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Course Signature Assignment
Grade level: 11th Grade
Adopted Program in English/Language Arts: Prentice Hall Literature, Prentice Hall Writing, and Grammar.
Unit of Study: Charlotte Bronte’s Jane Eyre: A Woman’s Position during the Victorian Era.
Common Core Standards Addressed:
“1. Determine two or more themes or central ideas of a text and analyze their development over the course of the text; 2. Analyze the impact of specific word choices on meaning and tone; 3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; 4. Conduct short research projects to answer a question; 5. Plan and present an argument” (California Common Core State Standards, 2013).
Objectives or Student Outcomes: Students will know:
- The role of word choices in conveying the idea.
- The resources available to research biographical information.
- The aspects of women’s positions during the Victorian Era.
- In order to improve the knowledge, it is necessary to research much.
Be able to do:
- Determine the main themes in work.
- Analyze the development of themes in the novel.
- Identify the features associated with the Victorian woman.
- Produce written arguments on the main topics discussed in the novel.
- Make oral presentations on the topics.
Assessment: Pre-assessment: Journal entries on Charlotte Bronte’s Jane Eyre. Formative assessments: tests, quizzes, research projects, writing assignments. Summative assessments: final writing assignments, oral presentations.
Instructional Strategies Used:
- Graphic organizers.
- Concept attainment.
- Independent research.
- Cooperative learning.
|Lesson||Whole-Class Activity||Differentiated Components|
|Specific Learning Disabilities||Communication Disorders||Emotional/ |
|M/M Intellectual Disabilities||Other Health Impairments||Autism Spectrum Disorders||English Learners w/ Special Needs|
|Lesson 1: Reading||Concept attainment activity: Women in the Victorian Era. After reading the material on the Victorian Era, students are provided with a graphic organizer to identify the features typical for the Victorian women and Jane Eyre’s attributes in contrast (10 minutes).||Students with dyslexia watch the film adaptation of Jane Eyreand discuss features orally.||Active involvement in the work.||The teacher warns the student about the necessity to provide the work in time to receive a good mark.||Students are asked to read aloud the words which are used to characterize Jane Eyre.||Blind students are provided with audio records of the text and ask questions orally.||Provide students with direct oral instructions supported by the graphic organizer containing short instructions to follow.||Students are provided with additional explanations to the text.|
|Lesson 2: Reading||Brainstorming: Students are asked to determine the main themes in work and write them on the blackboard as well as the key problems and issues (5 minutes).||Students name the themes without writing them down.||Students present ideas in a written form.||The student is asked to present his opinion only after careful listening to the other students.||Students are asked to read aloud the written themes.||Blind students answer the question orally.||It is necessary to draw the student’s attention to the activities at the blackboard and point at the keywords (Tomlinson and Strickland 39).||Some words are repeated for students.|
|Lesson 3: Writing||Making an argument: Students are asked to write an argument on one of the main topics in Jane Eyre (30 minutes).||Students write arguments in 10 short and simple sentences.||Active involvement in the work.||The teacher warns the student about the necessity to write an argument to receive a good mark.||Students are asked to write a summary of Jane Eyre.||Blind students are asked to answer the question orally.||Students can be asked to represent the main topics in the form of images or separate large words.||Instructions are provided in simple and clear words.|
|Lesson 4: Writing||Graphic organizers: |
Students are asked to analyze and write on the author’s word choices to present certain ideas in one column and choose a commonly used synonym to put in the second column (12 minutes).
