Download Intervention Lesson Plan

Ilsa Tinkelman
Educ 311
Intervention Lesson Plan
I. Context
Topic: World War II Propaganda
Class: World History II
Grade: 9
II. Objectives
Class Objectives
1. By the end of the class, Students will have used the Internet to write descriptions of at
least four of six World War II propaganda exhibits from Germany and the United States
on a scaffolding worksheet.
2. Students will be able to visually identify 5 of 10 major themes displayed in WWII
propaganda by the end of the class, and using one of these themes, will create their own
piece of propaganda to be turned in to the teacher the following class period.
Student Objectives
1. By the end of the class, the student will have completed %100 of the class objectives
with little to no help from her peers or a teacher.
2. By the end of the class, the student will not have experienced frustration with reading
any of the content materials or need extra time to complete any assignment given during
class.
III. Explanation of Methods and Materials
The intervention I choose to use in this lesson was to emphasize the student’s visual
learning preferences. In order to implement this accommodation I have utilized images from the
Internet to facilitate the student’s understanding of the content, and have also minimized the
amount of reading that is required throughout the class. This interventions and my material
choices were based on research, specifically the article Supporting Students with Dyslexia at the
Secondary Level: An Emotional Model of Literacy, by Long, MacBlain and MacBlain, as well as
my observations of the student. Through these observations, I have observed the student struggle
with long passages, although not with shorter sentences that appear on worksheets. I have also
observed my cooperating teacher assigning this student fewer questions to complete than other
students, which indicates that she is not capable of answering text based questions as quickly as
other students. Sometimes I even observe her asking her seat partner to read her a passage, or
help her find something on a long page of text. This demonstrates that this student is very
capable of working in a regular classroom environment so long as she is not required to read
lengthy passages or answer comprehension questions based on text. Additionally, the majority of
her IEP accommodations are test/assessment based, and do not need to be implemented during
this lesson, because the assessment will be informal and not written. Therefore, I have eliminated
any heavy reading components from this lesson, and have replaced them with visual stimuli. One
additional change I will make throughout the lesson is to be sure to give simple and overly clear
instructions to the whole class, because this was also listed as one of the student’s IEP
accommodations
IV. Materials: Computer lab with 28 computers, Internet access, scaffolding worksheets for the
Internet activity, Propaganda PowerPoint, projector screen, laptop, writing utensils and paper.
V. Instructional Procedures (roughly 60 minutes)
A. House Keeping & Entrance Ticket (5 minutes)
As students enter the room, they will pick up the scaffolding worksheet that will go with
the computer activity and number it so that it can go into their binders later. On the board will be
the day’s agenda and explicit instructions for the entrance activity (As per the accommodations
mentioned above for clear instruction). As an entrance ticket, students will be asked to write
down five words that come to mind when they hear the word “Propaganda.” Once three minutes
have elapsed, students will then have one minute to share their ideas with their partner and to
pick their favorite three ideas. Next, I will go around the room and have students share their
ideas with the class. This activity will serve to get students thinking about propaganda and will
let me, as a teacher, survey their knowledge on the topic. Once we have gone around the room, I
will announce that we will be going to the computer lab to do an activity on propaganda.
B. Computer Activity (30 minutes)
Students should bring their worksheets, a writing utensil, and something hard to write on
to the lab. We will all walk over to the computer lab. Instructions for the computer activity are
listed at the top of the worksheet, and I will point this out to students as they are logging into
their computers. I will let students know that I will be circulating throughout the activity to make
sure everyone is working and understands the activity. Instructions for the activity direct students
to a series of web sites where they must view content and answering questions. After making this
announcement, I will walk over to the target student and make sure she doesn’t have any
questions. Students will work independently on this assignment for 30 minutes and should try to
get through four of the six exhibits covered in the worksheet. Students will receive a warning
when there are five minutes of work time remaining.
C. Review (15 minutes)
Students will return to the classroom and go to their seats. I will entertain any questions
students have about images they have seen during the internet activity and ask three students to
share their favorite image. Then, I will bring up my PowerPoint Presentation (see attached) and
talk the students through it. I will begin by orally explaining the reason propaganda was used and
then go slide by slide, showing examples. Each slide will feature two pieces of propaganda – one
German and one American – that adhere to a certain theme. Students will be provided with an
electronic copy of the slideshow that they can access via Edline (which meets the students
accommodation that she receive a back-up copy of all notes). A short discussion will accompany
each slide, where I will ask students what sticks out to them in each picture (such as colors,
people’s expressions, the size of words, etc).
D. Homework
For homework, students will be asked to choose one of the themes portrayed in the
slideshow and make their own piece of propaganda. It should be in color, should include a slogan
that reflects the theme, and should have a picture of some kind. Students may use markers,
crayons, and colored pencils, or create the poster on the computer, as long as it has those three
elements. The posters should be created on a piece of paper that is 8½ x 11 (regular printer
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paper), and should be turned into the teacher’s homework box the following day. This
assignment will serve as an informal assessment for the class. Also, the students will put their
Internet activity into their binders, which can be checked for completeness and accuracy of
answers during a binder check.
E. Differentiation & Accommodation
I have differentiated this lesson in many ways. First, I have differentiated the content,
because although the majority of information in this lesson is visual stimuli, students will also be
required to read small excerpts about each of the images and must process information given to
them orally (my explanation of propaganda and of the slideshow). This gives all different types
of learners a chance to process this information. I have also differentiated this lesson to suite
multiple intelligences, because students will be required to brainstorm and collaborate at the
beginning, complete a comprehension worksheet independently in the middle, and then create a
pictorial representation of a theme at its end. These activities will suit interpersonal, spatial,
linguistic, and logical learners respectively. Additionally, I have included accommodations that
favor struggling, average, and above average students. Struggling students will benefit from the
doing the think-pair-share activity with a partner at the beginning of the lesson, and will also
benefit from the objective standard which does not require them to complete all six exhibits.
Average students will be interested in the activity because it allows them to choose which
exhibits they would like to examine, and also gives them the ability to choose which theme they
want to use in their homework assignment. Finally, above average students have the option of
doing all six exhibits if they finish the first four. They can also get creative with their propaganda
papers if they wish to do so.
I will provide specific IEP accommodations for this lesson’s target students, as
mentioned throughout the lesson above. These accommodations include providing the whole
class with a back up copy of notes discussed in class (PPT on Edline), giving overly simple and
clear directions, reducing the reading requirements for the lesson, and focusing on visual stimuli.
VI. Evaluation
I will conduct an informal evaluation of my target student by observing her behavior and
success relative to the rest of the class on her written assignments. Specifically, I will check to
see if she completes her computer activity in accordance with the class objectives in the specified
amount of time (four of the six exhibits in half an hour). I will also subtly check to see if she
expresses any signs of frustration with any of the activities, or if her facial expressions indicate
that she is lost or upset. This student is also usually very pro-active about her accommodations
and will ask the teacher for help if she thinks she cannot accomplish the same work as her peers.
I will aim to not have this occur, and to have this student be able to complete her work as
independently as possible. I will monitor this by watching to see if, at any time, she seeks help
from her seat partner.
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