Inclusion Lesson Plan

Jennifer J. Davies
August 5, 2019

J. Davies Lesson Plan 1

Teacher: Jennifer Davies
Date:2019-2020
Subject / grade level:Foundations of Computer Science / Grade 9
Materials: iPads/ Chromebooks , Calculators, and additional assistive technology
Essential Standards and Clarifying Objectives
Explain the connections between binary numbers and computers. This lesson introduces the binary number
system and how to count in binary. Students will learn how to convert between binary and decimal numbers
in the context of topics that are important to computer science.
Lesson objective(s): ​The students will be able to: • Count forward and backward in binary • Explain why
binary numbers are important in computer science • Use binary digits to encode and decode messages
Differentiation strategies to meet diverse learner needs: ​Avoid generalizations that may not include all
​ resent course material in a variety of modalities (readings, diagrams, lectures, podcasts) rather than relying
students. P
on one mode of engagement.
In addition to adhering to IEPs students will have Learning Stations (rotation): 1)Watch a captioned video
presentation video on binary code, 2) Create artwork, 3) Binary Everfi system drills (binary number system)
for practice modules, 4) Complete puzzles, 5) Watch a recorded lesson review
and a Think-Pair-Share activity as an exit ticket question “​What did you learn from someone else today?”​ with
the hot potato game - teaching strategy (w/ music)
ENGAGEMENT
● Describe how the teacher will capture students’ interest. ​A demonstration of each station will be
provided before students get into stations. This will be accomplished with a Choice Board Menu this
will work well with the learning stations, students (in groups of 3-4) will discuss
● What kind of questions should the students ask themselves after the engagement? ​Am I sure i
understand the binary number system ? How are binary numbers used in computers? ​ Were there any
other ideas that were not confirmed? Would they be interested in pursuing a career in Web
development or programming.?

EXPLORATION
● What hands-on/minds-on activities students will be doing. ​Please note this lesson will require at
least three blocks: • Complete journal entry Students will answer the following question “​reflect on
what they already know about the topic” (respond verbally or on our discussion board).​. • Participate in the
Binary Everfi system drills (binary number system) for practice modules. • Revisit journal entry. •
Complete journal entry. • Participate in a discussion of why binary numbers are important in computer
science. • Complete Binary Everfi system drills (binary number system) for practice module activities.
● List “big idea” conceptual questions the teacher will use to encourage and/or focus students’
exploration. ​The big ideas are: digital and binary system problem solving, bits and bytes, encode and
decode messages

EXPLANATION
● Student explanations should precede introduction of terms or explanations by the teacher. What
questions or techniques will the teacher use to help students connect their exploration to the
concept under examination? ​After students complete the modules, they will then share out their
answers (Q & A) style with the other students in their group (s). After sharing out, then I will solicit
answers from students in a whole-class exercise then review lesson again if needed.

ELABORATION
● Describe how students will develop a more sophisticated understanding of the concept.​ The class
discussion board is an excellent choice because it will provide content in an interesting and
personalized manner as students reflect on what they learned and experiences within their learning
stations.
● What vocabulary will be introduced and how will it connect to students’ observations? ​Students
will learn new vocabulary using Quizlet (​click here​) students can use quizlets many features (play
games, use flashcards, etc.)
EVALUATION
● How will students demonstrate that they have achieved the lesson objective? ​Students will
complete the Binary ​Everfi ​system drills (binary number system) for practice modules, then as a
culmination of the lesson, students will create a binary name bracelet with the provided beads while
adhering to the Bracelet worksheet (​click here)

J. Davies Lesson Plan II

Teacher: Jennifer Davies
Date:2019-2020
Subject / grade level:Foundations of Computer Science / Grade 9
Materials: iPads/ Chromebooks , Calculators, and additional assistive technology
Essential Standards and Clarifying Objectives:
Technology Clarifying Standard: ​Implement the use of various previously studied design elements. Create
final website to provide a full description of an IT career.

