243 Lesson Planning Special Education

Description:
· Put in the instructional level can also be the grade level
- Grade level- Grade 10
- The specific student in mind for this lesson is students with ADHD or ADD that
need a more hands-on approach to keep focus and best use their assessts in the
classroom.
· Topic covered
- Find information on different topics in The Great Gatsby and present it to
the class, finding
- Social class
- Gender roles
- The American Dream
- Love and Marriage in the 1920s
- The economy
- World Context/Current Events in the 1920s
· Standards used from the Department of Education website or general education
teacher
- 9-10.CC.7 Present information, findings, and supporting evidence logically so
that listeners can follow the line of reasoning, ensuring organization and
development are appropriate to purpose, audience, and task
Goals you want to accomplish in this activity: State, “I want the students to …”
I want students to find information about topics and historical pieces found in the book
The Great Gatsby. For example, the context of what a flapper is and how that affected or
influenced the book's characters.
I want students to be able to connect historical events to the fictional context into which
stories and characters are written.

Purpose:
· What is the purpose of this lesson?
The purpose of this lesson is for students to find a topic or cultural event in the novel The
Great Gatsby and present their findings to the class based on information they have
found surrounding those events.
· What is its importance to the learning?
Students will understand the context in which the book was written and why the
characters' actions are perceived in a certain way. They will also be able to better
understand contexts and historical events presented in a fictional setting.
· How will it be carried to other environments, settings, subjects, and overall
lifespan of students?
Students will be able to find information surrounding historical events and evidence and
information that is relevant and legitimate. They can carry these skills into the future
when searching for legitimate information about topics and historical events.
Behavioral Objectives:
 · State behavior goals that are needed for the student to achieve the objectives of
this lesson.
-students will be able to collaborate with partners to gather information regarding
the material
- students with ADHD can collaborate with partners that they have worked
effictively with in the past or in small groups with fidgets or resources with them in order
to help them the best in this setting.They can also work in spaces such as outside
hallways that are quiter that allow for better focus and communication needs. I also as a
teachers will work with small groups of all abilities to help students gather information if
needed.
- the learner will be able to find historical information relevant to the story and connect it
to its characteristics.
- the learner will be able to find reliable information using the internet or other sources
such as media
- the reliable sources will be checked later by the teacher (me) in order to double
check that they are on track and that they are using reliable sources and if they need
any guidance in their work.
- The learner will be able to find information, connect it to their story, and reasonably
present their findings.
- This work will be shared with me as the instructor throughout the time range of
the lesson in order to make sure that the work is on track for the goals and objectives of
the lesson
- students will be able to work
For the students with ADHD, the behavior that is at hand is being able to stay focused during
this time and complete the work with the needed accommodations as well as the objectives that
are in place for other students.
Address the unique needs of the learner or learners in the lesson.
- Some learners may need to present their findings on different platforms or in various
manners depending on the learner.These are options for every student, but can be more
accommodated for learning depending on needs. If a student has ADHD, these type of
multimedia projects can be a little more hands-on and accommodated for their needs,
They may need to show them through different medias depending on their wants and
needs as learner.
- Speech
- Powerpoint
- Newspaper article
- Video description or collage
- Artistic representation
Identify cultural, linguistic, and gender differences.
- Some students, based on their backgrounds may choose to find a different historical
aspect of the book to cover. Some include gender roles, cultural differences. These
differences historically may offer students a different approach to looking at characters
and the actions into which they present themselves within the story.
State how behavior objectives reflect high expectations and developmentally appropriate.
- Students are expected to find relevant information that is reliable and appropriate. Then
they are expected to critically analyze how that historical information connects and
contributes to the story The Great Gatsby. They are expected to take that information
 and present it in an appropriate manner that shows the relationship between history and
the story. This is connected to the behaviors because it will take organization,
communication and progess in order for the objectives to bemet. It is developmentally
appropriate due to the manner of which students are able to find reliable information
using the internet and connecting it to fiction stories. Students in this grade level should
be able to use the internet in an appropriate manner to find resources for their learning
or recognize how to find appropriate and reliable information with guidance.
Materials:
· Identify high quality scientifically-based materials and resources.-List all your
materials.
- Computers or internet accessing devices.
- The Great Gatsby text
- Powerpoint, Google slides, Canva, or any online presentation platform
- Reliable historical websites and informational text
· Assistive Technology- talk about how use with this lesson and how you would
use for specific learning needs. Our Moodle site has a place to read more about
assistive technology and kids with disabilities to assist you with this part of the lesson
plan.
- Speech input softwares
- Text to speech softwares
- Audio and large text for The Great Gatsby
Methods/Strategies:
· Instruction/directions are clear and aligned with academic and behavioral
objectives, sequenced in order, step by step.
· Procedures are listed in order.
· Methods used must be evidence based practices.
· State how you Differentiated-“I differentiated by product, content, process (pick
one) according to student interest, readiness, or Learning profile (pick one).
· State any cognitive, cultural, linguistic and gender differences. If none noted,
state that so you still get points for recognizing the rubric piece.
· State the inclusion within the general education classroom of the students getting
your lesson.
· Clearly state methods/strategies that were supported by existing research. (Get
this from the websites used to show evidence based practices or other quality websites.
Department of Education website might be a good resource for this as well.)

