Lesson+Plan+Adaptations

Following are **ten (10)** lesson plans with Adaptations using some form of Technology or Assistive Technology. (2 Math, 2 Reading, 1 Science, 1 Social Studies, 1 Art, 1 Music, 1 Language Arts, and 1 Social Skills)

code SUBJECT: **MATH**

TITLE:   TREE MEASUREMENT

AUTHOR:  Jeanette Vratil, Lowell Elementary, KS

GRADE LEVEL/SUBJECT:    Grades 4-6

OVERVIEW: This activity is used to help understand vertical and horizontal measurement of large objects.

OBJECTIVES:   Students will be able to: 1.  Demonstrate measurement of the trunk, crown, and height using vertical and horizontal measurement.

2.  Compare results with other groups.

3.  Create a graph of their findings for the trunk, crown, and height of the tree.

4.  Define horizontal, vertical, and  circumference.

MATERIALS: String, ruler, paper pencil, meter stick, Tree.

ACTIVITIES-- TRUNK: 1.  Measure from the ground to 4 1/2 feet high on the trunk. 2.  At that height, measure the trunk's circumference. Use a string around the trunk and measure the length of the string. 3.  Round to the nearest inch. Record the number and label as circumference.

CROWN: 1.  Find the tree's five longest branches. 2.  Put markers on the ground beneath the tip of the longest branch. 3.  Find a branch that is opposite it and mark its tip on     the ground. 4.  Measure along the ground from first marker to the second marker. 5.  Record the number and label as crown.

HEIGHT: 1.  Have your partner stand at the base of the tree. 2.  Back away from the tree, holding your ruler in front of     you in a vertical position. Keep your arm straight. Stop when the tree and the ruler appear to be the same size. (Close one eye to help you line it up.) 3.  Turn your wrist so that the ruler looks level to the ground and is in a horizontal position. Keep your arm straight. 4.  Have your partner walk to the spot that you see as the top of the ruler. Be sure the base of the ruler is    kept at the base of the tree. 5.  Measure how many feet he or she walked. That is the tree's height. Round to the nearest foot and record your answer as the height.

TYING IT ALL TOGETHER: Allow time for groups to compare answers and then remeasure the tree if needed. Usually it takes several measurements. Be sure and allow time for each person to take several measurements since they will be working with partners.

CLASSROOM: Have students make bar graphs using information gathered outside. Have students locate the biggest tree, smallest tree of the same species.

code Students can use calculators to take several measurements of the tree's trunk, crown, and it's height. Students can use Microsoft Word to record their collected data labeling each time they do their measurement. Have them print their report to turn in for a grade. Have students make colorful graphs with labels using Microsoft Word or Powerpoint.
 * Technology Adaptation:**

code SUBJECT: **Math**

TITLE: Numeral Recognition, Matching, and Writing

AUTHOR: Chris Cox; Christian Community Elementary School, Fremont, CA

GRADE LEVEL: K-1

OVERVIEW: Most children enter the first grade able to count to twenty and many to 100; and most recognize numerals to twenty in isolation and can match one to one. However, each year there are a number of children to whom all of this is foreign. What they have learned is rote and not truly conceptualized. The following activity is designed to reinforce what many already know and to teach or reteach numeral recognition, one to one matching and the writing of numerals from 1-20.

PURPOSE: At the beginning of the year it is important to evaluate the needs of the individual child in as non-threatening a way as possible. The purpose of this activity is to evaluate, reinforce and reteach numeral recognition, one to one matching and the writing of numerals from 1-20.

OBJECTIVE(s): As a result of this activity 80% of the students will be able to : 1. Count aloud sequentially from one to twenty. 2. Identify numerals (1-20) in isolation. 3. Write numerals from 1 - 20. 4. Match numerals to objects from 1 - 20.