English Language Arts Standards » Science & Technical Subjects » Grade 9-10 : ​Key Ideas and
Details

CCSS.ELA-LITERACY.RST.9-10.1​ Cite specific textual evidence to support analysis of science and

technical texts, attending to the precise details of explanations or descriptions. ​(Before reading)

CCSS.ELA-LITERACY.RST.9-10.2​ Determine the central ideas or conclusions of a text; trace the text's
explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the
text. ​(during reading)

CCSS.ELA-LITERACY.RST.9-10.3​ Follow precisely a complex multistep procedure when carrying out

experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text. ​(after reading process and following website development requirements)

English Language Arts Standards » Writing » Grade 9-10 :Production and Distribution of Writing
standards:

CCSS.ELA-LITERACY.WHST.9-10.​ Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.WHST.9-10.5​ Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.

CCSS.ELA-LITERACY.WHST.9-10.6​ Use technology, including the Internet, to produce, publish, and

update individual or shared writing products, taking advantage of technology's capacity to link to other
information and to display information flexibly and dynamically.​ (description writings will be published on
website)

Lesson objective(s):​ Students will be able to: • Use the reading and writing processes to provide a full
description of an IT career. • Explain the education required. • Describe tasks performed in the career,
salaries, and how computer science is used in the career

Differentiation strategies to meet diverse learner needs:​Avoid generalizations that may not include all
students. P​ resent course material in a variety of modalities (readings, diagrams, lectures, podcasts) rather than relying
on one mode of engagement.
I​ will point students in the right direction for his/her IT Career research exploration (he/she may like to
pursue a career in that area) project by ​conducting individual interviews​ with students while they are in
their learning stations. I will inquire about the following: favourite types of lessons/subject, favourite
in-class activities, which projects they’re most proud of, which kinds of exercises help them remember key
lesson points​ ​All while adhering to IEPs students will also have grouped learning stations : 1)Watch a
captioned video presentation (Reading comprehension), 2) Create storyboards for website (color pencils will
be available) 3) Read the article - ​Discover the Best Technology Careers ​(c​ lick here)​ (jigsaw reading
approach), 4) Complete free career test for adults and students survey (​click here​) and exit ticket “list one
thing you learned and one thing you would like to know more about” - teaching strategy (w/ music)
ENGAGEMENT
● Describe how the teacher will capture students’ interest. ​This will be accomplished with a video,
and a Choice Board food menu this will work well with the learning stations, students (in groups of
3-4) will discuss
● What kind of questions should the students ask themselves after the engagement? ​Do I still want
to pursue the original profession I had in mind?​ ​Are IT careers really that interesting and rewarding?
Were there any other ideas that were not confirmed after reading the article? Would they really be
interested in pursuing a career in Web development or programming?

EXPLORATION
● What hands-on/minds-on activities students will be doing. ​Please note this lesson will require at
least three to four class periods: Lesson lecture ( review objectives, and display exemplar writing
models),• Brief discussion students will answer the following question “​reflect on what they already
know about the topic (respond verbally or on our discussion board)”. Followed by ​captioned video
presentation ​video on career explorations followed by facilitated “Learning Stations”
● List “big idea” conceptual questions the teacher will use to encourage and/or focus students’
exploration. ​The big ideas are: Career and College Readiness, IT Careers, skill set, personality

EXPLANATION
● Student explanations should precede introduction of terms or explanations by the teacher. What
questions or techniques will the teacher use to help students connect their exploration to the
concept under examination? ​After students complete their Career Surveys I will have students share
out their answers (Q & A) style with the other students in their group. After sharing out, then I will
solicit answers from students in a whole-class exercise.
ELABORATION
● Describe how students will develop a more sophisticated understanding of the concept.​ The class
discussion board is an excellent choice because it will provide content in an interesting and
personalized manner as students reflect on what they learned and experiences within their learning
stations.
● What vocabulary will be introduced and how will it connect to students’ observations? ​Students
will identify and define at least 10 new vocabulary terms from their article ​Discover the Best
Technology Careers ​(c​ lick here)
EVALUATION
● How will students demonstrate that they have achieved the lesson objective? ​Students will
complete the graphic organizer worksheets while reading then as a culmination of the lesson, ​using a
rubric (adjusted for IEP learners)​ students will submit typed essays and submit for review in
Edmodo.

