Presentation/Assigment
TinaF
635InstructionMypresentation.docxInstruction :
Using your case study from the previous assessment, now you will adapt a lesson for this child in an integrated or self-contained classroom. Lesson plan options are posted on Canvas for you to look over for different ages - you MUST use one of the lessons in the folder. Teachers are often asked to use lessons they haven't created or take lessons that they have taught for years and adapt them to children who have special needs in their class. This will be an assignment where you have to think through how to ensure all children can be successful!
Based on the chapter we read for the week and the case study you created in Assessment 2, in 1-2 paragraphs describe the child including age, strengths, challenges, present level, IFSP/IEP goals addressed by the activity, etc. Then choose one of the lessons posted that matches the age of the case study child and re-write it using the Lesson Plan Template. When you re-write it, please take into account how you might modify it to meet the needs of the focused learner(s) described. The modified lesson MUST pertain directly to the chapter we are reading the week you post. In a 5-7 minute in-class presentation, simulate teaching part of this lesson paying close attention to the reading for the week. Include visual aids and post the link or the video to the discussion at least 3 days before the due date so your peers have time to view and comment. Complete self-assessment tools hypothetically as if you did this lesson and include reference to your presentation and submit. Please read the instructions carefully and follow all directions.
Rubric
Assignment 3 - Lesson Plan & Video Project
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Assignment 3 - Lesson Plan & Video Project |
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeVideo Presentation |
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3 pts |
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This criterion is linked to a Learning OutcomeLink with Course Reading |
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3 pts |
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This criterion is linked to a Learning OutcomeSelf-Assessment Tools |
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3 pts |
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This criterion is linked to a Learning OutcomeAppropriateness of Lesson Plan Adaptations |
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3 pts |
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This criterion is linked to a Learning OutcomeCase Study Integration |
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3 pts |
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This criterion is linked to a Learning OutcomeGrammar & Mechanics |
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3 pts |
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This criterion is linked to a Learning OutcomeTimeliness |
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2 pts |
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Total Points: 20 |
MY CASE STYDY -Tourette Syndrome Case Study
Overview
Definition & Description
Tourette syndrome (TS) is a condition that is characterized by abnormalities in the neurological system. “Tics” are one of the most recognizable features of Tourette syndrome. Tics are involuntary motions, sounds, or twitches that are performed often and repeatedly. Tic sufferers are unable to exert any control over their involuntary motions of the body. One example of this kind of activity is repeatedly blinking your eyes. It is also conceivable for someone to grunt without meaning to do so (Andrén et al., 2022).
Both tics and hiccups share a lot of similarities. The body will nonetheless hiccup, despite the fact that individuals may not want for it to do so. It is not simple to refrain from engaging in a tic behavior for a considerable amount of time. The tic is going to have to be carried out at some point in time. A diagnosis of Tourette syndrome or another tic disorder could be established on a person depending on the type of tics they have and how long they have had them. In many patients, TS manifests simultaneously with another condition. In most cases, children who have TS also suffer from one or more additional mental, behavioral, or developmental disorders. Some examples of these conditions are ADHD, anxiety, and OCD. It is essential to identify and treat appropriately any co-occurring conditions that may be present in a person who has TS (Ricketts et al., 2023).
Symptoms
Tics are short, repeated movements or noises that come on all of a sudden and are characteristic of Tourette syndrome. Tics can be physical or vocal. They can range in severity from being somewhat harmless to being extremely dangerous. Extremely severe symptoms can have a negative impact on a person’s ability to communicate, their daily functioning, and their overall quality of life (Johnson et al., 2023).
Tics can be categorized as either:
· Simple tics; These are nervous twitches that can be ignored. Tics are short muscle spasms that happen in a repeating pattern and might happen for no apparent reason.
· Complex tics; A wide variety of muscle groups are recruited to perform these structured motions with varying degrees of complexity (Roessner et al., 2022).
