Thinking: Language Arts and Social Studies Lesson Plan for Students with Special Needs
Name
Institution
Language Arts and Social Studies Lesson Plan on Students with Special needs
Lesson Segment Focus: Revolution of the earth Lesson: 1 of 1 Date: ________
Topic &Course to address: Language Arts and Social Studies–Revolution of the earth
Outcomes of the study
| Lesson learning objective | In this activity, students will learn about the origin of the earth and its history. Students need to know the reasons for coming with the study materials and their application. Since all the students have special needs, 12 of them suffering from Bipolar syndrome and 10 of them suffer from Tourette, special attention is needed. In the lesson, there are different contradicting theories that the teacher needs to explain to be clear and for students to understand the contradicting theories better. A clear explanation needs to reduce anxiety because bipolar syndrome most of the time increases anxiety in students. The teacher also needs to explain the reason behind the revolution of the earth, not to mention its history. Afterward, the teacher has to inform students of the application of the earth’s revolution in day to day living and activities. |
| Previous lesson connection description | Students will need to remember the previous activity. For them to remember effectively, due to their special needs, students must be involved actively in an activity, for instance showing them a video of the previous lesson. If not, then the concepts need to be clearly explained by the teacher regarding the previous lesson, by asking them questions so as the students can actively participate to reduce fatigue that Tourette students often get. Learners will also use their observations in rising and falling of the sun, the number of hours contained in a day, and how they accumulate to come up with one year. It will be helpful to clear and differentiate the contradiction between the rotation and revolution of the earth. It can lead to several questions which the teacher should answer, and also, the teacher needs to ask several questions to increase the teacher-student interaction. According to the previous lesson, it is evident that students have little knowledge about the revolution of the earth. Therefore, the knowledge needs to be applicable in the following lesson. In the construction of a sketch representation of the earth using materials provided, knowledge of the previous lesson will also be applicable. This will make the students happy because bipolar syndrome makes students sad and depressed. Proper grammar and spellings are required from the students in naming the parts of the diagram, for instance, orbit and axis. |
| Student’s knowledge background, for example, the culture, linguistics, personal and community assets. | The class contains students with different diversities, for instance, 15 white students, 3 Hispanic, and 10 African Americans totaling to 28 students. From the perspective of linguistics, all of them understand the English language making it better to understand each other. However, all students have learning disabilities, Tourette, and Bipolar disorder. The students, most of the time, are moody, depressed, difficulties in understanding some apparent words and dyslexia. Thanks to school fraternity because it has special equipment for teaching special needs students. However, the special needs students should also interact with other students so as not to feel less equal than others, make them happy, and reduce depression. However, this is done in a condition that they do not interrupt the other learners. The teacher needs more time to attend to the special students. Also, in class, an extra teacher can help in attending to the special needs learners because they require more attention so as not to lose interest in the lesson activity. |
State Academic Content Standards
| State Academic Content Standards in alignment with the lesson | ü W.2.2: It aids in writing explanatory text in the introduction of the topic. Also, it aids in developing points and understanding the definitions effectively for the special needs students. ü G.9.2.1: It interprets the activities of human thinking about the revolution of the earth. ü W.2.5: With the help and support from the lesson teacher and other teachers with special needs skills, it helps students to focus and understand the topic effectively. |
Essential Vocabulary in the lesson
| The terms in the lesson | 1. Revolution 2. Rotation 3. Axis 4. Orbit 5. Galaxy 6. Planets 7. Earth |
Language support in Academics
| The language and used to make the learners understand the entire lesson and language used in academics. Actions the teacher needs to deal with. The variation in language between students with different linguistic understanding. | For the introductory part of the lesson, the teacher needs to remind the student concept by reviewing previous lessons. The effective method is by using a video recorded in the previous lesson. The teacher also reviews the previous lesson by explaining the concepts of the previous lesson so that the students can connect the lesson to the present lesson. After that, the teacher guides the students in coming up with an earth structure. The structure helps the student to understand better regarding their situation in difficulties in concentration. The teacher will organize students in groups of 3 each in construction of structure related to the galaxy, and revolution of the earth. The organization of students in groups of 3 is according to the preference of students and not the teacher. If the students decide for themselves, they will feel more important because, regarding their situation, exaggerated optimism and elevated mood will be cared for. Another reason is that there were inadequate materials for the study. The groups will follow the teacher’s guide in constructing the structure of the revolution of the earth, naming parts, and writing short notes. The exercise helps students to acquire auditory experience and participation and communicational skills. |
