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Ms. Shodrock's Website

 Lesson Plan Objective
Students will understand Braille and improve the community for the visually impaired using Internet research, community investigations and small group collaboration.
In the Limelight LoTi Teachers Website

Melissa Shodrock's LoTi Lesson

Grade Levels 3rd
Subject    Reading

Validity
The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality
product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

English Language Arts.3.3 Listening/Speaking/Audiences/oral Grammar. (C.) ask and answer relevant questions and make contributions in small or large group discussions.

English Language Arts.3.9. Reading Comprehension. (I.) Represent text information in different ways.

English Language Arts. 3.10. Reading/ literary response. (B.) Demonstrate understanding of informational text in a variety of ways through writing, developing demonstrations, and using available technology.

English Language Arts 3.12 Reading/Inquiry/Research. (G.) Organize information in systematic ways, including notes charts and labels.



TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
 TAKS Reading objective 4- The student will apply critical thinking skills to analyze culturally diverse written texts.

- The student uses a variety of methods such internet Braille software, environmental investigations, and critical thinking skills to analyze research found through the Internet.

                                                       Challenge
The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
What is Braille?
Why is Braille important?
How is it used in our community to help the visually impaired?
What are some important places Braille should be in our community and why should it be placed in these locations?
How effective would these Braille places be?
 How would you feel if you needed to learn Braille to read?

High Level Processes
 

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:

Knowledge Comprehension Application
Analysis Synthesis Evaluation

List or describe activities that support the selected Bloom's Level(s):
1. Students use the Internet to research and define the meaning, history, use, and available technology for Braille.
2. Students organize and explain the information learned through the Internet research by creating an outline.
3. Through using the site: http://www.gardenofpraise.com/ibdkell.htm and Braille alphabet cards, the students will apply what they learned through previous research to make and decode Braille messages in cooperative groups.
4.) Students collaborate in groups discussing why Braille is important and organize their ideas by creating and using a concept web.
5. Using the information learned through the Internet research and the Braille Internet Software activity, students will analyze the Question: "How can we improve our environment to benefit the visually impaired?"
6.) Students will apply this question and previous knowledge to construct and develop labels for our community. Students explain the importance of each label.
7.)Students collaborate and work in groups to develop the appropriate labels as well as explain the importance.
Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
http://rubistar.4teachers.org/index.php?&screen=ShowRubric&rubric_id=1255894&

Create a rubric (click here).

Important Content
 

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
1. Students research Braille and define the history, use, and technology of Braille in our community. Students explain knowledge learned from the research by creating an outline.
2. Students use Internet site to practice typing Braille messages that are then decoded by group members using the Braille alphabet cards provided.
3. Students collaborate and brainstorm ideas discussing why Braille is important to have in our community. Students oraganize their ideas in a concept web.
4. Students then use the questions "Why is it important to our community?" and "How can improve our community to serve the visually impaired?" to develop plan to improve the community for the visually impaired.
5. Students investigate their community and make Braille Labels for their community (at least 10 each), and explain the importance of each.

6. Students choose as a group ten Braille signs to present and explains the importance of each.
 

 

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

E.B.A.M.(Click Here) Experiential-Based Action Model (Optional) is a good way to make sure your activities reach a LoTi level 4. Click here to View EBAM Power Point

Activities
1.Students research throught the Internet the history, use, and Braille technology.
2.Student research their environment in search for places where Braille would be beneficial.
3.Students collaborate and develop signs for these places in the community while explaining the importance of each one.
4. Student present their community improvement plan to the class while explaining the importance of each implementation.
 

Clarity of Task and Assessment Criteria
It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
1. Students research the history, use, and Braille technology using the Internet. Students outline the information learned using the outline format. Students organize and include all information learned through research.

2. Students take turns using Internet Braille site to type Braille messages and decode them with their partner using the Braille alphabet cards.

3. Students work actively in groups brainstorming ideas why Braille is important to have in the community. Students work together to create a concept web based on this question.

4. Students work in groups and analyze the questions "Why is it important to our community?" and "How can improve our community to serve the visually impaired?" Students develop a plan to improve the community and discuss where they will conduct their research in the community.

5. Each student will investigate their environment and create 10 labels written in Braille. Students will use the Braille alphabet cards to decode the labels into Braille. The students will include the importance of each label on the back.

6. Students will choose 10 labels to present to the class. Each student will participate in presenting the labels.
 

Technology Use
Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
1. Internet Braille exploration Research:Defining Braille, Braille technology, and history of Braille.
http://www.afb.org/braillebug/braille.asp
2.Internet Braille Software Site. In this site, students type Braille messages and decode them using the Braille alphabet cards provided.
http://www.gardenofpraise.com/ibdkell.htm
Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students
(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:

Learning Centers Personal Agendas
Adjusted Questions Compacted Curriculum
Flexible Grouping Interest Based Investigations

Describe your method of differentiation:
Students begin the lesson with a pretest to test knowledge of subject, thus supporting the compacted curriculum. Students also work in small cooperative groups or learning centers in which they bring to the groups ideas drawn from different locations based on their own interest.
Differentiation Power Point

Other Resources (textbook, teacher materials, teacher)
 materials include:
1. computers
2. AFB Braille alphabet cards (20)
3. poster boards (4)
4. note cards (20)
5. pencils