RESOURCES/MATERIALS: Anno's Counting Book (1975), other counting books, pens or crayons, laminator or clear contact paper, stapler

ACTIVITIES AND PROCEDURES: 1. Read aloud Anno's Counting Book (1975). 2. Explore the pages of the book asking the children to describe what is seen. Allow them to find the printed numeral, the corresponding number of colored blocks, the one to one relationships between the picture and the numeral, and lastly, the introduction of the correspondence of months and seasons to numerals. 3. Allow time for each student to explore the book with a friend or alone. 4. Reread aloud Anno's Counting Book and allow the students to mention additional discoveries. 5. Give each student a piece of 8 1/2" X 11" paper folded vertically and imprinted with ____________'S COUNTING BOOK. Have the child write his/her name in the blank and design the cover using his/her theme. Laminate the cover, add five more folded sheets and staple the fold. Allow the use of felt tip pens for this project (if available), or stickers, or stamps. 6. Have each child complete page 1 - 20 using his/her chosen theme i.e.  butterflies, balls, space ships or stars. 7. Have the child read aloud his/her book to: a. and older student (2nd or higher) b. a volunteer, AND c. the classroom teach and or a paraprofessional 8. Allow several activity periods to complete this project. Give extra supervision and encouragement to complete the task to those who work slowly or who are not task oriented. You could also use stickers in lieu of drawings for those who prefer. 9. Read other counting books prior to activity times.

TYING IT ALL TOGETHER: 1. Have students read their books to a younger student (K). 2. Have each students read their books to a parent.

code -For the writing part of this lesson, have students explore specialized pencils with grips, crayons, and markers since if they are in kindergarten or first grade, they are probably still experimenting with which writing tools will be comfortable for them which will determine which type of writing material they will prefer as they go through their elementary years and beyond. -Instead of a counting book, teacher can look for a counting DVD from the school's library to show to students.
 * Technology Adaptation:**

Subject: **Reading & Language Arts (1 of 2)** Title : Jump Into the Story By: Jennifer Dalke Grade Level: 3rd-4th

Instructional Goals: Materials:
 * Students will understand how they can use their bodies to act out situations or to tell a story
 * Students will participate in acting out a story that was recently read in class
 * Several short stories

Anticipatory Set: 1. The teacher will make movements with her body and ask the children what she is doing. For example, she can move her legs as if she is running or walking, and see if the children recognize what she is doing. 2. After this short activity, the teacher will talk about drama and acting. She will explain how small movements can be used to signify larger movements. 3. The teacher will ask volunteers to act out a movement and let the other students guess what it is.

Procedure: 1. The teacher will ask the students to get into groups of four. Within their groups, they must pick one of the short stories off of a front table. 2. After each group has chosen a story, the teacher will tell the children that they will need to act out the story however they think is best, but they are not to use their voices. They may use any objects that they have at their desks, as well. 3. After the children have had about 15 minutes to prepare, the teacher will instruct the students to arrange their seats in a circle. Each group will take turns acting out their story while the teacher reads the written story. 4. After each group has presented its story, the children can discuss the different body movements that their classmates used to indicate activities.

Teacher's Role: The teacher is an encourager in this activity. The teacher should encourage any and all creativity. She should emphasize that things can be expressed in many, many, different ways, so children should be as creative as possible and they should not feel as if they need to stick to any guidelines.

Creative Question Suggestions: 1. How is it possible that such small movements can indicate much larger movements or activities? 2. What did your classmates do that you thought was very creative? 3. Did any group or person do anything that you never would have thought of? Can you think of anything that you would have done differently if you were in a different group?

Troubleshooting:
 * Some students may have trouble with the limited guidelines or restrictions. In these cases, the teacher may find it necessary to guide certain groups a little bit more than others.

Evaluation: 1. Students will be evaluated on their group work. Did they participate well with the group? Did they cooperate to produce an act? 2. Did the student participate in the final act? Did the students act appropriately in the presentation?

-Instead of traditional books, borrow and bring in books on tape or books on cds and allow students to listen to them. -Bring in a digital video recorder and record students as they act out their stories. -Make copies of their performance in DVD and give each group a copy. Having students watch and review their performance will encourage their critical and reflective thinking as they discuss on how their performance could be improved and also discuss their strengths as individuals and as a group.
 * Technology Adaptation:**

Subject: **Reading and Language Arts** (2 of 2) Title: Sequencing can be Comical By: Cynthia Balderas Grade Level: 3rd-5th

Concept / Topic To Teach:

General Goal(s):

Specific Objectives:
 * The student will be able to rearrange a story by placing the events in the correct order.
 * They will also be able to create a comic strip with the correct order of events.

