MacDormott 1

Inclusive Teaching Guide

By: Mackenzie MacDormott
SED 5600
Professor Marshall-Reed

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Table of Contents
1. Introduction3
2. Partnering with Families4
3. Inclusive Teaching in the Classroom5
a. Classroom Design5
b. Assistive Technology5
c. Building Community and Responding to Behavioral Challenges6
d. Inclusive Academic Instruction8
e. Lesson Plan Examples9
i. Lesson Plan 19
ii. Lesson Plan 213
iii. Lesson Plan 317
4. Support and Collaboration22
5. Strategies for Change23
6. Evaluation24
7. References25

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Introduction
School is a place where children grow, learn, and socialize with other fellow
classmates, teachers, and other school personnel. School is meant to be a safe
environment where they can explore the wonders of science, enrich themselves in
the world of books, explore social studies, and understand math. It is a place where
students use their prior knowledge and build on it so they can share what they did
with their families. School is a lot of different things, and as a future teacher I want
to make it as best as I can for my students and parents.
This Inclusive Teaching Guide is geared towards a fifth grade general
education classroom. Within this guide you will see different ways to talk and
partner up with parents, how a classroom could be designed, ways to support and
collaborate with others, and how to build a community. Each of these things is how I
would set them up. These are to serve as a reminder to myself as to how I would
like to do things, if there is something you like, please feel free and use it.
I chose fifth grade because I am more comfortable with this age group. I feel I
am more knowledgeable with the content, and I believe that the students can take
on more responsibility. I want my future classroom to be warm and inviting and I
want my students to feel like they are safe. I want them to learn and participate and
not worry that they will get something wrong. I will have activities in my classroom
that will allow students to explore while working together with each other and their
community. I will also keep in contact with parents, through emails, letters, phone
calls, and conferences. I will do what I can to let the parents know that I care and
willing to help them and their child.

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Partnering with Families

Communication with parents should be a two-way street. Meaning I should be
able to tell them things and they should be able to tell me things. I want parents to
feel comfortable and talk to me with concerns they may have for their child. I want
them to feel like they can participate in the classroom and be a part of what goes
on. This can be done in many different ways.
Before the school year begins I would send out a welcome letter to each
household. This welcome letter will be sent both email and mail so that the parents
and the students get to see what the year will hold. In this letter I would welcome
them to my classroom and let them know how excited I am to meet them. I would
inform them on what things we would be learning and how my grading system
would work. At the end I would leave my email address and the schools number
with my extension so that they can call anytime they want.
During the school year, keeping and maintaining that communication will be
key if I want my students to succeed. I will send out weekly letters or emails
(depending on what families prefer) and inform them of what we would be doing in
class. I would have already informed them about the app schoology and let them
know that all grades and assignments would be posted there if they wanted to see
their childs progress. Of course I would remind them that if they had any questions
I am always a call or an email away.
Just as much as I would like the parents to be comfortable telling me things, I
want to feel comfortable telling them things as well. In order to do that I would like
to schedule conferences every so often to discuss how their child is doing. If I had a
student who didnt do anything and in fact had behavior problems in class, I would
want to tell the parents this. Any conference I have, even the ones where there is an
issue to discuss, I would inform the parents of something positive their child is doing
so they dont feel like this is a negative conversation. I would also have the students
involved so that way I can get the input of them along with what their parents think.
If I ever need parent involvement I would love to send out a bi-monthly letter
telling parents about the upcoming events in which I will need some help. By
getting this information early parents have enough time to make schedule changes
and help out if they wanted. If I had a lot of parents who want to be involved I would
have to do a first come, first serve kind of thing for each event. Parent
involvement could range from helping with class activities, to going on field trips, to
helping to do a class party. There will always be plenty of opportunities for parents
to help, should they want to.

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Inclusive Teaching in the Classroom

Classroom Design

Sorry for this being a screen shot I couldnt figure out how to get it to attach
to my paper any other way.

