Differentiated Lesson Plan with Accommodations By: Stacy Nightingale For: Instructor Joanne Putnam UMPI Class EDU

387 Spring 2012

Table of Contents

Table of Contents Lesson Introduction Introduction to Students Student Goals Classroom Expectations Cooperative Lesson Plan Student Accommodations Standards

2 3 4-5 6 7 8-9 10 11

3 Introduction: My focus in this lesson is math. Teaching math in a manner that connects the lesson to real life situations encourages meaningful learning and making sense of a concept helps many students to learn but also makes math more enjoyable. For this reason, I have chosen a lesson that will promote analytical thinking. This lesson could be taught in any middle school or high school math class with modifications. It meets the standards for High School Modeling. For the purpose of this lesson, my class will consist of 7 boys and 8 girls, grade 9. The design of this lesson will split the class into 4 groups of 4 with a smaller group. There is an empty classroom across the hall, which will provide a space for group discussions if the room becomes too hectic. I am able to monitor both rooms when the doors are open.

4 Introduction to Students:

Susan: Susan is very bright and does well academically. She was diagnosed with bipolar disorder in 6th grade and struggles with her moods. She remains in an inclusive classroom and often needs to take breaks to regain composure. She has a seat in the front of the class, near the door, so she is not as bothered by other students and also can excuse herself when a break is needed. Focus is sometimes a challenge depending on her moods. Her parents have decided to keep her off of medication and Susan is learning to manage her outbursts. Several students in the class have been very understanding of her challenges and are often paired with her on projects.

Bobby: Bobby was diagnosed with mild to moderate autism at age 3. Most of his learning is done in the classroom but he has the option of the resource room. Bobby receives continued support in speech and occupational therapy. He is able to understand many lessons but is apprehensive to participate because of his communication challenges. He often will choose to not answer questions when called upon, even though he knows the answer. I have spoken with him privately and we have worked out a system where he is required to answer a couple of questions on a weekly basis. I let him know in advance that I will be calling on him during a particular lesson and he is to have eye contact with me to let me know he is ready to participate. I approach his desk as a sign that he will be called upon. Bobby has a hard time sitting still and staying focused. He is seated near the door so that he may excuse himself when he needs to take a break or move around. He has an iPad, which has benefited him greatly.

5 Nick: Nick a year younger than his peers and has been recognized as academically gifted. He scored 145 on an IQ test and although he excels academically, he lacks the maturity of his classmates. He exhibits silly and often time inappropriate behavior, which has been distracting for his classmates. Nick is capable of leading his peers as he has a great personality and leadership skills. He struggles to do so in a mature manner.

6 Students Goals: Susans Goals:

1. Given discrete prompts, Susan will control her outbursts 4 out of every 5 opportunities by June 2012. 2. Given engaging lessons, Susan will remain focused 80% of the time by June 2012.

Bobbys Goals:

1.

Given 45 minutes of class time, Bobby will stay seated 80% of the time by June 2012.

2. Given that he is called upon, Bobby will answer questions 80% of the time by June 2012.

Nicks Goals:

1. Given 60 minutes of class time, Nick will behave in a respectful manner as determined by parents, student, and teacher, 90% of the time. 2. Given an opportunity to lead a group, Nick will take on the task and do it in a mature manner.

7 Classroom Expectations Promoting social justice will be a priority in my classroom and is a key element in my teaching philosophy. Providing a safe environment where students respect each other, respect me as their guide, and respect themselves is very important. At the start of every school year, my class will create a list of expectations for themselves, and of me as their teacher. Allowing the students to create this list empowers them as well as recognizes their importance. Their education and their class are about them, not me. The students will have ownership even though I will be involved in the creation of this list and will have input. When a student is not meeting expectations, I will discuss the issue with them privately and take appropriate action. Many times showing concern and respect, diffuses situations. Having this expectation and understanding in place should allow for a productive lesson.

8 Cooperative Lesson Plan: The task is to determine if it makes more financial sense to purchase a vehicle or lease one. There are many factors that could affect the outcome and these adaptations could be used in advanced math classes. For example, if you leased a car and invested the cost of a purchased vehicle, at what interest rate would you have to make as a return on your investment to make a lease more worthwhile? A similar lesson could be taught with purchasing home vs renting a home. Students could research real estate costs in different parts of the country to make it more interesting. This lesson will benefit most students at some point in their life.

