (wheelchair-bound in this case)
My best interest for this student would be to have support from another person in
the classroom with them, such as an ed-tech, aide, or classmate. I would prefer the
first two options over the classmate concept, as it does not create the issue of
students being able to work with each other if this lesson was designed for each
student to do their own work. If I did need to have a classmate help the student, I
would consider having students be able to work in groups of two for his assignment,
but make sure the requirement is a fair amount of communication from each
student. By fair, and this applies to this student specifically, I would hope to see
balance of talking—so some who enjoying talking more than others could do more
discussion—raise more questions or ideas for the group to talk about. Additionally, I
would approve or give some acceptance of the ideas they plan to discuss before
going into the podcast.
Student with epilepsy and anxiety (on medication for epileptic fits, but stress
induces epileptic fits)
I think a good approach for this student would start with scripting. Some podcasts
can be impromptu thinking and ideas I the spur of the moment, but a script is a
viable option as well. Due to this student having difficulty with stress, I would
minimize the stress as much as possible of impromptu thinking and have them
clearly think out their ideas for what they are wanting to discuss. Depending on the
student, I would see when the best time to plan on the script writing and talk with
them one-on-one about their work or what I would like to see. If the student was
comfortable or ready to try recording, I would set up the equipment they need to
record with and let them practice or produce the product they want. I think this
activity would be best done with my supervising so they any triggers like light do
not affect the student. In the event of an epileptic fit, I would do my best to move the
student to a safe spot or have additional help from another adult (like a nurse) to
ease the situation. I would want to set up a norm with the rest of the student body to
make sure there is no judgement of this student.
Student with clinical depression and social anxiety
For this student, I would focus on scripting and practice with presentation. For this
assignment, I would plan on letting the student present their discussion to me as an
audience of one person, instead of a podcast recording. This may be a modification
from the original assignment. For me, recording is still frightening sometimes as
much as presenting to a group. This accommodation is in line of what the norm
follows for anxious students, and it does not take away from concept of the lesson. If
a script is necessary or bullet points of notes to help guide the student, I would not
see that as making the lesson too easy, and still offers learning to the student. For
something that does not modify the original assignment, I would be able to change
the assigned topic to something that reflects better with the student—along with
something that is not so triggering to the student possibly. I can provide calming
methods—like fidget tools—as well to the student and spaces—like quieter spaces
or dimmed lights—more independent for them to complete their work.
MINI-LESSON “Unit Conversions”

Jeffrey Douthwright
Grade 9
Demographic: 17 students total, 4 IEPs.
Unit Conversion Introduction

*Lesson plan based on 90 minutes
Purpose/rationale: This lesson teaches a necessary skill of conversion that is found

throughout mathematics post Algebra. The skills and concepts in the lesson are part of
the bigger idea of scaffolding and is an essential base tool found in mathematics so we
can keep consistent units throughout problems. This skill helps with real-world
application and problem-solving when involving units. The materials used are basics in
measurement and help better visualize units and conversion. This kind of lesson would be
the beginning of a unit, but I would make sure the students have a refresher on using
measurement tools. After this lesson, a following lesson would proceed of a check for
understanding through an interactive activity. I would approach this lesson with multiple
learning style preferences in mind to ensure a fair chance of every type of learner to
acquire the knowledge. I plan to have the students measure certain lengths with different
units of measurement. They will work to convert the measurements they found and
become proficient in the concept overtime.
9-12.HSN-Q.A.1 - Use units to understand problems and to guide the solution of multi-
step problems; choose and interpret units consistently in formulas; choose and interpret
the scale and the origin in graphs and data displays.
Objectives:
1. Students will be able to identify and convert between the metric units of length, such as
kilometer, meter, centimeter, and millimeter.
2. Students will become proficient at converting between different units through a
process of division and multiplication.
3. Students will accurately use measurement tools, such as centimeter rulers, tape
measures, and meter sticks.
Materials:
Measurement Sticks (Rulers [cm side]/Meter Sticks)
In-class Worksheet for Note-taking
Worksheet for Homework
Anticipatory set:
I would have an agenda of the class visible on the board for everything that day: tools
issued, work assigned, instruction, guided instruction, group practice, and independent
practice. As students walk into the class, I will greet them at the door, and say “Okay
class, go ahead and sit at your group tables (tables are set up in groups of four with
assigned seats). Have one of your group members grab a ruler and a yard stick from the
front table.” They would measure out certain objects in different units and note down the
information they find. I would take an opportunity to see what students need support with
measuring, then move into converting units.
Teaching Strategy/Procedure/Activity:
Time Student is doing Teacher is doing
0-20 minutes Come into the classroom Preparing for instruction on
and pick up the note the board and collecting
worksheet for class and student information. The
homework worksheet. board is kept clear except
Measuring 2-3 objects in for charts of every group
different units with and their measurements
measuring tools. Inputting and units they used.
data on worksheet provide Teacher available to help
when they enter the students with assigned
classroom. work. Teacher would work
help explain any questions
they have about the work,
grading, assignments, and
further discussions they
want.
21-30 minutes Telling teacher of data, Logging the information
they collected and in what students collected. This
units. could be done physically or
in a spreadsheet/table via
Google Docs or Google
Sheets. Could be an
opportunity to show unit
conversion through
computing.
31-40 minutes Taking notes and or Checking for
listening to instruction of measurements to be correct
any disagreements about mentally; if they are
measurements. Ask incorrect measurements,
questions if necessary. make a teachable
Students participate by opportunity to correct a
answering questions given student about their mistake
to check for understanding. and see what went wrong.
Check for understanding
would be given by guided
practice and volunteers
from students. For
example, I would see what
students are willing to try

