Anna Erickson

Dr. Martin Luther King Jr. The 1963 March on Washington

Accommodations Assignment for: Diego Instructor: Susan Carty SPED 405 12/1/12

Anna Erickson Brainstorming for Differentiation/Universal Design/Accommodations Student for whom plan is being made: ___x__Diego ______Jenna or _______ Curtis Brief Description of the lesson: This lesson is a lesson to teach about the Civil Rights Movement and the 1964 March on Washington. In the lesson I teach new terms that pertain to the Civil Right Movement, and then break students into groups to go over a handout that contains information about the 1964 March on Washington, and an excerpt form Martin Luther Kings I have a Dream speech. Students then complete a group assessment in which they imagine that they are one of the protestors in the march, and design their own picket signs. The students then present to the class their finished products, and explain why they created the sign that they did. or _____Marcus or

Table One: Input Consider the following for what is being taught (What YOU are doing / presenting / facilitating)

Aspect of the lesson that may need to be differentiated or accommodated

Student characteristic(s) which may necessitate changes to the input of the lesson:
Diego has difficulty comprehending if things are not read to him.

Suggested Explanation of how the Differentiation / previous suggestion will Universal Design / benefit the chosen student Assistive Technology / Accommodation
I could repeat the correct and answer, and read aloud everything that I write on the board. Diego would then be able to visualize the definitions, and also process them through auditory means when I read the answers aloud. Since he learns better if things are read to him, I will do just that. I will read aloud to the entire class so that I do not have to single him out. I will address his weakness in reading comprehension when I read the answers aloud. Since he learns better if things are read to him, I will do just that. I will read aloud to the entire class so

The introduction of the lesson when I write vocabulary words and definitions on the white board.

In the start of class, I review the objectives that I have written on the board.

Diego has difficulty comprehending if things are not read to him.

I will read the objectives aloud.

During the class instruction I will be walking around to make-sure that the students are silently reading their handouts.

Diego has difficulty comprehending if things are not read to him.

Since the students are already broken-up into small groups, I could have the group members each take turns and read a section of the handout. I have

changed this in my lesson that has accommodations. My co teacher and I will select the groups before class so that Diego is paired with mostly well behaving students.

that I do not have to single him out. Since Diego struggles with silent reading, this read aloud activity will help him. Diego will hear the handout read aloud, and therefore better comprehend the content. He will also get a turn to read, and combine his reading skills with auditory skills.

Table Two: Output Consider the following for what the STUDENT is being asked to do during the lesson

Aspect of the lesson that may need to be differentiated / accommodated or changed

Student characteristic(s) which may necessitate changes to the output of the lesson:
Diego has difficulty comprehending if things are not read to him.

Suggested Explanation of how the Differentiation / previous suggestion will Universal Design / benefit the chosen student Assistive Technology / Accommodation
Since the students are already broken-up into small groups, I could have the group members each take turns and read a section of the handout. Since Diego struggles with silent reading, this read aloud activity will help him. Diego will hear the handout read aloud, and therefore better comprehend the content. He will also get a turn to read, and combine his reading skills with

Students are asked to read the handout that was provided silently.

Students are asked to read the handout that was provided silently.

Diego has difficulty retaining information from just reading.

I could include photos of the 1964 March on Washington.

Students are asked to read the handout which includes part of Dr. Martin Luther King Jrs I have a Dream Speech.

Diego has difficulty retaining information from just reading.

I could incorporate live video of Dr. Kings speech.

auditory skills. By adding photos to the handout, Diego could add visual learning so that he is not solely responsible for remembering text. It could help him to visualize what he is reading if he could picture the point in history. If the speech is presented audibly, Diego would process the information better. Also, a visual aid would help make the speech more meaningful and interesting.

Table Three: Behavioral Support Consider aspects of the lesson that may affect student behavior (grouping / scheduling / timing / expectations / materials, etc)

Aspect of the lesson that may need to be differentiated / accommodated or changed

Student characteristic(s) which may necessitate changes to the input of the lesson:
Diego has trouble controlling his used of inappropriate verbal comments.

