SPED Final Project

8/3/2019 SPED Final Project

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Anna Erickson

Dr. Martin Luther King Jr. The 1963 March on Washington

Accommodations Assignment for: Diego

Instructor: Susan Carty

SPED 405

12/1/12



Anna Erickson

Brainstorming for Differentiation/Universal Design/Accommodations

Student for whom plan is being made: ___x__Diego or _____Marcus or

______Jenna or _______ Curtis

Brief Description of the lesson:

This lesson is a lesson to teach about the Civil Rights Movement and the 1964 March on

Washington. In the lesson I teach new terms that pertain to the Civil Right Movement, and then

break students into groups to go over a handout that contains information about the 1964 March

on Washington, and an excerpt form Martin Luther King’s I have a Dream speech. Students then

complete a group assessment in which they imagine that they are one of the protestors in the

march, and design their own picket signs. The students then present to the class their finished

products, and explain why they created the sign that they did.

Table One: Input

Consider the following for what is being taught (What YOU are doing / presenting / facilitating)

Aspect of the lesson that may

need to be differentiated or

accommodated

Student

characteristic(s)

which may

necessitate changesto the input of the

lesson:

Suggested

Differentiation /

Universal Design /

Assistive Technology / Accommodation

Explanation of how the

previous suggestion will

benefit the chosen student

The introduction of the lesson

when I write vocabulary words

and definitions on the white

board.

Diego has difficulty

comprehending if

things are not read to

him.

I could repeat the

correct and answer, and

read aloud everything

that I write on the

board.

Diego would then be able to

visualize the definitions, and

also process them through

auditory means when I read the

answers aloud. Since he learns

better if things are read to him, I

will do just that. I will read

aloud to the entire class so that Ido not have to single him out.

In the start of class, I review the

objectives that I have written on

the board.


comprehending if


him.

I will read the

objectives aloud.

I will address his weakness in

reading comprehension when I

read the answers aloud. Since he

learns better if things are read to

him, I will do just that. I will

read aloud to the entire class so



that I do not have to single him

out.

During the class instruction I will

be walking around to make-sure

that the students are silently

reading their handouts.


comprehending if


him.

Since the students are

already broken-up into

small groups, I could

have the group

members each take

turns and read a section

of the handout. I have

changed this in my

lesson that has

accommodations. My

co teacher and I will

select the groups

before class so that

Diego is paired withmostly well behaving

students.

Since Diego struggles with

silent reading, this read aloud

activity will help him. Diego

will hear the handout read

aloud, and therefore better

comprehend the content. He will

also get a turn to read, and

combine his reading skills with

auditory skills.

Table Two: Output

Consider the following for what the STUDENT is being asked to do during the lesson


need to be differentiated /

accommodated or changed

Student

characteristic(s)

which may

necessitate changes

to the output of the

lesson:

Suggested

Differentiation /

Universal Design /

Assistive Technology

/ Accommodation




Students are asked to read the

handout that was provided

silently.


comprehending if


him.




have the group

members each take


of the handout.

Since Diego struggles with

silent reading, this read aloud

activity will help him. Diego

will hear the handout read

aloud, and therefore better

comprehend the content. He will

also get a turn to read, and

combine his reading skills with



auditory skills.



silently.


retaining information

from just reading.

I could include photos

of the 1964 March on

Washington.

By adding photos to the

handout, Diego could add visual

learning so that he is not solely

responsible for remembering

text. It could help him to

visualize what he is reading if

he could picture the point in

history.


handout which includes part of

Dr. Martin Luther King Jr’s I

have a Dream Speech.


retaining information

from just reading.

I could incorporate live

video of Dr. King’s

speech.

If the speech is presented

audibly, Diego would process

the information better. Also, a

visual aid would help make the

speech more meaningful and

interesting.

Table Three: Behavioral Support

Consider aspects of the lesson that may affect student behavior (grouping / scheduling / timing / expectations /

materials, etc…)




Student

characteristic(s)

which may

necessitate changes

to the input of the

lesson:

Suggested

Differentiation /

Universal Design /


/ Accommodation






silently.