To better understand tics, researchers have divided them into two categories: mechanical and verbal. In most cases, tics affecting the motor system come before those affecting the voice. Tics, on the other hand, can take a variety of forms and can afflict people of any age.
Ticks, on the other hand, are capable of:
· A change in nature, intensity, or both Being sick, nervous, anxious, fatigued, or overly excited can make this worse. Changes in nature, intensity, or both.
· Pertain to the practice of going to sleep
· The change starting at its lowest point in early adolescence and climbing to its highest point as young adults mature.
Individuals might feel a sensation in their body known as anticipatory desire, which is similar to an itching, tingling, or tension before their motor or vocal tics arise. The stress is relieved once the tic is allowed to be expressed. Some persons who have Tourette syndrome are capable, with a lot of hard work and concentration, of temporarily controlling or stifling their tics. If parents notice that their child is acting strangely, like sobbing or jerking, they should take them to the pediatrician. The presence of tics does not always indicate the presence of Tourette syndrome. Tics afflict a significant portion of children, but they normally disappear on their own within a few weeks to a few months at the most. If a youngster is exhibiting strange behavior, it is vital that every possible cause be investigated as a possible explanation (Roessner et al., 2022).
Causes
Researchers are currently focusing their attention on a few possible causes of Tourette syndrome, although the specific source of the condition is not yet understood. It would appear that there is a genetic component to tic disorder known as Tourette syndrome. There is a one in two probability that a child will also be affected by Tourette syndrome if they are born to a parent who has the disorder. It has been found that males have an incidence rate that is three times higher than females. Nonetheless, depending on the particular strain, the streptococcus bacterium can be the cause of anything from a condition that is quite harmless to one that can be fatal. An infection is thought to be the cause of the neurological alterations that are characteristic of Tourette syndrome (Johnson et al., 2023).
Furthermore, problems in the metabolism of neurotransmitters, including as the mood regulators dopamine and serotonin, have been related to the condition known as Tourette syndrome. Tourette syndrome has been researched in relation to compulsions such as hoarding and hand washing, as well as psychiatric diseases such as attention deficit hyperactivity disorder (ADHD), and learning challenges such as dyslexia. The Tourette syndrome is frequently found in conjunction with several additional illnesses (Ricketts et al., 2023).
Diagnostic Tools
Observing the behavior of a person who is afflicted by Tourette syndrome in great detail is the standard method for making a diagnosis of Tourette syndrome. Because tics and vocalizations are often only shown when the individual is in the comfort of their own home, it can be challenging for a medical professional to observe them in a clinical or office setting. The doctor will be able to make a diagnosis of Tourette’s syndrome based not only on the child’s symptoms, but also on their medical history. If the child’s tics are causing him or her to have problems at school or with his or her classmates, the doctor will probably want to know about it. There is no diagnostic test for Tourette syndrome. However, in order to rule out any other potential health problems, an MRI, blood test, or electroencephalogram (EEG) might be conducted. The physician may also perform tests to screen for learning and behavioral issues such as attention deficit hyperactivity disorder (ADHD) and obsessive-compulsive disorder (OCD). These problems are frequently present in people who also have Tourette’s condition (Johnson et al., 2023).
Treatment
Different treatment options are available depending on the severity of the illness. The majority of people who have Tourette syndrome are able to control their symptoms on their own. When they feel the need to “vent” the suppressed tics and vocalizations that they have been repressing throughout the day, they will go for a secluded setting (Ricketts et al., 2023).
In order to alleviate their symptoms, some people need to take many medications at once. It is common practice to begin medication treatment with a low dosage and progressively increase it until symptoms are under control. Individualization of dosage for a medication is required. Negative responses to the medicines may include feelings of depression and fatigue, as well as possible weight gain and increased appetite (Kahl et al., 2021).
It may be good to practice some relaxation techniques because stress appears to make the symptoms of Tourette syndrome worse. Individuals could find it helpful to work with their therapist to establish less offensive tics to replace the offensive ones, such as swearing, as part of the therapeutic process (Ricketts et al., 2023).
