Individual Case Study Lesson Plan--"Alex"
DANNY ORRAJ
Subject(s) Language Arts (English)
Topic or Unit of Study Paragraph composition
Grade/Level Grade 10
Objective Goal: When provided a 10th grade level text, Alex will increase his writing
skills from 31% to 60% proficiency in the area of sentence fluency by
composing a cohesive five-sentence paragraph as measured by student
work samples with 80% accuracy in two out of three trials by March
18, 2013.
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Objective #1: When provided a 10th grade level text, Alex will
compose three sentences that connect ideas on topics related
to the text with 80% accuracy in two out of three trials by July
18, 2012.
Objective #2: When provided a 10th grade level text, Alex will
compose four sentences that connect ideas on topics related to
the text with 80% accuracy in two out of three trials by
December 18, 2012.
Objective #3: When provided a 10th grade level text, Alex will
compose five sentences that connect ideas on topics related to
the text with 80% accuracy in two out of three trials by March
18, 2013.
Summary In correspondence with its goal and objectives, this lesson includes
exercises designed to improve Alex's reading comprehension and
writing skills.
It incorporates two specific strategies suitable for children with
intellectual or developmental disabilities:
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A focus on learning sets--i.e., facilitating learning by providing
successful learning experiences and moving sequentially from
easy-to-hard content (accomplished in this lesson by
progressing from vocabulary to key ideas to composing
sentences). See Drew and Hardman, 2007, p. 229.
A focus on distributed practice--i.e., providing the student with
short but frequent practice sessions on day-to-day tasks. In
order to accomplish the IEP goal and objectives related to this
lesson, similar lessons/exercises would have to be repeated
throughout the school year. See Drew and Hardman, 2007, p.
229.
It also includes two accommodations appropriate for children with
intellectual or developmental disabilities:
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To minimize distractions, Alex would be seated either close to
his teacher or in a quiet corner of the classroom.
Alex would be provided two easy-to-read graphic organizers
(accommodated presentation) to assist with reading
comprehension and sentence composition.
Lastly, the lesson contains two modifications apropos to such students:
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A reduction in the size or number of requirements associated
with lesson tasks or assignments. In this case, Alex would only
be tasked with writing three sentences; his general education
peers would undoubtedly be asked to write more.
The reading text being used by Alex represents an abbreviated
version of the typical text that would be provided to his general
education peers. His 10th grade peers would most likely be
expected to work from a considerably longer and perhaps even
more difficult text.
IMPLEMENTATION
Learning Context In a previous paper, we discussed the present levels of performance
(PLEP) of Alex, a 16-year-old Black male who is currently a 10th grade
student at Gateway High School in Aurora, Colorado. Alex was
diagnosed as intellectually disabled with Oppositional Defiant Disorder
(ODD). He was further described as typically sullen, defensive, and
easily offended or angered. At six-feet four inches tall and 220 pounds,
Alex can be physically intimidating. On most occasions Alex speaks
almost inaudibly and mutters to himself a lot. He is extremely cautious
and does not seem to quickly or easily trust either his teachers or his
peers. Alex will accept only a limited amount of positive reinforcement
with a minimum of enthusiasm or acknowledgement. Alex can handle
only a few minutes' coaching or questioning from a teacher before he
exhibits signs of irritability and discomfort. As measured by the
Woodcock-Johnson III (WJ III) Tests of Achievement, Alex's scores in
written expression, oral expression, math calculation, and math
reasoning are all below average. To provide a particular example,
Alex's "Writing Samples" subtest results placed him in only the 3rd
percentile nationally with a Relative Proficiency Index (RPI) of 31/90.
The lesson plan that follows is designed to implement an IEP goal (and
its accompanying objectives) developed specifically to address Alex's
need to improve his writing skills. This lesson plan will detail the
instructional approach(es) to be used, the intended content of the
lesson, modifications and/or accommodations to be incorporated in the
lesson, and relevant multidisciplinary considerations.
According to Drew and Hardman (2007, p. 247), "students with
intellectual disabilities will learn if provided appropriate educational
services and supports oriented to the individual needs." The challenge
for educators, of course, is determining exactly which instructional
approaches and adaptations will prove most effective with a particular
individual. This task is made all the more difficult because students
with disabilities "do not learn as quickly or as effectively as their peers
without disabilities" (Drew & Hardman, 2007, p. 247). Because these
same authors reference a study wherein "students with intellectual
disabilities made significant progress in literacy programs that
emphasized direct instruction" (Drew & Hardman, 2007, p. 248), one
might be inclined to adopt this approach with our case study student. If
one takes Alex's various personality characteristics (e.g., his ODD and
his reluctance to interact with another person for extended periods)
into consideration, however, I believe indirect instruction--at least to
some extent--could prove more beneficial. Indirect instruction, by
promoting Alex's involvement in the learning process, would give him
greater control over his learning activity. His interactions with his
teacher could be less confrontational as the latter would play more of a
facilitative or supportive role. If Alex's teacher steps in only as needed
to provide coaching or assistance, Alex might experience a greater
sense of accomplishment when a task is completed. Such a feeling
could result in increased self-confidence as well. A heightened
experience of pride in his work, coupled with greater self-confidence,
perhaps then would allow Alex to be more open to other instructional
approaches such as cooperative or collaborative learning.