Suggested Explanation of how the Differentiation / previous suggestion will Universal Design / benefit the chosen student Assistive Technology / Accommodation
Since the students are already broken-up into small groups, I could have the group members each take turns and read a section of the handout. Diego would not be expected to remain completely quiet the entire time. He will actively participate and this will cause him to not have to seek attention, because the attention will be upon him when he is participating by reading his portion of the handout aloud. This would make him accountable for a portion of the lesson and make him feel like he has some control over the outcome which could help him

Students are asked to read the handout that was provided silently.

Students are expected to work in groups to create mock picket signs as if they were attendees of the March on Washington for an end of the lesson assessment.

At times, Diego has behavioral problems.

I could pair Diego with students who are well behaved.

The introduction of the lesson when I write vocabulary words and definitions on the white board.

Diego has difficulty comprehending if the needs to read information.

I could provide Diego with a worksheet in which he would fill in the definitions of the terms discussed in class. One is supplied,

and I attached it after my lesson that has the accommodations.

to behave well. If I pair Diego with students who are well behaved, they would be less likely to encourage Diego to act out. Also if the people surrounding Diego are well behaved he would be more inclined to follow their lead, and maintain productivity. If Diego has a structured place to record the dictated information, it could help him follow along and pay attention to what is said. If he is following along then he will be engrossed and less likely to disrupt the class.

Table Four: Tests / Assessment / Evaluation Consider the following for the evaluation aspect(s) of the lesson

Aspect of the lesson that may need to be differentiated / accommodated or changed

Student characteristic(s) which may necessitate changes to the input of the lesson:
At times, Diego has behavioral problems.

Suggested Explanation of how the Differentiation / previous suggestion will Universal Design / benefit the chosen student Assistive Technology / Accommodation
I could station myself to be near the group that contains Diego for the majority of the activity. I could encourage Diego to stay participated. I could pair Diego with students who are well behaved. If I am encouraging Diego to participate and stay on task, then he will be less likely to get distracted and have more time to misbehave.

Students are expected to work together on the assessment without any problems.

Students are expected to work in groups to create mock picket signs as if they were attendees of

At times, Diego has behavioral problems.

If I pair Diego with students who are well behaved, they would be less likely to

the March on Washington for an end of the lesson assessment.

Students are expected to present their picket sign and indicate how their sign relates to the historical demands of the protestors who attended the March on Washington.

At times, Diego has behavioral problems.

I could have Diego present the picket sign his group created to the rest of the class.

encourage Diego to act out. Also if the people surrounding Diego were well behaved he would be more inclined to follow their lead, and maintain productivity. If Diego were responsible to present the picket sign he would be more engaged in the creation process. He would be less inclined to act out if he needed to participate so that he would be knowledgeable in his presentation.

ORIGINAL LESSON PLAN AND HANDOUT

Name: Anna Erickson Class/Subject: Social Studies Date: 2/1/12 Student Objectives/Student Outcomes: Students will engage in discussion about the importance of civil rights, and be able to tie the concept into the civil rights movement into the context of Black History month. Students will be prepared to display their newfound knowledge by the creation of civil rights petition signs. Content Standards:
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States. 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation

Materials/Resources/Technology: Black/ white board Markers/chalk Handouts four project boards markers Teachers Goals: For students to gain a clear understanding of civil rights, and how Dr. Martin Luther King Jr. fought to gain civil rights. For students to display their newfound understanding of civil rights in the creation of picket signs.

Time

8:00

Start of Class: I will start the class by posing a question. I will ask my students if they know what month it is. If none know I will tell them that it February is Black History Month. I will then proceed to overview the objectives which I will have written on the board.

8:05

Introduction of Lesson: Introduction of diversity and civil rights through the discussion of definitions. I will write each word on the board and ask for ideas on what each word means. I will write down the answers on the board under each word, and at the conclusion of the discussion of each word I will give the students the definition of each word, to make sure the meaning is understood. Words include: civil rights Definition: Rights that a nation's inhabitants enjoy by law discrimination Definition: Treatment or consideration based on class or category rather than individual merit; partiality or equal Definition: Having the same quantity, measure, or value as another racism Definition: The belief that race accounts for differences in human character or ability and that a particular race is superior to others; discrimination or prejudice based on race segregation Definition: The policy or practice of separating people of different races, classes, or ethnic groups in schools, housing, and public or commercial facilities, especially as a form of discrimination Dr. Martin Luther King Jr. - Is an American clergyman, activist, and prominent leader in the African American civil rights movement. He was an individual that focused on the advancement of civil rights in the United States and around the world, using nonviolent methods

