Floresville ISD LoTi Lesson Plan

 

Pictures of Character- Co-taught w/ Jay Kipling 
 

 

 

Lesson Information
Title of Lesson Pictures of Character- Co-taught w/ Jay Kipling
Grade Levels 10th, 11th, 12th
Subject Special Education
Course No course information associated with this lesson.
Authors and Contributors

mpfeil 
Lesson Submission Date 10/31/2006 3:57:01 PM
Lesson Approval Date 11/2/2006 8:26:00 AM


 

Learning Objectives
TEKS /
Student Expectations 		ELA:3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of grammar and usage, to write clearly and effectively. The student is expected to: (A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses; (B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism; (C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and (D) produce error-free writing in the final draft. Health: 15) Personal/interpersonal skills. The student appraises communication skills that show consideration and respect for self, family, friends, and others. The student is expected to: (A) apply communication skills that demonstrate consideration and respect for self, family, and others 16) Personal/interpersonal skills. The student synthesizes information and applies critical-thinking, decision-making, and problem-solving skills for making health-promoting decisions throughout the life span. The student is expected to: (B) summarize the advantages of seeking advice and feedback regarding the use of decision-making and problem-solving skills;
Targeted TAKS /
Department Objectives 		Students do not take TAKS, they take SDAA. The following are IEP goals students will meet: 1. State personal positive traits & skills. 2. Participate in class discussions with information gained by analytical listening. 3. Use dictionary, thesarus (text and computer) to determine meaning, word origin, synonyms 4. Punctuate using periods, question marks, exclamations as end of sentences

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		The teacher will facilitate the students questioning directed along the lines of: What trait do you value most about yourself? Your friends like that you are..... You like that your friends are..... What is the most important characteristic for a friend to have?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description Knowledge-Students will know the concepts behind the character traits via power point examples. Comprehension-The students will understand the meaning of each character trait. Application-Students will generate their own definition of specific character traits. Analysis-The students will analyze social situations and digitally record them. Synthesis-Students will create a brochure to illustrate all of their character definitions. Evaluation- Students will participate in peer evaluation.

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Anchor Activities , Learning Centers , Tiered Instruction ,
Description Anchor Activities-students will work on the brochure over a 3 day period, each student will work at their own pace. Learning Centers- 3 stations: A)layout &design B)research & development C)word-processing Tiered Instruction- students will work according to grade-level Grouping: students will draw on each others' strengths adn ideas Curriculum will be adjusted according to ability.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Computers, Internet, Power Point, Microsoft Word, photo manipulation software, digital camera, Publisher
Web Resources

 

Assessment
Assessments

Students will create a rubric that will closely resemble the following: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1325802& 
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/Topics1. Students will identify positive traits to boost their self-esteem. 2. Students will realize their traits will be used in the real world. 3. Students will realize positive traits in their classmates. 4. Students will show advance usage of technology.

EBAMStudents will discuss the project and create a rubric.Students will construct a brochure using Publisher illustrating positive traits. The brochure will include 5 positive traits and a digital photo depicting one of their traits. They will be responsible for evaluating each other and doing a self-evaluation.

Process Skills

Performance TaskStudents will present their projects to a jury of their peers. They will give and receive feedback during the evaluation process according to the rubric they created. Students will also be asked to self-evaluate.

Thinking Strategies

ResourcesTeacher, teacher materials, general education teacher input