Materials for teachers
| Materials to be used by teachers in the lesson. | ü Writing materials ü Books ü Colored paper ü Computer |
Materials for students
| Materials used by students in the lesson | Cardstock Markers Construction paper Pastels Glue |
Learning task and instructional strategies timed
| Amount of time | Learning and Teaching activities | What the students and teachers will be doing in the study period |
| 20 minutes | Introduction | At the beginning of the lesson, the teacher needs to ask students if they know explaining the revolution of the earth. The terms under this section also need clear clarification from the teacher. The clarification jogs up the memory of students because according to their condition, they are prone to lose memory easily. Afterward, the teacher connects the lesson about to start with the previous lesson by explaining the facts taught previously. For instance, by showing them a video, they recorded at an earlier lesson, but if there is none, then reminding them facts. The teacher should also give students the space to discuss the previous lesson. This is so that they can effectively connect to the next lesson according to the video or the fact explained by the teacher. After that, the teacher needs to introduce the lesson by telling students the purpose of the activity and actions which the students need to do. The class is not congested for the special needs student to increase their attention and reduce destructions. |
| 40 minutes | Instructions | The first action of the teacher introduces the new activity by asking students if they know a concept or two regarding the topic, the revolution of the earth. This will raise the mood for the kids. According to the answers provided by the students, the teacher will know how and where to start the activity. For instance, the conversation between the teacher and students, “Good morning class, in today’s activity we are going to look into the revolution of the earth, what is the meaning of revolution?” After the students have answered the question, the teacher will know where to begin. Therefore, the teachers need to instruct students to model and come up with a structure of the earth from the materials available; however, the teacher needs to guide them for them to understand effectively. After that, the teacher needs to explain the concept behind the revolution of the earth. In addition to that, the period it takes for the earth to revolve around the sun entirely. Students’ structure and naming should be collected and the performance included in the final exams. |
| 20 minutes | Closure | Finally, the teacher then will instruct the students so that they return to their position for the class to conclude. Students should also be given time to discuss what they have understood in the lesson, which will help them in preparation for the next level. In the case that some students have not collected the structures, they should be given extra time to wind up while the teacher waits. The teacher also needs more time to watch extreme behavior of the kids and if they need mood stabilizers. The lesson will end after students being given homework to write about the experience they have learned and then be prepared for the next class. |
Modifications/Accommodations
| How to modify instructions Intervention? Remediation? LEP/ESL? IEP/504? | Since all students have learning disabilities; for instance, 12 of them suffer from Tourette Syndrome while the other 10 suffers from Bipolar disorder, a different modification approach needs to be considered. In this case, the teacher needs to create time to make the students understand; give them mood stabilizers if necessary. In class, the teacher should engage the students in several activities, like answering questions so that they become less depressed and reduce dyslexia. Other teachers should also interact with them during the discussion for depression may reduce. |
Differentiation
| Different variety of techniques to be used in the lesson, for instance, enhanced scaffolding, contextualized materials, explicit instructions, and color cording. | Even though they are students with special needs, several students in the class are talented and gifted. During the revolution of earth activity, such students will be held with different higher standards than the other students. They are expected to help make other students understand mainly in discussions by using mnemonics for them to understand better. In regards to their talents and gifts, the teacher can give such students learning objectives to guide the class but with the presence of a teacher. |
Assessments: Summative and Formative
| The procedure used in monitoring lesson objectives. | ü Formative | As the formative assessment, The teacher has to ask learners parents to guide the students during their homework or other activities at home so that they understand the concepts better. This should be done regularly so due to the condition of the students of forgetting abruptly. |
| ü Summative | For the summative assessment, The students need to submit their construction papers on what they have constructed on the earth. More time should be given to the learners due to their condition The summative evaluation will help the teacher to picture if the students are understanding and comprehending. |
Research/Theory
| Theories on the study that supports the lesson approach taken, in addition to the experts in the national position | Bloom: Based on this theory, students have to recall facts and create new things in regards to the content learned. Students should use critical thinking in dealing with the assignment given. Vygotsky: Scaffolding property is displayed in this context, whereby it is beneficial to students in research according to the instructions of the teacher. The teacher should assist students in completing the worksheet. |
Evaluation /Lesson Reflection
| ü What was successful in the lesson? ü Changes that should be made in the next ü How to use the assessment information in the next class. | TEACHER HAS TO FEEL THE GAP AFTER LESSON |