8:15

Lesson Instruction: I will divide the class into groups of four by having students count off by fours row by row. I will designate four different areas for each group to meet together. I will then pass out a brief reading to each student that I put together, and instruct each student to read the document silently. Assessments/Checks for Understanding: Each group will be assigned to create one picket sign per group using the materials provided. They will have to pretend that they were a part of the March on Washington, 1963, and their sign is to contain demands as if they were a peaceful protestor who just witnessed Dr Kings I have a Dream Speech. Closure/Wrap-Up/Review: I will have each group choose a representative to present their picket sign to the class, and allow for any questions.

8:30

8:45

Self-Assessment: I will look over the signs to check for understanding.

The 1963 March on Washington ORIGINAL

The 1963 March on Washington attracted an estimated 250,000 people for a peaceful demonstration to promote Civil Rights and economic equality for African Americans. Participants walked down Constitution and Independence avenues, then 100 years after the Emancipation Proclamation was signed gathered before the Lincoln Monument for speeches, songs, and prayer. Televised live to an audience of millions, the march provided dramatic moments, most memorably the Rev Martin Luther King Jr.'s "I Have a Dream" speech. Here is an excerpt from Dr. Martin Luther King Jrs speech: I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. The protestors, people of diverse ethnicities, had many demands, but included these seven: (1) Passage of meaningful civil rights legislation (2) An immediate end to all school segregation (3) Protection for all civil rights protestors against police brutality (4) A major public works program for all unemployed (5) A federal law prohibiting racial discrimination in the workplace (6) A $2 minimum wage (7) Self Government for the District of Columbia

LESSON PLAN WITH ACCOMODATIONS Name: Anna Erickson

Date: 2/1/12 Student Demographics: My class will be composed of 20 students in a sophomore year United States history class. The class is a diverse group in terms of ethnicity, race, gender, and religion. My class is in a school that is composed of student body thats racial demographics are made up of 41.5 % Hispanic, 23.8 % White, 19% Black, 13% Asian, 1.7 % multiracial, and .9 % Native American. The school is 75% low income, and has started its first year of mandated school improvement after not meeting Adequate Yearly Progress as instituted by No Child Left Behind for four consecutive years Student Objectives/Student Outcomes: Students will engage in discussion about the importance of civil rights, and be able to tie the concept into the civil rights movement into the context of Black History month. Students will be prepared to display their newfound knowledge by the creation of civil rights petition signs. Content Standards:
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States. 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation

Materials/Resources/Technology: Black/ white board Markers/chalk Handouts four project boards markers Teachers Goals: For students to gain a clear understanding of civil rights, and how Dr. Martin Luther King Jr. fought to gain civil rights. For students to display their newfound understanding of civil rights in the creation of picket signs.

Time

8:00

Start of Class: I will start the class by posing a question. I will ask my students if they know what month it is. If none know I will tell them that it February is Black History Month. I will then proceed to overview the objectives which I will have written on the board. I will read these objectives out loud. Diego would then be
able to visualize the objectives, and also process them through auditory means when I read the answers aloud. Since he learns better if things are read to him, I will do just that. I will read aloud to the entire class so that I do not have to single him out. By reading aloud I will cater to Diegos strengths since he has strong comprehension when text is read aloud.

8:05

Introduction of Lesson: Introduction of diversity and civil rights through the discussion of definitions. I will write each word on the board and ask for ideas on what each word means. I will write down the answers on the board under each word, and at the conclusion of the discussion of each word I will give the students the definition of each word, to make sure the meaning is understood. Words include: I will provide Diego with a handout in which he will be able to fill out the definitions of the following words. The handout is attached after this lesson plan. civil rights Definition: Rights that a nation's inhabitants enjoy by law discrimination Definition: Treatment or consideration based on class or category rather than individual merit; partiality or equal Definition: Having the same quantity, measure, or value as another racism Definition: The belief that race accounts for differences in human character or ability and that a particular race is superior to others; discrimination or prejudice based on race segregation Definition: The policy or practice of separating people of differentt races, classes, or ethnic groups in schools, housing, and public or commercial facilities, especially as a form of discrimination Dr. Martin Luther King Jr. - Is an American clergyman, activist, and prominent leader in the African American civil rights movement. He was an individual that focused on the advancement of civil rights in the United States and around the world, using nonviolent methods