This lesson plan, although aligned with only one goal related to
improving Alex's writing skills, would serve as only one element among
many in a formal IEP designed to address the various academic and
functional issues that have arisen as a result of his disabilities.
Task Analysis/Procedure Step #1 (time limit approximately 25 minutes):
To help minimize distractions, Alex will be seated either close to his
teacher or in a quiet corner of the classroom.
Prior to beginning the lesson, the teacher will write Alex's lesson
objectives on a blackboard/whiteboard/smart board. The teacher will
briefly review these with Alex before proceeding:
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Example of objective for this lesson plan: Alex will be able to
write three original sentences based on ideas found in the text,
"Becoming a 'Star Sailor.'"
The teacher will provide Alex with:
a) A copy of the text, "Becoming a 'Star Sailor,' and
b) A copy of the graphic organizer, "Exploring Vocabulary: Using a
Word Map," and
c) A dictionary (printed or digital)
Depending on the situation in the classroom or Alex's mood, the
teacher will either:
a) Instruct Alex to read the text silently to himself, or
b) Read the text aloud to Alex.
The teacher will instruct Alex to circle any unfamiliar words (or
phrases) while the text is being read (time limit approximately five
minutes).
After the text has been read and Alex has circled all unfamiliar
vocabulary, the teacher will direct Alex to complete the first graphic
organizer, "Exploring Vocabulary: Using a Word Map."
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As an example, the teacher will ask Alex for one of the words
(or phrases) he has circled.
If possible, the teacher will use a projector or smart board to
display an image of the graphic organizer.
Using that word, the teacher will walk Alex through the graphic
organizer, helping him to complete one section after another:
"A challenging word or phrase," "Definition," "Words that mean
the same thing (synonyms)," and "Sentence that contains the
word or phrase."
The teacher will have four additional copies of the graphic
organizer at hand in case Alex encountered at least four more
unfamiliar words or phrases.
The teacher will instruct Alex to complete graphic organizers for up to
four additional words or phrases on his own (time limit approximately
15 minutes).
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While Alex is working on the graphic organizers, the teacher
will pop by a time or two to monitor his progress and provide
additional assistance if needed.
Once Alex has finished the graphic organizers (or the time limit has
expired), the teacher will either:
a) Review them with Alex himself, or
b) If other classmates are working on the same task, have Alex partner
with another student to review the organizer. Time limit approximately
five minutes.
The teacher will have Alex turn in his completed graphic organizer #1
(or file it in a class notebook containing Alex's work) before proceeding
to Step #2.
Step #2 (time limit approximately 20 minutes):
The teacher will provide Alex with a copy of the second graphic
organizer, "Tracking Key Ideas."
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If possible, the teacher will use a projector or smart board to
display an image of this second graphic organizer.
The teacher will ask Alex to name one of the key ideas found in
the text.
Using the idea mentioned by Alex, the teacher will walk Alex
through the first portion of the graphic organizer, helping him
to complete one section after another: "Key Idea" and
"Supporting Points." Time limit approximately five minutes.
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The teacher will also point out to Alex that the last box of the
graphic organizer asks him to name the "Main Idea" found in
the text.
The teacher will ask Alex to complete the second graphic organizer.
Time limit approximately 15 minutes.
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While Alex is working on the graphic organizers, the teacher
will pop by a time or two to monitor his progress and provide
additional assistance if needed.
The teacher will have Alex turn in his completed graphic organizer #2
(or file it in a class notebook containing Alex's work) before proceeding
to Step #3.
Step #3 (time limit approximately 15 minutes):
The teacher will have Alex (and any other students working on the
same tasks) stand up for a quick stretch. A fast round of "Simon Says"
would probably work just fine.
The teacher will instruct Alex (and any other students working on the
same tasks) to sit back down.
The teacher will distribute a sheet of ruled writing paper to Alex (and
any other students . . .)
The teacher will instruct Alex to compose three sentences in his own
words that discuss or relate to ideas found in the text. Time limit
approximately 10 minutes.
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While Alex is working on his sentences, the teacher will pop by
a time or two to monitor his progress and provide additional
assistance if needed.
For the last five minutes of class, the teacher will either:
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Have Alex read his sentences to him (i.e., the teacher), or
If other classmates are working on the same task, Alex can be
paired with another student to review each other's sentences.
At the end of class, Alex will submit his three sentences as his "Exit
Slip."
The teacher can grade the sentences (using the rubric provided with
this lesson plan) and update records tracking Alex's progress.
Collaboration Students will work collaboratively & individually. Students will work in
groups of 2.
Time Allotment 1 class periods. 1 Hr. per class.
Author's Comments Multidisciplinary considerations:
"The more concrete the material, the more likely the child with
intellectual disabilities will learn it" (Drew & Hartman, 2007, p. 229).