Introduction:​ Reflect on the development of a plan for your classroom to deal with students in an inclusion setting

“I don’t fit in with the class!”, are words I never want to hear from my learners. In order not to hear those words I must create/

foster a learning environment that is conducive for all learners. This environment will benefit not only my Individual Learning Plan

(IEP) learners, but all ​multiple intelligence learners,​ for instance simply adhering to my students IEP blueprints are a legal matter that

I must implement, but the teaching strategies that I can use to engage all learners is my responsibility. However, I must remember that

I am not alone I have support from all ​stakeholders in my building as well to ensure a positive learning environment. No two children

are the same and although he/she may have similar learning issues, I am a firm optimistic believer that all problems have positive

solutions. I also ​strongly agree with Sun (2014) who said “Equity is giving everyone what they need to be successful. Equality is

treating everyone the same”; I will apply this message to my teaching strategies, for my learners who have IEP’s ​for not only this

lesson, but all future lessons that classroom. Although I used a similar Choice board/ and Learning Station approach within both

lessons, according to my article readings and reflections over the summer break I have learned that they provide an engaging

environment for all of my ninth grade learners. Moreover, as I created them both I wanted to focus not only on a strong lesson, but

more so my students response and for the anticipated learning outcomes (after all kids just wanna have fun!) for the upcoming school

year. Unfortunately, I did not implement Choice boards and/or Learning Stations last year because I was not organized and I was still

learning my content area. The lesson plans I have constructed will reflect differentiated Foundations of Computer Science lessons one

of which includes a literary lesson. More importantly, these lessons will not be implemented until perhaps the second or third month

of school when all learners are in agreeance with the classroom expectations and have gained more background knowledge on the way

technology will be used in our classroom. Inclusive classroom ​training is such an important course/training for all educators to receive

and in order to remain up to date with the practices and assistive technology (of which I would love to receive additional hands on

training). After reading and learning more about special needs learners during this course magnified five exceptionality disabilities

types to learn more about, along with the types of accommodations he/she may require as it pertains to the lesson plans I created, and

finally how I can be a more effective communicator with all stakeholders namely parents.

Describe methods for integrating the accommodations and modifications into classroom management and/or instructional

plans. ​In general all of the exceptionality type learners with IEPs will benefit from both lessons (one and two). Moreover, once all

students learning styles (including general education) are identified, I group them together throughout the learning stations as teams

(no I in team). If one student fails behind or is off task in a station the one who is focused and/or completed the assignment can help

to redirect the learner (s), and assist for the peer learning role (this will reinforce what he/she learned) incentives will be provided (it

has always been a great strategy in my courses). However if he/she chooses not to assist his/her peer, he/she can use their time doing
something else constructive for the class indepentally. The career lesson number II, will be beneficial to learners long term, because

during the ​Transition Plan p​ hase​ a​ s learners may already have a plan of active action in mind once he/she becomes of age. This lesson

provides a survey, and personal Interview as means to differentiate the lesson assess learners interest because the standard and

objectives require this form of research. Transition Plan goals can subsequently be met based on the desires and determination of the

learner to acquire the future career role. First, the plan should align with the strengths the student has displayed throughout he or she’s

grade school career. The college or occupation the student chooses should also be where they can succeed in, based on the history of

the students IEP. The student should not be put into a situation where they can fail, for example, if there is a student who uses assistive

technology for hearing, but is sociable and attentive to what is going on in his/her surroundings the student could explore and wide

variety of occupations without going to college. An occupation that would be appropriate with those disabilities would be truck

driving. The students' level of cognitive abilities would match as well, and the student should be successful with the correct support

system at the beginning of his or her career. Moreover learners with intellectual disabilities can become highly sought after

programmers.The Binary Everfi system drills (binary number system) for practice modules drills will be helpful resources during the

Learning Stations as the system provides valuable feedback to all learners (especially general education). Teachers have limited time

for correcting students’ individual practice items drill and practice software can be used as a teachers aid in providing feedback to

students immediately with well defined explanations; thus freeing teachers to work with students (Roblyer & Doering, 2013). At the

end of the lesson highlighted recap note sheets will be provided to IEP learner for parent review and signature - note sheets are also

required accommodations for learners. Almost every IEP requires extra time therefore extra time will be allotted in addition to special

seating accommodations per the student (s)IEP plans. Also the lessons will be live recorded for review by all special needs learners

(helpful also to learners who are out sick).These lessons will require a lot of preparation but I am willing to implement them because

they will yield great rewards. We utilize Edmodo (web based software tool) as our digital classroom this tool is a great as it assists

students in modeling digital citizenship, and serves as an aid to our class for our special education learners. A modified rubric will be

provided to IEP learners for both lessons.