the problem for the class to
see. If they had struggles, I
would be able to answer
them and be able to get
some students questions
answered. I would do this
with two or three students
to get a “general” survey of
the room, for now.
41-60 minutes Taking notes of new Measure a different object
material being instructed. than the students and log
Ask questions if necessary. the measurement on the
board. Begin to explain the
concept and idea of unit
conversion. “This is the
idea of converting units
between other units of
measurement. This concept
is used for various tasks
from cooking to rocket
science. Without, we would
have a hard time finding
precise, accurate, and
tasteful information about
the world around us. ” Ask
for student input they have
something to say or see
what they could know.
After that, begin to show
the method of conversion
factors using the object I
measured. Perform the
concept one more time
another object. Then, guide
a student, who is willing to
perform the concept,
through the conversion in
front of the class as a
guided instruction. Help the
student along the way and
make sure everyone starts
to become proficient.
61-70 minutes Students work in groups Walk around the class and
changing their units and see collaboration between
converting them to a new students of conversion.
form. Help pick up any students

that are falling behind or
struggling with the concept.
This would be more a one-
on-one interaction to see
where the student struggles
still.
71-80 minutes Students share the new Log new information on
information they found and the board of students
make connection to second group activity. Do
information other students one more universal
found before. understanding check of the
unit.
81-90 minutes Students work on a one Hand out exit slip and
problem exit slip of the collect them when students
unit conversion they have have completed them. This
learned. The exit slip will will be completed
provide new units to individually. I would
convert. Students final encourage students some
reflective discussions with final reflective discussions
the teacher or each other and see what they think is
about the prompt. applicable with this skill.
Where do you guys see
yourself using this?
Summary/Closure:
I will provide an exit slip of a one problem with two new units that have not worked with
yet. The units will be liters to quarter liters as a check. I can use this to see what students
might still be struggling and be prepared for the next lesson. In general, this would not be
graded for correctness, and more of how they go about the process. This applies to the
homework as well in case some students are really struggling still. The students will be
aware of this, and it will be communicated this is not a quiz or test to be fearful of.
Assessment:
 Formal assessment: Exit slip in-class and homework for next class. Graded for
completion and attempt over correctness.
 Informal assessment: Group activity, pacing around the room, and monitor
students for their work, especially students that might have been struggling in
comprehension of conversion.
Homework/follow-up assignment:
Worksheet of unit conversions and conversion factors. Bank of new units provided.
Accommodations/adaptations:
IEPs in your class:
Student with dyslexia

