Julie Chiodo

SPU 314
11/26/2015
Lesson Plan Accommodations
* Accommodations for a student with an intellectual disability.
* Accommodations for a student with a specific learning disability.
* Accommodations for a student with an emotional behavior disability.
* Accommodations for a student with a physical disability.
* Accommodations for a student with a visual impairment.
* Accommodations for a student with Autism.
Learning Objectives: Students will be able to organize and represent real-world data using graph
paper.
Materials and Preparation

Scavenger Hunt worksheet

Classroom Names worksheet
Crayons
Index cards

Key Terms:

graph
y-axis
x-axis

Lesson Introduction (5 minutes)

Begin the lesson by writing the following question on the board: "How many letters are
in your name?"
* Read the question aloud multiple times to allow students to think of their responses.
* Give an example name and count the number of letters in the name to show the class.
Allow students to turn to their partner and discuss the answer to this question.
* Assign partners for each of the students to ensure no one is left out.
* Make sure all partners are an appropriate match to complete the activity.
* Have partner move to the student with a physical disability so they do not have to get
out of their seat.
Explicit Instruction/Teacher Modeling (15 minutes)

Display or project the Classroom Names worksheet and tell students that today they will
be creating two different graphs.
* Have the Classroom Names worksheet printed in Braille.
Remind them that a graph sorts and organizes information in a way that is easy for us to
read.
* Provide pictures of different graphs (bar, line, pie, etc.) to show class different ways to
record information.
Begin the activity by modeling the proper way to label a graph. Write the word Names
on the y-axis, or vertical axis, and Number of Letters on the x-axis, or horizontal axis,
then number the squares 1-14 on the x and y axes.
* Have the graphs traced in puffy paint so he visually impaired students are able to feel
what the graph looks like. Print the labels ("names," and "number of letters") in Braille.
Write your name across the x-axis using one square per letter.
* Have a line in puffy paint indicating where you put your name.
* Have a worksheet with the words already printed on.
Have students study the amount of letters in your name and discuss their findings as a
whole group.
* Thoroughly explain how the class collected their data.
* Use one student as an example to explain their thought processes during the activity.
Then, call names at random or ask for volunteers to write their names on the graph as
well.
* Make sure to include all students. If the student is unable to go to the board see if
another student would go up for them or the teacher could write their answer on the
board.
Look for learning opportunities throughout the lesson and stop to ask questions or make
observations.
* Do not call on students who would feel very uncomfortable speaking in front of their
classmates.
* Students can share their responses in small groups and then volunteers can speak in
front of the class.
When you have finished calling five different students to the board, bring out three index
cards and label them "fewer," "greater," and "total."
* Have the three words printed in Braille on a separate index card.
* Read the words aloud so all students know which cards has which word.
Focus on defining these three vocabulary words and then have students turn to their
partners and decide the correct answers for the following three questions: Which name
has less letters? Which names have the greatest number of letters? How many people
participated in total?
* Walk around the room to make sure all students understand what the assignment is
asking.
* Assign mixed ability groups (list of highest ability to lowest, cut list in half, and pair
students together) to help those who are struggling.
*Make sure all group members will work well with one another.

Guided Practice/Interactive Modeling (15 minutes)

Inform students that today they will be graphing the following items: desks, windows,
doors, book shelves, and tables.
Display or project a copy of the handout titled Classroom Scavenger Hunt.
* Have the Classroom Scavenger Hunt worksheet printed in Braille.
Remind them that to correctly fill out a graph they must first label the y-axis and x-axis
correctly.
* Remind students which axis is the x and which axis is the y.
Model writing the words Number of Items on the y-axis and then explain that the items
will be color coded on the x-axis for identification purposes. For example: desks=pink,
windows=blue, doors=brown, book shelves=orange, and tables=yellow.
* Leave the labels of the x and y axis on the board for students to use as a reference
throughout the activity.
* Use different thickness of puffy paint to identify the different items. Include a legend on
the side of the paper for students to reference with the thickness of the puffy paint and the
word next to it written in Braille.
Model graphing the total number of windows in the classroom by using a blue crayon to
fill in the squares.
* Assign all students to work in mixed ability groups with three students.
* Have another student record the information on the worksheet.
* Explain that group members are to count out loud the number of items being discussed
so all students are able to follow along throughout the classroom.

Independent Working Time (20 minutes)

Provide a worksheet for each of the students and allow them to work in partners
throughout the scavenger hunt.
* Print worksheet in Braille.
Encourage students to walk around the room as they search for data. Remind them to
color code and record their findings.
* Allow students to sit in their seat if they are unable to get up. Make sure that each group
has at least one student who is able to walk around the room.
*Make sure all group members will work well with one another.
When finished, have students answer the following three questions on the back of their
paper: Which item had the fewest number? Which item had the greatest number? What
was the total number of items counted?
* Assign one group member to record the answers.
* Have questions printed in Braille.
Monitor for progress.
* Ask student individual questions one-on-one rather than in front of the class.

Extend Differentiation

Enrichment: Challenge advanced students by asking them to add a fourth question on

the back of their worksheet that includes the answer to the following question: How many
more bookshelves are there than windows

* Give suggestions of what questions would be appropriate to ask.

** Allow student to share their responses verbally with the class.
Support: Help struggling students understand the concept of graphing by calling them to
a small group table and having them sort a bulk of items into paper cups.
* Make groups small and comfortable. Base the groups of those who need extra help off
of observations while walking around the classroom.
* Make an announcement explaining that anyone who needs extra help or is confused can
come work in a small group.

Review Assessment (10 minutes)

Collect the students records and conference with them to provide feedback.
* Ask students if they have any questions they did not want to ask in front of the class.
* Use this as a time to offer additional help on the topic.