Caroline Huber
Educational Psychology
EDPF 29525
Fall, 2006
Constructivism
Our theoretical approach that is the basis of our 50-minute lesson plan is a theory
developed mainly by Jean Piaget known as constructivism. According to Doris U.
Bolliger, “Piaget said that cognitive structures change as individuals are exposed to the
external environment and integrate information by either assimilating or accommodating
it” (Bolliger, 2006). Constructivism is a reality based theory. The students are part of a
more hands-on approach to learning. According to Abed H. Almala, “Constructivism is a
philosophy based on the principle that knowledge is created from experience” (Almala,
2006).
Our 50-minute lesson plan includes a math, creative writing, art, and music lesson.
The students will be receiving a direct approach rather than lecture. They will be creating
a memorial to be place in Cleveland’s Lakeview Cemetery. Along with that, they will be
designing the memorial as part of an art lesson, writing a creative inscription for that
memorial and picking out an appropriate music piece, and finally, the students will be
graphing their memorial in relationship to its spot in the cemetery. With this lesson plan,
the students encounter a variety of learning styles and techniques to keep their attention.
According to Almala, “In a constructivist learning environment, learners are active
organisms seeking meaning” (Almala, 2006). Our lesson plan keeps the students active in
the learning environment rather than sitting inside a classroom and lecturing.
Futhermore, Almala mentions that, “The learning process in the constructivist
environment is focused on enabling students to use knowledge in many different settings
to make the learning itself as real as possible” (Almala, 2006). That is exactly our plan
with our lesson. We are allowing the students to work with many different media and in
various settings in order for each student to get the full learning experience. The idea
behind our lesson is for each individual’s diverse learning needs to be met by using
different subject areas and including several teaching styles.
Bibliography
Almala, A. (2006). Applying the Principles of Constructivism to a Quality E-Learning
Environment. Distance Learning. 3, 33-40. Retrieved October 3, 2006, from the
Educational Research Complete database.
Bolliger, D. (2006). Creating Constructivist Learning Environments. Educational Media
& Technology Yearbook. 31, 119-126. Retrieved October 3, 2006, from the
Educational Research Complete database.
Caroline Huber
Educational Psychology
EDPF 29525
Fall, 2006
Dysgraphia
According to the literature, “Handwriting and drawing are complex behaviors in
which linguistic, psychomotor, and biomechanical processes closely interact with
maturational, developmental, and learning processes (Van Galen and Smits-Engelsman,
1997).” Children identified with the learning disability known as dysgraphia have a
difficult time developing their writing skills. Hand-writing requires extended time for a
high level of proficiency to develop (Van Galen and Smits-Engelsman, 1997). Students
who experience dysgraphia have difficulty producing consistent and legible script. They
do not experience problems commonly associated with dyslexia, a reading disability.
These handwriting problems are typical of a physical nature and usually not connected to
spelling or psycholinguistic problems (Van Galen and Smits-Engelsman, 1997).
Dysgraphia is strictly a writing disability where students experience difficulty in
automatically remembering and mastering the sequence of muscle motor movements
needed in writing letters and numbers (Wagmeister and Shifrin, 2000).
There are a few ways teachers can accommodate students in their classroom who
have been identified with dysgraphia. For example, Westmark School in California has
used recent advances in technology to instruct students who experience dysgraphia
(Wagmeister and Shifrin, 2000). They used assessments that allowed for teachers and
students to determine their learning styles and they also made sure to provide a rich and
productive learning environment (Wagmeister and Shifrin, 2000). By doing so, the
students could motivate and help each other to learn. Also, considering that dysgraphia is
a writing disability, the use of computers can be extremely helpful. Even specific
programs have been designed to accommodate dysgraphic students. Additionally, by
using multiple and diverse learning approaches, each student can be assisted. And, finally,
a safe and trustworthy learning environment where students can feel secure should be
offered. Students need to be able to feel enough in order to take learning risks
(Wagmeister and Shifrin, 2000). So, by assessing each individual student’s learning style
and accommodating those different styles, students with dysgraphia should not feel left
behind.
