Instructional Activity AssignmentETC 547

Creating a Classroom Social Story Book- My Classroom Rule

Student Grade Level7th Grade MOMD Self Contain Functional Program

Students Learning Character

Students in the area of moderate mentally disability demonstrate a significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior manifested during the developmental period, which adversely affects their educational performance.

Learning level is 1/3 to 1/2 of chronicle age Understanding of concepts seems to be more concrete.

Related Content Standards/ ObjectivesStudents will demonstrate improved

comprehension skills by indicating the meaning of at least two objects/ partial objects, tactile symbols, or pictures found in the school environment. (AZ R:07 S3 C1 PO8 Alt 3)

Students will demonstrate improved work habits by following work site rules ( AZ Alt. WS: S 5 C2 PO1)

Related Technology Standards/ObjectivesStudents will demonstrate creativity and

innovation by using digital creativity tools to create original works. (AZ ET:03 S1 C4 PO 1)

Students will demonstrate effective communication and collaboration with others as a whole or small group using digital tools. and collaboration by using tools. (AZ ET:02 S2 C1 PO1)

Web 2.0 & Instructional Communication ToolWeb 2.0 Storybird (www.storybird.com) will

be used in this lesson unit. The purpose for this lesson is letting students

with intellectual challenge have technology learning experience.

Instructional aides will be grouping with students to assist the learning in order to reduce students’ anxiety.

Google Docs will be used as collaboration /communication tool for this lesson.

Instructional ActivityInstruction: 1. Students share and list that the rules they have

at home and at school. 2. The teacher leads a discussion which helps the

students recognize that rules help people get along with one another, and identify the need for rules in school to create and maintain a comfortable and safe learning environment.

3. The students then brainstorm rules they are familiar in different setting (home, school, grocery store, restaurant) and discuss them.

Instructional ActivityInstruction: 4. The teacher asks students to brainstorm the

classroom rules, and each student write down one in a sticky note.

5. The teacher input all the rules in a spreadsheet and project to SmartBoard. Then students need to vote and mark to choose the top five votes rules. Students see the result from a bar graph in SmartBoard.

6. The teacher will divide class into five groups, and each group will choose one rule and put it in a poster.

Instructional ActivityEnrichment:1. The class will make a social story book of “My

Classroom Rule”.2. The students will complete their assignment by

providing their own definitions of these five rules throughout shared Google Docs within school provided g-mail system at home or in the library.

3. The teacher post the final document and project to SmartBoard. The class will discuss and choose two to three definitions for each rule.

4. The teacher will project “Storybird” to SmartBoard, and each group will discuss and choose the image and input the text in this digital book.

Classroom ManagementStrategy 1: Group Discussion (Hilton. Millis

& Kopera-Frye) The use of group discussion technique for

this activity provides students with opportunities to learn from one another through a group process.

Through group discussion, students will manage their own learning experience and verbally express what their understandings.

Through their fully participation, students will own the ownership of the book.

Classroom ManagementStrategy 2: Brainstorming (Saskatoon Public

School)Brainstorming is an open sharing activity

which encourages all children to participate. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness.

Strategy 3: collaborative Learning (Davis)

Classroom ManagementStrategy 3: collaborative Learning (Davis)

Students will be assisted to use Google Docs to sharing their thoughts.

Students are going to experience “give and take”. They are going to give feedback, and they are going to take peers’ comments.

The students will understand better that this kind of collaborate learning is a manner of respect in their life.

Support for Diverse Learners: Students with communication disability will be

using AAC device to attend discussion in the group. The limitation of AAC device is that students can only use the vocabularies which has been programmed in the device.

The modification of this lesson is providing several picture examples for low functional students to make a choice. They will choose the example they feel like match the rule the best. Then, an instructional aide will input the example to Google Docs in order to share with the class.

ResourcesStudents are going to use Google Docs to create,

share, and store their work collaboratively.Speech Recognition - Students with intellectual

challenge will use Speech Recognition which can be installing through windows Ease of Access Center under control panel.

Storybird.com- Students will create and share books to view online using original art provided on the site. Students would be engaged and think creatively while building skills in vocabulary, sentence structure, and creative and conceptual writing skills.

 

ReferencesHilton, J. M., Millis, B., & Kopera-Frye, K. (n.d.).

Teaching tools & techniques. Retrieved from http://www.ntlf.com/html/lib/suppmat/teachingtools.pdf

Saskatoon Public School. (n.d.). Instructional strategies online -brainstorming. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/brainstorming/index.html

Davis, B. G. (n.d.). Tools for teaching - collaborative learning: Group work and study teams. Retrieved from http://teaching.berkeley.edu/bgd/collaborative.html