Special Education Teacher Leadership Academy

Culminating Activity Template

Barbour County Special Education Teacher Leadership Academy Team

Participants: Linda Long, Jason Stutler, Jana Miller

2.a. Subject of Instructional Reading/ Language Arts

Guide

2.b. Grade Level of Instructional 7th Grade

Guide

2.c. Title of Instructional Guide To the Extreme

2.d. Power Standard of Instructional
Guide
Students will use the five-step writing process to
generate a topic, plan an approach and develop a
persuasive writing task; students will plan, create, and
present an age-appropriate media product, with
computer-generated graphic aids, that demonstrates
format, purpose, and audience.

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2.e. Content Standards and RLA.O.7.2.2
using
Objectives of Instructional Guide
student-
prepared
notes,
create an
outline and
use it to
develop a
written
and/or oral
presentation
using
computer-
generated
graphics
(e.g., tables,
charts,
graphs).

RLA.O.7.2.4
use the five-
step writing
process
(pre-writing,
drafting,
revising,
editing,
publishing)
to generate
topics, plan
approaches,
and develop
expository
and
persuasive
writing
tasks:
• c
omp
ositi
ons
• broc
hure
s
• displ
ay
ads
• c
om
mer
cials
• s
pee
ches
2
2. f. 21st Century Learning Skills &
Technology Tools
3.a. What are the Performance
Objectives (Know and Do)?
21C.O.5-8.1.LS1 - Student, when presented with a problem, identifies
the information needed, uses text, people, online databases and search
engines to filter relevant information efficiently, analyzes information
for biases, synthesizes information gathered and creates an effective
and efficient response to the problem.
21C.O.5-8.1.LS2 - Student interprets abstract visuals and creates
products (e.g. digital storytelling) that reflect a growing understanding
of visual language and require the effective use of tools (e.g. cropped
photos, original charts and graphs, well-chosen images from databases,
video clips).
21C.O.5-8.1.LS3 - Student presents thoughts, ideas, and conceptual
understanding efficiently, accurately and in a compelling manner and
enhances the oral or written presentation through the use of technology.
21C.O.5-8.1.TT4 - Student uses audio, video, pictures, clip art,
moviemaker programs, webpage design software, electronic
documents, and other files to create and publish electronic products to
communicate with various audiences inside and outside the classroom.
21C.O.5-8.1.TT7 - Student uses advanced features and utilities of
presentation software (e.g., design templates, design layouts (fonts/
colors/ backgrounds) animation and graphics, inserting pictures,
objects, movies, sound, charts, hyperlinks, and graphs) to create an
original product.
21C.O.5-8.2.LS2 - Student draws conclusions from a variety of data
sources to analyze and interpret systems.
21C.O.5-8.2.LS3 - Student engages in a problem solving process that
divides complex problems into simple parts in order to devise solutions.
21C.O.5-8.3.LS3 - Student sets challenging goals and strategically
plans to reach those goals, monitors performance and adjusts effort and
strategies, seeks assistance when needed, and demonstrates focused
commitment to reaching the established goals.
21C.O.5-8.3.TT4 - Student complies with county acceptable use
policy. Student discusses legal and ethical behaviors related to
acceptable use of information and communication technology (e.g.,
privacy, security, copyright, file-sharing, plagiarism) and predicts the
possible effects of unethical use of technology (e.g., consumer fraud,
intrusion, spamming, virus setting, hacking) on the individual and
society, as well as identify methods for addressing these risks.
Know: How to perform an Internet search
How to persuade a reader or viewer
Steps of the writing process
How to perform basic functions on a multimedia
platform
Do: Tailor form and content of communication to
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3.b. What is the Big Idea of the
Instructional Guide?
3.c. What are the Enduring
Understandings of the Instructional
Guide?
3.d. What are the Essential
Questions of the Instructional
Guide?
3.e. What are the Academic
Prompts of the Instructional Guide?
appropriate
audience, including listeners, readers, and
viewers
Develop a multi-paragraph persuasive essay
using persuasive
techniques
Manage technology and use some advanced
features of
computer programs
Develop and deliver an age-appropriate media
product to
showcase persuasive techniques
Persuasion
Persuasive techniques can be used to convince others to do
what you want them to do.
Effective writers can gain and keep the readers’ attention.
Effective writers can use a variety of skills to communicate with a
variety of audiences.
Oral communication involves various skills including volume,
rate, and standard English.
Visual communication involves interesting, understandable
graphic elements as well as carefully selected text.
How do effective writers hook and hold their readers?
How can I persuade someone to accept my opinion?
How does written communication differ from visual and spoken
communication?
Pen Power
Your new birthday present—the one you have been
wishing for all year—is defective. Write a letter of two or
three paragraphs to the company to persuade them to
replace the product for free. Use reason and persuasive
language, but don’t be rude.
Buyer Beware
You are an advertising executive assigned to promote a
new product to middle school students. First, determine
what product you will promote. Next, using a search
engine (such as Google or Ask), research various
advertising words, techniques and approaches that will
appeal to your target age group. Choose the best words,
