Differentiated Unit Plan with accommodations

 Melissa Phelan Differentiated Unit Plan 1 May 7, 2016  Unit Description: The Differentiated Unit Plan that will be developed during this course is designed for the unit theme of Geography. The focus will be on weather maps. First grade students will view, understand, and learn the different types of weather maps and why they are used. Science also ties into this unit. Students will learn basic information about weather, including climate, temperatures, and precipitation. Students will create and present national weather maps showing different conditions. Class Description: This lesson is being prepared for 10 mainstream first grade students. There is one teacher and one aide. Six boys and three girls. The class consist of students with ADHD, ESL, learning disabilities, while others, though undiagnosed, thought to have a form of a mental/compulsive disability. Matthew has a hard time keeping his hands to himself. The teacher aid usually shadows Matthew to prevent him from biting, kicking, or hurting other students. Matthew has not been diagnosed with any disability, however he is aggressive and needs one on one time to stay focused on his work. Matthews’s parents are in the process of getting him tested for a disability. When he is focused he generally is on the same level as most first grade students. Eric is very quiet and very shy. He does not speak up or volunteer to give answers to questions. He can complete his work on his own as long as he doesn’t not feel threatened by anyone else. Eric sits closest to the front corner by the teacher’s desk and where the teacher stands when giving instructions. Sylis and Donahue are twins that are also quiet and very introverted. They both do great work they just keep to themselves. Brayden has ADHD and is very outgoing and talkative. Brayden has trouble staying focused and needs to be reminded to stay on task. Marie is a girl that has a learning disability and struggles with reading, and writing. Marie is on grade level in all her other subjects. Morgan is very outgoing and above grade level in all her work, However she has a hard time completing her work I a timely matter because she likes to talk and socialize with others. Morgan needs reminders to complete her work before she socializes. Crystal has not been diagnosed with anything however, she tends to become upset easily and doesn’t understand not getting her way. When she does not win at a game, challenge or does poorly on an assignment he can cry and throw a tantrum. Reminders are given to the class throughout the day that all I except is for them to do their best and about having good sportsmanship attitude. Jon is a very bright boy that is outgoing and loves to help others. Jon is in the top of his class and has mastery of all subject except gym time. Jon does not like to participate in physical education but will do so with little complaining. Dustin is an ESL student with his primary language Spanish. He is a very bright boy that likes to help others. He is very empathetic and kind. Dustin has the potential to be in the top of his class however, he is still learning to speak and write in fluent English. Subject 1/ Topic: 1st Grade Social Studies: Geography State Standards/SOL: View, understand, and learn the different types of weather maps and why they are used Day Objective Teacher Instructs Guided Practice Independent Practice Evaluation 1 Students will recognizing basic map symbols, including references to land, water, cities, and roads with 80% accuracy What are symbols? Why would they be important to use on a map? Show students different map symbols. Divide class into groups giving each a different map to label with cutouts of map symbols. Evaluate each groups map. 2 Students will know cardinal directions on maps with 80% accuracy Why are symbols important? Use a compass to show how we can know locations and therefore read directions. Divide the class into four groups. Each group is assigned a cardinal direction to place I one of the correct four corners of the classroom. Play the four corners game. 3 Students will identifying the shapes of the United States and Virginia on maps and globes with 80% accuracy What is the name of the place where we live? Is it the name of our city, state or country? Show the United States and Virginia silhouette Matching worksheet. Students will match different shapes of different countries and states. Students should be able to match the U.S. and Virginia. 