Diego has trouble

controlling his used of

inappropriate verbal

comments.




have the group

members each take


of the handout.

Diego would not be expected to

remain completely quiet the

entire time. He will actively

participate and this will cause

him to not have to seek

attention, because the attention

will be upon him when he is

participating by reading his

portion of the handout aloud.

This would make him

accountable for a portion of the

lesson and make him feel like he

has some control over the

outcome which could help him



to behave well.

Students are expected to work in

groups to create mock picket

signs as if they were attendees of

the March on Washington for an

end of the lesson assessment.

At times, Diego has

behavioral problems.

I could pair Diego with

students who are well

behaved.

If I pair Diego with students

who are well behaved, they

would be less likely to

encourage Diego to act out.

Also if the people surrounding

Diego are well behaved he

would be more inclined to

follow their lead, and maintain

productivity.

The introduction of the lesson

when I write vocabulary words

and definitions on the white

board.


comprehending if the

needs to read

information.

I could provide Diego

with a worksheet in

which he would fill in

the definitions of the

terms discussed in

class. One is supplied,

and I attached it after

my lesson that has

the accommodations.

If Diego has a structured place

to record the dictated

information, it could help him

follow along and pay attention

to what is said. If he is

following along then he will be

engrossed and less likely to

disrupt the class.

Table Four: Tests / Assessment / Evaluation

Consider the following for the evaluation aspect(s) of the lesson




Student

characteristic(s)

which may

necessitate changes

to the input of the

lesson:

Suggested

Differentiation /

Universal Design /


/ Accommodation




Students are expected to work

together on the assessment

without any problems.

At times, Diego has


I could station myself

to be near the group

that contains Diego for

the majority of the

activity. I could

encourage Diego to

stay participated.

If I am encouraging Diego to

participate and stay on task, then

he will be less likely to get

distracted and have more time to

misbehave.

Students are expected to work in

groups to create mock picket

signs as if they were attendees of

At times, Diego has


I could pair Diego with

students who are well

behaved.

If I pair Diego with students

who are well behaved, they

would be less likely to



the March on Washington for an

end of the lesson assessment.

encourage Diego to act out.

Also if the people surrounding

Diego were well behaved he

would be more inclined to

follow their lead, and maintain

productivity.

Students are expected to present

their picket sign and indicate how

their sign relates to the historical

demands of the protestors who

attended the March on

Washington.

At times, Diego has


I could have Diego

present the picket sign

his group created to the

rest of the class.

If Diego were responsible to

present the picket sign he would

be more engaged in the creation

process. He would be less

inclined to act out if he needed

to participate so that he would

be knowledgeable in his

presentation.



ORIGINAL LESSON PLAN AND HANDOUTName: Anna Erickson

Class/Subject: Social Studies

Date: 2/1/12

Student Objectives/Student Outcomes:

• Students will engage in discussion about the importance of civil rights, and be able to tie

the concept into the civil rights movement into the context of Black History month.

• Students will be prepared to display their newfound knowledge by the creation of civil

rights petition signs.

Content Standards:16.D.2c (US)

Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin

Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to

municipalities, states and the nation

Materials/Resources/Technology:

Black/ white board

Markers/chalk

Handouts

four project boards

markers

Teacher’s Goals:

• For students to gain a clear understanding of civil rights, and how Dr. Martin Luther King

Jr. fought to gain civil rights.

• For students to display their newfound understanding of civil rights in the creation of

picket signs.

Time



8:00 Start of Class:

I will start the class by posing a question. I will ask my students if they

know what month it is. If none know I will tell them that it February is

Black History Month.

I will then proceed to overview the objectives which I will have written on

the board.

