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					                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
graduate.
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,
     correspondence).
    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-
W.GN.11.EB02-
Write an informational piece that focuses on the functional activity using:
-Descriptive writing
-Sequential patterns that may include headings, titles, labels, photographs or illustrations to enhance the
understanding of central ideas.
W.GN.11.EB04-
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
-taking notes
-organizing relevant information to draw conclusions



Estimated time required to complete lesson or unit: 3 days or according to
student’s IEP accommodations.


Instructional resources:
Paper/pencil
*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

Assessments:
   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
          www.michigan.gov/documents/MIA_FI_2_144817_7.1_Final_Assessm
          ent_Plan_092905.pdf
       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
     experience.
   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
     personal statement.
   A separate rubric will be given to students eligible for the MI-Access test.

Teacher Reflection and Notes:




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Appendix A

                    Questionnaire
         Name: ___________________________

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
pursue?




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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Appendix B

These website URLs should be made available on school/library/teacher website.

Learning Disabilities Assoc. of America-

http://www.ldaamerica.org/

Neurological Institute-Autism Fact Sheet-

http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

Kids Health-

http://www.kidshealth.org/kid/

(has a great medical dictionary)

LD Online-

http://www.ldonline.org/index.php

Tourette’s Syndrome-

http://tourettesyndrome.net/tourette.htm

Various disorders and special education issues

www.wisemantech.com/guidance/sped.htm

http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp

http://www.nichcy.org/disabinf.asp

Obsessive Compulsive Disorder

http://www.webmd.com/anxiety-panic/tc/Obsessive-Compulsive-Disorder-OCD-
Topic-Overview


Seizures & Epilepsy Disorder

http://www.nlm.nih.gov/medlineplus/tutorials/seizuresandepilepsy/nr049102.pdf




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Cognitive and Developmental Impairments

http://www.as.wvu.edu/~scidis/intel.html

http://www.nichcy.org/pubs/factshe/fs8txt.htm




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Appendix C

                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.
    Yes No
    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
        (http://www.wvsd208.org/hs/sitehome/ram_project/seniorexitintro.shtml)




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                                          Personal Statement

Name: ________________________                         Teacher:
Date Submitted: ____________                           Title of Work: ___________________



                                                        Criteria                                          Points
                            4                      3                     2                   1
                                                                  Main/Topic idea     Main/Topic idea
                                          Main/Topic idea
                   Main/Topic idea                                sentence is         sentence is
                                          sentence is either
                   sentence is clear,                             unclear and         unclear and
                                          unclear or
 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
                                          the closing
                   sentence.                                      closing             the closing
                                          sentence.
                                                                  sentence.           sentence.

                   Paragraph(s) have                              Paragraph(s)        Paragraph(s)
                                          Paragraph(s) have
                   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.
                                                                  errors.             errors.

                                                                                        Total----
                                                                                                           ____
                                                                                               >


Teacher Comments:


  Rubric can be found at www.teachnology.com



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Appendix D
                                  Disability Worksheet
                              Name: _____________________

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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