Developmental Milestones (5-6 Years Old)
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Developmental Milestones Areas |
Children Without Tourette Disability |
Children With Tourette Disability |
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Sensory |
Coordinate body movements, can operate in noisy environments |
Cannot Coordinate body movements, cannot operate in noisy environments |
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Motor |
Pedal a bike, skip rope, stand on one foot for a few seconds, descend the stairs without holding someone’s hand, catch a giant ball, and so on (Kahl et al., 2021). |
Impairments in eye-hand coordination, visual-motor control, task-specific flexibility, visual memory, and physical stability . |
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Social- behavioral |
At this age, most kids have mastered such tasks as dressing themselves, catching a ball with their bare hands, and tying their shoes. Now is a crucial time to develop strong self-sufficiency away from loved ones. Children at this age are regularly exposed to the wider world through experiences like entering school. As time goes on, the value of close friendships increases. |
Children with TS and their parents often report problems in social acceptance, social self-esteem, and making and keeping friends during clinical assessments. |
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Cognitive |
Have a firm grasp on how to use scissors and the ability to cut precise shapes from paper. Learn to draw more common objects and people, such as homes, vehicles, flowers, and faces. Know the alphabet song and be able to sing along, as well as write one or two letters of their name. |
Tourette syndrome can cause students to say or do embarrassing things. Struggle to pay attention in class because they are preoccupied with regulating their tics . |
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Language |
Children at this age develop a greater facility with the following types of vocabulary: conjunctions (such as “when” and “but”), adjectives (such as “confused,” “upset,” and “delighted”), and words (such as “don’t know” and “remember”) that describe mental processes (Kahl et al., 2021). |
Echolalia, or repeating the words of others, and palilalia, or repeating one’s own words and ideas, are two linguistic behaviors commonly seen in people with TS. Tourette Syndrome is characterized in part by coprolalia, the repetitive or involuntary use of sexually explicit language. |
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Speech |
Children learn that words can have more than one meaning, and they learn to rely more and more on their context to determine a word’s meaning. |
Have speech delays |
Case Study
Family History and cultural background
Name: John Martinez
Date of birth: 01/21/2017
Mothers: Victoria Martinez ;she’s 35 years old and works as a beautician
Fathers: Laurence Martinez; he’s 37 years old and works as a police officer.
Parents language: English & French
Religion: catholic
Location: Texas
Type of family: Joint
Number of members in family: 5
Siblings: oldest sister is 8 years old and middle brother is 5 years old
Cardinal position of John Martinez: Third
Date of first identification of problem: 3 years old
Pregnancy: wanted
Natal History: The Elmhurst Hospital
Delivery: Full term pregnancy and normal delivery
Birth cry: normal
Birth weight: 6.6 lbs.
Color at birth: White
Effective feeding in neonatal period: Yes
Baby respiration: it was normal
Appropriate immunization of mother: Yes
Post Natal
Any infection at birth: No
Head injury: No
Convulsions: No
Jaundice: No
Nutritional disorder: No
Appropriate immunizations: Yes
Impact of the Disorder on the Educational Needs
Different children diagnosed with Tourette syndrome (TS) have different school experiences. Reading and writing are two activities that may become more difficult for a person who has tics. A child’s efforts to manage their tics, as well as the tics themselves, can be a source of distraction for the youngster. In addition, children who have Tourette syndrome are at a greater risk of experiencing rejection, bullying, or mocking from their peers than children who do not have the illness. This is largely due to the general lack of information regarding the disorder. Children diagnosed with TS may face difficulties in school, but if they are adequately prepared, they have the potential to excel (Set & Warner, 2021).
Youngsters who have Tourette syndrome have intelligence levels that are comparable to those of youngsters who do not have the disease. However, because of the difficulties that are connected with tics, which are frequently accompanied with attention deficits and other learning disabilities, children who have Tourette syndrome may need assistance from special education services. Adjustments such as other testing venues, additional testing time, or the use of a computer may be beneficial for children who struggle with writing (Kahl et al., 2021).