Day 0: Before the lesson began, students discussed the book The Great Gatsby, its
historical context, and the characterization elements that are written into the plot. They
have understood through assessment and other work that they understand the plot line
of the story and other key pieces that make up The Great Gatsby and why it is important.
Day 1: Introduction to the lesson. An explanation and exploration of the upcoming events
are described here. I differentiated the product based on student interest and readiness
to present findings. Depending on the class needs as a whole or as a students needs. , it
 can be a written presentation, oral, or visual, depending on the student's interest and
readiness.Also for students of different ethnic and cutlural backgrounds. Students will be
introduced to the different topics that they can choose to research for the story or if they
have another topic they would like to do they can get it approved by the instructor.
- Social class
- Gender roles
- World context/ current events
- “The American Dream”
- Love and Marriage in the 20’s
- Economic circumstances
Students will do research on the topics during this class and pick their top two topics that
they want to do presentations on. There will also be a discussion on how the culturally, gender
and linguistic situations have an affect on the characters in the story and on history in general.
This type of history is seen nowadays and can leave traces in our everyday lives and that
students should be made aware of those systems. Some cultural differences is that this story
takes place in America with White characters and how they experienced this historical events or
context may/will be different then how others may have gone through these contexts.(HLP 16-
explicit instruction)
For students with ADHD that is speicifed, non-linguistic worksheets can be used for them to
discuss the story and the key elements that are in the book such as an word bubble worksheet.
This lesson is for students to connect outside elements into fiction novels using students
creativity and imagination to show this lesson. Students with disabilities can use their assets to
help show their understanding in a different manner than a test. This research and the
organization with help them when they are connecting this in a formal manner such as a paper.
Ideas and formulations of them can be a struggle for learners with ADHD and doing this lesson
in a student-directed manner helps them to build strategies that are needed for when more
written or test issued lessons are given either in this classroom or in another classroom in the
students life.

Day 2: Students will do independent research on their topics. They will pick one topic on which
to present their findings. The instructor will approve the students' topics, and they will use this
day to find reliable sources for their research. (HLP15- Scaffolding Support)
- Students will submit 3-4 reliable websites or information sources that they want to use in
their research. They may use more than this allotted amount of resources, but this is the
minimum requirement to ensure that the websites students are using are appropriate
and reliable.
Students may use websites or other information resources in order to help with inclusion.

