Culminating Activity

Special Education Teacher Leadership Academy Culminating Activity Template Barbour County Special Education Teacher Leadership Academy Team Participants: Linda Long, Jason Stutler, Jana Miller 2.a. Subject of Instructional Guide

Reading/ Language Arts

2.b. Grade Level of Instructional Guide

7th Grade

2.c. Title of Instructional Guide

To the Extreme

2.d. Power Standard of Instructional Guide

Students will use the five-step writing process to generate a topic, plan an approach and develop a persuasive writing task; students will plan, create, and present an age-appropriate media product, with computer-generated graphic aids, that demonstrates format, purpose, and audience.

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2.e. Content Standards and Objectives of Instructional Guide

RLA.O.7.2.2 using studentprepared notes, create an outline and use it to develop a written and/or oral presentation using computergenerated graphics (e.g., tables, charts, graphs). RLA.O.7.2.4 use the fivestep writing process (pre-writing, drafting, revising, editing, publishing) to generate topics, plan approaches, and develop expository and persuasive writing tasks: • c omp ositi ons • broc hure s • displ ay ads • c om mer cials • s pee ches

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2. f. 21st Century Learning Skills & Technology Tools

21C.O.5-8.1.LS1 - Student, when presented with a problem, identifies the information needed, uses text, people, online databases and search engines to filter relevant information efficiently, analyzes information for biases, synthesizes information gathered and creates an effective and efficient response to the problem. 21C.O.5-8.1.LS2 - Student interprets abstract visuals and creates products (e.g. digital storytelling) that reflect a growing understanding of visual language and require the effective use of tools (e.g. cropped photos, original charts and graphs, well-chosen images from databases, video clips). 21C.O.5-8.1.LS3 - Student presents thoughts, ideas, and conceptual understanding efficiently, accurately and in a compelling manner and enhances the oral or written presentation through the use of technology. 21C.O.5-8.1.TT4 - Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents, and other files to create and publish electronic products to communicate with various audiences inside and outside the classroom. 21C.O.5-8.1.TT7 - Student uses advanced features and utilities of presentation software (e.g., design templates, design layouts (fonts/ colors/ backgrounds) animation and graphics, inserting pictures, objects, movies, sound, charts, hyperlinks, and graphs) to create an original product. 21C.O.5-8.2.LS2 - Student draws conclusions from a variety of data sources to analyze and interpret systems. 21C.O.5-8.2.LS3 - Student engages in a problem solving process that divides complex problems into simple parts in order to devise solutions. 21C.O.5-8.3.LS3 - Student sets challenging goals and strategically plans to reach those goals, monitors performance and adjusts effort and strategies, seeks assistance when needed, and demonstrates focused commitment to reaching the established goals. 21C.O.5-8.3.TT4 - Student complies with county acceptable use policy. Student discusses legal and ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagiarism) and predicts the possible effects of unethical use of technology (e.g., consumer fraud, intrusion, spamming, virus setting, hacking) on the individual and society, as well as identify methods for addressing these risks.

3.a. What are the Performance Objectives (Know and Do)?

Know: How to perform an Internet search How to persuade a reader or viewer Steps of the writing process How to perform basic functions on a multimedia platform Do:

Tailor form and content of communication to

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appropriate audience, including listeners, readers, and viewers Develop a multi-paragraph persuasive essay using persuasive techniques Manage technology and use some advanced features of computer programs Develop and deliver an age-appropriate media product to showcase persuasive techniques

3.b. What is the Big Idea of the Instructional Guide? 3.c. What are the Enduring Understandings of the Instructional Guide?

Persuasion

3.d. What are the Essential Questions of the Instructional Guide?

How do effective writers hook and hold their readers? How can I persuade someone to accept my opinion? How does written communication differ from visual and spoken communication?

3.e. What are the Academic Prompts of the Instructional Guide?

Pen Power Your new birthday present—the one you have been wishing for all year—is defective. Write a letter of two or three paragraphs to the company to persuade them to replace the product for free. Use reason and persuasive language, but don’t be rude.

