Sample Lesson Plan 1

            
(This is lesson plan is from a Canadian classroom, taking into account students with varied needs).

 

Ms. Delome, Ms. Panday, Ms. Tassone

 

Grade 3

 

Inclusive Classroom (26 students, 24 non special needs, 1 ADD, 1 Visually Impaired)

 

Language Arts / Religion

 

50 minutes

 

Key Concept: Children will learn what it may be like to be visually impaired.

 

Objectives: Through hands on exercises the students twill come to empathize with the accommodations that must be made by a visually impaired person who is part of an inclusive classroom. They will also learn what things they can do to help their classmate, and things that can not be assumed because of or in spite of the impairment.

 

Pre-planning: the teacher will get a copy of the book Brian’s Bird. She will also make a pair list of students for the activity. She will also need to gather the things from the materials list.

 

Anticipatory Set: (10-min) 1) Read Brian’s Bird. Have the children think about what is happening in the story but not say out loud what is happening.

 

(10 min) 2) Ask questions of the students to promote a discussion of the book. What was the book about? What was special about Brian? How did Brian do things differently from his family? How did Brian “see” things?

 

Procedure: (20-min) i) Assign a partner to each student. Ii) Ask the partners to find a quiet place in the classroom. iii) explain the activity. “I will blindfold one student from each pair. The student who is blindfolded will role-lay Brian. You will touch an object given to you, and you will use words only to talk about the object. iv) Then make a guess as to what the object is. Can you see with your hands and your words?” |The person who is not blindfolded is role-playing Kevin. “Kevin” will answer yes or no only, about “Brian’s” guess. Then if “Brian” cannot guess, “Kevin” will give clues. v) “Kevin will then direct “Brian” to put the object away in a bin at the front of the room. “Kevin” will use words only to direct “Brian” to the bin. “Brian” will follow “Kevin’s” directions and walk with the blindfold on to put the object away. vi) Then the partner’s will switch roles. They will raise their hands and the teacher will give them a new object. vii) They will repeat the previous steps of identifying the object and putting it away.

 

Closure: (10 min) a) The teacher will ask questions of the students. When you were Brian, how did you feel not being able to see the object/ Was it easy? Was it frustrating? How was it different to feel something yourself versus having your partner direct you to put it away? How did you feel being “Kevin”? Was it hard to use only words to help someone? What are some things you can do to help a visually impaired student n your class? How can you help them outside of class, in the school?

 

Evaluation: Evaluation will be done both formally and informally. Informally the teacher will make mental notes through questioning about student’s comprehension of the lesson. She will also assess their participation through observation of the activities. Formal evaluation will be through the homework assignment.

 

Homework: Student’s will choose “Brian’s” or “Kevin’s” point of view and will write about the experience of losing the bird. They will write one page as if they were one of the characters from the story, as a diary entry. The diary will be one page in length. The teacher will be looking for the point of view, comprehension of the events that happened in the story and the feelings the character had. It should be written in the first person and should have few spelling mistakes (less than 6) and be neat, tidy, and have full sentences with punctuation.
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