This is my ideal design for a classroom. It is large enough to fit many students
and still be able to get around. This set up also allows room for a child who has a
physical disability to be able to move around and collaborate with their fellow
classmates. I use lots of shelves and storage so that I can include many different
books and allow for students to put their things in designated areas. On the back of
each chair there are pouches where students can put some of their classwork items
in it and not have to deal with messy desks. The whiteboard and smart board are at
the front of the room and in a place where all students can look and watch what is
going on. In the back corner I have a readers area with a sofa and two beanbags.
This area will be designated as the quiet area so that students can read or catch
up on work. The kidney table is placed at the back of the room so that when I work
with groups I will still be able to watch what the other students are working on.
This whole set up is meant to get rid of clutter and make things more accessible
for students. It is also very welcoming as well. I also wanted to add that I would not
be using the florescent lights because they can cause a child to be overwhelmed
and unfocused. I will be using lamps. Lamps are a bit dimming but they bring on a
more calming and relaxing mood to the classroom.

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Assistive Technology
I hope to use many different types of technology with my students so that
can have the best learning experience that I can give them. I hope that I will have a
classroom where my students will have access to iPads. With iPads I plan on using
app to enhance and add to student learning. It would be away to keep them
engaged and active in their learning.
Other assistive technologies that I would use are audios of books, so that my
vision impaired students can have access to books. I would also have seat cushions
available should I have any students with attention issues. For students with ADHD I
can also put stretched string on the bottom of their chairs so that they have
something to kick when they feel they need to move. On one of the shelves near my
desk, I will have access to calculators and magnifiers if students need a little extra
help in things like reading and math.
For each subject that we work on my goal is to have a study guide for them
to fill out as they work with guided notes on what they should study for an
upcoming test. I would also like to have many anchor charts up for the lesson we
would be working on so that they can always refer to it. I will also have a stack of
graphic organizers placed on one of the shelves near my desk if I have students
who need to organize their thoughts just a little bit more.
Apps to use on the iPads:

Schoology: This is very much like Wayne States blackboard. It can be used to
assign work, keep track of grades, participate in discussion boards, and so
much more.

Whiteboard app: This app allows for me to do quick comprehension checks on

information that the students are learning. It allows me to see if student
understand what they are learning or if I need to change how I am teaching
to help everyone understand.

Front Row: This is a math app where students independently answer math
questions at different levels. This is really based on what a student knows and
allows for them to watch videos on a concept should they not understand
how to do a problem.

Padlet: This is very similar to when students write sticky notes about things
they find interesting while they read and this is completely paperless and
allows for other students to comment on each others stuff.

Building Community and Responding to Behavioral Challenges

There is much that can be done to build community within a classroom. One
thing that I will do is to have a structured schedule. With a structured schedule
students will know what I expect from them and they will know what is expected
from me. This schedule will include how I will ask them to get their things together
for each subject and will include what times they go to specials. My goal would be to
have about an hour or so for each subject but I know there isnt that much time in

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the day. The timing of a schedule will depend on where I am teaching. Having a
schedule is also helpful when it comes to maintaining negative behaviors.
Another way I would build a community is by encouraging all my students to
speak. If they get an answer wrong I will not call them out on it, I will guide them to
the right answer. If I have students who are not participating in a discussion I will
call on them and allow them to ask their fellow classmates for help. If I do that I will
go back to that student and have them repeat the answer giving. This repeat of
information not only helps the student who didnt know, but also the rest of the
class because it reinforces the information.
I will also have set class rules which I will have the class help me set up on
the first day of school. Having the students help gives them some more
responsibility for their actions and makes it so that they are involved with class
decisions. With the class rules however, I will guide them to the rules that I believe
would best fit our classroom. I would also inform them that as the year goes on, we
may need to revise our rules as situations come up.
If I were to have any behavior challenges within my class I will not call them
out for it and punish them in front of their peers. I will also not talk to them in a way
that gets them more upset and feeds on the negative behavior. I would instead try
to talk to the student one-on-one and ask them how they think they should be
acting. I will also ask these students if they need to move away from their seats just
to cool off if a situation involves another student.
Any tattling that happens will be handle by first asking the students if it is
something they can walk away from, or if it is a situation that can be handled on
their own. If it is neither of those things I would ask the student to write down their
complaint so I can keep track of the interactions being made between my students.
I would also ask the other party to write down their comments about the situation
and make an apology if I feel there needs to be one. Having students write things
down also gives me records to show parents if issues become more severe.
Any behaviors that get too far out of hand will result in a phone call to the
parents where I would then try to set up a conference. This conference will include
the parents and the students so that way we can all work together to figure out a
solution to what is going on.
I will also have a card system to keep track of behaviors. Green would mean
that they student is acting appropriately, orange means they need to think about
their actions, yellow would be a think sheet, and red would be a call home. This
allows for the students to know where their behavior falls and that they should be
aware of the consequences of their actions. I would also give them a chance to
move back up to green if their behavior turns completely around.
Example Schedule:
8am to 8:20am
8:20am to 8:50am

Morning work or catching up on

homework from the night before.
Reading Lesson

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8:50am to 9:20 am

Independent practice on reading lesson.