8:05 Introduction of Lesson:

Introduction of diversity and civil rights throughthe discussion of definitions. I will write each word on the board and ask

for ideas on what each word means. I will write down the answers on the

board under each word, and at the conclusion of the discussion of each

word I will give the students the definition of each word, to make sure

the meaning is understood. Words include:

civil rights

Definition: Rights that a nation's inhabitants enjoy by law

discrimination Definition: Treatment or consideration based on class or

category rather than individual merit; partiality or

equal Definition: Having the same quantity, measure, or value as another

racism Definition: The belief that race accounts for differences in human

character or ability and that a particular race is superior to others;

discrimination or prejudice based on race

segregation Definition: The policy or practice of separating people of different races,

classes, or ethnic groups in schools, housing, and public or commercial

facilities, especially as a form of discrimination

Dr. Martin Luther King Jr. - Is an American clergyman, activist, and

prominent leader in the African American civil rights movement. He was an

individual that focused on the advancement of civil rights in the United Statesand around the world, using nonviolent methods

8:15 Lesson Instruction:

I will divide the class into groups of four by having student’s count off by

fours row by row. I will designate four different areas for each group to meet

together. I will then pass out a brief reading to each student that I put together,

and instruct each student to read the document silently.

8:30 Assessments/Checks for Understanding:

Each group will be assigned to create one picket sign per group using thematerials provided. They will have to pretend that they were a part of the

March on Washington, 1963, and their sign is to contain demands as if they

were a peaceful protestor who just witnessed Dr King’s I have a Dream

Speech.

8:45 Closure/Wrap-Up/Review:

I will have each group choose a representative to present their picket sign to

the class, and allow for any questions.

Self-Assessment:

I will look over the signs to check for understanding.

http://en.wikipedia.org/wiki/People_of_the_United_States

http://en.wikipedia.org/wiki/Pastor


http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement_(1955%E2%80%931968)


http://en.wikipedia.org/wiki/Civil_and_political_rights

http://en.wikipedia.org/wiki/Nonviolence








The 1963 March on Washington ORIGINAL

The 1963 March on Washington attracted an estimated 250,000 people for a peaceful

demonstration to promote Civil Rights and economic equality for African Americans.

Participants walked down Constitution and Independence avenues, then — 100 years after

the Emancipation Proclamation was signed — gathered before the Lincoln Monument forspeeches, songs, and prayer. Televised live to an audience of millions, the march provided

dramatic moments, most memorably the Rev Martin Luther King Jr.'s "I Have a Dream" speech.

Here is an excerpt from Dr. Martin Luther King Jr’s speech:

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having

his lips dripping with the words of interposition and nullification; one day right there in

Alabama, little black boys and black girls will be able to join hands with little white boys and

white girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain shall be made

low, the rough places will be made plain, and the crooked places will be made straight, and the

glory of the Lord shall be revealed, and all flesh shall see it together.

This is our hope. This is the faith that I go back to the South with. With this faith we will be able

to hew out of the mountain of despair a stone of hope. With this faith we will be able to

transform the jangling discords of our nation into a beautiful symphony of brotherhood. With

this faith we will be able to work together, to pray together, to struggle together, to go to jail

together, to stand up for freedom together, knowing that we will be free one day.

The protestors, people of diverse ethnicities, had many demands, but included these seven:

(1) Passage of meaningful civil rights legislation

(2) An immediate end to all school segregation

(3) Protection for all civil rights protestors against police brutality

(4) A major public works program for all unemployed

(5) A federal law prohibiting racial discrimination in the workplace

(6) A $2 minimum wage

(7) Self Government for the District of Columbia

http://www.core-online.org/History/martin_luther_king.htm





LESSON PLAN WITH ACCOMODATIONS

Name: Anna Erickson

Date: 2/1/12

Student Demographics:My class will be composed of 20 students in a sophomore year United States history class. The

class is a diverse group in terms of ethnicity, race, gender, and religion. My class is in a school

that is composed of student body that’s racial demographics are made up of 41.5 % Hispanic,

23.8 % White, 19% Black, 13% Asian, 1.7 % multiracial, and .9 % Native American. The school

is 75% low income, and has started its first year of mandated school improvement after not

meeting Adequate Yearly Progress as instituted by No Child Left Behind for four consecutive

years

Student Objectives/Student Outcomes:

• Students will engage in discussion about the importance of civil rights, and be able to tie

the concept into the civil rights movement into the context of Black History month.