In order to supplement or complement the learning activities
implemented in this lesson, the teacher can send some form of
communication to Alex's mother (e.g., e-mail, letter, or phone call)
with the following suggestions:
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If they have access to a computer, Alex's mother could help
him Google web links related to astronauts, space travel,
astronomy, stars, constellations, planets, etc. A great example
would be Google Sky itself! Since Alex has exhibited an
interest in these subjects, she could encourage him to share
what he knows (or would like to know) about some of these
topics.
If the city they live in has an observatory or space museum,
she could consider taking Alex and his siblings on a family
outing to that destination.
Alex’s mother could also consider taking Alex and the rest of
the family to the local public library to find books and/or DVDs
on these or other subjects of interest.
Lastly, Alex’s mother could ask him to write a few sentences
about any information they find or any destination they visit.
The teacher should also volunteer to talk further with Alex’s mother
about any follow-up activity she is willing to try.
MATERIALS AND RESOURCES
Instructional Materials Attachments:
(handouts, etc.)
1. Graphic Organizer #1 — Exploring Vocabulary
2. Graphic Organizer #2: Tracking Key Ideas Graphic
Organizer #2: Tracking Key Ideas
3. Star Sailor text “Star Sailor” text for writing exercise
Resources
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Materials and resources:
1) Reading text: “Becoming a ‘Star Sailor’”
2) Graphic organizer #1: “Exploring Vocabulary: Using a Word
Map”
3) Graphic organizer #2: “Tracking Key Ideas”
4) Ruled writing paper
5) Pens / pencils
6) Smartboard or projector (with whiteboard or screen)
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7) Printed dictionary or access to internet dictionary (laptop or
desktop computer needed for the latter along with internet
browser such as IE or Safari)
Technology resources:
IE Explorer, Safari, Word
The number of computers required is 1.
Students Familiarity with Software Tool:
Computer/laptop cannot be used unless equipment is available
AND student is familiar with same.
STANDARDS & ASSESSMENT
Standards
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CO- Colorado Academic Standards (updated)
Subject: Reading, Writing, and Communicating
Standard: Writing and Composition
Grade/Level: Tenth Grade
Concept:
2. Organizational writing patterns inform or persuade an audience
Evidence Outcome:
a. Devise and adjust a topic, claim, or thesis
Evidence Outcome:
b. Select and apply the organizational pattern best suited to purpose
and audience
Evidence Outcome:
e. Revise writing by evaluating relationship of central idea, evidence,
and organizational pattern
Assessment/Rubrics Attached is the rubric to be used when assessing the quality of Alex’s
sentences.
Rubrics:
1. Dan Orraj Individual Case Study Lesson Plan—“Alex”
Written Expression
Common Core State Standards:
W.9-10.3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
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Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
W.9-10.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Appendix “B” – Reading Text
Becoming a “Star Sailor”
The Greek word for astronaut means ‘star sailor.’ Images of great men like
John Glenn orbiting the Earth and Neil Armstrong landing on the moon make
the prospect of becoming an astronaut exciting. Beware, however, that the
process begins early. Most astronauts develop a desire for space exploration
sometime during elementary or middle school. This desire helps direct their
paths toward courses in science, math and engineering in high school and in
college. There are a large number of applicants for the NASA (National
Aeronautics and Space Administration) space program. Good grades and high
test scores are a must for becoming an astronaut.
Once chosen, preparation for becoming an astronaut requires many
challenges. For example, they learn how to jump from an airplane on both land
and sea to prepare for emergencies that may occur as they depart and re-enter
the earth’s atmosphere. They must also learn how to move about in a
weightless environment. On earth, gravity helps us breathe, move our muscles,
and helps the blood flow through our veins and arteries. In space, the
weightless conditions change all this. Body fluids and blood tend to flow toward
the person’s head. To correct this, special belts must be worn until the
astronaut’s body adjusts to being in space. Daily exercise, to counteract the
effects of the weightless environment, must be done to strengthen muscles.
Astronauts must endure a great deal of training before they can go into space.
(Retrieved March 25, 2012, fromhttp://www.ohioliteracyalliance.org/fluency/setb.pdf)
Appendix “C” – Assessment Rubric
Dan Orraj Individual Case Study Lesson Plan--"Alex"
Levels/Criteria
Recognition of
Key Ideas
Sentence
organization
Unsatisfactory
(1)
Key ideas
presented in text
are missing or
reported
incorrectly
No sentence
organization can be
detected; sentences
lack any sense of
direction or cohesion
Basic (2)
At least one key
idea from the text
is identified
correctly
Proficient (3)
Advanced (4)
Two key ideas
from the text are
identified correctly
Three key ideas
from the text are
identified correctly
Some sentence
organization can be
detected; sentence
organization still
problematic as ability to
follow text is slowed
Sentence organization
is smooth; only a few
bumps in logical
sequence of
sentences or sentence
pacing
Score/Level
Sentence
organization
enhances and
showcases ideas
and information
presented