|Students work in pairs with students without disabilities to discuss words and write them down.||Active involvement in the work.||Students are grouped to compete with each other in completing the work accurately and on time.||Students underline the unknown words in passages.||Blind students are provided with audio records and asked to identify words orally.||Students can be asked to work with the large versions of graphic organizers.||Students are provided with additional explanations of the words.|
|Lesson 5: Listening||Reading of passages differentiated by interest: Students are asked to listen to a reading of the passages chosen by classmates and ask questions about the significance of choice (15 minutes).||Active involvement in the work.||Students ask questions in a written form (Nielsen 112).||Students are asked to make notes questions to ask.||Students are provided with passages to follow the reading.||Deaf students work with taped copies of passages.||Students are asked to choose the group of students to join while listening.||Instructions are provided in simple and clear words.|
|Lesson 6: Listening||Listening to the teacher’s reading of the text to answer the questions about the words used to characterize Jane Eyre (10 minutes).||Active involvement in the work.||Students answer questions in a written form.||Students are asked to make notes on the words.||Students are provided with passages to follow the reading.||Deaf students work with taped copies of passages (Chen, Downing, and Rodriguez-Gil 1).||Students are provided with cards explaining the words.||Instructions are provided in simple and clear words.|
|Lesson 7: Speaking||Independent research: Students are expected to present the results of their biographical research project on Charlotte Bronte (45 minutes).||Students present PowerPoint Presentations with much visual material.||Students present only the PowerPoint Presentation.||Students are asked to be ready to present results the first to demonstrate the example of the work.||Students are expected to find the resources on Charlotte Bronte’s biography and discuss them.||Deaf students present Power Point Presentations.||Students can present the results in forms of visuals supported by the oral explanation.||Students are allowed to use simple words.|
|Lesson 8: Speaking||Cooperative learning: Students are expected to present the results of the research project on women’s positions during the Victorian Era (45 minutes).||Students present PowerPoint Presentations with much visual material.||Students work in pairs with students without disabilities to complete the written part of the PowerPoint Presentations.||Students are asked to use as many interesting facts as possible to demonstrate the example (Friend and Cook 5).||Students work in groups to draw a poster describing women during the Victorian Era and discuss their ideas.||The group of deaf students presents the PowerPoint Presentation (Castellani 4).||Students can present the results in forms of visuals supported by the oral explanation.||Students are allowed to use simple words.|
Having completed the assignment, I improved my skills in differentiation while addressing the needs and interests of students with different learning disabilities. I have learned how to modify the whole class activity and adapt the instructions to the needs of students with disabilities in order to achieve the set objectives and goals. Now, I can use such strategies as the concept attainment and the focus on independent research and cooperative learning; and I can use graphic organizers and visual aids not only to work with the whole class but also to work with students with disabilities. Having completed the assignment, I understand what strategies and tools to select for working with different groups of students.
The work with a general education teacher was interesting because I received the opportunity not only to modify instructions and concentrate on the differentiation strategies but also to participate in the planning of activities for the unit on Jane Eyre. The educator is only developing the unit activities, and I contributed to designing the appropriate activities for students with disabilities.
The positive outcomes of completing the assignment are the improvement of my skills in selecting the tasks, instructions, and strategies appropriate for different groups of students depending on their needs. Furthermore, the assignment demonstrated the areas for my further professional growth. Thus, I need to focus more on applying the unit and lesson objectives to the core standards while planning the activities.
California Common Core State Standards. 2013. Web.
Castellani, John. “Universal Accessibility and the Design of Digital Educational Materials”. Virginia Society for Technology in Education 14.3 (2002): 4-7. Print.
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Chen, Deborah, June Downing, and Gloria Rodriguez-Gil. “Tactile Strategies for Children Who are Deaf-Blind”. Deaf-Blind Perspectives 8.2 (2001): 1-6. Print.
Friend, Marilyn, and Lynne Cook. Interactions: Collaboration Skills for School Professionals. New York, NY: Pearson, 2012. Print.
Nielsen, Lee Brattland. Brief Reference of Student Disabilities. USA: Corwin Press, 2008. Print.
Tomlinson, Carol, and Cindy Strickland. Differentiation in Practice: A Resource Guide for Differentiating Curriculum (9-12). Alexandria, Virginia: ASCD, 2005. Print.