This includes class share time.
9:20am to 9:50 am
Independent reading time. This would
be the best time for any of my students
who need to be pull out so that way
they are not missing out on any class
work.
9:50am to 10:05am
Recess, because every student needs a
break.
10:05am to 10:45am
Social Studies
10:45am to 11:10am
Science begins
11:10am to 11:50am
Lunch
11:50am to 12:15pm
Finish Science
12:15pm to 12:40pm
Special
12:40pm to 1:40pm
Math. At 1:10pm any students who
need to be pulled out for math help can
be.
1:40pm to 2:15pm
Writing
2:15pm to 2:35pm
Wrap up and planner check.
This schedule is just an example of how I would keep my students organized and let
them know what they will be working on.
Inclusive Academic Instruction
Using multiple different instructional strategies will not only help your
struggling students but also your advanced students. Each of the strategies I have
chosen are ones that I have used in the classroom before and know work for the
type of teacher I am. I also know that students have responded well to the
strategies and the ones that were intended for one type of learner also helped
others.
1. Activating Prior Knowledge: This is a strategy that I personally love using. Not
only does it get students involved with a discussion, it gives me an idea of
what my students already know, what they need more work with, and what
misconceptions I need to clear up. I will usually start this strategy with a KWL
chart, a See Think Wonder, or prompt the students with questions. Most times
I have come to find out that once one student starts talking others make
connections and begin to understand the concept better.
2. Exit Slips: Exit slips can be described as mini quizzes that students receive at
the end of a lesson. How they answer a question lets me know if they
understood what was being taught or if I need to find a new way to present
the information. Most people like to do questions on a piece of paper and that
is all, I like trying to get their bodies involved and using technology. When I
ask a question at the end of a lesson I ask them to either write it on a
whiteboard or on the app within their iPads. I dont stop there though, I also
ask them to stand up if they are ready or do some other movement. By doing
something like this I believe that when the correct answer comes out they will

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be better able to retain the information, or if they get it right they can
associate the answer with the physical activity.
3. Visual Aids: Some students are unable to create images in their head as to
what one could be talking about and to help with this I like to add pictures. I
usually add pictures into a PowerPoint and either make them talk about the
concept or I discuss it with them and point to key parts of the image.
4. Games: Games have been great tools when assessing knowledge or even
preparing students for a test. This is because it is a fun and interactive way to
get the answer to a problem faster. Not only are they participating in the
activity they are also recalling what they have already learned. I usually use
this for review of a concept and to see if my teaching needs to change. I like
to play games like trivia, Jeopardy, head bands, dice games, and so on.
These are just a few of the instructional strategies that I would use with fifth
graders. Having tried these before only makes me want to use them more and
thats because I know they work. Other strategies that I have used are study guides,
directed answers or directed highlighting, 3-2-1 strategy, and so much more. Each
strategy gives students the chance to explore materials is multiple different ways
and gives them ways to retain the information.
Lesson Plan Examples
There are three lessons provided below. Each lesson addresses different
subjects and has actually been done in a real fifth grade class. They all worked out
well and were well planned for the different learners in the class. Everything was
guided, and was modeled before students did things on their own. I also held mini
student conferences with students to see if any adjustments needed to be made
along the way. Luckily none of these lessons required changes for my students with
LD.
Lesson 1

Name: Mackenzie MacDormott

School Name: Morse Elementary

Grade Level: 5th
Subject Area(s): Science
Time Needed for Lesson: 30-40
minutes
Lesson Title: Earth Processes Pieces of a Puzzle

1. LEARNERS & LEARNING ENVIRONMENT

a) Engaging and Supporting Diverse Learners: (InTASC 1,2,3)
There are 25 students in this class. Of the 25 about 6 of them are
considered English Language Learners, 3 have IEPs, and there is one
student with a 504 for ADHD. This is a very diverse class, if you were to
look at the students culture and back ground. There are many students
who were born in a different country and traveled here to America because
their parents got a job. Other students were born here but face poverty and
live in other cities. There are 3 students that the teacher is trying to get

