Lesson Modified for ADHD/ADD

LessonAll Summer in a Day

Length An hour and a half

Grade 6th grade

Academic Standards

·6.2.3 - Connect and clarify main ideas by identifying their relationships to multiple sources and related topics.

·6.2.4 - Clarify an understanding of texts by creating outlines, notes, diagrams, summaries or reports.

·6.3.3 - Analyze the influence of the setting on the problem and its resolution.

Performance Objectives

·Given an outside source from NASA about Venus, students will create a Venn diagram comparing and contrasting the real Venus and Ray Bradbury’s Venus with 100 percent accuracy.

·Given a blank diagram, students will complete a story frame with 100 percent accuracy.

Advanced Preparation

In preparation for this lesson, the teacher will make copies of the NASA website articles, Venn diagrams and a story frame. The teacher will also pre-group the students for the activities for the day. The teacher will bring posters and markers for the various group activities. The teacher will rent The Magic School Bus Gets Lost in Space from either the local library or video store. The teacher will set up the appropriate technology for the video. The teacher will also pre-write questions for the NASA article to model how to dialogue with the text. The teacher will create an overhead of the story frame.

Introduction/Motivation

Ask students what some of the vocabulary words we learned yesterday were. Also, ask them what definition we came up with for justice. Ask students to summarize what we read for today’s class (All Summer in a Day). Ask students what they think the title means after having read the story. Tell students that today we will be paying special attention to the setting of this story. Play the video clip from The Magic School Bus Gets Lost in Space featuring the part about Venus.

Step-by-Step Plan

  1. Before class begins, have students journal about what it means to be an outsider. Have you ever been an outsider? What does it feel like? How can you connect it to our definition of justice? Remind students that the journals will not be graded for grammar, spelling, etc., but rather for content. (Verbal-linguistic, intrapersonal) (Bloom’s Taxonomy Level: knowledge, comprehension and application)
  2. Begin the introduction/motivation. (Verbal-linguistic) (Bloom’s Taxonomy Level: knowledge and comprehension)
  3. Play the video clip.
  4. Ask students, how does this differ from the author’s description of Venus? (Verbal-linguistic) (Bloom’s Taxonomy Level: comprehension)
  5. Distribute copies of the NASA article.
  6. Read the article aloud. Model dialogue with the text for the students. (Verbal-linguistic, math-logic) (Bloom’s Taxonomy Level: application)

  1. Group students according to your previous grouping decision. Draw the Venn diagram structure on the board. Provide markers and posterboard to students. Explain that they will use this chart to compare and contrast the actual Venus as seen in the article and video with the Venus of the story. (Verbal-linguistic, spatial, math-logic, interpersonal) (Bloom’s Taxonomy Level: comprehension and analysis)
  2. Ask students to provide some of their findings. Ask students what element of the story this activity covered? (setting) (Verbal-linguistic) (Bloom’s Taxonomy Level: comprehension)
  3. Transition by asking students, how does this element (setting) contribute to the conflict of the story? Tell students, to help us understand this important question, in our groups, we will complete a story frame. (Verbal-linguistic) (Bloom’s Taxonomy Level: analysis)
  4. Distribute the story frame to the groups. Explain that a story frame consists of the different elements of a short story that we discussed yesterday. Students can reference the word wall as needed. Tell students to begin. Walk around the classroom, paying close attention to group dynamics and the answers students are coming up with. (Verbal-linguistic, spatial, math-logic, interpersonal) (Bloom’s Taxonomy Level: knowledge, comprehension and analysis)
  5. Once students have completed their own charts, fill one out on the overhead having students volunteer different pieces of the frame. When you reach the resolution part of the frame, ask students: is there a resolution to this story? (Verbal-linguistic) (Bloom’s Taxonomy Level: evaluation)
  6. After completing the story frame together, now ask students: how does the setting affect the plot and resolution of the story. (Verbal-linguistic) (Bloom’s Taxonomy Level: synthesis and evaluation)

  1. Ask students, thinking back to your journal entries, what injustice is Margot dealt? What does it mean to be an outsider? How can you connect this to our definition of justice? (Verbal-linguistic, intrapersonal) (Bloom’s Taxonomy Level: analysis and synthesis)

Closure

Ask students, what have we learned about setting today? How can it affect a short story? How does being an outsider fit into our definition of justice? Tell students to read Eleven starting on page 328 for tomorrow’s class.

Adaptations/Enrichments

For ADHD/ADD students, make extra copies of the diagrams for the students to complete on their own or follow along with class discussion. Also, when grouping students, make sure to create groups that are best for the learning environment; put ADHD/ADD students with other students who will be supportive and positive role models. I have also built into this lesson some activities that are beneficial to ADHD/ADD students. These activities include: consistent bellwork (journaling), an exciting introduction (the video), variety of activities, a closure that includes review and reminders for homework.

Self-Reflection