I pan to introduce this lesson a few days before to get the students thinking about what information will be needed to determine whether it is best to purchase or lease a vehicle. They will be asked to research the gather data to share with their peers on different vehicles and their purchase price and lease pricing. Students can share their research with me via email, texting, responding online to a group that will be set up for the class utilizing voicethread, or they may simply hand in a written summary of their findings. Allowing the students to be part of lesson preparation makes them feel empowered and therefore more engaged in the lesson. Utilizing technology to share the information is also part of learning. This portion of lesson allows each student to communicate their findings to me in a manner that is comfortable and accessible to them. Several vehicles will be provided (based on student research) to choose for purposes of this lesson. One of the students in each group will record data. Bobby will be the

9 designated person for his group. Figures on rates, number of payments, price, etc. will be provided to determine total cost. The group will calculate on paper what the cost will be on each purchase/lease option. Nick will be assigned this task. Variables will be provided like rate, price, term, and amount of down payment. He will also be responsible for considering other variables that could affect the outcome of this situation. If needed, prompts will be give by asking, What if I were to invest the cost of the car and finance it at a lower rate? Prompts will not be given until he has had adequate time to think for himself.

Technology to interpret cost on lease vs purchases will be used to confirm cost. Edmunds.com has a calculation tool. Students can research other variables like fuel efficiency.

The data will be presented to the group. Each group will assign a spokesperson. Peer learning is a method I plan to use. I feel that many students learn from other students. Not only is peer learning an effective tool, it promotes confidence in the students and builds strong connections between them. It also is a way to keep students engaged. Research indicates that peer learning results in more supportive relationships, greater psychological well being, and greater productivity in terms of enhanced learning outcomes.

10 Student Accommodations: Susan: I will meet one on one with Susan before the lesson. She will know what to expect I terms of tasks. I will empower her by allowing her to make some decisions on what role she would like to play. She will be grouped in the smallest group with other students who are compassionate and patient. She has permission to leave the room to gain composure when necessary. Susan is able to complete all of the tasks the others complete, she simply needs to be encouraged and supported.

Bobby: Bobby will be assigned the job of recording the data collected. He will have the links to the websites used to check the groups figures that were determined by long hand. Bobby has a friend in the class who is helpful to him. He will be grouped with this friend.

Nick: Because Nick is easily bored, he will be assigned with the task of determining another variable that may contribute to a decision of leasing vs purchasing. He will be required to provide critical thinking and lead the group in brainstorming ideas that may affect overall price.

11 This lesson meets the Core Standard for Modeling. This lesson could easily be adapted for any class grades 6-12. There is also a push for more fostering of financial literacy in the classroom. A recent article is sited below. This lesson is appropriately aligned with this need. http://www.maine.gov/education/lres/math/documents/Common_Core_StandardsMathematics-High_School-04-Modeling.pdf http://bangordailynews.com/2012/04/27/news/state/from-allowance-to-paycheckseducators-want-maine-students-to-understand-money/?ref=regionstate Teacher response: Grading RUBRIC Differentiated Lesson Plan Student Introductions 13/15 points* Good introductions, very realistic students and challenges. I liked the system used with Bobby involving private discussions about when he will be called on and the invitation to participate or not. Be sure to discuss academic performance levels, especially if it is affected by the disability. This may not be an issue with Nick. Annual Goals 15/15* Susan: 5 clearly written, with all the components. Bobby: 5 well done Nick: 5 Im glad you mentioned how his respectful manner will be determined. I assume he will be provided with clear guidelines so he knows what is or is not appropriate. Also, I like seeing students who are gifted being placed in leadership opportunities. They are the students who may someday be our leaders if they have gained the interpersonal skills, that is. Cooperative Lesson Plan 4.5 /5 Creative and authentic! Glad to hear that promoting social justice is a priority for you. (me too) I wish I had participated in your lesson before we leased a Subaru for my youngest son. There were some hidden costs and expectations that I hadnt anticipated. You could identify some more aspects of cooperative learning such as how the students in the group will be interdependent, accountable to participate and learn, as well as assessment. Accommodations and Differentiation 13 /15* Good accommodations that are individualized and tied closely with the lesson. Expand the # of accommodations a bit. Total Points: 45.5/ 50 = 46/50 A I appreciate your creativity. This demonstrates your ability to differentiate as well as your ability to plan motivating and authentic lessons. Course Grade: A