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EDUC

330/EDUC 347
Lesson Planning
Accessible Instructional Design

Part I Unit/Big Idea
Part I. Unit/Big Idea
What is the Big Idea (of the Unit/month, etc.)?

Read Chapter Three & a bit of Four of The Great Gilly Hopkins

How does this Unit address students IEP/PCP?



K is OHI with ADHD so I will bring silly putty along for him to play with as well as try to take small breaks with questions or a
small activity so we are not only reading for a solid hour.
The Learner Will (your objectives):
Each student will read up to three pages each, one page at a time, of The Great Gilly Hopkins
Students will have an idea of the meaning of the words emphatically, gosling trifled obscenity and
seethed
Students will be able to answer basic comprehension questions over Chapter Three


Connection to Standards (Common Core, GLCES, Extended GLCES)
CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Range of Reading and Level of Text Complexity:


CCSS.ELA-LITERACY.RL.7.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems,
in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end
of the range.

R.AT.07.01 Students will be enthusiastic about reading and do substantial reading and writing on their own.

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Part IIa Lesson
Content Description
Lesson: The point of this lesson and all others like it in the novel study
What is taught? is to cultivate a love of reading by engaging in a funny,
Concept to be learned? relatable book, The Great Gilly Hopkins.
What is the point? Along the way, students will use context clues to find the
Objective to be reached. meaning of vocabulary words, and demonstrate reading
comprehension through written work and verbal answers.


Accessible Instruction Teacher Methods/Strategies Student Response
Engagement: Begin by asking J what he Students recap what we read
Accounting for Interest and remembers from the first last week.
Commitment time he read. Students share their
Provides way to Internalize Does anyone have anything character web.
Plan for Motivation else to add? What do we think will happen
Affective Network What did we learn about Gilly in the book today?
last time?
We were introduced to a new
character. Who was he//she?
What do they do? What are
they like?
What else happened?
Where was Gilly going when
we left off?
What exciting thing happened
to William Earnest?
What do you think will
happen today?
If questions go quickly
S- Share web about Gilly.
Anyone agree // disagree?
Anything to add?
K- Share web about Trotter.
Anyone agree // disagree?
Anything to add?
If not enough time, move on.

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Process/Recognition: Much of this lesson will be Students will read out loud,
How the lesson is received. verbal // listening. Give K the answer questions aloud,
Mode of reception. silly putty to play with while listen to each other reading
Recognition Network reading. and speak, and if time do a
brief summative writing
Read Chapter Three Aloud activity.
(Starting on page 17, William
Earnest got promoted)
Ms. F read pg 17
Anyone know what
emphatically means?
J read pg 18
Anyone know what
gosling means?
S read pg 19
Anyone know what
obscenity means?
Anyone know what
trifled means?
K read pg 20
Ms. F read pg 21
What are GIllys
feelings when she
realizes that Miss
Harris is black?
Why is it strange that
Gilly tells Miss Harris
she does not want to
be called Galadriel?
J read pg 22
What does seethed
mean?
What are Gillys
feelings when she sees
that half the class is
black? What can we
infer from this?
S read pg 23
K read pg 24
Ms. F read pg 25
What has Gilly done to
get herself in trouble
so far?
Why is Gilly acting this
way?

Chapter Four
S read pg 26
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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

J read pg 27
What is
Rumpelstiltskin in
reference to?
(someone who will
give but only if they
get something in
return)
K read pg 28
Do you think this is the
last time we will see
Agnes in this book?
What do you think this
letter means to Gilly?
What do you think she
will do?
Stop 5-10 minutes before the
hour ends.
If extra time, Ms. F reads as
far as possible.



Product/Strategic: Learning is shown through Verbal and written responses.
How learning is shown. the answering of the
Interaction with the concept. questions throughout the
Mode of expression chapter read (formative
Strategic Network assessment).
Final assessment:
Feel out the vibe from the
boys. Depending on how the
lesson is going, have them
either
a) fill out another
character web:
character options-
(Miss Hariss, Mr.
Randolph, William
Earnest, Agnes, Gilly)
or
b) Write. Answer
questions such as
How does Gilly feel
about black people?
Why do you think she
feels that way? How
do you think school is

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

going to go knowing
that many of her
classmates and even
her teacher are black?

Share if time.

