response
Steven911
Response2.docxPlease response to the 3 Reponses and the one from the Professor. They only have to be a paragraph for each response.
Guided Response: After reviewing the initial posts, substantively reply to at least three peers in order to provide your reflection of the potential effectiveness of the selected lesson plan. Use input from The Promethean Planet (Links to an external site.) https://prometheanplanet.com to support your ideas. How are they alike? How are they different? What types of information would be most helpful for you to include in your own lesson plans?
Original Discussion Question:
Initial Post: Select at least two lesson plans for the Week One Assignment submitted by classmates in the Doc Sharing tool.
Next, submit an initial post that, in no less than a paragraph for each lesson plan, provides the classmates with an evaluation of the effectiveness of their lesson plan for teaching students with mild to moderate disabilities. Justify your evaluation with at least one scholarly source. Consider the following questions based on the required reading for this section, specifically Chapter 6 (Cohen & Spenciner, 20013), and previous concepts learned in the MASE program.
How is the new learning aligned to the student’s present levels?
How does the lesson build on prior knowledge?
Identify the standards which are aligned to the lesson.
What makes this lesson engaging?
Frist Response
Nicole
The first lesson plan I reviewed was Denise’s lesson plan on ELA. The new learning aligned with this lesson for Bianca is practicing treading independently, which has been a struggle for Bianca. This lesson will build on Bianca’s prior knowledge of reading. The standards aligned with this lesson are R.F.2.3-Know and apply grade level phonics and word analysis skills in decoding words. R.I. 21-Ask and to answer such questions as to who, what, where, when and why, and how to demonstrate understanding of key details in the text. R.L. 2.3-describe how characters in a story respond to major events and challenges. W.2.3- right narratives in which they recount a well elaborate event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide sense of closure.R.1.1.1- ask and answer key details using text. R.1 1.2- identify the main topic and retail key details of a text. I like the assessment part of this lesson and think it will be engaging. “Students can pair up in small groups to create story sequence cards about what happen in the story.” I am sure most students would like to partner up to work together. I also like the idea of drawing pictures cards to express main ideas in the text. I also noticed all the accommodations for Bianca throughout the lesson plan. “In providing accommodations, teachers expect the same level of achievement for students with disabilities as for students without disabilities” (Cohen, L. & Spenciner. L., 2009) With the accommodations this lesson plan will work for types of students.The second lesson plan I reviewed was Sha-Nia’s lesson plan. (Which seemed like it may have been the lesson plan for week one). Bianca’s present levels explain that she has trouble reading independently and that she reads non-fiction literature, and she shows interest usually when she is reading her book of choice and her parents expressed concern when it comes to required reading fiction. This might be a good opportunity for Bianca to practice using a skill that is more challenging for her. And she does like reading, so that will be helpful in this lesson. The standards aligned with this lesson are; CCSS.ELA-LITERACY.RL.2.2 (Links to an external site.) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.RL.2.3 (Links to an external site.) Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 (Links to an external site.) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. What I think will make this lesson engaging is playing the game of telephone. Students usually like playing games, and it is always entertaining to hear what the last person hears in a game of telephone. I think Bianca will learn from reciprocal learning which occurs when a teacher or peer models a process and provides coaching, cueing, or scaffolding as students engage in a task. (Cohen, L. & Spenciner. L., 2009)
Reference:
Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.
Response 2
Kathleen
Week 4 discussion 1
What Makes an Effective Lesson Plan? Peer Review and Structured Feedback
Lesson plan 1: Content Area or Developmental Focus: ELA
Age/Grade or Children: Second Grade
Length of Lesson: 1 hour
Denise L. Winston
The lesson plan that I first selected was with Denise Winston.
· How is the new learning aligned with the student’s present levels?
When it comes to this lesson plan, I can see that it will help the students see that all stories are not are the same, and this story that you picked was my favorite back when I was a kid. Students will understand this story better if they can hear it and see the pictures as the teacher reads it out loud as she turns the pages with the book facing the students too. If the students don't understand the culture of this story, then the teacher would explain what is going on in the culture of the Ugly Duckling. This way the students will understand why the ugly duckling changed into a beautiful swam and go from there.