Describe 5 different exceptionality types that may be in your classroom.

Exceptionality Type I : ​Deaf and Hard of Hearing. According to DO-IT (2019), examples of learners who are hard of hearing

and accommodations for students who have hearing impairments include but limited to :

Some students who are hard of hearing may hear only specific frequencies or sounds within a certain volume range. They may

rely heavily upon hearing aids and lip reading. Some students who are hard of hearing may never learn sign language. Students

who are hard of hearing may have speech impairments as a result of their inability to hear their own voices clearly.

interpreters, sound amplification systems, note takers, real-time captioning,email for faculty-student meetings and class

discussions,captioned video presentations (DO-IT (2019).

I found an amazing tool for our learners who are hard of hearing... According to Tsuboi (2014) an all-deaf team of entrepreneurs from

the Rochester Institute of Technology is hoping to bridge that gap with the MotionSavvy Uni, a tablet case embedded with Leap

Motion's ​gesture-sensing technology (​click here​). ​When someone signs in front of the tablet, Uni's software detects the sign and

checks it against the growing database of signs.This application can be used while in Learning Stations in both lessons for

communication with peers and Instructor. ​FM systems assistive technology ​will be useful during lectures. For instance,it can be used

during Lesson II’s lecture (review objectives, and display exemplary writing models). A high tech personal FM system​ ​is coupled

directly to a hearing aid or cochlear implant, with sound transmitted directly to the individual from the teacher (Gallaudet, 2014). Also
during lesson one students will watch a captioned video presentation video on binary code and the second lesson also includes a

captioned video presentation ​video on career explorations.

Exceptionality Type II: ​Speech Impairments (SI): Learners with SI’s are explained by Healthline (2019), as a person who

has the following impairments:

Stuttering, and/or, apraxia is a motor speech disorder caused by damage to the parts of the brain related to speaking.

Dysarthria is another motor speech disorder in which the muscles of the mouth, face, or respiratory system may become weak

or have difficulty moving (Healthline, 2019) .

Speech Impairments (SI) accommodations are to include, but are not limited to Independent Study, Lecture/Demonstration,

Independent Study, Worksheets, Simulation, Drill and Practice, Technology. Lesson I, accommodates as learners will use the ​Everfi

system drills (binary number system) for practice modules, then as a culmination of the lesson, students will create a binary name

bracelet with the provided beads while adhering to the Bracelet worksheet (​click here)​. Moreover,​ lesson two ​accommodation, free

low tech tool students can use is an application like ​SpeakIt​, are free extensions on Chrome. Speak It allows students to select a part

of a webpage or text, and it will speak the text for you. This is helpful with auditory learners, or students with learning disabilities.

Exceptionality Type III: ​Blind or Low Vision learner according to DO-IT (2019) state that ​students with low vision or partial

sight, standard written materials are too small to read and small objects are difficult to see. Other students may see objects only within

a specific field of vision, or see an image with sections missing; text or objects may appear blurry and blind students who have no

sight (​DO-IT, 2019)​. ​Legally it is teachers' responsibility to accommodate special needs learners; IDEA (n.d.) said “Technology

development, demonstration, and use conducting research on and promoting the demonstration and use of innovative, emerging, and

universally designed technologies for children with disabilities, by improving the transfer of technology from research and

development to practice.” Accommodations are to include but not limited to ​Magnification tool, highlight tool, extended time, audio

materials (instruction only), Screen reader version, text to speech. ​Scrible ​allow students to take any text and highlight it with

different colored highlighters to organize their thoughts. They can also use sticky notes to make comments, or write using different

colored pens. All of these help students better organize their thoughts, but they also help them learn and organize their thoughts in a

way that wasn’t as quick or easy prior to technology. During lesson II, our Dyslexia learners will need to complete the graphic

organizer worksheets while Reading the article - Discover the Best Technology Careers (jigsaw reading approach).