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Part IIb Lesson
Content ND Accommodations and Modifications
Lesson: AC
MEM
Size
What is taught? O:SP An hour long lesson
Concept to be learned? O:TS
HOT
What is the point? NMF Difficulty

Objective to be reached. LANG Pretty simplistic: reading, discussion, possibly some writing.
SOC

Alternate Goals

Substitute Curriculum
N/A


Accessible Instruction ND Accommodations and Modifications
Engagement: AC
MEM
Environment
Accounting for Interest, O:SP Small group around a table or desks in a circle, quieter environment so it will be
Commitment O:TS easier to hear each other and will be less distracting.
HOT
Affective Network NMF
Interest LANG
Effort/Regulation SOC

Process/Recognition: AC
MEM
Input
How the lesson is O:SP Teacher will do many verbal activities in which the students must listen and
received. O:TS respond. Verbal directions for writing activity.
HOT
Mode of reception. NMF
Recognition Network LANG
Level of Support
Perception SOC K-silly putty to help keep him settled and focused
Language & Symbols J-N/A
S-N/A
Comprehension
Asking further probing questions for all make for a better discussion and
understanding.
Time
One hour

Participation
While one is reading the other two are listening, contribute answers to
questions asked throughout reading, participating in the writing activity in the
end.
Product/Strategic: AC
MEM
Time
How learning is shown. O:SP About 5-10 minutes for closing
Interaction with the O:TS
HOT
concept.
NMF
Mode of expression LANG
Output
Production Network SOC Students will take time to hand write thoughtful responses and // or text based
Action evidence of characteristics of the character given.
Expression All three boys have good handwriting and write fairly well. No adaptions
needed.

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Executive Function Format
Character Web or Lined paper written response.


Part III Lesson
Closure
Time Parts Teacher Activity Student Activity
Closure Final assessment: Do writing activity.
Assessment Feel out the vibe from the boys.
Depending on how the lesson is
going, have them either
a) fill out another character
web: character options-
(Miss Hariss, Mr.
Randolph, William
Earnest, Agnes, Gilly)
or
b) Write. Answer questions
such as How does Gilly
feel about black people?
Why do you think she feels
that way? How do you
think school is going to go
knowing that many of her
classmates and even her
teacher are black?

Share if time.


Part IV Lesson
Reflection
Reflection on the lesson and student learning. Did you follow the plan? Was the plan effective? What
evidence do you have that the plan did or did not accomplish your Objectives? What will you change
for the next lesson Access options, Materials, the Activity, the Assessment?


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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Part V Addendum

Addendum V1; Neurodevelopment

GLOSSARY OF NEURODEVELOPMENTAL TERMS

Construct: ATTENTION

Mental Energy Controls


Initiating and maintaining the energy level needed for optimal learning and behavior
Processing Controls
Regulating the use of incoming information

Production Controls
Regulating academic and behavioral output

Construct: TEMPORAL SEQUENTIAL ORDERING

Appreciating, storing, and using data coded in a specific serial order




Construct: SPATIAL ORDERING

Dealing with information arranged in a configuration or simultaneous array





Construct: MEMORY

Short-Term Memory
Briefly registering new information that is used, stored, or forgotten

Active Working Memory


Mentally suspending information while using or manipulating it

Long-Term Memory Consolidation


Permanently storing information, including knowledge, skills, and experiences

Long-Term Memory Access


Retrieving information, including knowledge, skills, and experiences

Construct: LANGUAGE

Receptive Language
Processing and understanding incoming oral and written information

Expressive Language
Communicating and producing ideas orally and in writing

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EDUC 330/EDUC 347
Lesson Planning
Accessible Instructional Design

Construct: NEUROMOTOR FUNCTIONS

Gross Motor Function
Using the bodys large muscles in a coordinated, effective manner

Fine Motor Function


Demonstrating effective manual dexterity

Graphomotor Function
Maneuvering a utensil to produce handwriting

Construct: SOCIAL COGNITION



Verbal Pragmatics
Using and understanding language within social contexts

Social Behaviors
Acting in a way that fosters optimal relationships with others

Construct: HIGHER ORDER COGNITION



Concept Formation
Integrating a series of features that often go together to form a class of ideas or objects

Critical Thinking
Evaluate products, ideas, and opinions

Creativity And Brainstorming


Thinking independently and producing self-generated thoughts or other products
Examples of Strong Function: Writes imaginative stories or draws original cartoons; takes
risks and is willing to get out on the fringes; finds new or unique ways of solving problems
Examples of Weak Function: Wants to be told what to do; has trouble picking topics or
using imagination in class; is unwilling to engage in active thought; has difficulty in art,
music, or dance classes

Problem Solving
Applying a systematic stepwise approach to complex questions or challenges

Rule Use
Learning, developing, and applying rules and principles

Reasoning/Logical Thinking
Coming up with sensible, thoughtful answers to complex issues

Mental Representation
Portraying new ideas in ones mind so they are most meaningful and lasting

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