How does the lesson build on prior knowledge?
When it comes to your lesson plan, I think that it will teach the students about the different fables and tricksters of the story that you choose to do because they will understand how the duckling will change. The students can pair up in their group and work together with their classmates to describe their own real-life situation if they can come up with one about themselves if they can think of one that could go along with this story.
Identify the standards which are aligned to the lesson.
Each standard was meant in your lesson.
1. F.2.3- Know and apply grade-level
phonics and word analysis skills in
decoding words
R.I. 21
- Ask and answer such questions
as to who, what, where, when, and
why, and how to demonstrate
understanding of key details in the text.
1. L. 2.3
- Describe how characters in a
story respond to major events and
challenges
W.2.3
- Write narratives in which they
recount a well
-elaborated event or short
the sequence of events includes details to
describe actions, thoughts, and
feelings, use temporal words to signal
event order, and provide a sense of
closure.
R.l.1.1
- Ask and answer questions
about key details using text.
R.l 1.2
- Identify the main topic and
retell key details of a text
· What makes this lesson engaging?
When it comes to this lesson, I like how the students would engage in circle time and begin the lesson by helping the teacher out by passing out the props and trying to guess what the other students are in the group. Also, this would be a great game for Bianca is well when it comes to participating in the group too.
Common Core State Standards Initiative (Links to an external site.) (Links to an external site.). (n.d.). Retrieved from http://www.corestandards.org/ (Links to an external site.)
Week 4 discussion 1
What Makes an Effective Lesson Plan? Peer Review and Structured Feedback
Lesson plan 1: Content Area or Developmental Focus: ELA
Age/Grade or Children: Second Grade
Length of Lesson: 1 hour
Nicole Richardson
The next lesson plan that I looked at was Nicole Richardson
· How is the new learning aligned with the student’s present levels?
When it comes to this lesson plan, I can see that it would help the students out by learning the five "W's of their reading comprehension when they are reading and listening to the teacher reading the book as well. Also, this lesson will help the student not only have the students understand the five "W. s", but to understand the meaning of the story.
How does the lesson build on prior knowledge?
This lesson plan really helps the students understand the meaning of folk tales and fables. Also, it helps the students understand the meaning behind what the story really means by the teacher teaching the students the different vocabulary words and the elements of the three little pigs too. The student also knows that the big bad wolf will never win because the three little pigs always come out strong when it comes to this short story that is being told by their teacher in many different tails that can be told as well.
· Identify the standards which are aligned to the lesson.
When it comes to the students learning the elements in this story, they are learning new tricksters and fables that have meaning around every word that many may never hear of before. The students are learning the game with the five "W's" and that is a great game to have for when the students would travel with their families and friends as well.
2. 2.1-answer questions as who, what, where, when, why, and how to demonstrate an understanding of key details in a text
SL 2.1c- ask for clarification and further explanation as needed about the topics and text under discussion
· What makes this lesson engaging?
When it comes to this lesson plan, the students are engaging in the five "W's" questions within what the teacher is asking them to do on the whiteboard. They are asking and answering questions along with their classmates as well. They are following along with the book and worksheets.
Bright Hub Education. (n.d.). Modifications and accommodations in lesson planning (Links to an external site.) (Links to an external site.). Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/30418-tips-on-creating-lesson-modification-and-accommodations/?cid=parsely_rec
Response 3
Denise
WednesdayNov 18 at 7:54pm
The first lesson plan I reviewed was Nicole Richardson's" Reading Comprehension" plan which I found were very effective throughout the lesson which she started with goals and objectives related to Reading comprehension that would assist Bianca with her reading challenges. The Nicole's plans were aligned with Bianca's reading challenges. The standards that were aligned with Nicole's lesson were, R.F.2.1-answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. SL. 2.1c- ask for clarification and further explanation as needed about the topics and text under discussion. Nicole also gave the students many opportunities that were aligned with this lesson, the use of a whiteboard would workout appropriately for this lesson because these are ways that students can write down their likes about the lesson or for other particular parts of the lesson. The read aloud is the part of the lesson when the teacher is reading aloud to the students and this is captures the students attention, plus the teacher can ask questions, the students can answer questions about the lesson which will keep them engaged and interacting with the teacher and their peers. Nicole also used differentiation in her lesson which would allow Bianca extra time, having the students partner with another peer. Nicole's assessment was appropriate for this lesson because the teacher is able to observe the students to ensure that they are understanding the lesson. "Planning and organizing instruction for students with disabilities begins with knowing the characteristics of learners, what they know, and what they can do (Cohen, L. & Spenciner. L., 2009)."