Required Materials:
 * Comic strip
 * Computer
 * Internet
 * Photo Story 3
 * Chart paper
 * Markers

Anticipatory Set (Lead-In):
 * To introduce sequencing, the teacher will use Photo Story to narrate the events of the morning.
 * Example: "At six-thirty my alarm clock rang and I woke up. I went to the restroom to wash my face and brush my teeth..."

Procedures:
 * 1) As a class, the students will discuss and the teacher will write down all the events seen in the photo story on the chart paper using a drawn timeline. The teacher will write them in the order in which they happened. The teacher will tell the students that knowing the sequence of events in a story helps one understand the story better.
 * 2) The teacher will tell the students that by putting all the events in a certain order, they are sequencing. The teacher will make them understand that it is necessary for some events to happen before others. For example, the teacher first has to put on socks and then shoes and not the other way around.
 * 3) Then students will receive a cut up comic strip obtained from @http://comics.com/peanuts/. With partners, they are to arrange the frames in the correct order and retell the story to each other.

Plan For Independent Practice:
 * Students will brainstorm what they did that morning as they got ready for school and then plan a photo story.
 * Assuming that they have used the program before, they will create their photo story and share it with a friend.
 * Then they will make sequence of events timeline for a partner’s photo story.

Closure (Reflect Anticipatory Set):
 * Students give other real life examples of things that can be sequenced.
 * Example: Cleaning their room.

Adaptations (For Students With Learning Disabilities):
 * For dyslexic students, the teacher will use a comic strip with no or few words.
 * Students will then be paired up with a partner when creating their photo story.


 * Technology Adaptations:**

Extensions (For Gifted Students): Rationale: Being able to draw their comic strip using a computer program and internet through a comic creator is a high-interest among students.
 * Students will create their own comic strip using the website: @http://www.readwritethink.org/materials/comic/index.html
 * They can also draw their own comic strip in a comic strip template.

Possible Connections To Other Subjects:
 * Social Studies: the students can utilize the timeline to narrate the life of a famous person such as Martin Luther King.
 * Art: students illustrate their own comic strip.

Subject: **Science, Computers & Internet** Title: Using the Computer to Learn the Planets By: Ann Marie Grade Level: 3rd Grade

Prior to Computer Lesson: Review with students the different characteristics of each of the planets. Materials: A brief description of the planets (or a picture from a science book) Procedure: 1.In the Computer Lab: Using either Microsoft Word or Wet Paint, have students "draw" the nine planets using the shapes on the tool panel. 2. Students should try to adjust the sizes of each planet in relation to the others. 3. The students should then go back and add the special characteristics unique to each planet. For example, Mars should be red and have two moons above it. Mercury should have smaller circles on it to represent its craters. 4. Each planet can then be labeled. Students will then have experience of using the drawing tools and a wonderful study guide for their solar system unit!

-Using Microsoft Word, WetPaint, or any photo-editing software will expose students to computer skills they will need throughout the years.
 * Technology Adaptations:**

Subject: **Social Studies** Title: Cultural Awareness/Sharing Traditions By: Paula Smith-Turner Grade Level: 4th-6th Length of Lesson: 1 Day

Objectives:
 * Students will learn to understand and appreciate the cultural diversity of their classmates
 * Students will be able to identify some of their own family traditions and share with the class.

Social Studies Benchmarks:
 * SOC.I.3.EE.1 - Use a variety of records to construct a narrative about their personal or family histories.
 * SOC.IV.1.EE.1 - Locate information using people, books, audio/video recordings, photos, maps, graphs, and electronic technology.

Educational Technology Standards:
 * Students use technology to locate, evaluate, and collect information from a variety of sources.
 * Students use a variety of media and formats to create and edit products to communicate information (presentations, newsletters, and brochures).