4 The students will construct a simple map of their neighborhood, using basic map symbols identifying 4/5 symbols or cardinal directions. Read “Captain Red’s Gold”. Discuss what cardinal directions are and why they were important to Captain Red. And ask the class where would they burry treasure in their neighborhood? Students make a map of their neighborhood. Make an X where the treasure is. Have the students write directions from their hose to the treasure using 5 symbols or cardinal directions 5 The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation. How does the climate, community and physical surrounding effect how you live? Webquest. Dressing for the weather https://www.youtube.com/watch?v=5rv1TJkS8h4 Play practice games on webquest. Assign groups different parts of the country (N, S, E, W) and season, then draw what would be appropriate clothes for the typical weather. Subject 2/ Topic: 1st grade Science: State Standards/ SOL: Investigate, reasoning and logic Day Objective Teacher Instructs Guided Practice Independent Practice Evaluation 1 The students will use their senses to observe differences in physical properties How do we use our sense of touch and sight to determine the weather and how to dress? Read “Froggy gets dressed” by Jonathan London Have three bowls of water, hot, warm and cold. Students will write on a worksheet if the bowl is hot, warm or cold. Students will match three different types of dress to the hot, cold or warm. Show appropriate dress for each climate. Hot, warm or cold with 80% accuracy. 2 Using simple tools the students will enhance observations will 80% accuracy How do we know if it will be hot or cold weather? Show the students a large thermometer. Have three bowls of water. Hot, warm and cold. Students place thermometer in each bowl writing down each temperature. Students will show mastery of 80% 3 The students will measure temperature using nonstandard units with 80% accuracy How do we know how to dress each day? What is temperature? Discuss temperatures and units of measure on the thermometer. Students will fill out worksheet with thermometers and write down the temperature. Students will master 80% of worksheet 4 Students will make predictions are made based on patterns of observations with 80% accuracy Show students snowflake. What do you see? Do you see any shapes? What shapes do you see? So the shapes repeat themselves? Where do you see a pattern? Patterns are found everywhere. They are in nature and in man-made things. If we look, we can easily see patterns all around us every day.  Give each student a string and a snowflake with a worksheet. Student lay the string across the snowflake to make a line through the middle. Then they complete worksheet. Students should recognize patterns in the snowflakes and predict other patterns. 5 Simple investigations students will answer questions related to weather in different parts of the country with 80% accuracy Watch Discovery channel, school, “Weather and Climate”  Lead discussion based on the Venn diagram. Explain that every location has a combination of factors that influence its annual temperature patterns Factors that influence weather worksheet In groups students will be provided with three major factors and be asked to hypothesize HOW and WHY these factors influence temperature and to develop a plan how they might investigate each factor Documents for Subject 1: Captain Red’s Gold Captain Red had a treasure chest He wanted to bury it where no one would guess He got off his boat and travelled north He passed some rocks but stopped at the fourth He walked east until he came to a river He got a little wet and started to shiver Then he went south ten feet more That’s where he buried the treasure to store He made a map so he wouldn’t forget The place that his chest full of gold had been set He gave it a title, Captain Red’s gold He made a legend with symbols one needs to be told Grey circles represent the rocks on the way He colored the river blue, they say An X marks the spot where he buried the gold But no one has found it, so the story is told. North, South, East, and West (Four Corners)Game Four Corners, or as I like to call it, “North, South, East, and West” is a great game to play to get your students up and moving. It will help them learn the cardinal directions as well! Begin by using a compass (I use a compass app on my phone) to show the students where each direction is. On each wall I tape a paper with the cardinal direction on it according to where the compass said it should go. One player is designated to be "It”. This player sits in the middle of the room and closes his or her eyes, and counts to ten. The remaining players choose any one of the cardinal directions and quietly go and stand in that area. When the "It" player has finished counting, he or she calls out one of the cardinal directions. All players who had chosen that direction are out of the game, and they sit down. Then, "It" counts again and the remaining players move to a different cardinal direction. The last person to still be in the game wins, and usually becomes the new "It." If "It" calls out a direction containing no players, he/she either calls out another direction right away or the players rotate to a new direction. Weather Map The use of a visual Weather Map having different temperatures for different regions of the U.S. Compass The visual use of a real compass and a picture of cardinal directions for use on students own maps. Webquest A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites. A WebQuest is classroom-based and emphasizes higher-order thinking (such as analysis, creativity, or criticism) rather than just acquiring information. The teacher preselects the sources, emphasizing information use rather than information gathering. Most WebQuests are group work with the task frequently being split into roles. Documents for Subject 2: Snowflake worksheet Now look at the two sides of the snowflake. What do you see? Is one side like the other or different? How? Do you see a pattern? Worksheet Factors that influence temperatures worksheet INSTRUCTIONS Part 1: Annual temperatures in your city / town Discuss and answer the following questions: Think of the hottest day you can remember. What were the weather conditions like (temperature, sky conditions, wind, etc.)