Documente Academic
Documente Profesional
Documente Cultură
MacDormott 2
Table of Contents
1. Introduction3
2. Partnering with Families4
3. Inclusive Teaching in the Classroom5
a. Classroom Design5
b. Assistive Technology5
c. Building Community and Responding to Behavioral Challenges6
d. Inclusive Academic Instruction8
e. Lesson Plan Examples9
i. Lesson Plan 19
ii. Lesson Plan 213
iii. Lesson Plan 317
4. Support and Collaboration22
5. Strategies for Change23
6. Evaluation24
7. References25
MacDormott 3
Introduction
School is a place where children grow, learn, and socialize with other fellow
classmates, teachers, and other school personnel. School is meant to be a safe
environment where they can explore the wonders of science, enrich themselves in
the world of books, explore social studies, and understand math. It is a place where
students use their prior knowledge and build on it so they can share what they did
with their families. School is a lot of different things, and as a future teacher I want
to make it as best as I can for my students and parents.
This Inclusive Teaching Guide is geared towards a fifth grade general
education classroom. Within this guide you will see different ways to talk and
partner up with parents, how a classroom could be designed, ways to support and
collaborate with others, and how to build a community. Each of these things is how I
would set them up. These are to serve as a reminder to myself as to how I would
like to do things, if there is something you like, please feel free and use it.
I chose fifth grade because I am more comfortable with this age group. I feel I
am more knowledgeable with the content, and I believe that the students can take
on more responsibility. I want my future classroom to be warm and inviting and I
want my students to feel like they are safe. I want them to learn and participate and
not worry that they will get something wrong. I will have activities in my classroom
that will allow students to explore while working together with each other and their
community. I will also keep in contact with parents, through emails, letters, phone
calls, and conferences. I will do what I can to let the parents know that I care and
willing to help them and their child.
MacDormott 4
MacDormott 5
Sorry for this being a screen shot I couldnt figure out how to get it to attach
to my paper any other way.
This is my ideal design for a classroom. It is large enough to fit many students
and still be able to get around. This set up also allows room for a child who has a
physical disability to be able to move around and collaborate with their fellow
classmates. I use lots of shelves and storage so that I can include many different
books and allow for students to put their things in designated areas. On the back of
each chair there are pouches where students can put some of their classwork items
in it and not have to deal with messy desks. The whiteboard and smart board are at
the front of the room and in a place where all students can look and watch what is
going on. In the back corner I have a readers area with a sofa and two beanbags.
This area will be designated as the quiet area so that students can read or catch
up on work. The kidney table is placed at the back of the room so that when I work
with groups I will still be able to watch what the other students are working on.
This whole set up is meant to get rid of clutter and make things more accessible
for students. It is also very welcoming as well. I also wanted to add that I would not
be using the florescent lights because they can cause a child to be overwhelmed
and unfocused. I will be using lamps. Lamps are a bit dimming but they bring on a
more calming and relaxing mood to the classroom.
MacDormott 6
Assistive Technology
I hope to use many different types of technology with my students so that
can have the best learning experience that I can give them. I hope that I will have a
classroom where my students will have access to iPads. With iPads I plan on using
app to enhance and add to student learning. It would be away to keep them
engaged and active in their learning.
Other assistive technologies that I would use are audios of books, so that my
vision impaired students can have access to books. I would also have seat cushions
available should I have any students with attention issues. For students with ADHD I
can also put stretched string on the bottom of their chairs so that they have
something to kick when they feel they need to move. On one of the shelves near my
desk, I will have access to calculators and magnifiers if students need a little extra
help in things like reading and math.
For each subject that we work on my goal is to have a study guide for them
to fill out as they work with guided notes on what they should study for an
upcoming test. I would also like to have many anchor charts up for the lesson we
would be working on so that they can always refer to it. I will also have a stack of
graphic organizers placed on one of the shelves near my desk if I have students
who need to organize their thoughts just a little bit more.
Apps to use on the iPads:
Schoology: This is very much like Wayne States blackboard. It can be used to
assign work, keep track of grades, participate in discussion boards, and so
much more.
Front Row: This is a math app where students independently answer math
questions at different levels. This is really based on what a student knows and
allows for them to watch videos on a concept should they not understand
how to do a problem.
