Step 1: Goals of Provisions & Strategies for Special Needs Learners
- Work with district level employees
- Create VAPA specific tools and strategies
Step 2: ELA Lesson with Accommodations/Modifications
Topic of Lesson: Measurements in Poetry; Iambic Pentameter
Grade Level: 10
Content Area: English 10 (VAPA)
Expected Outcomes:
Focus Student:
Assessment:
Lesson Design:
Student Engagement:
Grade Level: 10
Content Area: English 10 (VAPA)
Expected Outcomes:
- Students will understand what Iambic-pentameter is and how to identify it in a text.
- Students will analyze a piece of poetry written in iambic-pentameter and determine how the author uses this meter in order to help convey a theme.
- Students will compare one classic piece of poetry to a modern text, which uses iambic-pentameter, and write short response analyzing both authors use of meter to convey theme.
- Students will write a sonnet in the style of William Shakespeare entitled “A Sonnet for Humanity” employing iambic-pentameter.
Focus Student:
- Seating – I have already moved her seat to the front of the class near me. This has made a difference in her output. I will move another student next to her in order to help her with notes and other class assignments. The person next to her will be a little higher in level but share similar language needs.
- Audio/Visual – I will continue to utilize Powerpoints during lecture notes in order to provide student with audio and visual aids as she takes notes. I will be sure to embed video content for present lesson in order to help reduce the lecture time and keep her engaged, as well as limit the amount of notes she will have to take. She will be responsible for writing down 3 takeaways from the videos in the lecture notes.
- Use PowerPoint when giving lecture notes; Videos embedded into lecture notes, only has to write down three major takeaways
- Organization – In order to help her with her organization needs, I will keep running checklist on board as we move through unit, as well as anchor charts for key concepts and essential questions in order to help keep notebook in order. I will also provide Jennifer with written homework reminders on board, verbally in the last five minutes of class, and via text message the night before on the Remind app.
Assessment:
- As students are identifying and labeling examples of iambic pentameter, I will monitor their progress and re-mediate if necessary as students complete the independent portion of the lesson.
- Students will compare one classic piece of poetry to a modern text, which uses iambic-pentameter, and write short response analyzing both authors use of meter to convey theme.
- Students will also write a sonnet in the style of William Shakespeare using iambic-pentameter.
- Throughout the lesson, students will be paired with the “leveled-buddy”. Students’ seating arrangements are already conducive to this practice.
- RL. 9-10.3 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, include how it emerges and is shaped and refined by specific details; provide an objective summary of text.
Lesson Design:
- Introduction: In a previous lesson, students covered the definitions for the following key terms: (1) foot, (2) meter, (3) syllable, and (4) unstressed/stressed.. Students will spend about 5 minutes completing the do now; turn tot he last poem we covered. Highlight one example of unstressed syllable and highlight one example of a stressed syllable. Underline one example of a foot.
- Direct Lecture: Next, students will watch a video on TedED Talks. (https://youtu.be/I5lsuyUNu_4) This video covers Shakespeare’s use of Iambic-pentameter and other meters commonly used in poetry and by Shakespeare. Students will watch and listen to the video once without writing anything down. I will play the video again, this time, students will jot down at least 3 important take aways from the video. Students will then turn to their partners and share out their takeaways. Students will compare notes and make sure they add anything new gained from their partner.
- Activity: Students will then watch a music video by rapper Eminem called Lose Yourself, from the 8 Mile soundtrack. Today, Eminem is known as a modern day Bard, Shakespeare's old nick name. Eminem is one of many rappers who can use iambic-pentameter extremely well; he even manages to switch up where the stress is in order to create slant or forced rhymes. Students will watch the music video once and not write down anything. The second time, students will watch the video and follow along with their lyrics which have been printed out for them. On the last watch, students will write down three takeaways regarding things they noticed about his speech patterns.
- Model: On the board, via the projector, I will model identifying Eminem’s use of iambic-pentameter. As I move through the first verse, students will make notes directly on their copy of the lyrics. Next, students will move on to verse two and do the same thing with their partner. Students must be prepared to share out their findings with the whole group. Next, students will complete this same style of analysis with the final verse of the song by themselves. As students complete this, I will monitor the room and re-mediate one-on-one if necessary.