If teachers and other school staff have more information about Tourette syndrome (TS), they will be better able to assist children who have TS as well as the students’ families. Students who have Tourette syndrome (TS) have the ability to fulfill their full academic potential with the assistance of information and education that is currently accessible regarding particular strategies that can be implemented in the classroom (Set & Warner, 2021).
Student’s Strengths, Interests and Protective Factors
The child’s attempts to communicate his feelings and requirements shed light on his capabilities in this domain. When he creates works of art, they are exceptionally well-organized and tidy. He is enthralled by the alphabet and has a sweet place for both superheroes and dinosaurs. His favorite letter is “A.” When his parents require help with his younger sibling or sister, he is quite helpful to them in that capacity (Besag et al., 2021).
Most Appropriate Learning Style
It is planned to use group songs and chant, gestures and facial expression, visuals and props to explain routines and concepts. Additionally, it is planned to create and use image cards to capture the child’s attention to the significant ideas and concepts that will be covered in the lesson and the stories that will be covered during the week. Instructions will be provided for twice as long as is strictly required so that each student can receive the individualized attention that they require.
Expectations Regarding Testing Modifications
The kids can have additional time for their schoolwork, including their homework, quizzes, and other tasks linked to school. Together with the student, the instructor will go over the instructions and decide whether or not more instruction is required. If it is determined that individual instruction is required for the child, the teacher will provide it. If the youngster is having difficulty, the instructor will use picture flash cards as a form of visual assistance and have the child repeat after him (Set & Warner, 2021).
Social/ Behavioral Needs
Impact of Disability on Relationships at Home and School
Language and communication impairments are frequently associated with Tourette syndrome, but clinicians have been hesitant to recognize this fact. Despite this, there has been published evidence of a long-standing pattern of linguistic and phonological anomalies within the TS group. Patients diagnosed with TS may suffer from a wide variety of speech and voice abnormalities, ranging in severity from mild to severe. Tics can be so severe that they cause the sufferer to get exhausted and in pain, making it difficult for them to concentrate and learn new things. Children who have TS may be expelled from school due to the difficulties associated with the condition. Peer concerns, such as being ridiculed or tortured by classmates, have the potential to have an impact on a student’s academic performance who has Tourette syndrome (TS). Clinical evaluations of children diagnosed with TS usually unearth issues about social isolation, low social self-esteem, and difficulties in both developing and maintaining friendships (Besag et al., 2021).
Strategies t o Support this Child’s Behavior, Self-esteem & Friendship
· The most effective strategies are;
· The use of medicine can help reduce the severity of the symptoms of tics.
· The support of a psychologist can be helpful for families in both the management of problematic behaviors and the gathering of more information regarding Tourette syndrome (Andrén et al., 2022).
· Psychology can be a helpful resource when it comes to coping with the social and emotional challenges that are linked with Tourette syndrome (Johnson et al., 2023).
· One type of behavior therapy that is used to treat tics is called Cognitive Behavioral Intervention for Tics, or CBIT for short. This type of therapy may assist patients in becoming more self-aware and in gaining control over their symptoms. The severity of tics may decrease over time, but they do not go away completely.
· Putting together a scrumptious eating plan (Andrén et al., 2022).
· Providing assistance to individuals who struggle with reading and writing.
References
Andrén, P., Holmsved, M., Ringberg, H., Wachtmeister, V., Isomura, K., Aspvall, K., … & Mataix-Cols, D. (2022). Therapist-supported internet-delivered exposure and response prevention for children and adolescents with tourette syndrome: a randomized clinical trial. JAMA Network Open, 5(8), e2225614-e2225614.
Besag, F. M., Vasey, M. J., Lao, K. S., Chowdhury, U., & Stern, J. S. (2021). Pharmacological treatment for Tourette syndrome in children and adults: What is the quality of the evidence? A systematic review. Journal of Psychopharmacology, 35(9), 1037-1061.