Evaluation:

The teacher will monitor students with their assigned groups as they discuss family traditions. Students will write at least four entries in their journals on what they learned about their peers, especially recognizing the differences and similarities. Each student will interview someone outside their race and report their results to the their group.

Procedure: 1. Following a class discussion on cultural diversity and awareness and some of the many different cultures that exist within the U.S. and other countries, the class will be organized into four groups with 4-6 students. Each group will include a combination of ethnic backgrounds, genders, and academic and learning abilities. Each group will have at least one student that is learning disabled/challenged.

2. Each student will be presented with an interview questionnaire to help guide the interview. Each group will discuss family traditions relating to holidays, religious customs, foods, household chores, and other interesting facts.

3. Within their assigned groups, students will interview each other, compare information, and create a poster/brochure of their findings to be handed-in during the next class period.

4. Students are encouraged to bring in photos and other interesting things to share.

Materials: Journals Interview sheet Pencils Informational sheets on different cultures and regions inside and outside the U.S. Paper/Poster Board Computer with internet access


 * Technology Accommodations/Adaptations:**

To ensure that all students are able to effectively participate in the lesson, reasonable accommodations can be made for those who many need additional assistance, whether they are physically or academically challenged. Those with a mild learning disability such as autism and speech impairment will be allowed to use a special word-prediction software program and an AAC device to aid in speech communication. Those who are hearing impaired will be equipped with an assistive listening device to enhance their hearing and visually impaired students will be using the descriptive video services (DVS). Any student academically challenged will be allowed additional time to complete their assignment and be assigned a peer teacher to work with them.

Subject: **Art** Title: Michelangelo Art Grade Level: 2nd-6th

Objective: Students will learn about the artist Michelangelo and what it was like to paint the Sistine Chapel.

Time Frame: Depending on how deep you go into learning about Michelangelo and art itself. It could be a short 45-minute lesson or it could stretch out over several weeks. The actual art part of it should take at least 30 minutes, but again could take longer depending on your type of media.

Materials: Information on Michelangelo. Do a search for him on the Internet and print out pictures of the Sistine Chapel and some of his other artwork.

Art supplies: Depending on the class and how into it you want to get.

Paper, Tape, Crayons, Markers, Paint, Brushes, desks, colored pencils etc.

Preparation:

Do research on Michelangelo and his works. Gather supplies. Tape paper to underside of desk. Distribute supplies to students.

Procedure:

1. Talk to the students about who Michelangelo was and how he painted the Sistine Chapel. IE: Laying on his back for 4 years.

2. Get into a discussion of how that would have been laying on your back for years and years. With your arms stretched out above your head.

3. Explain to students that they are going to pretend to be Michelangelos and create a piece of art on the paper under their desk. Give them art supplies to draw, color or paint with.

Suggestion: Use thicker paint so it doesn't drip!

After everyone is finished. Talk about what it was like to lay there for however long and have their arms above their heads. Great discussion about art appreciation!!

Evaluation:

Display the art on the ceiling in the classroom or hallway with a caption about what they did and how they created their art!


 * Techology Adaptation:**

Provide students with adaptive paint brushes. (ie. ones with different handles; longer, shorter, with grips, etc.) This way, they are still able to participate and do what their other classmates are doing and will get the same experience. Allow ESE students to make their drawings in WetPaint or other photo-editing software.

Subject: **Music and Art** Title: Emotions: Exploring Feelings By: Becky Ansley Grade Level: 3rd-5th Topic: Emotions: Exploring feelings through music and art

Materials & Resources: My Many Colored Days by Dr. Seuss, poster w/colors

Procedures: 1. Read My Many Colored Days by Dr. Seuss. Use as a tool for discussion of different emotions. Question how they were portrayed in book. Present poster with colors and ask children to name an emotion for each color. Fill in poster with emotion children decide on.

Goals & Objectives: 1. The students will demonstrate through art an understanding of emotions as heard in music. 2. The students will discuss the differences found between major and minor keys in terms of emotions.