- Socratic Seminar: Next, students will meet in their Socratic seminar literature circles of 4-5 students. Students will work together and read Shakespeare’s Sonnet 23, discuss, and analyze. Students will identify his use of iambic-pentameter and determine how Shakespeare uses this meter in order to help convey his theme. Students will also work determine the theme.
- Exit Slip: Students will then select any part of Lose Yourself to compare to Sonnet 23. Students will analyze both author’s use of iambic pentameter and explore how they were used. Students will explain what the themes of each text are and how iambic pentameter aided in conveying their themes. Students will write a short paragraph response explaining all of this.
Student Engagement:
- Student engagement is increased through the use of visual and auditory aids throughout the lesson (i.e. PowerPoint, videos, images). Students are also given handouts of each text used or referred to in the lesson in order to help with organization and focus.
- Foot
- Syllable
- Meter
- Stressed
- Unstressed
- Iamb
- Pentameter
- Iambic Pentameter
- Theme
- Rhythm
- What are major themes addressed in this text?
- How does this author use feet, meter, or rhythm?
- What is the connection between theme and an author's use of meter?
- How does this author use iambic pentameter in order to help convey his or her theme?
- Students are placed in strategic pairs.
- Content include culturally relevant texts.
- Technology is used through out the lesson to help with engagement.
- Varied learning disabilities are taken into account which includes printed versions of texts, as well as audio and visual elements.
- The lesson uses PowerPoint, videos, and audio.
Referenced Video
Step 3: STEM Lesson with Accommodations/Modifications
Topic of Lesson: Using Google Drive
Grade Level: 10
Content Area: English 10 (VAPA)
Expected Outcomes:
Focus Student:
Assessment:
Flexible Grouping Strategies:
Academic Content Standard(s):
Lesson Design:
Student Engagement:
Students Will be allowed to use technology. This will help to keep students engaged. Also, students are not having to write with paper and pencil. This lesson is differentiated for most students because it considers sight and hear and other diverse learning needs.
Academic Vocabulary Instruction:
Classroom Management:
I will need a laptop and LCD projector. I will have to ensure that I have wither WiFi or an LAN cable. Students might run into speed trouble if they are all online at the same time. Students may feel the need to use this time in class on electronic devices for other meanings.
Integration of Technology:
Students will be allowed to use their Smart phone or other electronic devices in order to completed the tasks.
Grade Level: 10
Content Area: English 10 (VAPA)
Expected Outcomes:
- Students will be able to use Google Drive in order to create, save, and share documents.
- Students will be able to use Google Drive as a means of real time collaboration on group projects.
Focus Student:
- Students will be allowed to use Smart Phone, available laptop or desktop.
- Student will also be allowed to work with her partner on tasks through out this lesson.
- Student will watch teacher model on the projector as she follows along on her computer or device.
Assessment:
- Students will share the link of newly created documents with the teacher.
- Students will place comments in collaboration document.
Flexible Grouping Strategies:
- Students will work on tasks with their level partner.
Academic Content Standard(s):
- Common Core Anchor Standard: 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- Common Core Literacy Standard 9-10: 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Lesson Design:
- Intro - Teacher will dynamically display Google on the LCD Projector. Students will be asked to share some features they already know Google is capable of. As students share their knowledge about Google, teacher will click around and explore some of their suggestions. Next, the teacher will show students some of its most important features and will explain why Google is such a powerful and free tool for students to use. Because of this, it is very important that student become adept at utilizing Google.
- Modeling - Teacher will first model how to create a Gmail account. Students will then quickly create one. Most students already have a GMail account. Those who do already have one, they will be allowed to help peers who have never signed up for Google before.
- Once all students have a Google account, students will be introduced to Google Dive. Students are familiar with flash drives and with iCloud. It will be explained that Google Drive is essentially both in one.
- Next, the teacher will model how to create a new word document, as this is the feature they need to learnt to use most immediately. I will create a new word document and change the title to match our final project. Students will follow my example. I will begin typing my first poem. Students will do the same. As students are working on this, I and those students who are familiar with this process, will monitor the room and aide students with the first few steps.
- Once everyone has had practice creating new documents, I will share a document with the class. This will be the Anthology we are publishing together. All students will log into this document and add their poems via copy + paste. Students will also be required to add two comments using the comment & collaboration features. I should be able to see all comments populate as I will be looking at the same screen.