MacDormott 10

tested for Learning Disabilities due to them not being able to retain
information and have trouble with fluency, these students gets some
modifications to assignments already. Learning abilities are spread out.
Some students struggle and receive intervention from the RTI program and
others go to Baker Middle school because there math level is high.
b) Universal Design for Learning (InTASC 1,2)
There are five tables in the room, each with five students at the tables.
Each student has a chair back so that they can have some of their things
with them at their seats. There is a kidney table in the back of the room
near the teachers library where guided reading lessons occur. There are
plenty of group opportunities at their desks or students can meet in the
spaces around the room.
c) Materials and Digital Tools Needed (InTASC 7,8)
Activity Sheets A and B from Teachers Guide
Land Mass Pattern sheet
Scissors
4 Crayons
Bag of Fossils
Rock Types: Gneiss, Igneous, Marble, Quartzite, Sedimentary, Slate
Tape or Glue
iPads
Projector
Science Notebooks
Colored Construction Paper

2. OUTCOMES AND ASSESSMENT

a) State Standards and Student Outcomes Related to the Content of the
Lesson (InTASC 4,5,6)
S.IP.05.11 Generate scientific questions based on observations,
investigations, and research.
S.IA.05.14 Draw conclusions from sets of data from multiple trials of
scientific investigation.
L.EV.05.13 Describe how fossils provide evidence about how living
things and environmental conditions have changed.
Students will be able to understand the theory of continental drift and
some of the earliest evidence to support this theory.
Done by questioning, observing, and exploring

MacDormott 11

b) Assessment and Evaluation Evidence of Student Learning (InTASC 6)

Students will be asked exit slip questions be answer on their iPads
using the Whiteboard app.
o What does Pangaea mean?
o The theory of continental drift explains what?
o What evidence supports this theory?
o What are fossils?
The completed Pieces of a Puzzle worksheet
The exit slip questions allow me to see what information they have
retained in this lesson. I will keep an observation sheet and mark the
ones who understood and mark the ones who may need a different
explanation.
The Pieces of the Puzzle worksheet I am looking for completeness. I
am also looking to see if students can get along with their table
groups.

3. INSTRUCTIONAL PRACTICE
a) Introduction Engaging Students, Activating Prior Knowledge, and
Setting Lesson Goals (InTASC 7,8)
I will show students a globe and an online globe. They will be given a
minute or two to look at it and think about the earth. I will then ask them,
If you were a scientist, what questions might you ask about the Earth,
based on what you see on the globe?
I will guide them to think about the shape of the continents. Once they
discover that the continents may have pieces that go together, I will tell
them that we will be exploring the continental drift.
b) Instructional Procedure: Engaging Students in Actively Constructing
Deep Understanding (InTASC 7,8)
1. Write the term Theory of Continental Drift on the overhead. Explain
to the students that this is an idea that was put worth at the
beginning on this century to explain why the continents appeared as
though they may fit together like a puzzle. Tell the students that this
theory proposes that the continents are not stationary but move
very, very slowly across Earth.
2. Write the word Pangaea on the overhead. Ask students if they have
ever heard of this word. Explain that scientists believe that at one
point there was a supercontinent which they called Pangaea.
Pangaea means all lands.
3. Direct their attention back to the globe and ask Based on the shapes
of the continents, where else in addition to between Africa and South
America do you think todays continents may once have fit
together?
4. Tell the students to look at Activity Sheet A and B and Land Mass