Johnson, K. A., Worbe, Y., Foote, K. D., Butson, C. R., Gunduz, A., & Okun, M. S. (2023). Tourette syndrome: clinical features, pathophysiology, and treatment. The Lancet Neurology, 22(2), 147-158.
Kahl, C. K., Kirton, A., Pringsheim, T., Croarkin, P. E., Zewdie, E., Swansburg, R., … & Macmaster, F. P. (2021). Bilateral transcranial magnetic stimulation of the supplementary motor area in children with Tourette syndrome. Developmental Medicine & Child Neurology, 63(7), 808-815.
Ricketts, E. J., Wolicki, S. B., Holbrook, J. R., Rozenman, M., McGuire, J. F., Charania, S. N., … & Claussen, A. H. (2023). Clinical characteristics of children with tourette syndrome with and without sleep disorder. Pediatric neurology, 141, 18-24.
Roessner, V., Eichele, H., Stern, J. S., Skov, L., Rizzo, R., Debes, N. M., … & Plessen, K. J. (2022). European clinical guidelines for Tourette syndrome and other tic disorders—version 2.0. Part III: pharmacological treatment. European child & adolescent psychiatry, 1-17.
Set, K. K., & Warner, J. N. (2021). Tourette syndrome in children: An update. Current problems in pediatric and adolescent health care, 51(7), 101032.
EXAMPLE :
https://www.youtube.com/watch?v=qwGwxjLpSTkLinks to an external site.
Reference
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson.
Lesson: Embracing Our Uniqueness Grade: Kindergarten Subject: Reading Students: 10 Date: July 23
Instructional: Classroom
Milan is a 5-year-old boy who is in Kindergarten. He is diagnosed with severe Asthma. His strengths are the arts, music and dramatic play. He is very social and well-spoken boy. He is bilingual in Ukrainian/Russian and English. His challenges are his focus concentration in subjects due to asthma triggers. His asthma triggers affect his cogitative abilities. He has disrupted disrupt sleep patterns, leading to fatigue, difficulty concentrating, and potentially affecting cognitive performance. Another challenge would be Milan’s limit in physical activity and impact on his gross motor skills development. His present level is Needs improvement in comprehension skills and gross motor skills. His goals on his IEP are to build on his comprehension skills and motor development skills. His goals are to improve his concentration and engagement in activities and instruction.
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Lesson |
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Title: Embracing Our Uniqueness
Central Focus Students will learn about the importance of being unique and accepting others' differences. They will understand that everyone is special in their own way.
State Standard: K.SEL.6. Recognizes individual and group similarities and differences K.PDH.5. Demonstrates eye-hand coordination and fine motor skills K.PDH.6. Engages in a variety of physical fitness activities K.AC.6. Demonstrates their ability to represent ideas using a variety of methods K.ELAL.25. [KSL.6] Expresses thoughts, feelings, and ideas K.ELAL.5. [KR.1] Develops and answers questions about a text K.ELAL.6. [KR.2] Retells stories or shares key details from a text K.ELAL.13. [KR.9] Makes connections between self, text, and the world
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Lesson Objectives and Language Demands |
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Objectives: 1. Students will understand the importance of embracing their uniqueness. 2. Students will identify and appreciate their own unique qualities. 3. Students will recognize and respect the unique qualities of others. 4. Student will express thoughts, feelings, and ideas 5. Students will answer questions the book, There’s Only One You. 6. Students will represent ideas using a variety of methods. 7. Students will share key details from the boo, There’s Only One You 8. Students will demonstrate eye-hand coordination and fine motor skills
Key Vocabulary: physical traits, character traits, unique, height, weight, size, girl, boy, small, big, tall, short, fat, skinny, skin color, light, dark, hair texture, curly, straight , frizzy, long, short, The colors, eyes, mouth, nose, cheeks, ears, eyebrows, face, body, nice, mean, friendly, loud, etc. |
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Resources |
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Resources: Book: "There's Only One You" by Kathryn Heling and Deborah Hembrook Simon Says Song Visual cards of different people Physical Traits Flash Cards
Physical Traits/Personality traits Anchor Chart
Materials: Chart paper and markers Drawing paper crayons, markers, colored pencils Picture of different people Mirrors Students Name Cards
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Prior Academic Learning and Prerequisite Skills |
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The prior knowledge and skills are establishing a positive classroom, developing social-emotional skills, building awareness and appreciation of diversity, encouraging open-mindedness, and promoting self-acceptance. By laying these foundations first students will be better prepared to engage in discussions and activities related to embracing uniqueness.