techniques and approaches to fit the product. Create an
advertisement for a print or online magazine that will sell
your product.
Make Your Case
You are a school principal stuck in the middle of an issue
that divides students from teachers (i.e., mandatory
school uniforms, cell phone use, MP3 player use). Both
sides have very strong opinions, and you are the person
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3.f. What is the Culminating
Assessment or Product?
3.g. Summarize the Learning Plan
of the Instructional Guide.
3.h. How are the students engaged
in learning?
who has to make the decision. Evaluate both sides of
the argument and choose. Create an outline of your
three best reasons as well as two possible objections and
the solutions to those objections. You may use the
interactive mapmaker at
http://www.readwritethink.org/materials/persuasion_map
/ to help you plan. Organize your outline in this way:
stronger reason, strong reason, objection/solution,
objection/solution, and strongest reason. Create a chart
or graph that will help prove your point. Then,
incorporate your outline and graphic into a multimedia
platform (i.e., PowerPoint) slide show that you will
present to students and teachers to persuade them that
your choice is best for everyone.
You are the creator of the hottest new extreme sport. (Your sport
is fun and a little dangerous, but will not result in disfigurement or
death for any person or animal.) You know that your school is
planning to add an additional sport for the next school year.
Now, you need to convince your school principal that he or she
should choose your extreme sport.
Create an outline and write a persuasive letter that
expresses three or more solid reasons the principal
should choose your sport as well as two potential
drawbacks and solutions. Then create a multimedia
presentation highlighting the reasons the principal
should choose your extreme sport. Include a computer-
generated graphic, such as a table, a chart, or a graph—
no photos are necessary. You will give the letter to your
school principal and make your presentation to the
principal and a focus group of specially selected
students.
Your persuasive letter will be evaluated using the WV
Writing Rubric and your presentation will be evaluated
using the presentation rubric. Finally, your focus group
will vote on whether to choose your extreme sport for
your school.
To teach students to use writing skills and technology
tools to persuade an audience to agree with their
stance on a topic (in this case, creating an extreme
sport).
Students use graphic organizers, peer editing, self-
assessment, guided practice on researching
information, speaking etiquette and the multimedia
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3.i. What suggestions were
provided to differentiate instruction
for students in this Instructional
Guide?
3.j. How is technology used to
enhance instruction?
3.k. What is the teacher(s) role
(e.g., facilitator, direct instruction
provider) in the Instructional Guide?
3.l. What research based-strategies
are utilized throughout this
Instructional Guide (e.g., strategies
for activating prior knowledge,
vocabulary development, writing
across the curriculum)?
3.m. How does the planning and
instruction in this Instructional
Guide differ from traditional
planning and instruction?
platform. Students work in Think-Pair-Share and
other group models. Students will create and publish
media to communicate inside and outside the
classroom using software and design layouts,
templates, and fonts to create original products.
Content is differentiated by interest because students choose a
topic of personal interest.
Readiness is determined by teacher observation and pre-
assessment. Each academic prompt, as well as the
performance assessment, can include scaffolding.
Process is differentiated through the use of whole class, small
group, paired, and individual activities.
Students use a search engine to find relevant
information, use various software to develop original
products, and create effective multimedia
presentations to be presented to the class.
Most of the teachers role after the program is started
is as a facilitator and guide to answer questions
regarding the various types of technology integrated
into the project.
Fostering independent thinking—shifting from telling
students how to do something to letting them discover
it on their own.
Overcome Fear of Failure—Students would feel more
secure and comfortable with the project and feel
secure in asking questions.
Time Management—Students would have to allot
specific amounts of time to creating and completing
the various aspects of the project.
Group Work
Self-evaluation
The instruction is that teachers would have provided a
topic and expected the students to complete it without
relying on personal interest, thinking, or problem
solving.
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4.a. What are your student’s
Present Levels of Academic
Achievement and Functional
Performance?
4.b. List your student’s IEP
goals/objectives.
Traditional planning would have also used far less
technology. More paper/pencil activities would have
been planned to enhance the project.
Traditional planning would not have lended itself to
differentiated instruction, but would have been
independent learning with very few high-level thinking
skills or problem-solving tasks.
According to a psychological evaluation dated May 12,
2005, he obtained a Full Scale Iq score of 99. His verbal
comprehension score was a 93, Perceptual Reasoning Index 94,
and his Processing Speed Index was a 126. The WRAT-3 was
given and a score of 96 in Reading and a 120 in Arithmetic was
achieved. Word recognition skills are adequate and consistent