Bibliography
Smits-Engelsman, Bouwien C.M., & Van Galen, Gerard P. (1997). Dysgraphia in
children: Lasting psychomotor deficiency or transient developmental delay?
Journal of Experimental Child Psychology. 67, 164-185. Retrieved October 3,
2006, from the Academic Search Premier database.
Wagmeister, Jane, & Shifrin, Ben. (2000). Thinking Differently. Learning Differently.
Educational Leadership. 58, 45-48. Retrieved October 3, 2006, from the
Academic Search Premier database.
Caroline Huber
Michael England
John Pasternak
Chris Guerrieri
Visit to Cleveland’s Lake View Cemetery
Upon arrival at the cemetery, the layout caused the visitors to engage physically
and emotionally with the architecture and statuary. We first visited the Wade Chapel
where we met with Wayne Bifano. The chapel is listed on the National Register of
Historic Places and was built in honor of Jeptha Wade, founder of the Western Union
Telegraph Company and the first president of Lake View Cemetery Association. Wayne
gave us a brief tour and history of the chapel before we headed to the Garfield Monument.
Dedicated to our 20th President, the Garfield Monument contains caskets of the President
and his wife. After touring the monument, we moved onto the Lake View Cemetery Dam.
This is the largest concrete-poured dam east of the Mississippi and can hold 80M gallons
of storm water. Currently, the dam is holding no water. Visiting the cemetery gave us the
inspiration to witness how death can inspire so many different facets of our life.
Chris Guerrieri
Caroline Huber
Michael England
John Pasternak
MATH
Measurement Standard
Students estimate and measure to a required degree of accuracy and precision by
selecting and using appropriate units, tools and technologies.
Grade 9
 Benchmark D. Use proportional reasoning and apply indirect measurement
techniques, including right triangle trigonometry and properties of similar
triangles, to solve problems involving measurements and rates.
4. Use scale drawings and right triangle trigonometry to solve problems that
include unknown distances and angle measures.
Grade 10
 Benchmark D. Use proportional reasoning and apply indirect measurement
techniques, including right triangle trigonometry and properties of similar
triangles, to solve problems involving measurements and rates.
1. Explain how a small error in measurement may lead to a large error in
calculated results.
For the first standard, it is very important for students to learn this goal because
they will need to know how to apply proportions and ratios not only for their later
coursework but for everyday life scenarios. For example students can use proportions for
reading maps and other objects that are made to scale.
For the second standard I believe that it is very important. This standard will
demonstrate to students exactly how important making sure your answer is correct. It is
also important to demonstrate to students that in Mathematics even the slightest mistake
can cause a larger error in your results.
Language Arts
Writing Process Standard
Students’ writing develops when they regularly engage in the major phases of the
writing process. The writing process includes the phases of prewriting, drafting, revising
and editing and publishing. They learn to plan their writing for different purposes and
audiences. They learn to apply their writing skills in increasingly sophisticated ways to
create and produce compositions that reflect effective word and grammatical choices.
Students develop revision strategies to improve the content, organization and language of
their writing. Students also develop editing skills to improve writing conventions.

Benchmark A: Formulate writing ideas and identify a topic appropriate to the
purpose and audience
4. Determine a purpose and audience and plan strategies (e.g., adapting focus,
content structure and point of view) to address purpose and audience.

Benchmark B: Use revision strategies to improve the style, variety of sentence
structure, clarity of the controlling idea, logic, effectiveness of word choice and
transitions between paragraphs, passages or ideas.
9. Use precise language, action verbs, sensory details, colorful modifiers and style
as appropriate to audience and purpose.
By the end of grades 8-10, students should be able to formulate writing ideas and
identify appropriate topics while also being able to revise and improve their writing, use a
variety of sentence structures and word choices, and effectively include transitions in
their writing. These skills are necessary for students to be able to advance into more
enhanced writing classes. These abilities are essential for children to develop cognitively
and also emotionally. Creative writing can open a student’s mind to new opinions and
emotions while also allowing student’s to express their feelings and get to know
themselves better. As a student enters high school, it’s crucial for them to know who they
are and how to express themselves.
