Lesson with Accommodations
Linsey Ainsworth, Laschicka Caine, Lindsay Medeiros and Kimberly Odens
SPE300
February 10, 2014
Kathy E. Dahlum, Ed.D
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The Witch of Blackbird Pond
Author: LINSEY AINSWORTH
VITAL INFORMATION |
Subject(s) | History, Language Arts (English), Reading |
Topic or Unit of Study | Chapter Books, Decoding Multi-syllabic words, Grade level appropriate reading, Maps, American History |
Grade/Level | Grade 5 |
Objective | * Remember: While working in groups and independently, the student will read text aloud and silently with 95% accuracy. * Understand: While working independently, the student will demonstrate understanding of the story by summarizing the text in one paragraph. * Apply: While working in pairs with an empty time line, the student will fill out five major events in chronological order. * Analyze: While working in groups, the student will debate/discuss social and historical concepts from the text, providing at least three points to support each opinion. * Evaluate: using information found in and inferred from the text, the student will make predictions about the text using complete sentences. * Create: Using word processor, the student will write a two paragraph journal entry from the main character’s perspective after each chapter, and create a cover illustration for their journal entries. |
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Summary | Together as a class, students will read Elizabeth George Speare’s novel The Witch of Blackbird Pond. The reading will be divided up over two weeks with one chapter being read each day in class and one chapter being read at home. The teacher will join groups and assess student reading accuracy with running records. On Monday of week one and week two, students will receive a vocabulary list with words from the novel to memorize– spelling and definition tests will be on Friday of week one and two. To support higher-level thinking, the class will participate in discussion questions regarding the social and historical nature of this novel.Students will also complete a time line of important events from within the text, make predictions using appropriate grammar and spelling (including key weekly vocabulary); they will also create journal entries from the main character’s perspective to be completed with a cover illustration made by the student. |
IMPLEMENTATION |
Learning Context | Some activities within this can be performed at different times, and others are necessary to repeat throughout the lesson. Students should have a base understanding about colonization and American history before beginning this book, or it should at least be taught in conjunction with this novel. Also, this is a great book to begin discussing prejudice and social/political themes in the United States. |
Task Analysis/Procedure | * Introduction: Discuss “Historical Fiction” with the class. Historical fiction is designed to transport the reader into another time period and to see history through the eyes of a character living in that era, to feel that he or she is present during historical events. Discuss topics students will explore in this novel: Colonial Era, Witch Trials, Puritan religion, etc. * Each Period: At the beginning of each period, students should be divided into groups or independently (at teacher’s discretion) read one chapter of the novel. Teacher should take time to keep running records of student understanding, each child should aim for 95% accuracy. * Each Period: Using word processor, the student will compose a two paragraph journal entry from the main character’s perspective after each chapter read in class. * Homework Each Day: While working independently, the student should read one additional chapter at home and then demonstrate understanding of the story by summarizing the two chapters into one paragraph. * Vocabulary for Each Week: On Monday of week one and week two, students will be given a list of ten vocabulary words from the text.
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Ongoing practice and attention to the words should occur throughout the week for the spelling and definition test on Friday. *See handout * Activity for Day One: While working in pairs with an empty time line, a computer, and internet access, the student will fill out at least five major colonial events that led to the Salem Witch Trials (should be in chronological order) *See handout * Completion of Week One: Using information found in, and inferred from the text, the student will make predictions about the upcoming reading in week two using complete sentences. * Week Two: Continue daily reading and journal entry schedule. * Week Two: Map Activity: In groups, students should use maps to identify Barbados, England, Jamaica, the Connecticut Colony, Massachusettes, the West Indies, and Wethersfield. * Week Two: While working in groups, the student will debate/discuss social and historical concepts from the text, providing at least three points to support each opinion *See handout * Week Two: Students will print their journal entries and create a complete book. Students should then design their own cover for the journals to reflect a theme/image of their choice that relates to the novel. With help from the teacher, students will bind the pages together and assemble with their cover. |
Collaboration | Students will work collaboratively & individually. Students will work in groups of 6. |
Time Allotment | 10 class periods. 1 Hr. per class. |
Author’s Comments | I chose to use this particular novel because to this day, I still remember reading it in my own 5th grade class a long time ago– I kept the novel, and it now belongs to my own daughter. I would suggest that other teachers choose material that is meaningful to them as well, and augment the lesson plan as necessary. Choosing books and topics that you are passionate about will make the lesson more enjoyable to share with your students. |
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MATERIALS AND RESOURCES |
Instructional Materials (handouts, etc.) | Attachments: 1. Debate/Discussion Topics 2. Time Line 3. Vocab Lists (Wk 1 and 2) |
Resources | * Materials and resources:
Students will need one computer each to complete the required journal entries each day. They will also each need a copy of Elizabeth George Speare’s novel ‘The Witch of Blackbird Pond.’ Additional materials include: Paper to print the journal entries and for the cover art of their journals and markers/crayons/paint to decorate. * Technology resources:
Word * The number of computers required is 1 per student. * Students Familiarity with Software Tool:
By 5th grade students should be very familiar with word processor and basic typing skills. * Computer use should be supervised by the teacher at all times in a computer lab with approximately 15-20 minutes to complete the journal entries. |
STANDARDS & ASSESSMENT |
Standards | FL- Florida Sunshine State StandardsSubject: Language Arts (2007)Grade: Grade 5Strand: Reading ProcessStandard: Fluency Standard: The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.Benchmark: LA.5.1.5.1 – demonstrate the ability to read grade level text;Standard: Vocabulary Development Standard: The student uses multiple strategies to develop grade appropriate vocabulary.Benchmark: LA.5.1.6.1 – use new vocabulary that is introduced and taught directly;Benchmark: LA.5.1.6.2 – listen to, read, and discuss familiar and conceptually challenging text;Subject: Reading/ Language ArtsGrade: Grade: 5Strand: READING PROCESSStandard: Standard 4: Phonics/Word Analysis The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. Benchmark: LA.5.1.4.3 The student will use language structure to read multi-syllabic words in text. Standard: Standard 5: Fluency The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.Benchmark: LA.5.1.5.1 The student will demonstrate the ability to read grade level text; andSubject: Social StudiesGrade: Grade: 5Strand: AMERICAN HISTORYStandard: Standard 4: Colonization of North AmericaBenchmark: SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies.