Misconceptions: Some common misconceptions regarding embracing uniqueness lesson plan would be oversimplifying diversity, neglecting individuality, underestimating kindergarten students, limited perspective of identity and dismissing challenging conversations.
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Lesson Plan
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Introduction Minutes [ 5] To prepare interest and curiosity regarding the topic of embracing uniqueness I will start with the song Simon Says Game.
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What Teacher Will Do:
I will facilitate the song Simon says and model to class. |
What Students Will Do:
Students will engage in the Simon says Game. |
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New Content/ Minutes [ 10 ] I will introduce and explain by brain storming ideas about, what makes us unique? I will discuss the difference between physical and character traits using the chart.
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What Teacher Will Do:
I will ask "What does it mean to be unique?"
Introduce the key concepts of physical and character traits using the chart paper.
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What Students Will Do:
Allow students to share their thoughts and ideas, encouraging them to express themselves freely. Students share their responses as a class and chart their ideas.
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Guided Practice Minutes [ 15] Students will be supported as they interact with the reading, There’s Only One You.
Formative Assessment: I will monitor understanding through discussion questions and response reading.
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What Teacher Will Do: I will distribute mirrors to every child and have student’s discus what they notice about themselves when looking in the mirror.
Then I will introduce the book "There's Only One You" I will emphasize on the illustrations and engaging the students by asking questions like: "What do you notice about the main character in the story?" "How is the main character unique?" "What did you learn from the story about being unique?" "What are some unique things about you?" "What makes you special and different from your friends?" "Why is it important to embrace our uniqueness?"
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What Students Will Do:
Students will first discuss their physical traits when looking in the mirror. They will share their responses through partner share.
Students will share their responses as they listen to the read aloud, “There’s Only One you.” They will pause and answer questions throughout the reading as a class. |
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Independent Practice Minutes [ 10 ] Students will interact with the new content independently by creating self-portraits of themselves.
Formative Assessment: I will monitor their understanding through the self-portrait activity. |
What Teacher Will Do:
I will Walk around the classroom to provide guidance and positive reinforcement. I model and scaffold instruction through activity time. I will assistant any Special needs and ELL students. Mirrors and visuals will be given for modifications and accommodations.
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What Students Will Do:
Students will create a self-portrait that represents their unique qualities.
Encourage them to include specific details, such as their favorite colors, hobbies, or physical features.
They can use the physical/character traits flash cards, mirrors and charts as reference when drawing.
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Closing Minutes [ 5 ] I will check for understanding through a brief review on the carpet using the charts, book and questions.
Summative Assessment Students will demonstrate their understanding through the self-portrait activity and reflection discussion.
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What Teacher Will Do: Reinforce the idea that everyone is special in their own way on the carpet. Review the concept of embracing uniqueness to the class.
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What Students Will Do:
Students will share their unique self-portraits with the class.
Each student will describe one or two unique qualities they included in their artwork.
They will review the main ideas of the lesson, emphasizing the importance of embracing and celebrating our individuality and respecting the uniqueness of others.
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Extension I would extend this lesson if time permits by getting a guest speaker to share their experiences.
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What Teacher Will Do: If there is more time have another teacher/school to share their experiences about what make them different and talk about how they embrace their uniqueness.