Persuasive techniques can be used to convince others to do what you want them to do. Effective writers can gain and keep the readers’ attention. Effective writers can use a variety of skills to communicate with a variety of audiences. Oral communication involves various skills including volume, rate, and standard English. Visual communication involves interesting, understandable graphic elements as well as carefully selected text.

Buyer Beware You are an advertising executive assigned to promote a new product to middle school students. First, determine what product you will promote. Next, using a search engine (such as Google or Ask), research various advertising words, techniques and approaches that will appeal to your target age group. Choose the best words, techniques and approaches to fit the product. Create an advertisement for a print or online magazine that will sell your product. Make Your Case You are a school principal stuck in the middle of an issue that divides students from teachers (i.e., mandatory school uniforms, cell phone use, MP3 player use). Both sides have very strong opinions, and you are the person

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who has to make the decision. Evaluate both sides of the argument and choose. Create an outline of your three best reasons as well as two possible objections and the solutions to those objections. You may use the interactive mapmaker at http://www.readwritethink.org/materials/persuasion_map / to help you plan. Organize your outline in this way: stronger reason, strong reason, objection/solution, objection/solution, and strongest reason. Create a chart or graph that will help prove your point. Then, incorporate your outline and graphic into a multimedia platform (i.e., PowerPoint) slide show that you will present to students and teachers to persuade them that your choice is best for everyone.

3.f. What is the Culminating Assessment or Product?

You are the creator of the hottest new extreme sport. (Your sport is fun and a little dangerous, but will not result in disfigurement or death for any person or animal.) You know that your school is planning to add an additional sport for the next school year. Now, you need to convince your school principal that he or she should choose your extreme sport. Create an outline and write a persuasive letter that expresses three or more solid reasons the principal should choose your sport as well as two potential drawbacks and solutions. Then create a multimedia presentation highlighting the reasons the principal should choose your extreme sport. Include a computergenerated graphic, such as a table, a chart, or a graph— no photos are necessary. You will give the letter to your school principal and make your presentation to the principal and a focus group of specially selected students. Your persuasive letter will be evaluated using the WV Writing Rubric and your presentation will be evaluated using the presentation rubric. Finally, your focus group will vote on whether to choose your extreme sport for your school.

3.g. Summarize the Learning Plan of the Instructional Guide.

To teach students to use writing skills and technology tools to persuade an audience to agree with their stance on a topic (in this case, creating an extreme sport).

3.h. How are the students engaged in learning?

Students use graphic organizers, peer editing, selfassessment, guided practice on researching information, speaking etiquette and the multimedia 5

platform. Students work in Think-Pair-Share and other group models. Students will create and publish media to communicate inside and outside the classroom using software and design layouts, templates, and fonts to create original products. 3.i. What suggestions were provided to differentiate instruction for students in this Instructional Guide?

Content is differentiated by interest because students choose a topic of personal interest. Readiness is determined by teacher observation and preassessment. Each academic prompt, as well as the performance assessment, can include scaffolding. Process is differentiated through the use of whole class, small group, paired, and individual activities.

3.j. How is technology used to enhance instruction?

Students use a search engine to find relevant information, use various software to develop original products, and create effective multimedia presentations to be presented to the class.

3.k. What is the teacher(s) role (e.g., facilitator, direct instruction provider) in the Instructional Guide?

Most of the teachers role after the program is started is as a facilitator and guide to answer questions regarding the various types of technology integrated into the project.

3.l. What research based-strategies are utilized throughout this Instructional Guide (e.g., strategies for activating prior knowledge, vocabulary development, writing across the curriculum)?

Fostering independent thinking—shifting from telling students how to do something to letting them discover it on their own. Overcome Fear of Failure—Students would feel more secure and comfortable with the project and feel secure in asking questions. Time Management—Students would have to allot specific amounts of time to creating and completing the various aspects of the project. Group Work Self-evaluation

3.m. How does the planning and instruction in this Instructional Guide differ from traditional planning and instruction?

