LESSON PLAN for Ed460

The student this lesson is tailored to is an eight-year-old boy with ADHD. He has trouble staying in one place for too long and dislikes staying in his seat f or sustained periods of time. He is very social and well-liked by his peers, and enjoys group discussions. Although he enjoys group discussions, he often interrupts his peers and forgets to take turns sharing ideas.

INSTRUCTIONAL UNIT TEACHERS: DATE: &'('(&) GRADE/Acquisit LESSON T(TLE: rica !eller, ion Le e!: )rd How To !e ,ool Anthony *rade ( +n )rd *rade "orlen#a, +ntermediate Daniel LESSON $ewis, S"#$ECT O#$ECT()E: %hauna %Content Are&': %tudents will be %alvala nglish $anguage able to show understanding of Arts se-uencing through manipulatives as well as describe the feelings and motivations of characters in .How To !e ,ool +n )rd *rade/ by writing a letter to the bully in the story in their writing journals. LANGUAGE STANDARDS AND CONTENT OBJECTIVES CONTENT %TA0DA1D ELD READ(NG %TA0DA1D [Not necessary for Ed460] Describe characters in a story 2e.g., their traits, motivations, or feelings3 and e4plain how their actions contribute to the se-uence of events. ELD *R(T(NG %TA0DA1D [Not necessary for Ed460] ELD L(STEN(NG/SPEA+(NG %TA0DA1D [Not necessary for Ed460]

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES COGN(T()E A,,ECT()E PS-CHO.OTOR O#$ECT()ES O#$ECT()ES O#$ECT()ES %tudents will outline %tudents will formulate %tudents will align the events of the a letter to !o Haney, sentence strips to show school year using a possible asking him a a se-uence of events in blank se-uence chart. -uestion or giving him the book. advice and letting him know how he made the student feel. ADAPTATIONS FOR LEARNERS .OD(,(CAT(ONS ,OR SPEC(AL RAT(ONALE NEEDS *ives the special needs child a (NTO chance to get out of his seat and Teacher involved movement by move around while still working on incorporating ."ind %omeone a structured activity. The Total 5ho6/ activity in the lesson. !ody 1esponse Activity gives another chance for movement to THRO"GH the child. Dramatic reading style modeled by the teacher reading the The ADHD child likes changes in passage. tone and responds well as opposed to monotone speaking or reading #E-OND alone. *roup project where the group will draw out a depiction of *ives the special needs child emotion and motivation based on another chance to move around as the chapter .!o Haney/. he is working on his poster with his group. This also lowers the affective filter and helps the student gain different insights on the chapter. ASSESSMENT The students will be assessed through the correct completion of the %e-uence of vents activity with event strips from the book as well as their 5riting 7ournal assignment where they will be showing their understanding of !o Haney8s motivation and the emotion that was felt by 1obbie and the rest of his friends. LEARNING ENVIRONMENT .How To !e ,ool +n Third *rade/ by !etsey Duffey "ind %omeone 5ho 5orksheet 2+0T93

%e-uence of vents %trips 5orksheet 2TH19:*H3 !lank ;osterboard 2! <90D3 5riting 7ournals 2! <90D3 INTO, THROUGH, and BEYOND (NTO %Orient&tion' RAT(ONALE CRP %Cu!tur&!!/ Res0onsi e %tudents will be asked This will jog the Ped&1o1/' to recall what they students8 memories of have read in the book the previous chapters These activities allow How To Be Cool in the students to share and have them talk Third Grade so far. their thoughts and about what they They will turn to their opinions with one remember without a desk partner and take another and share high affective filter. one to two minutes tell perspectives. The them one thing that activity also include they remember about kinesthetic movement the story. elements that benefit the student with This activity will 0e4t the teacher will special needs 2ADHD3, incorporate more peer pass out the as well as the other discussion about the worksheet ."ind students in the class. previous chapters and %omeone 5ho6/ The remind students who students will have a have forgotten parts chance to walk around of the book so far the classroom and ask before moving into for students to fill in the ne4t chapter. answers for the -uestions listed about the previous chapters in the book. This serves as an assessment for the The students will go teacher to see who is back to their seats and receiving the correct the teacher will ask a answers and who is few students to share lost or not caught up on of the answers they with the rest of the have on their class. worksheets. The class will give thumbs up or thumbs down to show if they agree with the answer. THRO"GH %Present&tion2 Structured Pr&ctice2 Guided Pr&ctice' RAT(ONALE The teacher reading the chapter allows CRP %Cu!tur&!!/ Res0onsi e Ped&1o1/' The teacher reading

The teacher will read the .!o Haney/ chapter of the book using a varied tone of voice based on the conte4t such as a whisper or loud and pronunciated. The teacher will hand out %e-uence of vents blank worksheets to each student. The teacher will lead a discussion about %e-uence of vents with the class referencing the events of a school year such as= "irst Day of %chool, Thanksgiving !reak, 5inter !reak, %pring !reak, $ast Day of %chool etc. The students will follow along and write the events in the correct bo4es on the worksheet. %tudents will be put into groups of > by the teacher. ach group will be given a plastic baggie with strips of paper. ach piece of paper will contain an event from the story. The events will be a mi4ture of chapters including the chapter just read to the students. ach group will be asked to put the strips in order of events in the book.

them to emphasi#e certain words or phrases to help with the overall understanding of the chapter .!o Haney/. The %e-uence of vents blank worksheet will be used as a guided practice for the students to follow along as the teacher walks the class through school se-uencing.

the .!o Haney/ chapter of the book allows students of all cultures to listen and relate the events to their own lives in school or at home. !ullying is different in every culture, but the motivation and emotion are more commonly linked. The %e-uence of vents worksheet is culturally responsive because no matter what culture you are from that school has everyone off during Thanksgiving, 5inter !reak and %pring !reak. This group activity is culturally responsive because each student in an event strip is of a different culture or race. The events aren8t about one person, but each character in the book, so each student can at least relate to one of the characters to some degree.

This activity gives the students a chance to show their understanding of se-uencing as well as their overall understanding of the order of events in the book itself including the new chapter just read to them in class.

#E-OND %(nde0endent Pr&ctice'

%tudents will be put into small groups of ) or ? and asked to make a poster depicting how the students think 1obbie and his friends felt after the .!o Haney/ chapter in the book. The students will then be asked to share their poster with the rest of the class. The teacher will ask all the students to pull out their writing journals. ach students will be asked to write a letter to !o Haney. The teacher will write a few topics or -uestions the students could ask on the board to give the students ideas to start off with such as= 5hy are you so mean to 1obbie@ Here are some things you could do instead of bullying. + think you should apologi#e to 1obbie and his friends, etc.

RAT(ONALE This activity is meant to be tailored to the more visual learners to give another way to show that they understand the motivation behind !o Haney8s actions and what 1obbie and his friends were feeling at the end of the chapter. This activity is meant as another form of assessment to make sure students understand the motivations and emotions behind the chapter that was just read to them in the TH19:*H section of the lesson.

CRP %Cu!tur&!!/ Res0onsi e Ped&1o1/' The group poster activity is culturally responsive because it gives each student the ability to show emotion in their own way to add to the poster. There is no right or wrong answer. They are just supposed to show their individual and group understanding of the bully8s motivation and their own emotion. The writing journal activity is culturally responsive because it gives each student the ability to relate to 1obbie8s point of view, but put their own individual twist on the feelings toward the bully.