with his measured ability. His basic math calculation skills are
well developed.
In reviewing the formative data from the students’ 6th
grade year, it was evident that he had difficulties with his
benchmark tests in all areas—Reading, Writing, Science, Social
Studies, and Math. His Oral Reading Fluency score on DIBELS
was a 56 (high risk), but his Retell Fluency was high (59 words).
He seemed to comprehend what he read aloud, but fluency and
speed were relative weaknesses. Writing is also a problem area
for him. He often takes more time than other students to
complete a written assignment.
This students’ summative data (WESTEST) reinforces
that he does have difficulty in reading/language arts skills. Math
and Science are relative strengths for him.
In comparing data, it reinforces the fact that he is weak
in the areas of reading and language arts. His strengths seem to
be in his processing speed and mathematical calculations. He
does struggle in Language Arts class. He currently has trouble
with completing assignments and turning them in. While he tries
and works while in class, he often does not return papers to class
or turn them in. He also does not readily ask for assistance in
Language Arts class.
Goal: To properly use the 5-step writing process
Objectives:
will use the writing process to develop a focused
composition that contains specific, relevant details and
transitions from a given prompt
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4.c. Think about and describe your
student’s unique learning strengths
and needs as a 21st Century
learner?
5.a Based on data, what are the
student’s readiness levels, learning
styles, and interests?
5.b. Describe the learning
environment. What are the specific
setting demands that need to be
considered for your student?
5.c. What prerequisite skills may
need to be taught prior to the
teaching of the Instructional Guide
will use the writing process to compose various types of
writing (e.g., creative; informative; expository;
persuasive; articles; essays; journals; letters; poetry;
research/ reports)
will use editing and revision techniques to vary sentence
length, change sentence order, use vivid and concise
words and eliminate organizational errors
will compose and punctuate simple, compound and
complex sentences with and without conjunctions
Students strengths include his ability to be
comfortable with using a computer and technology
based learning opportunities.
Students weaknesses include the need to develop
more independent working skills and problem-solving
skills. Additionally, time management would be an
issue for him and reading comprehension depending
on what resources he chooses to use.
This student is ready for instruction at grade level with
small short-term modifications and reinforcement.
The student is able to comprehend when material is
presented orally and follows through to complete a
task that is assigned.
This student does have a slight speech impediment
which lends to a more kinesthetic learning style. He
does better through hands-on activities and
discovering things for himself.
The student is interested in machinery and sports, so
the activity in this lesson would match his desires and
interests head-on.
Access to a computer and software are necessary for
the activity to be completed correctly and completely.
Students working on similar projects and a teacher
present to facilitate or guide the group are also
necessary to keep the project flowing.
Acceptable Use Policy for students in school settings
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(e.g., prior knowledge, vocabulary,
behavioral issues/concerns)?
5.d. Are there assessment
concerns/issues for your student?
If so, how will they be addressed?
5. e. Are there additional
considerations that will ensure that
the learning plan will be
implemented successfully with your
student (e.g., active engagement,
appropriateness of materials,
scaffolding, flexible groupings, and
accommodations/modifications)?
5.f. Discuss the extent to which the
instructional technology used in this
Instructional Guide is appropriate
for your student’s individual needs.
Would your student benefit from
additional technology supports?
Proper Internet Usage
Knowledge of working properly with groups of peers
Writing Process Knowledge
Knowledge of self-selected subject
Outlining
Speaking in front of classmates
Students IEP indicates that tests are read aloud. The
teachers need to take time to explain to the students
exactly how the WV Writing Assessment Rubric and
Presentation Rubrics work and exactly on what areas
he will be scored and evaluated for his project
completion.
Ensure that the student has enough resources and
materials at his ability level to draw information that
will lead to a successfully completed final project.
Active engagement in the project will need to be
monitored as he does often forget to turn in papers.
Project could be entered onto think.com to allow him
to bounce ideas or suggestions off other students who
may provide positive feedback.
A software program that utilizes text to speech and/or
speech to text could be beneficial for some aspects of
the project.
Student may need time to practice the final
presentation in front of a variety of audiences prior to
the final presentation before the class to work through
any “stumbling blocks” and debrief about the project.
Aside from the addition of text-to-speech or speech-
to-text software, the technology listed in the
instructional guide would be appropriate for the
student’s level and would be beneficial and accessible
to him.
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What about assistive technology
needs? If so, elaborate.