Fine Arts Standards
Art
Historical, Cultural and Social Contexts
Students understand the impact of visual art on the history, culture and society
from which it emanates. They understand the cultural, social and political forces that, in
turn, shape visual art communication and expression. Students identify the significant
contributions of visual artists to cultural heritage. They analyze the historical, cultural,
social and political contexts that influence the function and role of visual art in the lives
of people.
Grade Nine
 Benchmark A: Explain how and why visual art forms develop in the contexts
(e.g., cultural, social, historical and political) in which they were made.
1. Discuss the roles of visual art forms within social contexts.
Grade Ten
 Benchmark B: Compare works of art to one another in terms of the historical,
cultural, social and political influences evident in the works.
3. Explain the circumstances and events that influence artists to create monuments
and site-specific works.
It is important for students at this age to be working on figuring out arts
placement in the real world. By allowing students to discover how art’s role in society
takes many forms, a teacher can begin early on to discuss the contextual issues which
make art work more personal and relative to its surroundings. Students at this age also
need to develop their critical thinking skills in order for them to better understand the
many diverse activities and traditions which take place around them everyday.
Understanding self expression in regards to personal ideas and feelings allows students to
grow emotionally by giving them alternative and powerful outlets for communication.
Additionally at this point in development, students should have a firm grasp on motor
skills, and are able to successfully create what they put their minds to and plan out. By
combining art as a practical display of knowledge retention from interdisciplinary
connections, not only will the math and art programs be strengthened, but the students
will have a better likelihood of retaining the information.
Music
Creative Expression and Communication
Students sing, play instruments, improvise, compose, read, and note take music.
Grade 9
 Benchmark B: Read, perform or compose music repertoire using a variety of
tonalities while demonstrating an understanding of the language of music.
8. Read, perform and/or notate a one-octave chromatic scale, ascending and
descending.
Grade 10
 Benchmark B: Read, perform or compose music repertoire using a variety of
tonalities while demonstrating an understanding of the language of music.
10. Identify articulations, expressive symbols and terms.
Caroline Huber
John Pasternak
Creative Expression and Communication
Students sing, play instruments, improvise, compose, read and notate music.
Benchmark B: Read, perform or compose music repertoire using a variety of tonalities while
demonstrating an understanding of the language of music.
8. Read, perform and/or notate a one-octave chromatic scale, ascending
and descending.
10. Identify articulations, expressive symbols and terms
The music portion of our Unit Plan will consist of teaching the students techniques in recognizing
symbols and terms. They will also learn how to analyze pieces of music to correspond with our
Unit Lesson Plan of constructing a memorial in Cleveland’s Lake View Cemetery. This will
fulfill the Ohio Department of Education’s Fine Arts Standard under Creative Expression and
Communication.
English Language Arts
Writing Processes
Students’ writing develops when they regularly engage in the major phases of
the writing process. The writing process includes the phases of prewriting,
drafting, revising and editing and publishing. They learn to plan their writing
for different purposes and audiences. They learn to apply their writing skills in
increasingly sophisticated ways to create and produce compositions that reflect
effective word and grammatical choices. Students develop revision strategies to
improve the content, organization and language of their writing. Students also
develop editing skills to improve writing conventions.
Benchmark B: Develop audience and purpose for self-selected and assigned writing tasks.
4. Determine a purpose and audience and plan strategies (e.g., adapting focus, content
structure and point of view) to address purpose and audience.
Benchmark D: Use revision strategies and resources to improve ideas and content, organization,
word choice and detail.
9. Use precise language, action verbs, sensory details, colorful modifiers and style as
appropriate to audience and purpose.
The writing process of our Unit Plan will consist of students inscribing a creative narrative to be
placed on a plaque for the monument. They will first identify their audience and address their
purpose. After completing the writing assignment, students should be able to revise their own
papers as well as their peers. They need to include a variety of sensory vocabulary and sentence
structure. This activity will meet the English Language Arts Writing Processes standard of the
Ohio Department of Education lesson template.