TE 408 Daniel Olsen
Focus Student Portfolio
Part1. Description of Placement
A. Name of Class
Social Studies
B. Grade Level of Class
6th Grade
C. Track of Class
General Education
D. Description of the Typical Class Day
A typical beginning involves Ms. Foote calling the class’s attention to the front and settling the class down. She then introduces the lesson for that day through a PowerPoint. During the class Ms. Foote tends to use a video projector to teach, review, and activate student’s learning. She makes sure to ask questions to a large amount of the classroom. A worksheet and assigned reading is given out on certain days and the video projector is used to tie the lesson of that day together at the end of the hour. Readings can be done by students in pairs or by themselves. On other days Ms. Foote has a project for students to complete. The class almost always ends in some activity or discussion to culminate, review, and explore the day’s lesson.
E. School setting
Portland Middle School is set within a suburban area with a surrounding rural community. Portland’s location by I-96 allows for a larger population in a small town setting.
Part 2 Description of Student
Student codenamed: Lucy
A. Student Physical Appearance
Lucy does not bear any physical appearance that marks her separate from her fellow classmates.
B. Student Behavior
Lucy does not tend to be outgoing in front of a large group or the class at large but she is active in small group settings such as those seated next to her. It should be noted that Ms. Foote’s classroom is subdivided into 6 groups of 5 desks. Lucy sits next to the Ms. Foote’s desk with three other students. According to Ms. Foote, Lucy does not ask for help in understanding context unless specifically asked. According to her IEP, she does not show when she lacks an understanding of the concept just taught.
According to the student interview, Lucy enjoys band as her favorite subject and dislikes English Language Arts. Lucy likes activity based creative lessons. Her favorite work environment is one with a slight amount of noise.
C. Student Strengths
Lucy’s strengths include a positive attitude, the ability to socialize in a small group setting, and a creative outlook through projects and writing assignments when applicable.
D. Student Disability
Lucy deals with a specific learning disability dealing with reading and listening comprehension. The IEP states she should be comfortable in staying within a general education setting. Her objectives involve increasing her reading ability to her grade level as well as her reading rate, flow, and understanding. The methods as described by the IEP to provide assistance were to use small groups, continual testing of reading and comprehension, extra time on tests and assignments, breaking down of information, and the usage of video and audio presentations.
E. Sources of the Above Information
Lucy’s IEP, Discussion with Ms. Foote, Interview with Lucy, In-class observation
Part 3 Accommodated lesson
A. Accommodated Lesson Plan
Accommodated Jigsaw Lesson Plan
Topic: Ancient Greece
Grade Level: 6th
Course: Social Studies
Unit: Europe and Russia
Date: 2/16/2012
Lesson Objective:
Students will work in groups
Assessment Tools:
Plan:
Opening(5 minutes): Use Google Earth to identify where Greece is in Europe, its neighbors, and as a launching point for the day’s lesson. Use Google Earth as an interactive tool throughout the lesson to point out key spots of Ancient Greece in today’s modern world, as well as to provide a visual portrayal of the extent of Alexander’s empire.
What to do (25 minutes reading and research: 10 minutes share approximately)
Teacher: After opener have students open their books and work in partners or individually read quietly. While students are reading pass out worksheets/handouts and complete attendance. Once students are finished reading, go over directions for the jigsaw activity. While students work on the project, walk around the classroom, assisting and facilitating learning when practical or requested. For those students who complete their part of the project quickly and in a manner well suited, facilitate using Google Earth to draw their interest in pointing out important landmarks, and geography of Eastern Europe. Wrap-up the individual research time and have students share what they found when students are completed.
Students: Read Ch. 2 Section 1 pg 33-35. Form 6 groups of 4-5 students by current desk arrangement (designated by teacher). Groups that have an extra member have two students work on the same box. Students complete their part of the worksheet. Students share what they found and complete the rest of the worksheet. Students review worksheet and their answers in closing activity.
Closing(15 minutes): Using the video projector, the worksheet is reviewed by the teacher by filling out the boxes through questions directed at the students. Students are requested to put their completed worksheet in their Social Studies folder at the end of the hour for review on the quiz later in the week.
Pre-Plan: Google Earth on the computer ready to go, worksheet filled out for reference, video projector, and worksheets and handouts printed off
IS (Instructional Strategy): Cooperative Learning-Jigsaw
(Worksheet and handout at the end of this portfolio)
B. Description of Accommodation
Various accommodations are made throughout this lesson plan. A visual presentation at the beginning of the lesson helps spatial geographic understanding not just for Lucy but the rest of the class. Connections with the past are easily made and understood. Group work is utilized within this lesson to allow for Lucy to more easily work within the classroom and complete the classwork. Time is not definite within this lesson plan and extra time can be allotted for Lucy to complete the work in a way that would not be detrimental to her learning or other students within the classroom. Individual assistance is also provided by the teacher walking around the classroom while students work.
C. 3 Resources
I used Google Earth to accommodate this lesson for Lucy so that there would be visual learning within the lesson. I used the textbook Europe and Russia by Prentice Hall publishing to accommodate my writing of the handout to a one that is closer to a 6th grade reading level. This will help her with her reading comprehension. Another resource I used to accommodate this lesson to Lucy was talking to Ms. Foote as well as my placement group. The ability to communicate and exchange ideas among other teachers is a valuable resource for accommodation. The idea of a group activity is what led me towards this lesson plan.
D. Assessment of Accommodation
Due to the nature of my placement my lesson plan was not utilized. I do see potential problems within the lesson. Distractions while she works on jigsaw, if other students finish before her. Lucy not asking questions if she does not understand the directions or the text is one such concern. The ability to monitor her reading comprehension of the text is limited.
ANCIENT GREECE
City-States
Democracy
Alexander the Great
Aristotle
Ancient Greece
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City-States
Due to the geography of Greece, a unified government was not easily formed. Instead, trading centers developed their own local governments. Ancient Greeks were loyal to their particular city-state. The two most famous city-states of Ancient Greece were Sparta and Athens. City-states had their own governments, culture, religious ways, and militaries. The numerous and competing city-states led to the development of a new form of government called democracy in Athens. What are the positive and negatives effects of City-States as opposed to a large unified government?
Democracy
The earliest form of democracy consisted of direct democracy. This government type was developed in Athens. Direct democracy was a vote by all the citizens of Athens on laws proposed by a body of 500 lawmakers. Could you imagine all the people of Michigan gathering together to vote on every single law? What are the positives and negatives of a large population participating in direct democracy?
Alexander the Great
As the King of Macedonia, Alexander the Great ruled over Greece. His invasion upon Persia was successful and his armies went as far as the Indus River in India. Known for this incredible campaign and tragically short-life and empire, Alexander the Great brought Greek culture and ideas throughout much of the civilized world. The influence of Greek Ideas spread by Alexander the Great would pass down to the Roman Empire and even into present day. In a world without the automobiles, trains, or planes, Alexander the Great conquered a land almost as large as the United States. How do you think he was able to do this?
Aristotle
The teacher of Alexander the Great, Aristotle is a famous philosopher whose works are still respected and debated today. An early scientist as well his works has influenced academia throughout the ages. The ability of Aristotle’s works to carry across the centuries is symbolic of the human condition. Why do you think people still understand and debate Aristotle?
Democracy arises out of the notion that those who are equal in any respect are equal in all respects; because men are equally free, they claim to be absolutely equal.
Aristotle
http://www.brainyquote.com/quotes/authors/a/aristotle_2.html