Padlet: This is very similar to when students write sticky notes about things
they find interesting while they read and this is completely paperless and
allows for other students to comment on each others stuff.
MacDormott 7
the day. The timing of a schedule will depend on where I am teaching. Having a
schedule is also helpful when it comes to maintaining negative behaviors.
Another way I would build a community is by encouraging all my students to
speak. If they get an answer wrong I will not call them out on it, I will guide them to
the right answer. If I have students who are not participating in a discussion I will
call on them and allow them to ask their fellow classmates for help. If I do that I will
go back to that student and have them repeat the answer giving. This repeat of
information not only helps the student who didnt know, but also the rest of the
class because it reinforces the information.
I will also have set class rules which I will have the class help me set up on
the first day of school. Having the students help gives them some more
responsibility for their actions and makes it so that they are involved with class
decisions. With the class rules however, I will guide them to the rules that I believe
would best fit our classroom. I would also inform them that as the year goes on, we
may need to revise our rules as situations come up.
If I were to have any behavior challenges within my class I will not call them
out for it and punish them in front of their peers. I will also not talk to them in a way
that gets them more upset and feeds on the negative behavior. I would instead try
to talk to the student one-on-one and ask them how they think they should be
acting. I will also ask these students if they need to move away from their seats just
to cool off if a situation involves another student.
Any tattling that happens will be handle by first asking the students if it is
something they can walk away from, or if it is a situation that can be handled on
their own. If it is neither of those things I would ask the student to write down their
complaint so I can keep track of the interactions being made between my students.
I would also ask the other party to write down their comments about the situation
and make an apology if I feel there needs to be one. Having students write things
down also gives me records to show parents if issues become more severe.
Any behaviors that get too far out of hand will result in a phone call to the
parents where I would then try to set up a conference. This conference will include
the parents and the students so that way we can all work together to figure out a
solution to what is going on.
I will also have a card system to keep track of behaviors. Green would mean
that they student is acting appropriately, orange means they need to think about
their actions, yellow would be a think sheet, and red would be a call home. This
allows for the students to know where their behavior falls and that they should be
aware of the consequences of their actions. I would also give them a chance to
move back up to green if their behavior turns completely around.
Example Schedule:
8am to 8:20am
8:20am to 8:50am
MacDormott 8
8:50am to 9:20 am
MacDormott 9
be better able to retain the information, or if they get it right they can
associate the answer with the physical activity.
3. Visual Aids: Some students are unable to create images in their head as to
what one could be talking about and to help with this I like to add pictures. I
usually add pictures into a PowerPoint and either make them talk about the
concept or I discuss it with them and point to key parts of the image.
4. Games: Games have been great tools when assessing knowledge or even
preparing students for a test. This is because it is a fun and interactive way to
get the answer to a problem faster. Not only are they participating in the
activity they are also recalling what they have already learned. I usually use
this for review of a concept and to see if my teaching needs to change. I like
to play games like trivia, Jeopardy, head bands, dice games, and so on.
These are just a few of the instructional strategies that I would use with fifth
graders. Having tried these before only makes me want to use them more and
thats because I know they work. Other strategies that I have used are study guides,
directed answers or directed highlighting, 3-2-1 strategy, and so much more. Each
strategy gives students the chance to explore materials is multiple different ways
and gives them ways to retain the information.
Lesson Plan Examples
There are three lessons provided below. Each lesson addresses different
subjects and has actually been done in a real fifth grade class. They all worked out
well and were well planned for the different learners in the class. Everything was
guided, and was modeled before students did things on their own. I also held mini
student conferences with students to see if any adjustments needed to be made
along the way. Luckily none of these lessons required changes for my students with
LD.
Lesson 1
MacDormott 10
tested for Learning Disabilities due to them not being able to retain
information and have trouble with fluency, these students gets some
modifications to assignments already. Learning abilities are spread out.
Some students struggle and receive intervention from the RTI program and
others go to Baker Middle school because there math level is high.
b) Universal Design for Learning (InTASC 1,2)
There are five tables in the room, each with five students at the tables.