As this is a social activity, I will be mindful of the student and what work they are willing
to complete in a group setting, so the others can help them better understand the concepts
and guide him through things he struggles, as the others are learning with him. I will
provide any handouts to better visualize the conversion factor concept to him or any other
students that would like it.
Student with mild autism
A student to this stature can be unique across many examples. With any student with
autism, I want to understand their speech or limitations with body language. Not all
students in this situation react the same, so I should better understand the student for how
they interact with students or me and make sure it is appropriate and positive in the
classroom. I will try to plan certain methods in this lesson: understand how they learn and
make sure the concepts are set up around them properly, have an aide or shadow teacher
on hand for the lesson to help the student be guided along, and have a behavior plan in
place to help the student feel more comfortable in the lesson. A fidget tool, as well as an
opportunity to take a break when there is sensory overload, will be provided to the
student. Due to the movement and possible sensory overload in this lesson, this student
will have the option of working alone and will be provided an overview of conversion
basics via handout.
Student with ADHD and anxiety
I would not put this student on the spot, and I would rather check with him during group
work activities for understanding and work completion. The student will not struggle
with getting through the work. I would provide a conversion factor sheet to better keep
their attention during the lecture.
Student with Tourette’s, inclusive of facial ticks and obscene outbursts
This student will be provided the opportunity to work alone and will be given a handout
(see appendix) with information. Tics and outbursts will be ignored, and students in the
class know about this student’s disability and know that the best way to address outbursts
is to normalize them. The student will be provided a fidget tool.
Attachments/Appendices:
In-class Notes Worksheet & Reference Sheet
Conversion Factor Example Worksheet
Homework Worksheet
Notes:
Object Measurement (cm) Measurement (m)
Notes:
Conversion Factor Practice:

12in = 1ft
36in = 1yd
3ft = 1yd
10mm = 1cm
100cm = 1m
1000m = 1km
1000ml = 1L
1000g = 1kg
Plan B:
With my current knowledge, if a lesson wasn’t working or too hard, I would probably
stop the lesson and let students work individually on assignments for other classes and try
assess the problem I am encountering, so I can return to the lesson another day. (With
more experience, I would try to find alternatives, but I don’t want to push myself too far
off about a lesson that has gone wrong in the beginning of my career.) If a lesson was too
easy, I think I could just plug in more time for homework before the class session ends. If
I finished too quickly, I would probably ask students to see what was clear and what was
not clear, because I am sure I would lose some kids going too fast.
MINI-LESSON “Addition with Negative Numbers”

Jeffrey Douthwright
Grade 7
Addition with Negative Numbers

Purpose/rationale: Students are working on adding negative numbers. This functions

mid-unit on Number Lines. It will be covered halfway through the year. The property is
important to know when combining like terms, example, found most in equations. This
lesson is taught to help students visualize number behavior. Junior High School
mathematics teaches pre-algebra skills and properties, so can use a skill to their
advantage based on the number line. The materials will be interactive for the students,
instead of a lecture of how the property works. This creates a more student-centered
experience and lesson so the students can show their understanding. They can learn at
their pace and put the pieces together with each other. The students should have learned
putting numbers on a number system, and they will learn multiplication and division of
negative numbers next. I would approach this lesson with multiple learning styles in mind
(visual, auditory, verbal, and physical) to ensure a fair chance of every type of learner to
acquire the knowledge.
CCSS.MATH.CONTENT.7.NS.A.1.C
Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-
q). Show that the distance between two rational numbers on the number line is the
absolute value of their difference and apply this principle in real-world contexts.
Objectives:
SWBAT add positive and negative numbers together.
SWBAT add two negative numbers together.
Students will work cooperatively when in groups/pairs and quietly when working
individually.
Materials:
Two-sided / colored chips (option 1)
small dry-erase boards and markers, 17-20 of each (option 2)
Exit Slip
Anticipatory set:
Do Now: A hypothetical scenario of a student owing another $4 for the movie they went
to last week. The student’s mother gives her $2 on Monday morning. How much does the
student owe still? Solve this as an addition problem! “Here is a math problem (explain
the scenario above). Using only addition, how could you do this problem out
mathematically, or through numbers?” Students will work to solve this as an addition
problem, but will probably not be able to, and they will be curious as to how this can
possibly be an addition problem.
0-5 minutes Anticipatory set. Students Observing students as they
sign up for what groups try to work through the
they want in today’s lesson hypothetical scenario.
on the board. Any names
missing I would check in
(not cold call) for them to
pick a group to work with.
6-10 minutes Participate in guided Teach new material
practice of problems and through modeling of
examples. original question: use chips
to represent positive and
negatives numbers. One
color means positive and
another negative. Each chip
can represent the number
one; when adding a
positive and a negative
chip, you will get 0. The
lesson’s main point is a
positive and negative
number can cancel each
other out. So, demonstrate
4 + -2 through the chips.
The result will be 2
positive tiles left. Try a few
problems with the students
giving an answer. Give an
opportunity for at least five
solutions. Then, show the
addition of two negative
numbers. Just like positive
numbers, they will not
cancel each other out, but
add on to each other. A
good example can be to
show how positive
numbers behave, and then
show how negatives will
behave the same.
11-15 minutes Students work in groups of Teacher will give questions

