Phase II: Preamble Preparation and Lesson Planning ! ! !

Adapted Lesson Plan for the DDP Identify the following aspects of an observed child/client with a diagnosed disability: Name: Alfredo Guerrero Chronological Age: 14 Mental Age: 14 Grade Level: 9th grade Socioeconomic Status: low Race: Hispanic Gender: male Disability: ELL- low reading comprehension and writing ability Grading the child is graded in the same way as the other students but he often receives extended due dates to complete his assignments and tests Assessments the student takes the same assessments along side the other students but often receives more time on them (as needed). Using a child development framework, identify the typical characteristics of a comparable normal student. (use Yardsticks or another text. Cite your source within the discussion.) How does this student compare to the norm? Discuss what areas of development seem to be different.

Characteristic
Behavioral

Norm (identify source)

Yardsticks: Normally loud; balance in classroom expectations is important.

Case Study

Emotional

The student is very well behaved in class. He is very attentive to the lesson and the teaching that is taking place. The only issue that ever arises is when the student is unsure of what is being said or instructed so the student will engage in conversation during the instruction to ask his classmates to help translate what he is struggling with at any given time. Yardsticks: The student does not have any outward May give into peer pressure to see doing well manifestations of emotional misbehaviors. At in school as nerdy and uncool. times the student does seem to watch his peers and mimic or mirror what his peers are doing or feeling to fit in.

Social

Yardsticks: The student is very quiet in class and shy to offer Typically loud and rambunctious. his contribution during class work (either whole Are in a know it all stage, in which they group or in small group settings). When the student especially dislike and respond poorly to adult is encouraged and pushed to interact with the class lectures, feeling they know what will be said the student is very cautious of answering and once they hear the first few words. contributing, but will contribute with hesitation. Very concerned with using the slang that is When the student works in pairs or groups the popular with their peers but also want to student works well with the others but again is learn how to communicate on the adult cautious to contribute and sometimes withdraws world. from the activity that is taking place. Outside of the Will engage more in group discussion. classroom the student is still quiet but engages in conversations most often in Spanish with his peers and can be found surrounded by others. In science the student struggles with the ability to effectively communicate, both orally and in written form, what it is that he is trying to explain or prove through scientific frameworks. The student struggles with the ability to provide a sophisticated level of analysis in his/her work and explanations. When the student is asked to present in front of his peers he often challenges him to do so and is successful with a little guidance from the other classmates or the instructor. The student gets overwhelmed with large assignments or projects but generally works well in small groups. Strengths/Needs (IEP/observation and/or discuss with CT) Student needs some things translated to him by his peers.

Academic Yardsticks: Performance in a Respond well to academic variety and content area challenge. Math, Reading, Enjoy and do well with lengthier project Science, Art) assignments. May include areas Many show increased interest in math and of difficulty science. Learn well in small discussion groups or cooperative learning groups.

What are at least 2 individual characteristics from the social, emotional, behavioral or academic areas that you need to consider in meeting this students needs? What information/evidence do you have that leads you to believe that these areas need to be taken into consideration in the design/implementation of the lesson? (Diagnosis) I will need to focus on the students low reading and comprehension skills. I will have to pay close attention to the students ability to read and comprehend what it is the lab activity is asking of him and the students ability to effectively communicate, both orally and in written form, using an appropriate level of analysis to discuss the scientific frameworks being expressed. At times the student withdraws from the lesson if he is grouped in a group that is too large. When he works in a smaller group there are more opportunities for him to engage in the lesson and work through the language barriers that might be preventing him from learning the material. What strategies/principles have you learned that would assist you in being more effective in meeting his/her needs in this lesson? (Conceptualization, Coordination) I have found it to be important to pair the student with one of the other classmates with a higher reading comprehension and understanding/command of the material. This allows

the student to have a partner that will offer more help and guidance and allows the teacher more time and attention to work with the other students in the class. This student also benefits greatly if he is paired with another student that is fluent in the Spanish language so they can converse with each other and translate or clear up what needs to be translated into words or phrases that he/she understands. Using manipulatives (like the gum drops and toothpicks to make molecular models) also allows the student to kinesthetically and visually learn the material. If I would have done this lesson in a large group setting I would have had the student sit in the middle of the room. This seems to be beneficial because when the students are working on labs, activities, or group work, I can be in closer proximity, when I am continuously circulating that room, to that student to help when it is needed.