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Benchmark: SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies. Benchmark: SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies. Strand: GEOGRAPHYStandard: Standard 1: The World in Spatial TermsBenchmark: SS.5.G.1.1 Interpret current and historical information using a variety of geographic tools. Subject: TechnologyGrade Range: Grades 3-5Strand: Abilities for a Technological World Standard: 12. Use and Maintain Technological Products and Systems Performance Benchmarks: • Follow step-by-step instructionsPerformance Benchmarks: • Select and safely use toolsPerformance Benchmarks: • Use computers to access and organize informationPerformance Benchmarks: • Use common symbols |
Modifications for 1. Step-by-step instructions
Students with Dyslexia 2. Provide visual aids to use during readings and research
3. Provide more access to the computer
4. Provide student with the book on tape/cd to follow along with
Modifications for
Students with ADD/ADHD 1. Seat the student near the front of the room, close to the teacher
2. Provide frequent, short breaks
3. Consider giving a lighter reading load or less spelling words
University of Phoenix Material
Date: Monday, February 11, 2013 Grade Level: 3rd Grade Prepared By: LaSchicka Caine
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Lesson Title
Elapsed Time
Prior Knowledge
Allow the students to tell of instances where they have had to calculate how long it has taken to finish a project, the length of a movie or road trip,
Subject: Mathematics – Measurement & Data – Elapsed Time
Student Accommodations I Everyday Classroom Accommodations: L. Cook (ADHD) – Use of special paper and pencil grips to help with poor handwriting; Provide clear, concise directions and concrete examples; Allow student to sit in the front of the class; manipulatives B. Davis (Dyslexia) – Use step-by-step instructions; Use graph paper for visual help with spacing; manipulatives II. Classroom Testing Accommodations: L. Cook (ADHD) – Allow student(s) to record answers in test booklets instead of answer sheets; Read test directions and questions aloud; cut the paper in half and allow student(s) to do only half and get them correct, rather than being overwhelmed at the whole page; small group testing; extended time B. Davis (Dyslexia) – Repeat directions several times in different ways; design test with problems least to greatest area of difficulty; small group testing; extended time |
Objectives
Students will:
Solve problems involving measurement and estimation of intervals of time
Solve word problems involving addition and subtraction of time intervals in hours and minutes by representing the problem on a number line.
Lesson Outline
I. Show students a copy of the movie schedule for Rave Motion Pictures
II. Introduce weekly Mathematics Vocabulary
III. Demonstrate how to calculate elapsed time on a number line using the movie schedule
IV. Practice skill in Work Stations – students will:
Work Station 1 – Complete Elapsed Time Worksheet
Work Station 2 – Construct time line solving the equations provided utilizing a train and bus schedule
Work Station 3 – Identify three instances where elapsed time can be calculated, draw time line for each
Assessments
Student progress can be measured by:
1. Information recorded in Mathematics Journals
2. Activities included in the Mathematics Work Stations
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Abstract The central research question of the study asks: how do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the study ask: what are some of the barriers to learning mathematics in middle school mathematics class and what causes students to understand certain mathematics concepts in middle school ...
3. Weekly Assessment
Notes
Small Group Interventions will include students who scored >75% on the Weekly Assessment.
Common Core Connections
Measurement and Data 3.MD
Solve problems involving measurement and estimation of intervals of time
Solve word problems involving
addition and subtraction of time
intervals in minutes, e.g., by
representing the problem on a
number line.
Homework Assignments
Students will:
Complete Practice problems 12 – 34 on
page 347 of their Mathematics Textbook
Materials
Pencil
Paper
Student Clocks
Time Schedules
Mathematics Book
Warm-Up
Show students a copy of a time schedule for the local movie theatre, bus and train schedule.