The instruction is that teachers would have provided a topic and expected the students to complete it without relying on personal interest, thinking, or problem solving. 6

Traditional planning would have also used far less technology. More paper/pencil activities would have been planned to enhance the project. Traditional planning would not have lended itself to differentiated instruction, but would have been independent learning with very few high-level thinking skills or problem-solving tasks. 4.a. What are your student’s Present Levels of Academic Achievement and Functional Performance?

According to a psychological evaluation dated May 12, 2005, he obtained a Full Scale Iq score of 99. His verbal comprehension score was a 93, Perceptual Reasoning Index 94, and his Processing Speed Index was a 126. The WRAT-3 was given and a score of 96 in Reading and a 120 in Arithmetic was achieved. Word recognition skills are adequate and consistent with his measured ability. His basic math calculation skills are well developed. In reviewing the formative data from the students’ 6th grade year, it was evident that he had difficulties with his benchmark tests in all areas—Reading, Writing, Science, Social Studies, and Math. His Oral Reading Fluency score on DIBELS was a 56 (high risk), but his Retell Fluency was high (59 words). He seemed to comprehend what he read aloud, but fluency and speed were relative weaknesses. Writing is also a problem area for him. He often takes more time than other students to complete a written assignment. This students’ summative data (WESTEST) reinforces that he does have difficulty in reading/language arts skills. Math and Science are relative strengths for him. In comparing data, it reinforces the fact that he is weak in the areas of reading and language arts. His strengths seem to be in his processing speed and mathematical calculations. He does struggle in Language Arts class. He currently has trouble with completing assignments and turning them in. While he tries and works while in class, he often does not return papers to class or turn them in. He also does not readily ask for assistance in Language Arts class.

4.b. List your student’s IEP goals/objectives.

Goal: To properly use the 5-step writing process Objectives: will use the writing process to develop a focused composition that contains specific, relevant details and transitions from a given prompt

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will use the writing process to compose various types of writing (e.g., creative; informative; expository; persuasive; articles; essays; journals; letters; poetry; research/ reports) will use editing and revision techniques to vary sentence length, change sentence order, use vivid and concise words and eliminate organizational errors will compose and punctuate simple, compound and complex sentences with and without conjunctions

4.c. Think about and describe your student’s unique learning strengths and needs as a 21st Century learner?

Students strengths include his ability to be comfortable with using a computer and technology based learning opportunities. Students weaknesses include the need to develop more independent working skills and problem-solving skills. Additionally, time management would be an issue for him and reading comprehension depending on what resources he chooses to use.

5.a Based on data, what are the student’s readiness levels, learning styles, and interests?

This student is ready for instruction at grade level with small short-term modifications and reinforcement. The student is able to comprehend when material is presented orally and follows through to complete a task that is assigned. This student does have a slight speech impediment which lends to a more kinesthetic learning style. He does better through hands-on activities and discovering things for himself. The student is interested in machinery and sports, so the activity in this lesson would match his desires and interests head-on.

5.b. Describe the learning environment. What are the specific setting demands that need to be considered for your student?

Access to a computer and software are necessary for the activity to be completed correctly and completely. Students working on similar projects and a teacher present to facilitate or guide the group are also necessary to keep the project flowing.

5.c. What prerequisite skills may need to be taught prior to the teaching of the Instructional Guide

Acceptable Use Policy for students in school settings

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(e.g., prior knowledge, vocabulary, behavioral issues/concerns)?

Proper Internet Usage Knowledge of working properly with groups of peers Writing Process Knowledge Knowledge of self-selected subject Outlining Speaking in front of classmates

5.d. Are there assessment concerns/issues for your student? If so, how will they be addressed?

Students IEP indicates that tests are read aloud. The teachers need to take time to explain to the students exactly how the WV Writing Assessment Rubric and Presentation Rubrics work and exactly on what areas he will be scored and evaluated for his project completion.