4 (and one 5) to find for students to find as
answers of more questions answers together (5 or 6
given, mixed between three questions). They can
combinations: positives, circulate around the class
negatives, and a positive and check for
and negative. They can understanding and help
summon the teacher when students struggling or
everyone agrees on a final stuck. Teacher can check
answer. each group for right
answers or be summoned
to a group when they find
the right answers.
16-20 minutes Students will complete an Teacher will pass out exit
exit slip of each type of slip of 3 problems for the
problem, as a final check students to complete and
for understanding. They pass in. This will help to
have no homework and are see who is struggling and
finished for the day after who is succeeded in the
the exit slip is complete. lesson. Teacher can plan
accordingly if they need to
touch upon the topic next
class or can move on, only
after all have
understanding.
Summary/Closure:
Exit slip of addition of positives, negatives, and a mix.
Assessment:
Exit Slip of 3 problems.
None.
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 bipolar disorder

I would make sure this student is closest to the instruction for visibility and that they are
comfortable where they are. Also, I would make sure this student is comfortable working
with certain students or has no preference. This would allow me to control the groups or
give that student comfort in the lesson.

Student who is wheelchair-bound due to muscular dystrophy
I will have materials either passed around myself or on the student’s desk beforehand. As
this is not very movement based, the lesson should be friendly to this student.
Student with chronic absences due to cancer diagnosis
To start, it would help to have communication with either the student, any medical
professionals, someone assisting him in education, and/or his parents about making sure
they are keeping up to date on my work (and other work as well). I am not looking to
rush work, but I want to make sure there is a clear line of connection and no hiccups
about the work. This lesson calls upon scaffolding from elementary years, but I would
investigate what this student knows beforehand about addition and subtraction. I would
find some extended work or notes to give the student so they can return to the material at
another time. It might be good to make that material with the student if I have time, then
they can see the process more clearly. If they struggle with memory, I would be explicit
with my steps, so they don’t have to remember so much.
Student with ADHD, dyslexia, and mild visual impairment
I would make sure my choice of colors is explicit for the student. The small dry-erase
boards I think would be the best option as it allows the student to see the work. I would
allow a student to help this one with what is being on the board, or a teacher aide present,
as well as fidget tools. Working with another will help them and keep them in tune with
the lesson. Also, a peer helping them understand will be very beneficial.
Physical cut out chips for representing numbers or can draw them on the board when
instructing.
In-Class Problem Examples
2 + -1 1
3 + -4 -1
-1 + 2 1
-2 + 5 3
-1 + -1 -2
Exit Slip
Name Date
-6 + 7 (1)
3 + -8 (-5)
-2 + -9 (-11)
Plan B: A Plan B could be using white boards to help simulate the number line process.
This would have to turn to a more lecture-style instruction. Small white boards for each
student allows more participation in a classic lecture-style, as I can have everyone
participate. I would prompt a question then have each student write an answer; lastly, all
students would raise their boards to see each other’s work and for me to see it. I would
not cold call wrong answers, though. Instead, I would look at some “incorrect” ways of a
problem and visualize a mistake some could make, instead of calling on someone who
made a mistake and put them on the spot.
MINI LESSON “Application of Geometric Shapes”