Day 3: Introduction of presentations: Students will explore the different types of presentation or
the platforms into which they would like to present their findings and connections.These
multimedia presentations can be used so that students in general education classes can
demonstrate their understanding of the material in both a creative and wide range of ways.
Inclusion in this presentation helps for students not to feel constricted to one type of
presentation and assessment of learning. (HLP 18- Student engagement)
- Powerpoint
- Video documentary
- Newspaper article
- Other approved presentations
Students may continue doing research and working on the connections to the story.
- Methods of visual presentation as well as audio engagement used to keep students
engaged and involved in material
- Method- mutli-media, keeps students engaged into what they are doing and gives them
autonomy into how they present their learning.
Day 4: Students will work with partners to collaborate on ideas and to get feedback on their
presentations and findings. (HLP 8 and 22- feedback) They will collaborate with each other once
their presentations are mostly completed or need to have a little rehearsing with partners for
their time. If students are stuck or struggling with projects or presentations they can also work
together with other partners to work through their ideas.The HLP is used to help relevate stress
in the work and to get feedback from someone their own age who is doing a similar project and
might have some ideas. Peer learning is a big part of my teaching ideology as students often
learn best from peers due to explanations and descriptions.
Day 5-6: Students will continue working on their projects and presentations either independently
or collaboratively depending on students needs and wants within the classroom. Depending on
how projects are going days may be adjusted to allocate for more or less time within the
classroom to prepare for presentations. Students will sign up or be given a time into which they
are giving their presentations.
Day 7-9: Students will present their findings to the class and receive asset-based feedback from
peers and teachers (HLP 8 and 22- feedback). Students receiving feedback from other peers
seems less formal and less stressful, sometimes students receive feedback from peers and
others there age better. There will be feedback from me as an instructor also to help students to
stay on the right track and to relevate some stress and to recognize some weaknesses and
strengths in the lesson.
Strategies-Student Active Engagement:
· State how you will keep kids engaged during your lesson.
- Peer learning
- Multi-media presentation styles
- Culturally relevant and responsive teaching
· How will you model the new skill you want the students to do?-state what you will
do.
- I will show examples of presentations that can happen either that I did as
examples or from previous students if this is a repeated year.
- I will show examples of research findings and how to connect them to learning.
Guided and Independent Practice:
 · List/Show how you did a lot of (ample) guided practice in your lesson. (Students
do and teacher guides)
· Show the individualized feedback you will give to your student.
- Students will receive asset-based feedback based on their research and
materials. After the presentation, students will be graded based on a rubric
written out with the goals and objectives discussed on day one of the lesson.
- Students with ADHD can be given different accomdations or feedback.
They will be looked at for their strengths and given the opportunity to
show their feedback in different ways.
· Show multiple activities that you used to guide the student to do the work on their
own
- Writing the essay independently
- Students with ADHD can use their assistive-technology tools as well as
working with me as a teacher to help them to write essays.The
formulation of ideas and planning here in this lesson as it is more creative
can help students with ADHD do more. They can take these lessons into
the future while writing more structured assignments.
- Researching topics independently
· Show multiple activities that show you planned for the students to maintain this
learning.
- Continue on with activities like this
-
· Show multiple activities that show you planned for the students to generalize this
into their lives
- Using this in other fictional stories as they contextualize historical events and
how they influence the story
- Using this multi-media platforms and presentation styles into other assignments
and aspects of the class.
· Show strategies/activities that facilitate integration into other settings of life and
school.
- Connecting history to character traits
- How history impacts a person's life
· Share/list how other stakeholders in students’ lives will monitor progress of
students.
- Rubric assessment
- Showing of presentations
Assessment:
· How will you assess the learning goals? List them.
- Through rubrics and written assessments
- Using these written assessments throughout the lesson and not just
grading on the final presentation helps for students with ADHD to stay
accountable and on the right track for their lessons. They will have the
structure that they need in order to finish the project. Having the rubrics
will help these students to know expectations and what they need
included like a check-list with organization.
- Through presentation and grading of them
 - Students with ADHD can do the presentations in a less structured way
following a path that makes sense to them and to their peers.
- Development of research into presentations
· Are they assessing the objectives you set in your lesson plan? State that…
- They are assessing the objectives of presentation and organization.
· Share how your assessment fits the students’ characteristics-strengths of the
learner, weaknesses of learner.
- The strengths of the learner are shown through how they chose to present their
findings and research
- The weaknesses are the connections between the great gatsby and the history
and the critical thinking present in this connection.
· Discuss how you accommodated the students with your assessment.
- Give students more time for projects
- Presentation style may need to be accommodate
-
· Discuss how evaluation results will be monitored.
- Everyday research and project updates will be given or turned into teacher
- Students can do the 1-5 scale on how they are feeling regarding the
project and if they have any concerns or needs. This will be on a daily
measure to make sure that the students feel comfortable. There will also
be online check-ins and feedback forms for me as a teacher so that
students have a direct source of feedback to me as a teacher and feel
that more direct communication line. This means that the relationships
between students and me as the teacher needs to be one of
comfortability and trust. If that line is built than that means that the
students will feel comfortable telling me how they are really doing with the
project and if they need anything from me in order to achieve the
objectives. For my students with ADHD this is a need because if they
need more time or accomodations, that base of relationship will help me
to assess needs outside of their students communication and to allow the
student to communicate with me their needs appropriately if needed.
· Discuss how the assessment could or is differentiated. (by student interest,
readiness, or learning profile.)
- Its differentiated based on topics that the students can choose based on their
interest and how they are connected culturally and relevantally to the topics of
their choosing.
- Readiness for the project and the depth of grading and the intensity of the rubric
can be changed based on the readiness and needs of the learner and the class
as a whole.
Self-Reflection:
· Self-reflect on lesson planning, instruction after teaching the lesson, changes
made, how lesson modified, teacher attitude and behaviors influenced your lesson.
- The lesson can be modified and changed based on the book that is being taught
within the classroom. It does not always have to be based around The Great
Gatsby.
 - The teacher needs to stay asset-based thinking throughout the lesson, be flexible
with timing, and be flexible overall in the approach to this lesson. It is student
driven in its entirety.
- Teacher needs to be flexible and uplifting to students as presentations and the
flexibility in this assignment may cause mixed emotions for students.

· The above ideas plan need to be documented. How will you do the reflection
pieces you said above.
· Self reflect how students’ progress is monitored and how conduct it.
Students progress will be monitored through daily check ins on how they are feeling and
doing with the assignment. There can also be turned in assignments such as the
research websites and other materials to track how the students are doing and where
they are in the lesson. Students can be in charge of their learning as they are older into
high school but still have the accountability from the teacher through these graded or
checked assignments that are due throughout the time. These monitor checks dont have
to have specific deadlines but can be more flexible to allow for the timeline to change
throughout the project. I would make sure that throughout the lesson that I am showing
videos and examples of my own as this is a hard concept or can be confusing for
learners as it seems very vague. I want it to be a creative and critical thinking
assignment. So showing videos of historical backgrounds on movies and other works
may show students what they can be looking for when they are working on their own
projects. For example, during the lesson, I want to show a John Green crash course in
the 1920s as a way that is broad in the era and showing students all the concepts that
can be included. There is also the ideas of doing essays instead of the creative methods
that some students like but with students with ADHD, essays are overwhelming and can
be hard for them to stay on track for those lessons.