Exceptionality Type IV: ​Specific Learning Disability: Dyslexia- According to the Understood Team (n.d.) Dyslexia causes

trouble with reading. It can also impact math, spelling, and writing. Dyslexia is often confused with other learning and thinking

differences that cause similar difficulties. Dyslexia is not a problem with vision or intelligence. Moreover, a common misconception is

that dyslexia is a problem with vision -it isn’t. Dyslexia is a language issue. It’s also not a problem with intelligence. Having dyslexia

doesn’t mean someone isn't smart. The IDEA (n.d.) lists “13 conditions that can make students eligible for special education. One of

these is specific learning disability, or SLD, and IDEA lists dyslexia as a type of SLD, therefore legally Dyslexia Training and

professional development for current teachers so they’ll understand how to teach children with dyslexia.” Moreover IEP

accommodations include but not limited to the following use books on tape (lessons I&II will be recorded live), extended time, A

copy of lecture notes, Allow alternative forms for book reports, use multi-sensory teaching methods. To accommodate the learners

O’Connell & Freed (2010) state that users can utilize the Speak Selection feature which will allow them to select any text and have it

read back aloud. The ​Speak Selection feature​ is also a great assistive technology choice for our dyslexia learners.During lesson I

students can use this feature to ​ ​create a binary name bracelet with the provided beads while adhering to the Bracelet worksheet (​click
here)​. ​Livescribe Smartpen​ can offer students who struggle with learning difficulties equal access to the information learned in class

and the ability to support all of their individual needs. With the Livescribe Smartpen, students have the ability to record the lecture

being given while writing with the smartpen in the notebook that connects to the pen. They can even sync the Smartpen to their

iPads/chromebooks, which takes their hand written notes and converts it to a file on their device, this way they never have to worry

about losing or misplacing their notes. This will also help students learn to organize the information and notes they have, whether it be

online or on paper. They also have the ability to go back and listen to the recorded lecture that corresponds with their notes. Giving

students access to this assistive technology will help them learn skills to be successful in any class.

Exceptionality Type V:​ Mild Intellectual Disability- According to Legg (2016) some of the following symptoms of mild

intellectual disability include: behavioral issues: aggression, failure to meet intellectual standards, memory problems, inability to

understand the consequences of actions, inability to think logically,, withdrawal from social activities but communicating well once

they know how, being fully independent in self-care when they get older, having problems with reading and writing, social

immaturity, benefiting from specialized education plans, may have an IQ range of 50 to 69, as well as attention-seeking behavior. I

know two loved ones who have this type of disability, and while researching symptoms and treatments I really can be more productive

as I assist them. Moreover, as an accommodation to the​ lesson one ​the student with this disability will be able to use a ​calculator​ to

complete the binary worksheet . As well as a ​Lucidchart ​which can be used because it allows students to take information they are

learning or reading about, and directly turn it into a graphic organizer. Students can choose from a variety of graphic organizers to

organize their thoughts. During lesson II, students will need to complete the graphic organizer worksheets while reading then as a

culmination of the lesson, using a rubric (adjusted for IEP learners) students will submit typed essays and submit for review in

Edmodo.

First body: Explain classroom materials and technology issues

We utilize Apple’s iPad in our classroom, but we also have access to chromebook cart in another teacher’s classroom and each

student is assigned and iPad and chromebook as needed. The iPad was selected for our class because it is age appropriate hardware

and its accessibility features are impressive. Although, we have high technology SMART boards and other devices, at my school last

year unfortunately an incident occurred with one of my learners-it was an ongoing issue even though it was consistently reported by

her aid and teachers to the special education department. This impacted the student with limited vision learning negatively, because it

was a delay in my class- she could not follow along with each lesson because she was promised a special computer that never arrived -

I set up the smartboard for her to use in absence in that she could only The matter was not resolved until the end of the school year,

not sure if was due to lack of funding. However this year if the problem persists with another learner who has vision impairments

during the 2018-19 school year I will look into writing a grant so that the necessary technology equipment will be available.

