You are on page 1of 5

Teaching Connections: Multilevel Lesson Plan

Katie Callahan
January 25, 2014
a) The subject area, grade level, and objective of the lesson
Subject Area: ELA/Writing/Social Studies
Grade Level: 6-8
Objective: Gathers data for research topics from interviews (prepares and asks relevant
questions, makes notes of responses, compiles responses). Presents data in a way
that demonstrates an understanding of curriculum content.
b) The general instructional activity
Students are asked to imagine that they have just landed a job as an interviewer for a
locally published magazine that covers local and regional events and people. The first
assignment is to write or create a biographical sketch of a person significant in the
students life (such as a grandparent, parent, neighbor, friend, or teacher). Once
students have determined who they want to interview, they call, write, or meet with that
person to obtain permission. Then, students prepare two sets of questions: one that
includes such things as place of birth and personal milestones, and another based on
personal knowledge of the interviewee. Students may work together with a partner or
alone. Once students complete the interview they will use the data to write or create a
biographical sketch. Students should consider some different ways to organize their
presentation, such as a written work (article/biography), a power-point demonstration or
a skit. Students should also use a variety of strategies to draft and edit their work,
including rewriting for the appropriate audience and proofreading grammar and
punctuation. Students are responsible for choosing descriptive techniques such as
relevant dialogue. When the assignment is complete students will share their final
product with the class. Lastly, students should request that the interviewee respond to
their work concerning how well it reflects the interview.
c) How you would individualize for students at each of the three levels:
Gifted (e.g., Nita)
Nita writes well in English however her spoken English is difficult. This project lends
itself to many different ways to create and present the information. Realistically Nita
could create a written piece to hand out to her classmates during her presentation. She
could have a group member do most of the verbal part, or, she could present it using

visual or performing arts. The teacher should encourage Nita to work with a partner so
she will be able to socialize with her peers.
Mild disabilities (e.g., Andy)
Anticipated Problem
Areas: Describe
aspect(s) of the lesson
in which you anticipate
difficulties for Andy (and
others with reading,
writing, and processing
disab.)

Reading

Students will be
required to read while
researching their topic.

Writing (esp.
spelling)

Much of this project


requires writing.
Students are asked to
be able to proofread
grammar and
punctuation as well as
create relevant
questions and write
responses.
Students need to
maintain focus on their
topic when creating
their interview questions
as well as when they
are constructing their
presentation materials.

Processing
(e.g.
remembering
,
understandin
g, etc.)

Severe disabilities (e.g., Jo)

Supplemental Aids & Materials


Describe supplemental aids and materials
you've designed to address problem areas.
Examples include, but are not limited to:
- Manipulatives
- Visual aids
- Charts, organizers, story maps, etc.
- Assistive technology (e.g., reading selections
are digitized or taped for non-readers).
- Peer tutoring can also be part of this section;
however, do not rely solely on assistance from
others (staff or peers).
Students may use e-readers or text-to-speech
software while doing research on the internet
or from devices. Students using books to
research will be encouraged to highlight or
focus on headings and key points in the text.
Andy might choose a topic like horticulture as
this is something he is interested in.
Students with writing difficulties may find it
helpful to use an audio or visual recording
device during the interview instead of taking
notes. Peers in their group may help revise
student work for the final presentation of their
material.

This project is multi-step so a checklist may be


provided to the students to help them keep
track of their progress. (see attached)

ii. Student's Role in the activity: Specifically how will Jo participate in the general
curriculum activity? Focus on adapting aspects of the general curriculum activity in
which s/he would not be able to participate in the same way as the rest of the class.
Identify a general curriculum focus for Jo, e.g., a basic skill/concept from the lesson,
especially as applied to real life.
Jos strength is interpersonal intelligence so this project would be engaging for her. She
can work with a group to complete all of the necessary steps, and work can be divided
between her and her partner(s). When creating the final project Jo may choose to make
a display of her work. Letters she is unable to print legibly may be modeled for her.
The general curriculum focus for Jo include printing and working together with a group.
iii. IEP Goal(s) Being Addressed during this activity for the student.
Nita: Nita will express her understanding of curriculum content using the visual and/or
performing arts.
Andy: Andy will organize daily assignments using a checklist
Jo: Jo will improve turn taking skills and practice printing legible letters.

Interview Project Checklist


Name:__________
Due
Date:__________
Step
select a partner or
choose to work alone
_________
choose a topic:
____________________
I will interview:
____________________
contact interviewee
draft interview
questions set 1
draft interview
questions set 2
write and create
biography
draft and edit work
organize your
presentation
check in with your
teacher
check in with your
interviewee
present project

Date Completed