Each student has a chair back so that they can have some of their things
with them at their seats. There is a kidney table in the back of the room
near the teachers library where guided reading lessons occur. There are
plenty of group opportunities at their desks or students can meet in the
spaces around the room.
c) Materials and Digital Tools Needed (InTASC 7,8)
Activity Sheets A and B from Teachers Guide
Land Mass Pattern sheet
Scissors
4 Crayons
Bag of Fossils
Rock Types: Gneiss, Igneous, Marble, Quartzite, Sedimentary, Slate
Tape or Glue
iPads
Projector
Science Notebooks
Colored Construction Paper
MacDormott 11
3. INSTRUCTIONAL PRACTICE
a) Introduction Engaging Students, Activating Prior Knowledge, and
Setting Lesson Goals (InTASC 7,8)
I will show students a globe and an online globe. They will be given a
minute or two to look at it and think about the earth. I will then ask them,
If you were a scientist, what questions might you ask about the Earth,
based on what you see on the globe?
I will guide them to think about the shape of the continents. Once they
discover that the continents may have pieces that go together, I will tell
them that we will be exploring the continental drift.
b) Instructional Procedure: Engaging Students in Actively Constructing
Deep Understanding (InTASC 7,8)
1. Write the term Theory of Continental Drift on the overhead. Explain
to the students that this is an idea that was put worth at the
beginning on this century to explain why the continents appeared as
though they may fit together like a puzzle. Tell the students that this
theory proposes that the continents are not stationary but move
very, very slowly across Earth.
2. Write the word Pangaea on the overhead. Ask students if they have
ever heard of this word. Explain that scientists believe that at one
point there was a supercontinent which they called Pangaea.
Pangaea means all lands.
3. Direct their attention back to the globe and ask Based on the shapes
of the continents, where else in addition to between Africa and South
America do you think todays continents may once have fit
together?
4. Tell the students to look at Activity Sheet A and B and Land Mass
MacDormott 12
Pattern sheet. Have them cut out the land masses and ask the tables
to work together for about 5 minutes piecing the continents together
how they think they would fit. Tell them to glue or tape the pieces
down on the color paper provided. Give students a chance to show
their work on the projector. Then ask the following questions:
a. How well did the continents fit together?
b. Did everyone put continents together in the same way?
c. What clues did you use to help you decide how to arrange the
continents?
5. Tell students that the shape of the continents is not the only clue to
support this theory. Then pass around rock samples and allow
students to look and explore them. Ask, What similarities and
differences do you see among the rocks?
6. Tell students that scientists can test rocks to find out where they
formed and whether or not have the same chemical make-up. Explain
that rocks with the same age and composition were discovered on
opposite side of the oceans. They think they were formed in the
same place at the same time when Pangaea was still together and
the rocks got separated when the continents separated. Have the
Students look at Activity sheet B.
7. Write the word fossils on the overhead and ask, What are fossils?
Have the students look again at Activity Sheet B and explain the
location of the matching fossils. It is very similar to the rocks.
8. Tell the students that there is even more evidence that supports the
theory of continental drift. Ask them to look at Activity sheet B to find
other clues.
9. Write the word glacier on the overhead and explain that it is a huge
ice mass that moves very slowly, picking up rocks and soil in its path
leaving behind when it melts. Ask, On which continents have
scientists discovered glacial rocks of the same age?
10.
Tell the students to use the 4 crayons and follow the directions
in steps 2 and 3 of Activity sheet A to answer the questions. Have
students share answers.
11.
Have students think about what was just discussed. Tell them
to bring out their iPads and open the white board apps. Ask them the
following questions and record answers as correct or incorrect in your
check sheet:
a. What does Pangaea mean?
b. The theory of continental drift explains what?
c. What evidence supports this theory?
d. What are fossils?
c) Technology Use Technology as a Tool for Effective Teaching and
Learning (InTASC 7,8)
MacDormott 13
The computer will be used to as an extra visual aid for the globe. The
computer allows all students to view the globe at once while the
actual globe is being passed around.
This the whiteboard is covered with the smart board the overhead is
used so that all students can see what I am writing and so that they
can copy.
The iPads are used to help check knowledge in an exit slip sort of
way.
iPad
Computer
Overhead/ELMO
In our next lesson we will discover the structure of the earth and in the
future we will discover different ways that the earths surface moves.
5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection (InTASC 9)
MacDormott 14
Lesson 2
MacDormott 15
This checklist will let me know who has a good idea of the picture
strategy to better understand nonfiction texts and who may need
more work with it.
o I will also walk around the class and see what comments they
put down on their sticky notes and fill in the check list that way.