Input & Modeling:

Materials & Resources: art supplies per group: colored pencils, crayons, markers, colored chalk, and multi-colored paper, Mozart's Piano Concerto No. 17 in G, K453 III (7:48), Mahler's Symphony No 11. III, Funereal March (10:56), Robert Schumann's Perfect Happiness (:45), Chopin's Prelude in E Minor Op. 28 (2:01)

Procedures: 2. Explain how emotions can also be found in music. Listen to short examples (Robert Schumann's Perfect Happiness, & Chopin's Prelude in E Minor Op. 28). Have students call out emotions and colors as felt. Discuss, relating emotions to colors.

3. Listen to Mozart's Piano Concerto No. 17 in G (major key). Children draw pictures using any available supplies. Teacher also participates, while observing and monitoring the class.

Guided Practice: Procedures: 4. At the end of the music, break students into small groups of 2-3. In these groups, they must explain how they felt, and why they used the colors they did. Teacher goes first as an example for all.

Independent Practice: Procedures: 5. Repeat step 3 for Mahler's Symphony No 11. III, Funereal March.

6. Whole group discussion of what was different in the two pieces of music.

Evaluation: Student picks favorite of the two pictures done and explains it to the class in terms of emotions and colors.

Bring music tapes and CDs for children to listen to the music selections mentioned. Teacher may also opt to bring in DVDs of performances so that students not only hear the music but they can also experience it visually and be exposed to the movement expressed in music.
 * Technology Adaptations:**

Subject: **Language Arts** Title: Contractions By: Beth Matheson Grade Level: 2nd

Anticipatory Set: Blow up a balloon-ask what happened? (It expanded). Let the air out - what happened? (It CONTRACTED-which means to get smaller).

Vocabulary: Apostrophe "cousin to the comma" (in the air) Give all students mini elbow macaroni to use for apostrophe.

SING (Tune-London Bridge) (1) I'm the first word don't change me, don't change me, don't change me. I'm the first word don't change me-oh no just let me be. (2)Certain letters are taken out......a shorter word you'll see. (3)Apostrophe will fill that space...one word will remain.

Procedure: 1. Make a contraction: Fold a sheet of paper in half -- cut told portion vertically to represent the two words did not (students write did not on top two flaps). 2. Lift and have students combine 'did not' on back flap to create one word didn't (glue the macaroni in place of missing letter/letters).

Enrichment: Using newspapers/magazines, go on a contraction hunt. Give students a transparent color chip and place on contraction. Students categorize contractions under class headings: n't=not 'll=shall/will 're=are and so on.....

-Using a transparent colored chip or colored filter is a low tech assistive device that will help students who have difficulties reading and organizing text to reinforce the concept of contraction. -For students with problems with fine motor skills, instead of going on a contraction hunt cutting newspaper and magazine clippings, teacher can provide them with cutout selection text and just have students use different colored high-lighters to show contractions they find. High-lighters are considered a form of low tech AT device.
 * Technology Adaptation:**

Subject: **Social Skill** Grade: Middle School

**Educational Objective:**

Language Arts Standard: Listening and Speaking Benchmarks** //The Prop Box Brainstorm Form Appropriate Rubric: One for each student to complete during each role play. To download the student rubric, click here // ||
 * The student will use appropriate behaviors to gain the teacher's attention during a classroom activity.
 * **//Materials Needed://**

• Identify Need • Introductory Activity: Brainstorm discussion about when you might want to get the teacher's attention. • Define Steps and Sequences of Skill 2. Raise your hand without waving. 3. Get attention by using the expression, "Excuse me." 4. Wait for the teacher to acknowledge you.** • Model the Skill • Role Plays/Classroom Discussion • Applications • Independent Uses: Discuss times when it is appropriate to interrupt.
 * The Lesson: **
 * 1. Wait for the teacher to finish speaking or is otherwise available.

Students can listen to audio tapes for different appropriate ways to get teacher's attention. Teacher will also show video clips of what 'not to do' scenarios of getting teacher's attention and how to properly do it. Teacher will video record students as they role play the skill they learned and teacher will show this in class afterwards so students can get feedback from each other and from the teacher.
 * Technology Adaptations:**