5.g. Should the student’s current No. The current IEP is based on grade-level Content
IEP be reconsidered in light of this Standards and Objectives. The student’s present
process? If not, justify. If so, levels of performance do not indicate a difficulty in
describe the revisions you would technology components or the need to differentiate
make to the IEP. Address specific instruction for these types of projects.
IEP components and what changes
you would make. For example, do
the Present Levels of Academic
Achievement and Functional
Performance reflect all the
preceding information? Are the
goals based on grade-level content
standards and objectives? Does
the specially designed instruction
documented on the IEP include the
scaffolding needed to lead the
student to mastery of grade-level
CSOs? Are additional revisions
needed in the Supplementary
Aids/Services/Program
Modifications section of the IEP?

6.a. What aspects of the Power Standard

Instructional Guide evidence 21st
Century teaching and learning? 21st Century Skills & Technology Tools

Teaching Strategies

Evidences of Success

Performance Objectives

Enduring Understandings

Essential Questions

The implementation of various websites throughout

the plan for additional resources and instruction

Differentiated instruction by student interests

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6.b. Are your students 21st Century
learners? If yes, describe how. If
no, describe what you will do to
move them toward being a 21st
Century learner?
6.c. What have you learned about
making content relevant for your
students within the context of the
general education classroom?
6.d. How has the Culminating
Activity helped you think about your
role in scaffolding students to
participate successfully in the
general education classroom?
6.e. How does a culminating
assessment/product help a student
with exceptionalities access and
progress in the general curriculum?
Different forms of presenting the material (whole
group, small groups, pairs, individuals, etc.)
Yes, the students are digital natives. The students
have grown up with technology surrounding them
from computer work to video games. The only aspect
of 21st Century learning that might be below level is
the ability to problem solve for themselves instead of
being told what to do and seeing the end at the
beginning of the project and the reason behind it.
This student needs a connection between the material
being discussed and where it blends in to his life or
his future. The student will complete any task
presented to him, but needs to know why he needs
the information or how it will help him succeed later in
life.
Differentiated instruction has been a struggle to
complete in co-teaching classrooms throughout our
county. This activity has helped us determine where
instruction could be differentiated and exactly how we
can change some aspects of instruction to better suit
the needs and learning styles of a variety of learners
(either by enriching or supporting the core curriculum).
A culminating assessment/product shows the student
where the instruction is leading them. Many students
with exceptionalities need to begin with the end in
mind and a culminating project helps them determine
where they need to be at the end of a set period of
time and what they need to get out of the lessons.
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6.f. Instructional technology tools
enhance differentiation in the
general education classroom.
Which instructional technology tool
that you learned about this week,
could be appropriately integrated
into the Instructional Guide you
selected? Elaborate on your choice
and how it would benefit the
student.
The Instructional Guide activities would easily lend
themselves to think.com (now thinkquest) for a
project-based learning unit. Students would work
independently, but could still share ideas and input as
they complete the project. The technology tools
would easily support the outcomes of the project and
would benefit the student by allowing him the
opportunity to share ideas and type a final project to
check for grammatical and spelling errors.
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