- Students will continue working on both of the above tasks until they are 100% complete. Once students have finished typing everything, we will proof read the group document before publication.
Student Engagement:
Students Will be allowed to use technology. This will help to keep students engaged. Also, students are not having to write with paper and pencil. This lesson is differentiated for most students because it considers sight and hear and other diverse learning needs.
Academic Vocabulary Instruction:
- Drive
- Google
- Collaboration
- Live
- Text Field
- Publication
- Anthology
- Cloud
- How can Google Drive be used to increase collaboration among peers?
- How can this type of collaboration, via technological tools, aide in the success of a finished product?
Classroom Management:
I will need a laptop and LCD projector. I will have to ensure that I have wither WiFi or an LAN cable. Students might run into speed trouble if they are all online at the same time. Students may feel the need to use this time in class on electronic devices for other meanings.
Integration of Technology:
Students will be allowed to use their Smart phone or other electronic devices in order to completed the tasks.
Sample Poetry Submission Form
Step 4: Assessment with Accommodations/Modifications
Poetry Quiz
Students will have at least 3 alternative methods to prove mastery of poetic devices.
Students will be given 3 poems to analyze. Students will highlight, label and define all key terms and concepts we have covered. Students will have to identify the following concepts:
Students will be provided with audio and visual text to accompany each poem. Students will also be provided with a graphic organizer in order to help organize their thoughts and findings. Students will also have extended time in order to complete the tasks. For students with specific learning needs, they will have to prove mastery at least 2 out of 3 times.
Students will have at least 3 alternative methods to prove mastery of poetic devices.
Students will be given 3 poems to analyze. Students will highlight, label and define all key terms and concepts we have covered. Students will have to identify the following concepts:
- Enjambment
- End-Stopped
- Meter
- Feet
- Rhythm
- Rhyme (Identify all types you can find)
- Iambic Pentameter
- Tetrameter
Students will be provided with audio and visual text to accompany each poem. Students will also be provided with a graphic organizer in order to help organize their thoughts and findings. Students will also have extended time in order to complete the tasks. For students with specific learning needs, they will have to prove mastery at least 2 out of 3 times.
Step 5: Tracking Students' Progress Towards Goals with Parents
- Student Portfolios - Create a file for all students identified as SPED at the beginning of the school year. Be sure to keep a list of necessary accommodations and modifications in the file. The file should also include notes regarding behavior plans if that applies to the students. There should also be a progress monitoring chart of some kind so students have a visual of their progress. Keep students work samples in the file with notes on how many attempts were made at their IEP goals and which goals have been met and to what extent.
- Reporting Schedule - Create a schedule to follow by which you will report to parents their child’s progress towards their IEP goals. This communication could also go to the student's case carrier as well to help prepare for IEP meetings or render additional services.
- Remind101 - Set up a Remind101 account to help keep parents, students, and case carriers abreast of all upcoming assignments, projects, and other important dates. Remind101 now has a chat feature which can also allow you to contact individual parents regarding their child’s progress.
- Parent Newsletter - Create a newsletter that can go out quarterly to inform parents of all important assignments and projects that are coming up. This can help for those parents who may not have a cell phone or the ability to send or receive text messages. This newsletter can be both digital and a print-out.
- Quarterly Parent Meetings - In addition to the newsletter, you can hold brief quarterly meetings, almost like office hours for parents. Have open meeting times throughout the year so parents don’t have to worry about making appointments.
- BlackBoard Connect - Send home phone calls on a regular basis in regards to behavior, improvements, homework, or important dates to remember.
- PowerSchool Grade Reports - Print out individual student grade reports with detailed notes on missing work and category weights. Leave notes regarding make up times or test retakes. Be sure to include a signature line so parents know to sign and you can help ensure that students show their parents the grade report.
- Email/Letters Home - A quick handwritten note home is also helpful, although it can become time consuming. Consider setting up a schedule for this as well. Decide which parents you intend on contacting each month and send home notes. If they are able to receive digital communication, then send emails as well.
- Edmodo - Have parents sign into Emdodo if they have internet access, with a parent account. Parents are then able to track their child’s progress themselves and keep track of all important assignments and dates.