Lesson Planning Form for Differentiating Instruction Calvin College Education Program

Teacher Abby Wierenga

Date Day 2 Subject/ Topic/ Theme What is it like to have a disability?
I. Objectives
What is the main focus of this lesson?
What it feels like to have a disability
How does this lesson tie in to a unit plan? (If applicable.)
It relates to the topic of disabilities
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
1) Students will be able to understand that it is difficult to have a disability.
2) They will be able to empathize with those who have disabilities
3)
Etc.



II. Before you start
Prerequisite knowledge and skills.

They should know about different types of disabilities from the previous day.
Assessment
(formative and summative)
How well they participate in class
Identify those students (individuals
or groups) in your class who will
need special attention and describe
the level of support you plan on
giving them. Refer back to the
survey you did of your class.
Again, be sensitive to those who are directly affected by disabilities

Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?
Have the dyslexia worksheet
Have large marshmallows
Weights for arms or heavy books on legs, something strong smelling
Wheeled chairs
Blindfolds
Earplugs
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.
Classroom should be set up a little closer together today making it harder to move around



III. The Plan
Time
Parts
The description of (script for) the lesson, wherein you describe teacher activities and student
activities

Motivation
(Opening/
Introduction/
Engagement)
Begin lesson by reviewing the Bible verse.
Ask any students if they talked about disabilities with their parents last night. If they did
discuss that.
Today we are going to role play as if we have some disabilities.


Development
The first disability we are going to stimulate is dyslexia. Dyslexia is when it is really hard for someone to




read and spell. Ask if anyone researched that yesterday and would be willing to help out by explaining
some things. If not go on to explain more of what it is. The simulation that we are using today is dyslexia
worksheet. Students get 15 seconds to read the short story. Once the 15 seconds is up students have to
answer the questions below in 30 seconds but they must write with their opposite hand. Once they are done
ask them how it went. Have them tell how they felt when they were doing it. Once they have shared
explain that people who have dyslexia arent stupid , they just struggle with things that are easier for other
people. Talk about some famous and successful people with dyslexia (Orlando Bloom, Leonardo Da Vinci,
Muhammad Ali, Avi, Patricia Polacco).
Next activity is going to be autism. Pick a few people to be autistic. Then set something strong smelling
on their desk, also place weighted bracelets on their arms. Next, pick people to pat the autistic persons
head. Finally pick someone to talk loudly, but respectfully into their ear. Tell the autistic person that
they have to then pay attention to the fable I will read. Once I read the fable have all the students sit down
and ask the autistic students how well they were able to concentrate. (If there is extra time do this again
with different autistic students) Once discussion is done talk about how autistic people feel all sorts of
stimulations and how it can be hard to focus.
Next hand out a marshmallow to each student. Make sure they do not eat it right now. Then, write a
sentence or two on the board. Tell the students that they have to put the marshmallow in the middle of their
mouth, they may not push it to the side or chew it. Then they have to read the sentence on the board out
loud. When they do that they may eat their marshmallow. Discus how it was to talk with the marshmallow
in their mouths. Then relate to how it is difficult for people with Down Syndrome to speak sometimes.
If there is still time hand out a few blindfolds, a few earplugs, and a few rolling chairs to the students.
Explain that the students with blindfolds will be blind, the students with earplugs will be deaf, and the
students in rolling chairs will be in wheelchairs. (Students in wheelchairs may not push themselves
with their feet to get around. Once the students have on their blindfolds and earplugs and are seated in their
chairs give out a list of instructions that they must follow. Such as getting up to pick up a paper from the
front of the room, and reading what it says, and then writing a sentence summarizing it. Once they have
completed that task talk about what they experienced. How the wheelchair students had a hard time
getting around, how the blind students couldnt read or write, how the deaf students couldnt hear my
instructions.
If there is still time left at the end of class redo some of the activities again.

Closure
Close the class with a small discussion on how todays class could help them empathize
with people with disabilities. Also touch on how we can help people with disabilities.
Finish by saying the Bible verse one more time
Your reflection on the lesson including ideas for improvement for next time:




Citation:

- Fable

http://www.kcrg.com/news/local/Sensory-simulation-helps-sixth-graders-understand-experience-
autism-119093894.html- Autism simulation