• Students will be prepared to display their newfound knowledge by the creation of civil

rights petition signs.

Content Standards:16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage

and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.

14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to

municipalities, states and the nation

Materials/Resources/Technology:

Black/ white board

Markers/chalk

Handouts

four project boards

markers

Teacher’s Goals:

• For students to gain a clear understanding of civil rights, and how Dr. Martin Luther King

Jr. fought to gain civil rights.

• For students to display their newfound understanding of civil rights in the creation of picket signs.

Time



8:00 Start of Class:

I will start the class by posing a question. I will ask my students if they

know what month it is. If none know I will tell them that it February is

Black History Month.

I will then proceed to overview the objectives which I will have written on

the board. I will read these objectives out loud. Diego would then be

able to visualize the objectives, and also process them through auditorymeans when I read the answers aloud. Since he learns better if things areread to him, I will do just that. I will read aloud to the entire class so that I

do not have to single him out. By reading aloud I will cater to Diego’sstrengths since he has strong comprehension when text is read aloud.

8:05 Introduction of Lesson:

Introduction of diversity and civil rights through

the discussion of definitions. I will write each word on the board and ask

for ideas on what each word means. I will write down the answers on the

board under each word, and at the conclusion of the discussion of each

word I will give the students the definition of each word, to make sure

the meaning is understood. Words include: I will provide Diego with ahandout in which he will be able to fill out the definitions of the

following words. The handout is attached after this lesson plan.civil rights

Definition: Rights that a nation's inhabitants enjoy by law

discrimination Definition: Treatment or consideration based on class or

category rather than individual merit; partiality or

equal Definition: Having the same quantity, measure, or value as another

racism Definition: The belief that race accounts for differences in human

character or ability and that a particular race is superior to others;

discrimination or prejudice based on race

segregation Definition: The policy or practice of separating people of

differentt races, classes, or ethnic groups in schools, housing, and public or

commercial

facilities, especially as a form of discrimination

Dr. Martin Luther King Jr. - Is an American clergyman, activist, and

prominent leader in the African American civil rights movement. He was an

individual that focused on the advancement of civil rights in the United States

and around the world, using nonviolent methods

8:15 Lesson Instruction:

I will divide the class into groups of four by having student’s count off byfours row by row. I will change this by collaborating with my co teacherto create predetermined groups. This will allow us to pair Diego withstudents who are well behaved. If I pair Diego with students who arewell behaved, they would be less likely to encourage Diego to act out. Alsoif the people surrounding Diego are well behaved he would be more

inclined to follow their lead, and maintain productivity. I will designate four

different areas for each group to meet together. I will then pass out a brief reading to

each student that I put together,

and instruct each student to read the document silently. Here, my team teacherand I will each take turns reading the handout out loud. This will help

Diego to better comprehend the content. When it comes to theportion of Dr. King’s speech, I will show a video of the speech so that















Name____________________________ Date_____________

Civil Rights Vocabulary I created this worksheet to aid Diego for the

vocabulary portion of the lesson. This provides a greater structure and

guidance to deter any behavioral problems. If Diego has a structured place torecord the dictated information, it could help him follow along and pay attention towhat is said. If he is following along then he will be engrossed and less likely todisrupt the class.



The 1963 March on Washington ACCOMODATED HANDOUT

Vocabulary Word Definition

Civil Rights

Discrimination

Racism

Segregation

Dr. Martin Luther

King Jr.



Since I have changed the format of this handout to be easier to read, it will now be a double

sided handout.

Facts: I changed the original format of a paragraph to a simpler list format. I simplified the language, and

created more spacing so that Diego would be able to follow along easier.