MacDormott 12

Pattern sheet. Have them cut out the land masses and ask the tables
to work together for about 5 minutes piecing the continents together
how they think they would fit. Tell them to glue or tape the pieces
down on the color paper provided. Give students a chance to show
their work on the projector. Then ask the following questions:
a. How well did the continents fit together?
b. Did everyone put continents together in the same way?
c. What clues did you use to help you decide how to arrange the
continents?
5. Tell students that the shape of the continents is not the only clue to
support this theory. Then pass around rock samples and allow
students to look and explore them. Ask, What similarities and
differences do you see among the rocks?
6. Tell students that scientists can test rocks to find out where they
formed and whether or not have the same chemical make-up. Explain
that rocks with the same age and composition were discovered on
opposite side of the oceans. They think they were formed in the
same place at the same time when Pangaea was still together and
the rocks got separated when the continents separated. Have the
Students look at Activity sheet B.
7. Write the word fossils on the overhead and ask, What are fossils?
Have the students look again at Activity Sheet B and explain the
location of the matching fossils. It is very similar to the rocks.
8. Tell the students that there is even more evidence that supports the
theory of continental drift. Ask them to look at Activity sheet B to find
other clues.
9. Write the word glacier on the overhead and explain that it is a huge
ice mass that moves very slowly, picking up rocks and soil in its path
leaving behind when it melts. Ask, On which continents have
scientists discovered glacial rocks of the same age?
10.
Tell the students to use the 4 crayons and follow the directions
in steps 2 and 3 of Activity sheet A to answer the questions. Have
students share answers.
11.
Have students think about what was just discussed. Tell them
to bring out their iPads and open the white board apps. Ask them the
following questions and record answers as correct or incorrect in your
check sheet:
a. What does Pangaea mean?
b. The theory of continental drift explains what?
c. What evidence supports this theory?
d. What are fossils?
c) Technology Use Technology as a Tool for Effective Teaching and
Learning (InTASC 7,8)

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The computer will be used to as an extra visual aid for the globe. The
computer allows all students to view the globe at once while the
actual globe is being passed around.
This the whiteboard is covered with the smart board the overhead is
used so that all students can see what I am writing and so that they
can copy.
The iPads are used to help check knowledge in an exit slip sort of
way.
iPad
Computer
Overhead/ELMO

d) Closure - Students Summarize and Synthesize Their Learning (InTASC

7,8)
So today we have learned about the theory of continental drift. This theory
states that the continents are not stationary but actually move very slowly
across the Earth. We learned that scientists use the evidence of fossil
discoveries, rock discoveries, glacier evidence, and the shape of the
continents to help support this theory.

In our next lesson we will discover the structure of the earth and in the
future we will discover different ways that the earths surface moves.

4. REFERENCES AND RESOURCES

Delta Science Modules. (2006). Earth Processes. 3rd Edition. Nashua, NH.
WebGL Earth. Retrieved from
http://education.nationalgeographic.org/mockup/

5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection (InTASC 9)

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Lesson 2

Name: Mackenzie MacDormott

School Name: Morse Elementary

Grade Level: 5th
Subject Area(s): Reading
Time Needed for Lesson: 30-40
minutes
Lesson Title: Non Fiction Text Unit Session 9

1. LEARNERS & LEARNING ENVIRONMENT

a) Engaging and Supporting Diverse Learners: (InTASC 1,2,3)
There are 25 students in this class. Of the 25 about 6 of them are
considered English Language Learners, 3 have IEPs, and there is one
student with a 504 for ADHD. This is a very diverse class, if you were to
look at the students culture and back ground. There are many students
who were born in a different country and traveled here to America because
their parents got a job. Other students were born here but face poverty and
live in other cities. There are 3 students that the teacher is trying to get
tested for Learning Disabilities due to them not being able to retain
information and have trouble with fluency, these students gets some
modifications to assignments already. Learning abilities are spread out.
Some students struggle and receive intervention from the RTI program and
others go to Baker Middle school because there math level is high.
b) Universal Design for Learning (InTASC 1,2)
There are five tables in the room, each with five students at the tables.
Each student has a chair back so that they can have some of their things
with them at their sits. There is a kidney table in the back of the room near
the teachers library where guided reading lessons occur. There are plenty
of group opportunities at their desks or students can meet in the spaces
around the room.
c) Materials and Digital Tools Needed (InTASC 7,8)
Class anchor chart
Markers: Blue and Purple
Sticky Notes
Each student has their own non-fiction book
Volcanoes (A True Book), Elaine Landau
iPads

2. OUTCOMES AND ASSESSMENT

MacDormott 15

a) State Standards and Student Outcomes Related to the Content of the

Lesson (InTASC 4,5,6)
CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or
digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively
in a range of conversations and collaborations with diverse partners,
building on others' ideas and expressing their own clearly and
persuasively.

