1. Creating a Classroom Social Story Book - My Classroom Rule
2. Student Grade Level 7th Grade MOMD Self Contain Functional Program Students Learning Character Students in the area of moderate mentally disability demonstrate a significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior manifested during the developmental period, which adversely affects their educational performance. Learning level is 1/3 to 1/2 of chronicle age Understanding of concepts seems to be more concrete.
3. Related Content Standards/ Objectives Students will demonstrate improved comprehension skills by indicating the meaning of at least two objects/ partial objects, tactile symbols, or pictures found in the school environment. (AZ R:07 S3 C1 PO8 Alt 3) Students will demonstrate improved work habits by following work site rules ( AZ Alt. WS: S 5 C2 PO1)
4. Related TechnologyStandards/Objectives Students will demonstrate creativity and innovation by using digital creativity tools to create original works. (AZ ET:03 S1 C4 PO 1) Students will demonstrate effective communication and collaboration with others as a whole or small group using digital tools. and collaboration by using tools. (AZ ET:02 S2 C1 PO1)
5. Web 2.0 & InstructionalCommunication Tool Web 2.0 Storybird (www.storybird.com) will be used in this lesson unit. The purpose for this lesson is letting students with intellectual challenge have technology learning experience. Instructional aides will be grouping with students to assist the learning in order to reduce students anxiety. Google Docs will be used as collaboration /communication tool for this lesson.
6. Instructional ActivityInstruction:1. Students share and list that the rules they have at home and at school.2. The teacher leads a discussion which helps the students recognize that rules help people get along with one another, and identify the need for rules in school to create and maintain a comfortable and safe learning environment.3. The students then brainstorm rules they are familiar in different setting (home, school, grocery store, restaurant) and discuss them.
7. Instructional ActivityInstruction:4. The teacher asks students to brainstorm the classroom rules, and each student write down one in a sticky note.5. The teacher input all the rules in a spreadsheet and project to SmartBoard. Then students need to vote and mark to choose the top five votes rules. Students see the result from a bar graph in SmartBoard.6. The teacher will divide class into five groups, and each group will choose one rule and put it in a poster.
8. Instructional ActivityEnrichment:1. The class will make a social story book of My Classroom Rule.2. The students will complete their assignment by providing their own definitions of these five rules throughout shared Google Docs within school provided g-mail system at home or in the library.3. The teacher post the final document and project to SmartBoard. The class will discuss and choose two to three definitions for each rule.4. The teacher will project Storybird to SmartBoard, and each group will discuss and choose the image and input the text in this digital book.
9. Classroom Management Strategy 1: Group Discussion (Hilton. Millis & Kopera- Frye) The use of group discussion technique for this activity provides students with opportunities to learn from one another through a group process. Through group discussion, students will manage their own learning experience and verbally express what their understandings. Through their fully participation, students will own the ownership of the book.
10. Classroom Management Strategy 2: Brainstorming (Saskatoon Public School) Brainstorming is an open sharing activity which encourages all children to participate. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness. Strategy 3: collaborative Learning (Davis)
11. Classroom Management Strategy 3: collaborative Learning (Davis) Students will be assisted to use Google Docs to sharing their thoughts. Students are going to experience give and take. They are going to give feedback, and they are going to take peers comments. The students will understand better that this kind of collaborate learning is a manner of respect in their life.
12. Support for Diverse Learners: Students with communication disability will be using AAC device to attend discussion in the group. The limitation of AAC device is that students can only use the vocabularies which has been programmed in the device. The modification of this lesson is providing several picture examples for low functional students to make a choice. They will choose the example they feel like match the rule the best. Then, an instructional aide will input the example to Google Docs in order to share with the class.
13. Resources Students are going to use Google Docs to create, share, and store their work collaboratively. Speech Recognition - Students with intellectual challenge will use Speech Recognition which can be installing through windows Ease of Access Center under control panel. Storybird.com- Students will create and share books to view online using original art provided on the site. Students would be engaged and think creatively while building skills in vocabulary, sentence structure, and creative and conceptual writing skills.
14. References Hilton, J. M., Millis, B., & Kopera-Frye, K. (n.d.). Teaching tools & techniques. Retrieved from http://www.ntlf.com/html/lib/suppmat/teachingtools. pdf Saskatoon Public School. (n.d.). Instructional strategies online -brainstorming. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/brainstormin g/index.html Davis, B. G. (n.d.). Tools for teaching - collaborative learning: Group work and study teams. Retrieved from http://teaching.berkeley.edu/bgd/collaborative.html