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What Students Will Do:
Students can discus and interact with the guest speaker for and questions or building off knowledge that hey learned. They can then go to their centers where activities of uniqueness and integrated in all centers. |
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Accommodations/Differentiation |
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Students with Special Needs or IEPs: To differentiate instruction to meet special needs or accommodate students’ special needs I will offer extra time, timer for transitions, visuals/reference guides, one-on-one, modified comprehensions questions that are to their level, activities to their interests 1: One-one assistance 2: Demonstrating/Modeling (Provide clear and concise instructions) 3: Use technology: Technology can be used to provide additional support for students with special needs and English language learners, such as text-to-speech software, translation tools, and interactive learning programs. 4: Extra Time to complete tasks and assignments 5: Visual aids such as charts and flash cards 6: Mirrors as aid to activities 7: Maintain an asthma-friendly environment, free of triggers such as dust, mold, strong scents, or allergens. 8: Ensure easy access to inhalers throughout the lesson and activities. Note: Throughout the lesson, ensure a safe and inclusive environment for students with asthma. Be mindful of any potential triggers and make necessary accommodations to maintain their well-being. Additionally, provide additional support
English Learners: To support students whose first language is not English I will have visual aid cards of the vocabulary words mentioned in the book. I will also have copies of the book and the diagram as a reference. I will go around and see if they need one-on-one help. 1: One-one assistance 2: Demonstrating/Modeling (Provide clear and concise instructions) 3: Use technology: Technology can be used to provide additional support for students with special needs and English language learners, such as text-to-speech software, translation tools, and interactive learning programs. 4: Extra Time to complete tasks and assignments 5: Visual aids such as charts and flash cards. 6: Mirrors as aid during activity
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Lesson Rationale/Justification |
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Research/Theory on Learning and Teaching: Jean Piaget's theories on cognitive development provide insights that was applied in creating this lesson plan for embracing uniqueness. Piaget believed that kindergarten-age children learn best through concrete experiences. I implemented activities that provide sensory experiences, such as, engaging in art projects like the self-portraits and the Simon says game. According to Piaget, “the mental action or process of acquiring knowledge through thought, experiences and the senses.” (Pg. 335) The lesson plan acknowledges the concept of multiple intelligences, as proposed by Howard Gardner. It recognizes that children possess different strengths and talents and encourages them to explore and express their unique abilities through the art activity and self-reflection.
The lesson plan aims to foster social-emotional development by promoting self-esteem, self-confidence, and respect for diversity. The activities encourage students to reflect on their own unique qualities, appreciate the uniqueness of others, and engage in positive peer interactions.
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Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning
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Assessment Strategy #1: During the lesson I will be assessing students by their conversations and answers to comprehension questions when reading, the book, There’s only one you.
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Alignment with Lesson Goals: This assessment is aligned to my stated objectives. 1. Students will understand the importance of embracing their uniqueness. 2. Students will identify and appreciate their own unique qualities. 3. Students will recognize and respect the unique qualities of others. 4. Student will express thoughts, feelings, and ideas 5. Students will answer questions the book, There’s Only One You. 6. Students will represent ideas using a variety of methods. 7. Students will share key details from the boo, There’s Only One You
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Evidence of Student Understanding/Skill: Students will be able brainstorm ideas and connections through scaffolding/think aloud and partner share. |
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Feedback to Students: I will provide feedback through praise and commenting during class discussion. |
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Assessment Strategy #2: After the lesson I will assess students by their self-portrait activity and their reflection responses to higher order thinking questions. |
Alignment with Lesson Goals: This assessment is aligned to my stated objectives. 1. Students will understand the importance of embracing their uniqueness. 2. Students will identify and appreciate their own unique qualities. 3. Students will recognize and respect the unique qualities of others. 4. Student will express thoughts, feelings, and ideas 5. Students will answer questions the book, There’s Only One You. 6. Students will represent ideas using a variety of methods. 7. Students will share key details from the boo, There’s Only One You 8. Students will demonstrate eye-hand coordination and fine motor skills
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Evidence of Student Understanding/Skill: Students participation in the Art activity Self portraits. |
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Feedback to Students: Comments, praise will be said. Stickers will be given towards the end for effort and participation. |
Reference
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson.
