Lesson+Plan+-+New+Orleans+Is

Universally Designed Lesson Plan > Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. > Students write competently for a variety of purposes and audiences. > Students demonstrate competence in speaking and listening as tools for learning and communicating. || > gaining meaning from print and building vocabulary using a full range of strategies (e.g., self-monitoring and correcting, searching, cross-checking), evidenced by reading behaviors while using the cuing systems (e.g, phonics, sentence structure, meaning); > using the conventions of print (e.g., left-to-right directionality, top-to-bottom, one-to-one matching); > dictating or writing a composition that clearly states or implies a central idea with supporting details in a logical, sequential order; > creating written texts using the writing process; > speaking intelligibly, using standard English pronunciation; > giving rehearsed and unrehearsed presentations; > participating in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader). > writing as a response to texts and life experiences (e.g.., journals, letters, lists). || 7. Demonstrate understanding of book and print concepts by doing the following: 22. Create simple text using prior knowledge by drawing, dictating to the teacher, and/or writing using developmental/inventive spelling || > Students develop historical perspective and cultural perception by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future. > Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment. > Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world. || 1. Participate in a brainstorming activity to identify common facts about New Orleans. 2. Write about the features, facts or qualities about New Orleans. 3. Input text using a word processor or alternate text input software/device to complete a sentence/paragraph. 4. Use slide show multimedia software to present a writing assignment information to the class. || Computer Digital Camera Intellitools Classroom Suite •Intellitools [|www.intellitools.com]
 * Lesson Plan ||
 * =New Orleans is....= ||  ||
 * English/Language Arts ||
 * K - 2 ||
 * Use of technology supported reading and writing features provide an accessible environment to meet the needs of all of the writers in your class, including those with limited writing ability. The criteria for this lesson is to complete an activity that identifies things you know about New Orleans and/or things you saw on a New Orleans tour. Students will complete a written expression assignment and slide show activity using supported writing software with picture-in-text, text-to-speech and alternate access options. The activity is designed with multiple options for support. All accessibility components are built into the software and lesson design providing universal access. Alternate criteria for participation is provided through the rubric and can be adjusted to meet the specific needs of the learner. ||
 * 1 week (may vary with need) ||
 * * **Standard 1**
 * * **Standard 1**
 * **Standard 2**
 * **Standard 4**
 * * **ELA-1-E1**
 * **ELA-1-E2**
 * **ELA-2-E1**
 * **ELA-2-E3**
 * **ELA-4-E1**
 * **ELA-4-E4**
 * **ELA-4-E7**
 * **ELA-2-E6**
 * * **Reading and Responding**
 * Grade K**
 * **Writing**
 * * **Arts : Historical and Cultural Perception**
 * **Social Studies : Geography: Physical and Cultural Systems**
 * **Social Studies : History: Time, Continuity, and Change**
 * * Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).
 * Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
 * Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences. ||
 * The learner will...
 * Intellitools Classroom Suite teacher-made activity: "New Orleans Is Pic Menu", "New Orleans Is Text Menu" or "New Orleans is Standard Menu" attached. ||
 * **Hardware**:
 * Software**:
 * Websites**:
 * Other**: ||
 * This lesson provides special accessiblity options for individuals with disabilities. The focus is to provide supports that allow students with moderate physical or cognitive delays and students with mild learning delays to participate in a multimedia activity with their non-disabled peers.

The writing activity uses a repeated line. The use of repeated line is a reading/writing support for students with emerging writing skills, low reading skills. || 1. Field trip or video of New Orleans with highlights on the French Quarter. (Have the students take digital photos.) 2. Review the field trip or video through an open question and answer session. Ask students to identify things that they saw and heard. Ask them to describe any unique sites.
 * Pre-lesson activities:

Lesson Activity: 1. The students review digital photos of the New Orleans field trip (or a video of New Orleans) class discussion. 2. The students brainstorm answers to the phrase "New Orleans is...". 3. Students complete the Classroom Suite writing assignment by completing sentences that begin with "New Orleans is...". 4. Students save and print their writings. 5. Students present their writings to their small group partners. 6. Students select one story from each group to present to the whole class. 7. Students bring their writings home to read to an adult. ||
 * Use the writing rubric to assess students participation and completion of the writing assignment.


 * Criteria for acceptable participation and written sample may vary depending on student skills. ||
 * Accommodation and modifications are built into the activity design.The Classroom Suite wordprocessor provides text-to-speech, larger text, highlighted text and pictures-in-text support. Switch access for scanning or on-screen keyboard input is available within the software. Word-prediction can be turned on or off.

The lesson template "New Orleans is Picture Menu" provides picture based input for emergent readers.

The lesson template "New Orleans is Text Menu" provides text based input for individuals who use scanning and switch input.

The lesson template "New Orleans is Standard Menu" provides a basic writing menu with word prediction features turned on.

The lesson template "New Orleans is Fields" provides a sentence-completion type document for users who are using slowed typing or an adapted keyboard.

The use of the repeated line "New Orleans is" provides a support for emergent writers and students who have difficulty reading. The repeated line offers opportunity for paired activities for switch users or single-message augmentative communication users to participate in the assignment.

Overlays for the Intellikeys keyboard are available for all templates. The overlays provide automatic input with either picture keys or short phrase (text) keys.

- //written by **Donna Broussard**// || Use the Classroom Suite template "French Quarter" or "French Quarter Pic Menu (for emergent readers/writers) to have students complete a virtual tour slide show of the New Orleans French Quarter. This template uses a repeated line "I saw _ in the French Quarter". The students fill in the blank using digital photos to create the virtual tour. Students present the final product to the class using the slide show feature of the IntelliTools Classroom Suite activity. (See the attached templates.)
 * * [|Activity Rubric]
 * [|New Orleans Is Picture Menu]
 * [|New Orleans is Text Menu]
 * [|New Orleans is Standard Menu]
 * [|New Orleans is Fields] ||
 * Extension Activity:

As a group, students can use other photos of New Orleans to create a new writing template. || donna.broussard@la.gov Special Populations ||
 * This activity has not been taught ||
 * Donna Broussard
 * Donna Broussard