3. INSTRUCTIONAL PRACTICE
a) Introduction Engaging Students, Activating Prior Knowledge, and
Setting Lesson Goals (InTASC 7,8)
MacDormott 16
I noticed yesterday that some of you are just breezing past the pictures in
your nonfiction books. When you read the text on the page, you are often
ready to move right on to the next page without really paying attention to
what more you might learn from studying the pictures. Today I want to
teach you how important it is to study the pictures carefully to help you
think about the information and to grow your ideas.
MacDormott 17
iPad
Tomorrow we will look at narrative nonfiction texts and how they are similar
to fiction texts.
5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection (InTASC 9)
Lesson 3
Name and/orSchool
GroupName:
Members:
Wayne State
Mackenzie MacDormott
Grade Level: Fifth Grade
Subject Area(s): English and Drama
Time Needed for Lesson: ~30 minutes
Lesson Title: Shiloh Season
MacDormott 18
MacDormott 19
A worksheet asking:
o How is the play similar to the book Shiloh?
o How is the play different than the book Shiloh?
Name:_____________________________________________________
Date:_________________________________________
Shiloh Season Worksheet
1. What were some of the similarities between Shiloh Season and Shiloh?
2. What were some of the differences between Shiloh Season and Shiloh?
The checklist would let me know who I may need to pull to practice
more fluency skills with.
The worksheet allows me to see if the students understood that
there were differences and similarities from the play and the book
Shiloh. I would be looking for complete sentences and thoughts and
one example of how they are different and one example of they are
the same.
3. INSTRUCTIONAL PRACTICE
a) Introduction Engaging Students, Activating Prior Knowledge, and
MacDormott 20
MacDormott 21
There isnt much of a connection to the next lesson. This was a way to talk
about differences between plays and books which can be extended to
differences between movies and books in the future.
5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection (InTASC 9)
MacDormott 22
MacDormott 23
MacDormott 24
Evaluation
My own evaluation of this project:
This is was a great assignment that got me thinking about the teacher I want
to be. I took in a lot of my experiences that I have had so far and combined ideas
with things that I have always wanted to do.
I thought I did an overall good job with this assignment. I did some research,
made it as creative as I possibly could, and made it very organized. The only thing
that I had the most trouble with is my grammar. I dont have the best grammar and
that is why I am thankful for a peer review partner.
Peer Review Evaluation: Hi Mackenzie, overall you did a great job! Everything
was nicely presented and very organized. I like the page numbers after each
title on the table of contents section. This makes the assignment easier to
read and understand. I also really like the set up of your classroom design
and the way you explained it. The example schedule was very well put
together and easy to understand. However I did find some grammatical
errors.
On page 4 partnering with families first paragraph, sentence 2, remove the
word meaning and in the third paragraph, sentence 1, change the word
key to critical. In the last paragraph, sentence 2, change the word help
out to volunteer.
On page 7 under building community and responding to behavioral
challenges, sentence 4, please add an s to the word specials. In the
second paragraph, sentence 4, change the word giving to that was
given. In the third paragraph, sentence 1, change the word class to
students so it says I will have the students help me set up In the fifth
paragraph sentence 1, please add a d to the word handle. In the
example schedule 9:20am to 9:50 am, sentence 2, add an ed to the word
pull.
On page 8 under inclusive academic instruction, please revise sentence 2 to
make it sound better. In the second paragraph, sentence 3 change the words
be it to is all. In the last paragraph sentence 4 please change the word
is to in and the words gives them ways to helps them.
On page 9 under universal design for learning sentence 2, change the word
sits to seats. On page 10 under assessment and evaluation sentence 1,
change the word be to the word to so it says students will be asked exit
slip questions to answer
On page 22 support and collaboration sentence 2, please add an s to the
word help so it says it helps parents to know how their child is doing In
the last paragraph sentences 2 and 3, please change the word exceptions
MacDormott 25
MacDormott 26
References
http://www.understood.org/en/school-learning/assistive-technology/assistivetechnologies-basics/8-examples-of-assistive-technology-and-adaptive-tools#slide-8
http://www.beesburg.com/edtools/glossary.html