? What time of year was it? Why do you think it was so hot that day?   Now, think of the coldest day you can remember. What were the weather conditions like? What time of year was it? Why do you think it was so cold that day? Now think about the annual trends and seasonal changes in temperature for the year. How does temperature change during the year? List three factors you think might affect these changes in temperature?       Part 2: Temperatures around the world Discuss and answer the following questions: Do you think the temperature is the same or different in other parts of the world? Why or why not?   Where do you think the hottest temperature will be? Why? Where do you think the coldest temperatures will be? Why? List three factors that you think might be responsible for these differences in temperatures.     A real and large paper thermometer for students to touch and visually see changes. Worksheet: To use for evaluation Experiment: for evaluation Accommodation 1: Seating Chart Whiteboard Teachers Desk Book c a s e Reading Rug Dustin ESL Eric JON Gifted Marie L.D. Sylis Introverted Morgan Outgoing Matthew Aggressive Crystal Tantrums Extra Desk Brayden ADHD Donohue Introverted Writing Station Cubbies PC Aides Desk Supply Cabinet Station Cubbies PC Rationale for Classroom Arrangement: The students are seated in pairs to allow for cooperative learning. The desks are arranged in three rows, with one extra desk near the back of the room and the Aide’s desk. The extra desk has multiple uses. If a student needs alone time to calm down or focus I am able to move to the desk near closer to the Aide or pushed back to work alone. If a student needs to be removed from a potentially disruptive situation, the teacher may also move the desk back to the back of the classroom near the aide. Matthew is place alone near the teacher’s desk to watch his aggressive behavior and also because some fear him. Being close to the teacher she can monitor and help prevent problems from arising. Shadowing is done by the teacher when she is not instructing and by the aide when she is. Eric is near the teacher’s desk because he is shy and unsure of things. He can be monitored and feel secure close to the teacher. He is also placed nest to Dustin as he is very empathetic and caring. Eric feel secure near Dustin. Since Dustin is an ESL student and not fluent in English he was place near the front of the room to check for understanding and near Morgan who is outgoing and has good English. Diagonal from to Morgan is Crystal. Crystal throws tantrums and easily upset. I sat her near Morgan because Morgan doesn’t upset easy and is helpful. Directly next to crystal is an empty desk to be used if needed to move back near the aide desk. Next to Morgan is Sylis who is quiet and introverted. The hope is Morgan will bring Sylis out of his shell. Diagonal from Sylis is Marie who has a Learn Disabilities, she was placed next to Jon so that he can help her when the aide or teacher is not free. Near the back right of the room is Donohue and Brayden. These two get along well and Donahue can usually help keep Brayden calm as Donahue is a calm student. Accommodation 2: Matthew will use a behavior modification chart in order to reinforce the display appropriate behavior within the classroom. This chart is kept on the corner of Matthew’s desk to serve as a constant reminder. The aid and Matthew fill the chart out together, allowing for conversation and reflection to take place. Evidence: Accommodation 2: Dustin receives ESL services twice a week, however in the classroom he is provided with a translation device called, Franklin Spanish Master. This device mainly helps bilingual students who use both Spanish and English. It can offer a variety of functions such as translating, words definition, correcting misspellings of both Spanish and English. Our classroom aid is also bilingual and helps Dustin when he needs assistance. Since Dustin has a hard time staying organized he will use an assignment notebook, be provided an extra set of books at home, he will have provided folders and a basket to keep his supplies organized, and materials will be colored coded by subject. Evidence: Accommodation 3: Crystal has tantrums on a daily basis when she does not get her way or preforms well. Crystal will also be each chapter re written on a Kindergarten level