Michigan Department of Education
Technology-Enhanced Lesson Plan 2007
Lesson Title: Senior Exit Project Part One: Who Am I?
Created by: Terrie Hazard, Kelly McMahan, and Adrina Williams
Lesson Abstract: This unit will focus on preparing students with special needs for
the required senior exit project which every senior must submit before they
Subject Area: English and Career Preparation
Grade Level: 12th: (May begin working on this lesson in 9th grade depending on
the ability level of the student.)
Unit Title: Senior Exit Project: Focusing on Students with Special Needs. This
project may begin as early as the 9th grade.
Michigan Educational Technology Standards Connection:
Technology productivity tools
Students use technology tools for managing and communicating personal
information (e.g., finances, contact information, schedules, purchases,
Students use a variety of applications to plan, create, and edit a multimedia
product (e.g., model, webcast, presentation, publication, or other creative
work). If presentation is used for assessment/evaluation.
Technology research tools
Students compare, evaluate, and select appropriate internet search engines
to locate information.
Michigan High School Content Expectations Connection:
STANDARD 1.1 Understand and practice writing as a recursive process.
CE 1.1.1 Demonstrate flexibility in using independent and collaborative strategies for planning, drafting,
revising, and editing complex texts.
CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free
writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers,
taking notes, summarizing, paraphrasing).
CE 1.1.3 Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the
purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor,
proposal, poem, or digital story).
CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a
position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the
constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and
mechanics) of the selected form or genre.
CE 1.1.5 Revise drafts to more fully and/or precisely convey meaning—drawing on response from others,
self-reflection, and reading one’s own work with the eye of a reader; then refine the text— deleting and/or
reorganizing ideas, and addressing potential readers’ questions.
CE 1.1.6 Reorganize sentence elements as needed and choose grammatical and stylistic options that
provide sentence variety, fluency, and flow.
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CE 1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness,
conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.
*Functional Independence ELA Extended Benchmarks-
Write an informational piece that focuses on the functional activity using:
-Sequential patterns that may include headings, titles, labels, photographs or illustrations to enhance the
understanding of central ideas.
Use the writing process to produce and present a research project using a teacher approved topic.
-finding and narrowing research questions
-using a variety of electronic and print resources
-organizing relevant information to draw conclusions
Estimated time required to complete lesson or unit: 3 days or according to
student’s IEP accommodations.
*Predetermined websites regarding Special Needs Designations (Appendix B)
Prior required technology skills:
Basic computer operation skills
Sequence of Activities:
Teacher will introduce lesson by discussing the importance of creating a personal
statement. Students will include a detailed description of their disability and how it
affects their daily lives and career goals. The length of the essay will be
determined by the student’s IEP.
Steps to writing the Personal Statement
Step 1: Fill out the questionnaire (Appendix A)
Think about your skills, achievements and experiences, interests, and values
that relate to your professional and life goals.
Think about your growth during your four years in high school.
Think about the skills you will need for success in the future.
Step 2: Research your disability using the Internet and/or predetermined websites
Write down what you already know about your disability
Take notes on new information from the web
*Worksheets available to help focus lower functioning students (Appx D)
*Students can print out information and highlight important aspects that
pertain to their disability
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Step 3: Begin rough draft of personal statement
Several rubrics are available-use the one that is appropriate for the level
of the student
Step 4: Revise and edit as necessary
*Teacher can meet with individual students
*Students can peer edit
Pre-Assessment: Future Goals Questionnaire (Appendix A)
o Scoring Criteria: Teacher will ask for some students to share answers
Post-Assessment: Teacher will grade essay based on rubric
o Scoring Criteria: see rubric on page 17 of the MI-Access Functional
Independence Assessment Plan found at
o See Appendix C for additional rubrics
Technology (hardware/software): Computers with Internet access
Key Vocabulary: disability, cognitive impairment, learning disability, autism,
aspergers, add, adhd, personal essay, careers, goals, senior projects, senior
presentations, exceptional children, Internet research
Application Beyond School: Understanding their disability will help them to
advocate for themselves in the community and workplace.