Comment on the skills necessary for communicating with parents, other school staff, and administrators when instructing

students with disabilities.​ (​understood.org)​. At my school I communicate with faculty and staff professionally via phone, email and

face-to-face. The culture of my school for learners with behavioral issues is for behavioral interventerenvetion; if for example a

student walked out of class or disrespected someone (including themselves), the nearest adult who heard or saw and incident will

notify the teacher, and let them know they are addressing the negative situation. We communicate with the special education

department for inclusion strategies for specified learners, contact for grades and/or attendance to help keep them current about their

assigned learners. Signed hard copies and/or email containing IEP reports or meeting requests are an additional legal forms of

communicating at our school.​ ​Moreover, through reading about the best practices of communicating with parents ​via (phone,email,
conference, etc.), ​the following was addressed in each article; Morin (2019) said Teachers ​can start to build these relationships using

the following tips:

Imagine yourself in their place and how they might feel talking about their child’s challenges. Begin with a positive

interaction—and then keep it up. Find out how caregivers prefer to be reached. Gather your thoughts in advance of

conversations. Use “I” statements, like “I feel” and “I noticed,” to communicate your concerns. Set positive boundaries

together for your conversations, such as allowing both parties to speak without being interrupted. Communicate in a

solutions-oriented way by offering your own ideas and asking for parents to offer solutions as well. Follow up on phone calls

and in-person conversations with an email to thank caregivers for sharing their time and knowledge of the child. You can also

address additional questions.

Parents will also receive highlighted note sheets which will be provided to IEP learners who require the accommodation for parent

review and signature. This will help me to meet my professional requirements of 4C Communicating with families: “Teachers

establish relationships with families by communicating to them about both the instructional program and about individual students,

and they invite families to be part of the educational process itself.

Conclusion: ​In conclusion, our 21st Century learners thrive on technology, and at our school with (laptops, mobile devices

and assistive technology software apps) which will all used implemented to help students and myself experience learning at with

greater impact. The majority of the technologies mentioned here are offered to students to support education and instill motivation are

available at no charge. The benefit of this is that teachers can try new technology whenever they find it, and they can see if it works

well with their classroom without having to buy or purchase the programs. Exceptionality disability types were explored in efforts to

reinforce and to better understand at the mandate that teachers carry (home and work)- which is to simply provide quality instruction

to all learners more about, while adhering to accommodations even more so an effective communicator with all stakeholders.
 References

DO-IT. (2019). Deaf or Hard of Hearing. Disabilities, Opportunities, Internetworking, and Technology. Retrieved from
https://www.washington.edu/doit/deaf-or-hard-hearing

IDEA. (n.d.). Section 1474 Technology development, demonstration, and utilization; media services; and instructional materials.
IDEA. Retrieved from https://sites.ed.gov/idea/statute-chapter-33/subchapter-IV/part-C/1474

Gallaudet. (2014). Assistive Technologies for Individuals Who are Deaf or Hard of Hearing. Retrieved from
https://www.gallaudet.edu/clerc-center/info-to-go/assistive-technology/assistive-technologies.html

Legg, T.(2016). What Causes Mental Retardation?. Healthline Retrieved from

https://www.healthline.com/symptom/mental-retardation

Morin, A. (2019). Partnering with caregivers and families. Understood. Retreieved from
https://www.understood.org/en/school-learning/for-educators/partnering-with-families/partnering-with-caregivers-and-families

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching. New York: Pearson.

Shreyer, L&W. ​Inclusive Strategies Reflection (applying teaching principles). ​University of Michigan Center for Research on
Learning and Teaching (CRLT). ​ Retrieved
from​https://docs.google.com/document/d/1wsoF0NgRbj1IZFM8H7FXydbBgxUlKfQchwHLrjMQu8E/edit

Understood Team. (n.d.). Dyslexia: What It Is and Isn’t

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/dyslexia-what-it-is-and-isnt

Tsuboi, K. (2014). Sign-language translator uses gesture-sensing technology. Retrieved from

https://www.cnet.com/news/sign-language-translator-uses-gesture-sensing-technology/