In class, during a reading lesson, students will be able study pictures in

nonfiction texts carefully to grow their own ideas.

b) Assessment and Evaluation Evidence of Student Learning (InTASC 6)

An informal checklist where each student is being observed for
understanding how to:
o See what is in a picture, wonder what is in a picture, and think
about a picture.
Session 9 Informal Checklist
Name
See
Think
Wonder

This checklist will let me know who has a good idea of the picture
strategy to better understand nonfiction texts and who may need
more work with it.
o I will also walk around the class and see what comments they
put down on their sticky notes and fill in the check list that way.

3. INSTRUCTIONAL PRACTICE
a) Introduction Engaging Students, Activating Prior Knowledge, and
Setting Lesson Goals (InTASC 7,8)

MacDormott 16

I noticed yesterday that some of you are just breezing past the pictures in
your nonfiction books. When you read the text on the page, you are often
ready to move right on to the next page without really paying attention to
what more you might learn from studying the pictures. Today I want to
teach you how important it is to study the pictures carefully to help you
think about the information and to grow your ideas.

b) Instructional Procedure: Engaging Students in Actively Constructing

Deep Understanding (InTASC 7,8)
1. Write Readers study the pictures carefully to grow their ideas on a
chart paper to build an anchor chart. Have the students write it down
in their iPads on their word document titled Nonfiction Mini Lesson
Log with todays date.
2. Read page 29 in the Book, Volcanoes. Refer to the illustrations.
3. Write See, Think, Wonder on the anchor chart and demonstrate how
communicate ideas about pictures using the prompts:
a. I see
b. I think
c. I wonder
4. Record your ideas on a sticky note and then place on the anchor
chart.
5. Show another picture from the Volcanoes book from page 26 and
have the students attempt the See, Think, Wonder strategy together.
Pick on students who are seated and engaged in the conversation.
6. Tell the students it is their turn to look through their books and on the
sticky note that you give them tell them to write down what they
See, Think, and Wonder and then place the sticky note on the anchor
chart when done. While students do this walk around with the
informal checklist and conduct student conferences with them about
what they are writing down.
7. Once everyone has placed a sticky note on the anchor chart, read
some aloud and have the students share some of the pictures they
picked for this assignment.
c) Technology Use Technology as a Tool for Effective Teaching and
Learning (InTASC 7,8)
The iPads are used to keep track of the objectives that they are
learning in the nonfiction unit.

MacDormott 17

iPad

d) Closure - Students Summarize and Synthesize Their Learning (InTASC

7,8)
So today we have learned how we can study pictures to grow ideas about
nonfiction texts. We have seen some awesome pictures while we were at it
as well. You all had some great thoughts and I am so glad that we were
able to share some of them.

Tomorrow we will look at narrative nonfiction texts and how they are similar
to fiction texts.

4. REFERENCES AND RESOURCES

Landau, E. (2009). Volcanoes (A True Book). New York, NY: Scholastic
Michigan Association of Intermediate School Administrators and Oakland
Schools. (2014). Reading
Nonfiction with Power Grade 5.

5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection (InTASC 9)
Lesson 3

Name and/orSchool
GroupName:
Members:
Wayne State
Mackenzie MacDormott
Grade Level: Fifth Grade
Subject Area(s): English and Drama
Time Needed for Lesson: ~30 minutes
Lesson Title: Shiloh Season

MacDormott 18

1. LEARNERS & LEARNING ENVIRONMENT

a) Engaging and Supporting Diverse Learners: (InTASC 1,2,3)
There are 25 students in this class. Of the 25 about 6 of them are
considered English Language Learners, 3 have IEPs, and there is one
student with a 504 for ADHD. This is a very diverse class, if you were to
look at the students culture and back ground. There are many students
who were born in a different country and traveled here to America because
their parents got a job. Other students were born here but face poverty
and live in other cities. There are 3 students that the teacher is trying to
get tested for Learning Disabilities due to them not being able to retain
information and have trouble with fluency, these students gets some
modifications to assignments already. Learning abilities are spread out.
Some students struggle and receive intervention from the RTI program and
others go to Baker Middle school because there math level is high.
b) Universal Design for Learning (InTASC 1,2)
There are five tables in the room, each with five students at the tables.
Each student has a chair back so that they can have some of their things
with them at their sits. There is a kidney table in the back of the room near
the teachers library where guided reading lessons occur. There are plenty
of group opportunities at their desks or students can meet in the spaces
around the room.
c) Materials and Digital Tools Needed (InTASC 7,8)
5 scripts of Shiloh Season
The book Shiloh
Mask for the dog
Pencil
Worksheet for after the play is over