250,000 people attended

Protested for civil rights and economic equality for African Americans.

Participants walked down Constitution and Independence avenues, and ended at the

Lincoln Memorial.

At the monument there were speeches, songs, and prayers

This is where Dr. Martin Luther King Jr. gave his “I have a Dream Speech”

The speech was televised to millions.

______________________________________________

An excerpt from Dr. Martin Luther King Jr’s speech:I increased the size of this font, and will also have the speech performedaudibly and visually when I show the portion of the I have a Dream speechclip video.

I have a dream that one day, down in Alabama, with its vicious racists, with its

governor having his lips dripping with the words of interposition and nullification;

one day right there in Alabama, little black boys and black girls will be able to

join hands with little white boys and white girls as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain

shall be made low, the rough places will be made plain, and the crooked places

will be made straight, and the glory of the Lord shall be revealed, and all flesh

shall see it together.

This is our hope. This is the faith that I go back to the South with. With this faith

we will be able to hew out of the mountain of despair a stone of hope. With this

faith we will be able to transform the jangling discords of our nation into a

beautiful symphony of brotherhood. With this faith we will be able to work

together, to pray together, to struggle together, to go to jail together, to stand up



for freedom together, knowing that we will be free one day.

______________________________________________



The demands by the protestors:

(1) Passage of meaningful civil rights legislation

I increased the size of the font, so that it would be easier for Diego to read while my co teacher

and I read the handout out loud. Also, numbering the demands will make it easier to differentiatebetween them.

(2) An immediate end to all school segregation

(3) Protection for all civil rights protestors against police brutality

(4) A major public works program for all unemployed

(5) A federal law prohibiting racial discrimination in the workplace

(6) A $2 minimum wage

(7) Self Government for the District of Columbia



Dr. Martin Luther King Jr. Leads the 1963 Protestors I added this photo to make the

handout more interesting so that students Diego would be more apt to remember the information.

It also brings these protestors to life, and makes the topic more relatable since it enables him to

see an actual photo of them.



Anna Erickson

Reflection

I chose to accommodate my lesson for Diego. After reading Diego’s PLAAFP, I learned

that Diego learns best when he is read to. I decided to accommodate my lesson to fit Diego’s

special needs with writing and behavior. Since one of Diegos strengths is his loyalty, I will work

to create a positive and respectful relationship with him. My co teacher and I will always try to

engage him, and let him know that he is an important learner, just as important as any other

student. We will accommodate this lesson for him so that he begins to trust us. His PLAAFP has

made it clear that if he trusts the teacher then he will apologize for any poor behavior, and I hope

to gain this trust. If I am able to do so with my accommodations, the behavioral problems will

become less of an issue. In the lesson, my co teacher and I will read aloud and this will cater to

Diego’s strengths since he has strong comprehension when text is read aloud. I have already

made steps to differentiate my instruction, so that part of my original lesson lent itself to be

easily accommodated. I did not have to change my lesson to make it differentiated because it

already incorporated that theory. I am glad that I had already differentiated by using readings,

writings and creative means. I changed some of the smaller instructions but was able to keep

much of the larger objectives of my lesson intact.

I made a number of accommodations to my lesson so that it will better serve Deigo’s

learning style. To make accommodate the definition section of the lesson, I created a worksheet

for Diego to use. I will also use the worksheet for the entire class, because I believe that all

students could benefit from its added structure to the note taking process. I also re-formatted my