UDL Connections (insert in sections where applicable)
Most students will have 3 days to complete this lesson. There is an
accommodation to add time if the IEP allows additional time for assignments.
Predetermined websites will be given to students to locate information about
their disabilities. This will be beneficial for students with limited computer
The length of each students essay will be determined be each students IEP.
Steps are given to assist each student with the process of writing the
A separate rubric will be given to students eligible for the MI-Access test.
Teacher Reflection and Notes:
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Answer the following questions using a complete sentence. Make
sure you use proper punctuation and capitalization.
1. After high school what type of career do you plan to have?
2. Once you graduate what education or training do you plan to
3. Where do you plan to live after graduation?
In one year:
In five years:
4. What hobbies do you enjoy?
5. What activities are you involved in? (examples: sports,
church, extra curricular, clubs)
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These website URLs should be made available on school/library/teacher website.
Learning Disabilities Assoc. of America-
Neurological Institute-Autism Fact Sheet-
(has a great medical dictionary)
Various disorders and special education issues
Obsessive Compulsive Disorder
Seizures & Epilepsy Disorder
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Cognitive and Developmental Impairments
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Rubric for lower functioning students
Checklist for Personal Statement Content
All the following components must be reviewed and approved by the instructor
before the Personal Statement is evaluated for writing proficiency.
Content convinces intended audience of your preparedness to achieve
personal, career, and education goals
Work is neat, clearly understood, and well organized
Work is free of spelling, grammatical, and typographical mistakes
Clearly articulates your short- and long-term goals, your plans to achieve
both, and includes the timeline
Clearly articulates that your Career Pathway and career choice is based
upon interests, skills, work values, experiences, and achievements
Current skills and planned experiences are used to convince others of your
readiness to achieve your post-high school plan. These should include
experiences such as work and service learning and how these have
influenced your career decisions
Checklist found on West Valley High School website 7-30-07
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Name: ________________________ Teacher:
Date Submitted: ____________ Title of Work: ___________________
4 3 2 1
Main/Topic idea Main/Topic idea
Main/Topic idea sentence is sentence is
sentence is either
sentence is clear, unclear and unclear and
Main/Topic Idea correctly placed, incorrectly incorrectly
incorrectly placed, ____
Sentence and is restated in placed, and is placed, and is
and is restated in
the closing restated in the not restated in
sentence. closing the closing
Paragraph(s) have Paragraph(s) Paragraph(s)
three or more have one have no
Supporting two supporting
supporting detail supporting detail supporting detail
Detail detail sentences ____
sentences that sentence that sentences that
Sentence(s) that relate back to
relate back to the relate back to relate back to
the main idea.
main idea. the main idea. the main idea.
Each supporting Each supporting Each supporting Each supporting
Elaborating detail sentence detail sentence detail sentence detail sentence
Detail has three or more has at least two has one has no ____
Sentence(s) elaborating detail elaborating detail elaborating elaborating
sentences. sentences. detail sentence. detail sentence.
Legible Marginally legible
Writing is not Writing is not
Legibility handwriting, handwriting, ____
legible in places. legible.
typing, or printing. typing, or printing.
Paragraph has Paragraph has
Paragraph has no Paragraph has
three to five six or more
errors in one or two
Mechanics and punctuation, punctuation,
punctuation, punctuation, ____
Grammar capitalization, capitalization,
capitalization, and capitalization, and
and spelling and spelling
spelling. spelling errors.
Rubric can be found at www.teachnology.com
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1. What is your disability?
2. Do you have a secondary disability? _________
If so, what is your secondary disability?
3. How does your disability limit your ability to learn in school?
4. Give an example of a way you adjust for your limitations at school?
5. How does your disability limit your ability to keep friends?
6. Give an example of a friendship you have had for a long time?
7. How does your disability limit you skills at home?
8. Give examples for how you adjust for the limitations you have at home?
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