2. OUTCOMES AND ASSESSMENT

a) State Standards and Student Outcomes Related to the Content of the
Lesson (InTASC 4,5,6)
CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or
drama and a visual or oral presentation of the text, identifying where each
version reflects specific descriptions and directions in the text.
CCSS.ELA-LITERACY.RF.4.4 Read with sufficient accuracy and fluency to
support comprehension.
ART.T.3.4.1 Analyze the characters and setting.

MacDormott 19

In class during an English lesson students will able to fluently read a

part in Shiloh Season.
In class during an English lesson students will be able to discuss the
similarities of the book and the play.
In class, during an English lesson, students will be able to discuss the
differences of the book and the play.
b) Assessment and Evaluation Evidence of Student Learning (InTASC 6)
An informal checklist of how a student is reading looking at:
o Fluency, Expression, and Accuracy
Shiloh Season Informal Checklist
Name
Fluency
Expression
Accuracy

A worksheet asking:
o How is the play similar to the book Shiloh?
o How is the play different than the book Shiloh?
Name:_____________________________________________________
Date:_________________________________________
Shiloh Season Worksheet
1. What were some of the similarities between Shiloh Season and Shiloh?

2. What were some of the differences between Shiloh Season and Shiloh?

The checklist would let me know who I may need to pull to practice
more fluency skills with.
The worksheet allows me to see if the students understood that
there were differences and similarities from the play and the book
Shiloh. I would be looking for complete sentences and thoughts and
one example of how they are different and one example of they are
the same.

3. INSTRUCTIONAL PRACTICE
a) Introduction Engaging Students, Activating Prior Knowledge, and

MacDormott 20

Setting Lesson Goals (InTASC 7,8)

We have been reading together as a class the book Shiloh and its been a
pretty good read so far, what do you guys think? We have talked briefly
before about the differences of drama and books and today we will
continue to look at that further. I have found a short play of one of the
scenes from Shiloh and I would like you guys to read it. Then it will be up
to you to determine the similarities and differences between this play and
the book.
b) Instructional Procedure: Engaging Students in Actively Constructing
Deep Understanding (InTASC 7,8)
1. Divide the kids into groups of four then assign roles to read.
a. The person with the longest hair will be the narrator
b. The person with the shortest hair will be Judd Travers
c. Of the 2 left the one who is the youngest will be Marty
d. The last person without a role will be Dad
2. Have the students practice reading the scenes. Tell them to think
about expression as they read and to really find the emotions. Give
them 5 minutes.
3. Gather the students attention and ask them what they have noticed
right now that is the same or different about the play than the book.
4. You can have groups volunteer to perform (they may have their
scripts) or you can pick the groups to read.
5. Have each group introduce themselves and tell the class which role
they are performing. As they introduce their selves, write down their
names on the informal checklist and watch for fluency, expression,
and accuracy as they read.
6. After each group performs clap and verbally praise them for their
wonderful performance (e.g. Great job everyone!)
7. Once all the students have gone and you made the appropriate
checks on each student, hand out the worksheet and ask students to
write at least 2 sentences for each question. Once they are done
have them turn it in and have them share some of their thoughts.
c) Technology Use Technology as a Tool for Effective Teaching and
Learning (InTASC 7,8)
No technology would be needed for this lesson.

MacDormott 21

No Technology will be used for this lesson today.

d) Closure - Students Summarize and Synthesize Their Learning (InTASC

7,8)
You guys certainly found some similarities and differences of the play
Shiloh Season and the book Shiloh. You all also did an excellent job
performing for today. Tomorrow our goal is to finish the book and decide if
it is something we would recommend to others.

There isnt much of a connection to the next lesson. This was a way to talk
about differences between plays and books which can be extended to
differences between movies and books in the future.