The second plan I reviewed was Sha-Nia's lesson plan, Sha-Nia's plans were appropriate for Bianca's reading challenges also, where she needs progress with reading independently, Bianca also has a preference with non-fiction books. I also thought the lesson development game(the telephone game) was a appropriate for getting the students to interact and engage. The standards that Sha-Nia used were, CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, or moral. CCSS.ELA-LITERACY.RL..2 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning of the lesson introduces the story and the ending concludes the action. Sha-Nia's lesson aligned well with Bianca's reading challenges, also, the use of an written and audio recording of the lesson, vocabulary terms, allowing her extra time with the lesson are an effective way to assist Bianca with her reading challenges.
Reference
Cohen, L.& Spenciner, L. (2009). Teaching Students with mild and moderate disabilities: Research-based practices (2nd.). Upper Saddle River, NJ: Pearson Publication
Common Core State Standards Initiative (Links to an external site.). (n.d.). Retrieved from http://www.corestandards.org (Links to an external site.)
Professors response to my discussion
Mary,
You make a great connection between Bianca's needs of making friends and listening skills being addressed in the telephone game! Although this is a great activity for addressing these areas of need, I can see where this could also not be a great activity for Bianca. Would you suggest giving it a try and then modifying and adjusting the game if a need arises? OR Do you think it might be better to do some "pre-game" lessons or activities that would better prepare Bianca
MY response to the Discussion
Kathleen Halcom
Hello, Kathleen. The evaluation of the school environment requires the parents’ participation. The students’ accommodation through the parents’ involvement maximizes the learning outcome. Nielsen (2009) outlined the parents’ and guardians’ involvement to yield rewarding experiences. The author noted that opening communication lines with parents and guardians while ensuring regular communication keeps the parents updated on the student’s progress. The developed lesson plan is effective as attentive to introducing definitions to the students. The chosen standards solidify the set objectives, enabling their achievement, and maximizing the learning outcomes. With the primary goal of familiarizing with the different cultures, the objectives gear towards achieving the set goal.
References
Nielsen, L. B. (2009). Brief reference of student disabilities --with strategies for the classroom. Thousand Oaks, Calif: Corwin Press
Hello Nickie. Bianca displayed challenges in reading comprehension, written expression, and listening comprehension. In familiarizing the student with fables and trickster tales from various cultural communities, the objectives need to impact learning by improving the determined student’s needs. Bianca had minimal peer interactions. Therefore, the student’s playing the telephone game with the neighbor creates the foundation for developing friendships. The whispering of the message from one student to another helps develop listening skills as Bianca would need to listen to the message to be communicated to the next student. Jones (2010) outlined learning comprehension as a complex process crucial to the integrative language system.
References
Jones, C. J. (2010). Curriculum development for students with mild disabilities: Academic and social skills for RTI planning and inclusion IEPs. Springfield, Ill: Charles C. Thomas
Denise Winson
Hello, Denise. The developed lesson plans aimed at improving Bianca’s challenge with reading comprehension. One of the stipulated objectives is the students striving to improve independent reading using the current reading level and relying on the writing skills in denoting the details of the story. Bianca needed support in reading comprehension. Individual reading sets the base for reading fluency, ultimately improving reading comprehension. According to Bender (2008), reading fluency enabled students to find meaning in a text, developing a good relationship with reading.
References
Bender, W. N. (2008). Differentiating instruction for students with learnig disabilities: Best teaching practices for general and special educators. Thousand Oaks: Corwin Press