“handout” in a way that would make it easier for Diego to follow. I made text larger, and easier

for Diego to see. I also increased spacing. Additionally, I took some paragraphs and changed

them into bullet point lists. This way, Diego would be less overwhelmed by the text, and see it in



a more manageable format. Also, I was able to accommodate for Diego’s reading disabilities by

working with my co teacher to read aloud. Since Diego is able to understand text better when it

is read to him, I have decided to accommodate my lesson, and do just t hat. I also planned to

show the video of Dr. Martin Luther King Jr. giving the excerpt of the speech that was provided

on the handout. By including the audio and visual components, Diego would be able to better

comprehend the material. Since Diego struggles with reading, my co teacher and my efforts to

read aloud and to have Dr. King read his speech out loud will aid in Diego being able to better

comprehend and remember the information. I also have implemented plans to keep Diego

interested so that I would avoid behavioral problems. I added a photo on the handout to help

keep Diego interested. I also believe that the visual of the “I Have a Dream Speech” and

engaging questions to ask Diego during the creation of the picket signs activity all will be

beneficial accommodations. By keeping Diego interested, and involved in the learning process

many behavioral problems will be avoided, and he will better absorb the information he reads.

I will use the theory of team teaching as my way to incorporate my co-teacher. Team

teaching is the best way for both my co teacher and I to interact with all the students so that both

of our strengths will be available to our students. We will both be teaching the same lesson

together. In order to do this, we will need to prepare for the lesson together. We will take turns

giving the lesson about civil rights and about the 1963 March on Washington. We will take turns

going over the definitions out loud which takes place in the introduction of the lesson. We will

also read the information included in the handout aloud. We will take turns reading the bulleted

information, and reading, and briefly explaining the demands of the protestors. My co teacher

and I will each have two groups that we will have decided that they will be our groups to

facilitate. This has an element of parallel teaching to it. The only reason I would not qualify my



approach as parallel teaching is because we will not be splitting the class during instruction. The

students will only be split in their four groups for the activity. However, we will both mingle

around the classroom, and answer any questions or discuss with any student no matter which

group they are assigned to. We will both encourage all students to participate in the creation of

these picket signs. If Diego does not seem interested my co teacher or I will ask him questions

about what he believes is the importance of the message of the picket sign, and why his group is

creating the sign the way that they have chosen. We will help to keep him involved, and if he is

actively participating in the construction of the sign, and the learning process he will be less

likely to have any kind of outburst or behavioral problem.

The process of creating this accommodated lesson has been a lot of work. It has shown

me that I will need to really work hard to meet the needs of all of my students that will

undoubtedly have a vast array of needs. Through this process I have learned that it is possible to

make these accommodations, and that I am capable to tailoring my lessons to best serve my

students. I am glad that I have been able to see that accommodations really are feasible. Even

though they will require a great deal of work, I will now have the confidence to be able to make

the changes necessary.

The General Educator’s Role in Special Education

SPED 405B - Carty



Fall 2011

Accommodations assignment RUBRIC

Name: Anna EricksonSignature: Anna Erickson

Criteria Points CommentsBrainstorming checklist attached and clearlyaddresses these things for the lesson provided :

Input (what the teacher does/instruction)

Output (what the student does / produces)

Student Behavior

Testing / Evaluation

Note: There may be crossover between categories

/15

Lesson Plan makes it very clear where

accommodations were made compared to the original.

(fonts, underlined, bold, color, headings, etc…)/5

Accommodations are present for: a reading component of some kind

at least one handout

a student product (something that the student will produce)

preferably, some sort of student-centered or

guided activity an assessment of student learning that targets your

lesson objective(s)/30

Accommodations are valid and meet the needs of the

student chosen. There are no components of the

lesson that were not addressed and remain a hindrance

to learning for the student chosen.

Reading component – clearly labeled as original and

accommodated and text is at a lower level ./ moreaccessible

Description of a way to co-teach this lessonincludes:*Model(s) of co-teaching you would use of those discussed

in class and why it/they would work for this lesson.*The responsibilities of each teacher during the lesson

(where will they be? How will students be grouped? Whatwill each teacher be doing instructionally during the class

period?)

/10

Reflection includes:*A clear, succinct explanation and rationale for the changesand accommodations made to my lesson and how they

match the needs of my selected student.*An explanation of where the lesson did not need to bechanged or accommodated since it already was planned in

such a way that it met the needs of the student chosen.*Overall reflection on the process / assignment.

/10

TOTAL

/70

SPED Final Project

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