4. REFERENCES AND RESOURCES

http://www.educationworld.com/a_curr/profdev082.shtml
http://www.scholastic.com/librarians/programs/whatisrt.htm
http://www.web.archive.org/web/2000092511563/http://ee.edmonds.webn
et.edu/98EEWeb/Teachers/MrB/scripts/shiloh.htm

5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection (InTASC 9)

MacDormott 22

Support and Collaboration

Support and collaboration helps everyone involved with students. It will help
the teacher feel less overwhelmed when finding ways to reach all learners, it helps
students access knowledge without making it a struggle, it help parents know how
their child is doing and what they can do to help, and so much more.
I will use collaboration with other teachers to find new and well researched
strategies to use with my students. I will collaborate with teachers so that I can get
better understanding of the material that I will be teaching. Collaboration with
parents will help me understand their kids better and make it so I can help them
learn. With this collaboration with the parents I could then gain support from them
and we can both help the child learn in school and at home.
Now I will not only use collaboration and support to help me, but I will also
use it to help others. For parents I will support them the best I can by giving them
possible strategies to use at home to get school work done, or even direct them to
outside activities to keep their child active. I will collaborate with other teachers so
that they can get the same benefits from me that I get from them.
For my students, I will support them through what I can and make sure that
they are trying their best. I will set high expectations from them, ones that I know
can be achieved. I will also have them set exceptions for themselves and me
because we are team and need to work together.

MacDormott 23

Strategies for Change

Change can be a hard thing for everyone and it will be something that will
take time. I know that what I put in this Inclusive Teaching Guide today may not be
what I do in the future, but it is a stepping stone to the teacher I aspire to be. As I
learn new things and come across new experience, I know I will change and
hopefully that change is for the best.
One of the things that I know I will have to do, will be to evaluate my own
beliefs. I cannot help my students if I do not know what I believe in. I will also have
to learn about the values and beliefs of my students and their parents, so that I will
be better able to work with them. Doing this will help me change the way I do things
and help all of my students achieve academically and behaviorally.
I will also continue to learn to new things and reflect on the things I have
done. This will help me to change the way I instruct, approach negative behaviors,
and learn who my students are. Change is inevitable, so I should embrace it when I
can.

MacDormott 24

Evaluation
My own evaluation of this project:
This is was a great assignment that got me thinking about the teacher I want
to be. I took in a lot of my experiences that I have had so far and combined ideas
with things that I have always wanted to do.
I thought I did an overall good job with this assignment. I did some research,
made it as creative as I possibly could, and made it very organized. The only thing
that I had the most trouble with is my grammar. I dont have the best grammar and
that is why I am thankful for a peer review partner.
Peer Review Evaluation: Hi Mackenzie, overall you did a great job! Everything

was nicely presented and very organized. I like the page numbers after each
title on the table of contents section. This makes the assignment easier to
read and understand. I also really like the set up of your classroom design
and the way you explained it. The example schedule was very well put
together and easy to understand. However I did find some grammatical
errors.
On page 4 partnering with families first paragraph, sentence 2, remove the
word meaning and in the third paragraph, sentence 1, change the word
key to critical. In the last paragraph, sentence 2, change the word help
out to volunteer.
On page 7 under building community and responding to behavioral
challenges, sentence 4, please add an s to the word specials. In the
second paragraph, sentence 4, change the word giving to that was
given. In the third paragraph, sentence 1, change the word class to
students so it says I will have the students help me set up In the fifth
paragraph sentence 1, please add a d to the word handle. In the
example schedule 9:20am to 9:50 am, sentence 2, add an ed to the word
pull.
On page 8 under inclusive academic instruction, please revise sentence 2 to
make it sound better. In the second paragraph, sentence 3 change the words
be it to is all. In the last paragraph sentence 4 please change the word
is to in and the words gives them ways to helps them.
On page 9 under universal design for learning sentence 2, change the word
sits to seats. On page 10 under assessment and evaluation sentence 1,
change the word be to the word to so it says students will be asked exit
slip questions to answer
On page 22 support and collaboration sentence 2, please add an s to the
word help so it says it helps parents to know how their child is doing In
the last paragraph sentences 2 and 3, please change the word exceptions

MacDormott 25

to expectations. On page 24 under evaluation second paragraph sentence

2, change the word possible to possibly.
Overall nice job and I like how you said that you were thankful for a peer
review partner!
I know you worked hard on this project!

MacDormott 26
References
http://www.understood.org/en/school-learning/assistive-technology/assistivetechnologies-basics/8-examples-of-assistive-technology-and-adaptive-tools#slide-8
http://www.beesburg.com/edtools/glossary.html