8:15

Lesson Instruction: I will divide the class into groups of four by having students count off by fours row by row. I will change this by collaborating with my co teacher to create predetermined groups. This will allow us to pair Diego with students who are well behaved. If I pair Diego with students who are

well behaved, they would be less likely to encourage Diego to act out. Also if the people surrounding Diego are well behaved he would be more inclined to follow their lead, and maintain productivity. I will designate four

different areas for each group to meet together. I will then pass out a brief reading to each student that I put together, and instruct each student to read the document silently. Here, my team teacher and I will each take turns reading the handout out loud. This will help Diego to better comprehend the content. When it comes to the portion of Dr. Kings speech, I will show a video of the speech so that

Name____________________________

Date_____________

Civil Rights Vocabulary I created this worksheet to aid Diego for the
vocabulary portion of the lesson. This provides a greater structure and guidance to deter any behavioral problems. If Diego has a structured place to
record the dictated information, it could help him follow along and pay attention to what is said. If he is following along then he will be engrossed and less likely to disrupt the class.

Vocabulary Word Civil Rights

Definition

Discrimination

Racism

Segregation

Dr. Martin Luther King Jr.

The 1963 March on Washington ACCOMODATED HANDOUT

Since I have changed the format of this handout to be easier to read, it will now be a double sided handout. Facts: I changed the original format of a paragraph to a simpler list format. I simplified the language, and
created more spacing so that Diego would be able to follow along easier.

250,000 people attended Protested for civil rights and economic equality for African Americans. Participants walked down Constitution and Independence avenues, and ended at the Lincoln Memorial. At the monument there were speeches, songs, and prayers This is where Dr. Martin Luther King Jr. gave his I have a Dream Speech The speech was televised to millions.

______________________________________________ An excerpt from Dr. Martin Luther King Jrs speech:

I increased the size of this font, and will also have the speech performed audibly and visually when I show the portion of the I have a Dream speech clip video.

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up

for freedom together, knowing that we will be free one day.

______________________________________________

The demands by the protestors:

(1) Passage of meaningful civil rights legislation I increased the size of the font, so that it would be easier for Diego to read while my co teacher and I read the handout out loud. Also, numbering the demands will make it easier to differentiate between them.

(2) An immediate end to all school segregation (3) Protection for all civil rights protestors against police brutality (4) A major public works program for all unemployed (5) A federal law prohibiting racial discrimination in the workplace (6) A $2 minimum wage (7) Self Government for the District of Columbia

Dr. Martin Luther King Jr. Leads the 1963 Protestors I added this photo to make the
handout more interesting so that students Diego would be more apt to remember the information. It also brings these protestors to life, and makes the topic more relatable since it enables him to see an actual photo of them.

Anna Erickson Reflection I chose to accommodate my lesson for Diego. After reading Diegos PLAAFP, I learned that Diego learns best when he is read to. I decided to accommodate my lesson to fit Diegos special needs with writing and behavior. Since one of Diegos strengths is his loyalty, I will work to create a positive and respectful relationship with him. My co teacher and I will always try to engage him, and let him know that he is an important learner, just as important as any other student. We will accommodate this lesson for him so that he begins to trust us. His PLAAFP has made it clear that if he trusts the teacher then he will apologize for any poor behavior, and I hope to gain this trust. If I am able to do so with my accommodations, the behavioral problems will become less of an issue. In the lesson, my co teacher and I will read aloud and this will cater to Diegos strengths since he has strong comprehension when text is read aloud. I have already made steps to differentiate my instruction, so that part of my original lesson lent itself to be easily accommodated. I did not have to change my lesson to make it differentiated because it already incorporated that theory. I am glad that I had already differentiated by using readings, writings and creative means. I changed some of the smaller instructions but was able to keep much of the larger objectives of my lesson intact. I made a number of accommodations to my lesson so that it will better serve Deigos learning style. To make accommodate the definition section of the lesson, I created a worksheet for Diego to use. I will also use the worksheet for the entire class, because I believe that all students could benefit from its added structure to the note taking process. I also re-formatted my handout in a way that would make it easier for Diego to follow. I made text larger, and easier for Diego to see. I also increased spacing. Additionally, I took some paragraphs and changed them into bullet point lists. This way, Diego would be less overwhelmed by the text, and see it in

