ED 321 LESSON PLAN (#4)

Objective: (WI Teacher Standards #1, 2) State or district standard: CCSS Reading Standards for Information Text/ Key Ideas and Details #1: Cite the textual evidence that most strongly supports an analysis of what says explicitly as well as inferences drawn from the text. CCSS Writing Standards: Research to Build and Present Knowledge #7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Instructional objective(s): Students will be able to identify those who assisted people with disabilities. Students will be able to examine these contributions and how important they were in changing the lifestyles of people with disabilities.

Assessment: (WI Teacher Standard #8) I will determine student understanding though observing each student groups presentation about their assigned advocacy group.

Materials Needed: (WI Teacher Standard #3) Students in groups of 4-5 Resources about various disabilities and their corresponding advocacy group information Computers (lab) NoteCards

Time Needed: 1 class period Procedures: : (WI Teacher Standard #7) Introduction: Today, were not eighth graders, we are all different advocacy groups that each focus on a different disability that we discussed. Who can list the disabilities that we explored? In your table groups, you will work together to create a summary in the form of a visual representation of what it is that your advocacy group has done to help and better the lives of people with disabilities. Steps for instruction: (Specify time allotments.)

1) Explain what an advocacy group is/Ask if any students could explain what they think it is. 5-10 min.. 2) Review the types of disabilities that have been covered and what goes along with them. 3) Have student form groups and choose a disability to focus on. 4) Explain that they are now going to form a fictional advocacy group complete with a mission statement and poster displaying their goals. 5) Students are to work together referencing an advocacy group already in place for their disability. They are to take notes of what they think is important to incorporate in their new group and what they can do to make a difference. 6) Form a mission statement to go along with their thoughts as well as goals that they want to achieve. 7) Create a poster or flyer advertising their group. Must include mission statement and goals. 8) Each group will present and explain who their group is and show what they do through their V.R. Strategies for students requiring additional assistance: (WI Teacher Standard # 3) While grouping students, attention will be made to make sure that students who may need special help is placed with a group who they will work better with. Closure: As a ticket out the door, each student will fill out a note card about 1 thing that they have learned about either the unit on disabilities or their advocacy groups today.

Name: Erin Szablewski Date: 4/30/12

Content Area: ELA Grade Level: 8th