DQ 2 Please respond to two peers by providing feedback

Mini-Lesson Format

Student Name:                         Grade: Kindergarten             Disability Area: Autism, ADHD,

Learning disability (LD)

Characteristics/needs of the students with disabilities in the group: Adding to the above disability, these children have challenging behavior

Accommodations that need to be made: These students will be allow to use picture word bank, talking board, IPad, and computer for picture selections and word typing to write a letter to their best friends.

Title of Mini-Lesson: Dear friend,

Common Core State Standard: Writing Standards Text types and Purpose

CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Procedures (15 minute activity):

(Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)

Students will use a model letter to learn to write a reply letter to their friend. Who was it from? Why do we get letters? What do they say? It is essential that the IEP should address a student’s social and emotional needs as well as the student’s academic needs.

“Coaching helps a child/teen learn techniques for maintaining focus, stay on task, and improve time management and organizational skills. The development of these skills can contribute to smoother family life and improved school performance. These skills are also the building blocks

for future success” (Sleeper-Triplett, (2008), p. 1).

Reflection:

1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?

To address the needs of each particular student, the lesson will be expended through an entire week while student will add something particular about his or her friend daily utilizing pictures and words.

2. Why did you choose the strategy you used in this mini-lesson?

Referring to each disability characteristic and student’s IEP, sufficient time is required in an effort for these students deliver their ideas either through picture or in writing.

Mini-Lesson Format

Student Name:                                 Grade:                           Disability Area:

Jim, John, Sally                                       5                               Physical Disability, Learning Disability

Characteristics/needs of the students with disabilities in the group:

Jim has physical Disabilities that effect the use of his hands and he has a fairly short attention span

John has been diagnosed with a learning disability that effects his written expression and he has fairly short attention span.

Sally has been diagnosed with Learning disabilities in reading and comprehension. She also has a fairly short attention span.

Accommodations that need to be made:

All of these students will be allowed to use a computer to complete this lesson. They will use the keyboard instead of a pencil and paper for writing and they will also be allowed to use a drawing software instead of drawing with pencil and paper. Instead of folding the paper into four parts they will draw four pictures and save them in one folder.

Title of Mini-Lesson:

What Would I do if I were invisible for 24 hours? (Bos, C & Vaughn, S. 2015)

Common Core State Standard:

W5.3b  Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations

Procedures (15 minute activity):

 (Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice)

·        The first step is to ask the students to use the computer and draw four pictures pertaining to made up events that occurred while the student was invisible. The quality of the picture is not important. The picture is to draw attention to the story and remind the student what they were wanting to write about.

·        Next I would have the student write an introduction. It would include “How I became invisible”.

·        Next I would have the student select three of the pictures and write about those events.

·        The next step is for the student to write about the fourth picture and what happened after they became visible again.

Reflection:

1.      How did you ensure that your mini-lesson addresses the needs of the individual learners in the group?  This lesson requires the students to do critical thinking and preplanning before they start writing. Even though they are allowed accommodations they are still required to take all of the steps required for writing.

2.      Why did you choose the strategy you used in this mini-lesson? This lesson works well with the idea of describing an event but it is also easily adaptable to fit the needs of the students. They still have to plan it out through the brainstorming and developing the lesson.