Jeffrey Douthwright
Grade 10
Title of Lesson
Purpose/rationale: This lesson displays application of what the students have learned
about geometric shapes and their properties like area and volume. I am teaching this
lesson as a cross disciplinary opportunity of mathematics and wood making—a skill or
career some students could utilize in their future. As an activity after enough instruction,
this lesson would be taught towards the end a unit as a project-based activity so students
can apply their knowledge they have learned about Geometry. The materials offer a
experience using geometric theories and properties that translate to wood making that
student apply if they are further interested. Worksheets will be able give student the
opportunity to see wood making and its process. Before this lesson, students were
wrapping up their understanding of volume with certain shapes, like cubes, pyramids,
cylinders, and more. After this lesson, students will work towards assessment of the unit,
a unit based in geometric measurement and dimension. With the students having an
understanding they are ready to apply; I can still offer opportunities to work at their pace
in case they are worried about certain areas.
CCSS.MATH.CONTENT.HSG.MG. A.1
Use geometric shapes, their measures, and their properties to describe objects (e.g.,
modeling a tree trunk or a human torso as a cylinder). *
Objectives:
SWBAT illustrate dimensions of wood necessary to make a certain object (like tables,
chairs, etc.).
SWBAT solve and complete problems based on geometric dimensions they have learned
over the unit.
Materials:
Reference of Material seen throughout the Unit.
Application Worksheets.
Anticipatory set:
The students will have this work either notified or given ahead of time, so the lesson can
be a type of workshop for students to work through the problems or more intervention
time, if needed.
0-20 minutes Workshop time for Overseeing the work and
application problems. helping students if they are
Students can turn in work struggling or want help.
either this lesson when
complete or next lesson—
which would be
review/assessment
material.
Summary/Closure:
The lesson will end when either all students have completed work or until the period is
over. The only limit to the workshop is time.
Assessment:
 Formal assessment: Graded assignment.
 Informal assessment: Check in with students of their work and understanding
based in the assignment.
None/Finish assignment.
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 Asperger’s Syndrome

I would capitalize on strengths of the student in their work and successes. Also, I want to
be clear with the student’s comprehension and their problem solving, in case they
struggle in computing math or vocalizing their issues with the work.
Student with hearing impairment and speech delay
I will make sure the student has enough to finish the assigned work and give extensions. I
could provide opportunities to demonstrate learning directly to me instead of completing
assignments that could be lengthy for the student to complete. Assistive technologies that
help the student better prove a point can be provided; for example, devices like Assistive
Listening Devices (ALD) or Communication Access Realtime Translation (CART).
Student with clinical depression, severe peanut allergy, and type I diabetes. Carries
an EpiPen and insulin.
I will make sure the student is equipped the necessary tools they need for their allergy
and insulin. As for the assignment, I would give the student freedom in where to work in
the room, a volunteer assistant (or teacher aide), and extended time of completing
assignments.
Student with dyspraxia

I would provide any graph paper, writing utensils, and pencil grips they might would
need their assignment. Speech-to-text software will be given as well for to better describe
the necessary work. On top of that, rubrics and diagrams will be provided to help
visualize the assignment and directions.
(The extent of the worksheets can either be material of scenarios I have made up and
mathematics they must figure out, let them create the dimensions and products through
sketching or diagrams, or a mixture of both. These materials would take some time to
create as they must be unique designs. I would like to make these for revision, as I did not
have enough in the week to make these materials myself.)
Project Worksheet of single/mixed formats of illustration and solving.
Plan B:
I do a review session with the students to move towards unit-ending products. One
method I saw recently was to give a worksheet with a list of various problems throughout
the unit and have the certain students’ complete certain problems at random. After they
finished a specific problem, they would finish the rest and await further instruction. Once
they finished the problem, the class would do a showcase of the problem they did, and the
class would determine if they did get similar answers or if they think something went
wrong. The instruction would be more student governed, but I would step in whenever
things would get out of hand, go the wrong direction, or there would be little discussion.

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Running Head: INSTRUCTIONAL PORTFOLIO 1

Teaching Students with Exceptionalities in the Regular Classroom

Student with ADHD

Student on a year-long temporary 504 plan for a severe concussion caused by

MINI-LESSON “Unit Conversions”

Unit Conversion Introduction

Purpose/rationale: This lesson teaches a necessary skill of conversion that is found

students are willing to try

form. Help pick up any students

Student with dyslexia

Object Measurement (cm) Measurement (m)

Conversion Factor Practice:

MINI-LESSON “Addition with Negative Numbers”

Addition with Negative Numbers

Purpose/rationale: Students are working on adding negative numbers. This functions

11-15 minutes Students work in groups of Teacher will give questions

IEPs in your class:

Student with bipolar disorder

give that student comfort in the lesson.

MINI LESSON “Application of Geometric Shapes”

IEPs in your class:

Student with Asperger’s Syndrome

Student with dyspraxia

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