a more manageable format. Also, I was able to accommodate for Diegos reading disabilities by working with my co teacher to read aloud. Since Diego is able to understand text better when it is read to him, I have decided to accommodate my lesson, and do just t hat. I also planned to show the video of Dr. Martin Luther King Jr. giving the excerpt of the speech that was provided on the handout. By including the audio and visual components, Diego would be able to better comprehend the material. Since Diego struggles with reading, my co teacher and my efforts to read aloud and to have Dr. King read his speech out loud will aid in Diego being able to better comprehend and remember the information. I also have implemented plans to keep Diego interested so that I would avoid behavioral problems. I added a photo on the handout to help keep Diego interested. I also believe that the visual of the I Have a Dream Speech and engaging questions to ask Diego during the creation of the picket signs activity all will be beneficial accommodations. By keeping Diego interested, and involved in the learning process many behavioral problems will be avoided, and he will better absorb the information he reads. I will use the theory of team teaching as my way to incorporate my co-teacher. Team teaching is the best way for both my co teacher and I to interact with all the students so that both of our strengths will be available to our students. We will both be teaching the same lesson together. In order to do this, we will need to prepare for the lesson together. We will take turns giving the lesson about civil rights and about the 1963 March on Washington. We will take turns going over the definitions out loud which takes place in the introduction of the lesson. We will also read the information included in the handout aloud. We will take turns reading the bulleted information, and reading, and briefly explaining the demands of the protestors. My co teacher and I will each have two groups that we will have decided that they will be our groups to facilitate. This has an element of parallel teaching to it. The only reason I would not qualify my

approach as parallel teaching is because we will not be splitting the class during instruction. The students will only be split in their four groups for the activity. However, we will both mingle around the classroom, and answer any questions or discuss with any student no matter which group they are assigned to. We will both encourage all students to participate in the creation of these picket signs. If Diego does not seem interested my co teacher or I will ask him questions about what he believes is the importance of the message of the picket sign, and why his group is creating the sign the way that they have chosen. We will help to keep him involved, and if he is actively participating in the construction of the sign, and the learning process he will be less likely to have any kind of outburst or behavioral problem. The process of creating this accommodated lesson has been a lot of work. It has shown me that I will need to really work hard to meet the needs of all of my students that will undoubtedly have a vast array of needs. Through this process I have learned that it is possible to make these accommodations, and that I am capable to tailoring my lessons to best serve my students. I am glad that I have been able to see that accommodations really are feasible. Even though they will require a great deal of work, I will now have the confidence to be able to make the changes necessary.

The General Educators Role in Special Education SPED 405B - Carty

Fall 2011 Accommodations assignment RUBRIC Name: Anna Erickson Signature: Anna Erickson Criteria
Brainstorming checklist attached and clearly addresses these things for the lesson provided: Input (what the teacher does/instruction) Output (what the student does / produces) Student Behavior Testing / Evaluation Note: There may be crossover between categories Lesson Plan makes it very clear where accommodations were made compared to the original. (fonts, underlined, bold, color, headings, etc) Accommodations are present for:
a reading component of some kind at least one handout a student product (something that the student will produce) preferably, some sort of student-centered or guided activity an assessment of student learning that targets your lesson objective(s)

Points

Comments

/15

/5

/30

Accommodations are valid and meet the needs of the student chosen. There are no components of the lesson that were not addressed and remain a hindrance to learning for the student chosen. Reading component clearly labeled as original and accommodated and text is at a lower level ./ more accessible Description of a way to co-teach this lesson includes:
*Model(s) of co-teaching you would use of those discussed in class and why it/they would work for this lesson. *The responsibilities of each teacher during the lesson (where will they be? How will students be grouped? What will each teacher be doing instructionally during the class period?)

/10

Reflection includes:
*A clear, succinct explanation and rationale for the changes and accommodations made to my lesson and how they match the needs of my selected student. *An explanation of where the lesson did not need to be changed or accommodated since it already was planned in such a way that it met the needs of the student chosen. *Overall reflection on the process / assignment.

/10

/70 TOTAL