since this student as she is emotionally on a lower level. Evidence of rewritten txt: Original text level 1: Chapter 2: Weather can be hot or cold. Temperature is a degree of hotness or coldness the can be measured using a thermometer. It's also a measure of how fast the atoms and molecules of a substance are moving. Temperature is measured in degrees on the Fahrenheit, Celsius, and Kelvin scales. The wind chill index is the temperature your body feels when the air temperature is combined with the wind speed. The higher the wind speed the faster exposed areas of your body lose heat and the cooler you feel. The Heat Index is a combination of air temperature and humidity that gives a description of how the temperature feels. This is not the actual air temperature. A thermometer measures the air temperature. Most thermometers are closed glass tubes containing liquids such as alcohol or mercury. When air around the tube heats the liquid, the liquid expands and moves up the tube. A scale then shows what the actual temperature is. Rewritten text level K: Chapter 2: Weather can be hot or cold. Temperature is how hot or cold something is. You can measure temperature with a thermometer. A thermometer is a measurement tool. The numbers show the temperature. The red line goes up as the air gets warmer. The red line goes down as the air gets cooler. References Weather Instruments. (2016, 05 11). Retrieved from Weather Wiz Kids: http://www.weatherwizkids.com/weather-instruments.htm Weather Wiz Kids. (2016, 05 11). Retrieved from Temperature: http://www.weatherwizkids.com/weather-instruments.htm Evidence Accommodation 4: Assigned seating: Eric feels threatened easily and becomes scared when he does. In order to help Eric feel safe he will be allowed to always sit near the teacher’s desk and near the front of the classroom. Evidence: Accommodation 5: Jon is outgoing and finishes his work quickly. He likes to help others. When not helping others and he is finished early he is allowed to go to the break box where he can do quite activity. Evidence: Accommodation 6: Morgan needs reminders to stay on task and finish her work before she socializes. Morgan also likes computer time and has shown to work diligently when she knows she can have extra time. A reward system has been set up to reward Morgan with time on an iPad when she has good behavior. The games that crystal is allowed to pay on the ipad are based on prioritizing and games that require patience. Evidence: Accommodation 7: Marie has a learning disability and she will have an audio recording to listen to txt from. She will also be given an outline to take home with what we went over in class with class notes from the teacher. Marie will take test alone in a given set location. Marie is also given a hand held electronic dictionary as a tool for her learning disabilities. She can type in words she cannot spell and the program will correct them. Evidence: Accommodation 8: Brayden has ADHD and has trouble staying focused. Brayden will be given worksheets with fewer problems, given frequent short quizzes instead of long test. Given extra time and a quiet place to work on assignments. Brayden will also not be graded for neatness. Lastly, Brayden will be given his own chair designed for children with ADHD. By being able to move a little more than most student Brayden may be able to stay focused a little longer. Evidence: Accommodation 9: Sylis and Donahue are both introverted and become easily panicked with anxiety. To help relieve this anxiety the two both have less homework to complete then the rest of the class. They also become easily tired from how their bodies handle the anxiety, therefore gym time is modified to be less strenuous. Both boys will be pulled separately on different days for a social skills therapy time. This will help them both know how to handle stressful situations and what to do in those times of stress at school. Evidence: Accommodation 10: Donhue’s anxiety is greater than his twin brothers Sylis. Donahue does not like to be the center of attention and has a hard time reading out loud or speaking to a group. Donahue will not be required to read out load or stand in front of the class for presentations. Donahue will meet at an assigned time to read any presentations to the teacher alone. In Donahue’s social skills time he will also discuss how to deal with the anxiety of public speaking, participating in public speaking with the small group. Evidence: Augmentative/Adaptive/Assistive Technology Augmentative, adaptive, or assistive technology for a specific student in this class is a touch screen device. This is for a student who needs assistance translating Spanish to English when reading text. Another student is given a Franklin Elementary Spelling Ace to help with her spelling that is associated with her learning disability. Communication with Others: Communication with others will occur during IEP meetings, documents, and discussions with educators providing instruction to the students included within this class. EDUC 307 Page 1 of 26