CEPP Lesson Plan Template

Teacher: Jo Vlieger

Date: October 6, 2015

School:
Poudre High School Grade Level: 10-12
and Social Action

Content Area: Literature

Title: Disability in the Workplace

Lesson #:1 of 2

Content Standard(s) addressed by this lesson:

directly from the standard)

(Write Content Standards

Respond thoughtfully to diverse perspectives, summarize points of agreement and

disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented. (CCSS: SL.9-10.1c)
Understandings: (Big Ideas)
Students will begin to understand the complexity of being disabled in a working
world, and they will also understand just how possible it can be.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
How can disabilities effect peoples work lives?
What can they do to overcome that?
How does thinking about disability change your perceptions of what you as an
individual can do?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: Think empathetically about adults with disabilities who need to work to
support their lives, especially in spite of their disability.
List of Assessments:

Listening in on discussions
Reading short reflection on what it means to be disabled

Colorado State University College of Health and Human Sciences

Page 1

CEPP Lesson Plan Template

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?

Living with a Disability in the Workplace

The purpose of this lesson is to teach students the distinct
disadvantages of being disabled in a world where you have to work to
make a living. Despite these disadvantages, however, there are many
successful lives in the workplace when opportunities are provided.

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual

Show video of disabled workers at the movie theatre- 2:20

This will take approximately one hour. They will need their laptops and
access to Google Classroom (via Krista Brakhage) as all of the
documents they will be consulting will be up there. For homework, they
will also need access to Google Classroom to turn in their short
reflections.

While we may not know a lot about people with disabilities ourselves,
we should still give them every opportunity that every able-bodied
person has.
What does this video prove?
What stereotypes does it shatter/further, if any?

*Every class period begins with 15 minutes of silent reading from Glass
Castle
1. Show theater workers: 2:20; Discuss questions (found in anticipatory
set) 5-10 minutes
2. For their pre-assessment, they were asked to consider what they
know about disabilities as well as answer questions about the quiz-

Colorado State University College of Health and Human Sciences

Page 2

CEPP Lesson Plan Template

minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

What do they look like? Where can we find them? What do we know
about accommodations that can be made for the disabled? Open up
brief discussion on these answers. (10-15 minutes)
3. Read article (Disable Workers: We Need to Fight for Ourselves Too)
and pair up for discussion. Answer the following questions (pick one or
two) with your partner:
a. Why do disabled people feel as if they need to speak up?
(a.k.a. the main point of the article) AND/OR
b. How might the kind of disability someone has effect their
fight? (i.e. someone with a mental disability may not be taken as
seriously in the workplace versus someone with Autism.) 20 minutes
5. Briefly show them the ADA regulations to show what rights disabled
people have-http://www.ada.gov/2010_regs.htm (2 minutes)

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a

There is this stigma attached to discussion disabilities in the open,

especially with someone that has one. This does not, however, need to
be the case. https://www.youtube.com/watch?v=ipm6oNm9ZqQ (3
minutes)
Your homework due by Thursday:
What can you do in your own community to change the perceptions of
what it means to be disabled? What does disability mean to you now?
Approx. 500 words, submit to Google Classroom as well as your second
round of answers to the quiz

For those students who dont like to pair and share, they may jot down
some of their own thoughts.

Colorado State University College of Health and Human Sciences

Page 3

CEPP Lesson Plan Template

child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

I will be rotating and listening in on discussions to see if they are

understanding the main point of the lesson. I will also evaluate their
reflections to see if any of their perceptions of disabilities have
changed. If they can also accurately determine ways to minimize the
stigmas surrounding peoples with disabilities, then they will have
understood the lesson on a deeper level.

Colorado State University College of Health and Human Sciences

Page 4

CEPP Lesson Plan Template

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

Colorado State University College of Health and Human Sciences

Page 5