Student Prerequisite Skills/Connections to Previous Learning:
We have been studying how we can tell if something we read or watch (online, in newspapers, or on TV) is true or not. What are some of the things we learned that can help us decide if something is true (e.g., credibility of source, corroboration with other sources, accuracy of facts, analysis of conclusions, purpose of the writer, conflicts of interest)?
Revised instruction element.
The study has been about the effect of what is read online, TVs or newspapers have on each of one of us. In groups of three, let’s discuss the fallacy or truth to this aspect. Each group to select an individual to present their findings.Furthermore, another individual to answer any questions the class may have for that particular group.Michael’sstrength lies in socializing, listening and participation. Starting with discussion will give him a chance to be part of the class. This will also help him avoid losing focus during reading lessons (Waltaka 2012) as well as help the teachers understand him better. The chance to participate will also ensure everyone in the class is in a cheery mood, and eager to learn. Furthermore, the adverts present things the children associate with every day. This will thus be more of a familiarity than a strange action.
Next, working in your small groups, take another political ad (select these from the samples that the students brought in so that each group has a different ad) and grade its truthfulness using the KSTP Channel 5 eye witness news criteria.
- Independent student practice
- Next working in a combination of two previous groups, each group to get a different political advert.
- Student one to start theread around strategy especially concerning difficult words in the ad.
- Student one is to read the advert before doing it as a group
- Each group to be in possession of a dictionary and glossary for writing down difficult phrases and words with definitions.
- Another student to be in charge of word definition using the electronic dictionary.
- Using the survey, question, read, recite and review strategy, go through the political add again, each student to go through them.
- Using the internet, research the ad emphasizing and identifying whether the different parts of the ad are true or false.
- Use any given software to identify the target audience and the relationship to the words used.
Based on Michael’s short term goals, his proficiency is in self-monitoring to asses whatever is written. As it is normal for human beings to do what they know best (Mihael&Daniel 2011), Michael is no exception. He will use technology as a way of confirming punctuation of whatever he has written. Furthermore, he will proof-read the work just to be sure of whatever he is doing. To add on, his use of technology will help in organizinghis thoughts. This will enable him have a good flow of information. The details in his work will be understood hence a 95% accuracy display. Helping Michael understand the essence of presentation in communication theory (Tang &Soocheny 2014) will help in closing the gap between verbal and writing abilities. Furthermore, the delegation process among the students will enhance teamwork. Each individual learning to see the next person as an ally instead of a competitor. Teamwork in class is bound to be reflected in the field hence students enjoying both lessons and experiences too.
Based on the EIP about Michael, his strengths need little nudging to grow. The focus therefore should be on his weaknesses which revolve around writing and verbal abilities. To make up for, inclusion of music and participation would go a long way in ensuring participation (Courtade 2013). Furthermore, breaking the complex instruction will help Michael muster reading better. The shortage of school teachers able to teach special education (Jones et al. 2013) should not be used as an excuse for discourse, instead, helping Michael grasp his strengths and mold his weakness should be the lesson plan’s focus.
- Observation of student’s participation in whole-class discussion and small-group application.
- Summative evaluation; written product: editorial will be evaluated using the following criteria:
– 50 points for content (e.g., shows understanding on how images and words are used in political ads to influence voters, presents well organized thoughts on how truthfulness can be evaluated, and has a reader-friendly flow of ideas)
– 30 points for critical thinking (e.g., at least three pieces of supporting evidence and a logical progression for conclusions regarding how truthful political ads are)
– 10 points for language mechanics (e.g., neatness, spelling, grammar)
– 10 points for creativity (e.g., uniqueness of presentation or ideas and is engaging to read)
Based on Michael, observation should also include his out of class activities. Integrating the out of class personality with the in class personality will go a long way in ensuring a better person. This utilizes the aspect of professional and relaxing settings. A combination of both
-20 points for vocabulary used. Vocabularies are mainly focused on increasing a student’s word power. With time, the advantages are limitless.
-30 points on reading. This exercise is focused on helping students concentrate while becoming confident in aspects of public speaking.
-40 points in written content. Reading and writing is focused on helping the students relate to whatever they are doing. Combining the two is geared towards ensuring they gain a lot.
-10 on auditory abilities. Using different mediums include teachers reading aloud, to media like radio or phones, the ability to hear and comprehend is enhanced.
The above assessment is based on his weakness. The focus is not to only aim at enhancing his strengths, but also ensure he catches up to other students as well. Focusing on strengths and weaknesses (Brookhart 2017) helps a teacher bring the best out of the student, and in this case, Michael.
General and special teachers are meeting on a daily basis to discuss how they can help Michael and other special students have a better life in the school. The meetings are extended into the evening using emails and phone calls. The dedication to see the improvement of the children’s well-being is the motivation.
The challenge focused on is the interaction with other students. Special students integrating with others is bound to improve their position in the school. The target is to make the environment accommodating enough for them before focusing on personal targets.
The strategy is a collaboration one. Each teacher contributes to the students’ performance. Furthermore, results can be gained from other students too. Maximum advantages are gained from this combination (Lewis et al. 2017). Joint planning is thus a strategy reached upon by everyone involved.
The implementation process allows space to each teacher. The day is divided into different sessions allowing each teacher to attend to the students. Furthermore, the sessions allow little confusion among the students.
Courtade, G. R., Lingo, A. S., & Whitney, T. (2013). Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism. Rural Special Education Quarterly, 32(4), 3-14.
Jones, N. D., Youngs, P., & Frank, K. A. (2013). The Role of School-Based Colleagues in Shaping the Commitment of Novice Special and General Education Teachers. Exceptional Children, 79(3), 365-383.
Mihaela, C., & Daniel, M. (2011). Comparative Analysis between the Objective and the Subjective Quality of Life Approach — Strengths and Weaknesses. Annals of the University Of Oradea, Economic Science Series, 20(2), 55-61.
Tang, L., & Jang, S. (2014). Information value and destination image: Investigating the moderating role of processing fluency. Journal of Hospitality Marketing & Management, 23(7), 790-814.
Walatka, T. (2012). Hub-and-Spoke Student Blogging and Advantages for Classroom Discussion. Teaching Theology & Religion, 15(4), 372-383
Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. ASCD.
Lewis, R. B., Wheeler, J. J., & Carter, S. L. (2017). Teaching students with special needs in general education classrooms. Pearson.