5. e. Are there additional considerations that will ensure that the learning plan will be implemented successfully with your student (e.g., active engagement, appropriateness of materials, scaffolding, flexible groupings, and accommodations/modifications)?

Ensure that the student has enough resources and materials at his ability level to draw information that will lead to a successfully completed final project. Active engagement in the project will need to be monitored as he does often forget to turn in papers. Project could be entered onto think.com to allow him to bounce ideas or suggestions off other students who may provide positive feedback. A software program that utilizes text to speech and/or speech to text could be beneficial for some aspects of the project. Student may need time to practice the final presentation in front of a variety of audiences prior to the final presentation before the class to work through any “stumbling blocks” and debrief about the project.

5.f. Discuss the extent to which the instructional technology used in this Instructional Guide is appropriate for your student’s individual needs. Would your student benefit from additional technology supports?

Aside from the addition of text-to-speech or speechto-text software, the technology listed in the instructional guide would be appropriate for the student’s level and would be beneficial and accessible to him.

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What about assistive technology needs? If so, elaborate. 5.g. Should the student’s current IEP be reconsidered in light of this process? If not, justify. If so, describe the revisions you would make to the IEP. Address specific IEP components and what changes you would make. For example, do the Present Levels of Academic Achievement and Functional Performance reflect all the preceding information? Are the goals based on grade-level content standards and objectives? Does the specially designed instruction documented on the IEP include the scaffolding needed to lead the student to mastery of grade-level CSOs? Are additional revisions needed in the Supplementary Aids/Services/Program Modifications section of the IEP?

No. The current IEP is based on grade-level Content Standards and Objectives. The student’s present levels of performance do not indicate a difficulty in technology components or the need to differentiate instruction for these types of projects.

6.a. What aspects of the Instructional Guide evidence 21st Century teaching and learning?

Power Standard 21st Century Skills & Technology Tools Teaching Strategies Evidences of Success Performance Objectives Enduring Understandings Essential Questions The implementation of various websites throughout the plan for additional resources and instruction Differentiated instruction by student interests

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Different forms of presenting the material (whole group, small groups, pairs, individuals, etc.) 6.b. Are your students 21st Century learners? If yes, describe how. If no, describe what you will do to move them toward being a 21st Century learner?

Yes, the students are digital natives. The students have grown up with technology surrounding them from computer work to video games. The only aspect of 21st Century learning that might be below level is the ability to problem solve for themselves instead of being told what to do and seeing the end at the beginning of the project and the reason behind it.

6.c. What have you learned about making content relevant for your students within the context of the general education classroom?

This student needs a connection between the material being discussed and where it blends in to his life or his future. The student will complete any task presented to him, but needs to know why he needs the information or how it will help him succeed later in life.

6.d. How has the Culminating Activity helped you think about your role in scaffolding students to participate successfully in the general education classroom?

Differentiated instruction has been a struggle to complete in co-teaching classrooms throughout our county. This activity has helped us determine where instruction could be differentiated and exactly how we can change some aspects of instruction to better suit the needs and learning styles of a variety of learners (either by enriching or supporting the core curriculum).

6.e. How does a culminating assessment/product help a student with exceptionalities access and progress in the general curriculum?

A culminating assessment/product shows the student where the instruction is leading them. Many students with exceptionalities need to begin with the end in mind and a culminating project helps them determine where they need to be at the end of a set period of time and what they need to get out of the lessons.

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6.f. Instructional technology tools enhance differentiation in the general education classroom. Which instructional technology tool that you learned about this week, could be appropriately integrated into the Instructional Guide you selected? Elaborate on your choice and how it would benefit the student.

The Instructional Guide activities would easily lend themselves to think.com (now thinkquest) for a project-based learning unit. Students would work independently, but could still share ideas and input as they complete the project. The technology tools would easily support the outcomes of the project and would benefit the student by allowing him the opportunity to share ideas and type a final project to check for grammatical and spelling errors.

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