Lesson Plan & Scenario: Writing Based on Image

The following lesson plan includes a scenario around a fictional student named "Tesay."  Tesay is an English Language Learner who has been struggling in school. The lesson is used for all students in the class, but works around Tesay in order to help her succeed in the regular classroom.

Title: Universal Design for Learning Lesson Plan: Writing Based on Images

Subject and Grade Level: Writing, 6^th grade

Materials Needed:

• Spanish or Creole to English translator (book or computer/Internet program)
• Photographs that students like (personal photograph or a picture from a  magazine/newspaper/ Internet source)
• Whiteboard/markers
• Projector/computer
• Worksheet with chart (characters, setting, problems, solution)

Lesson Objectives:

• Students will be able to write a short narrative based on an image.
• Students will be able to describe an image to a partner orally.

Standard/Benchmark/Indicator:

• 1.5.6.A: Write with a clear focus, identifying topic, task, and audience and establishing a single point of view.
• 1.5.6.B: Write paragraphs that have details and information specific to the topic and relevant to the focus.

Anticipatory Set:

• Students will bring in a photograph that they like and could potentially write about  (If students do not bring in pictures, they can choose from a variety of pictures that the teacher will provide, or they may find an image using a class computer or book).
• Students will work with a partner.  They will describe their photograph to a partner without showing them the picture.  While the student is describing the picture, their partner will draw a picture, illustrating their partner's words.

Procedures:

Model the following assignment:

• Project a picture onto the whiteboard.  Students will brainstorm what they think is happening in the picture. They will also share descriptive words that relate to what is going on in the picture.
• The teacher will make a chart on the board.  The columns will be: characters, settings, problems, and solution.  Based on what the students see in the picture, they will make up characters, setting, problems, and solutions regarding the photograph, which will be filled in on the chart.
• The teacher will write these ideas down on the board. The teacher will draw arrows pointing from the written descriptions to the picture where the description occurs.  Student will be able to see where the description is coming from because of the labels.

Group work:

• Based off what is on the board, students will work with a partner.  They will come up with a story together based off the ideas that were written down on the board.  They will do this by talking.
• Partners will pair up with another group of partners to make groups of four.  They will orally share their story to their group.

Students will transition to guided practice and independent work:

• Students will look at their own photographs.  They will write down words that describe their pictures.  They will  be given a chart like the one on the chalkboard, jotting down characters, settings, problems, and solutions.  They will get into as much detail as possible.  Their ideas come out of what they see in the picture.
• After brainstorming, students will write a short narrative.  They will write a story based on what they have brainstormed, using the ideas that they wrote down.

Multiple Means of Representation: (How will Differentiate the content to the students?)

Anticipatory Set: Tesay is able to draw her partner's description rather than writing words.  She is visualizing what her partner is saying through this activity.

Procedures: Tesay will have a visual in front of her so she can come up with ideas from the picture.  She was able to choose her picture so that it could be something she is interested in and knows about. 

Tesay may use a translator to help find descriptive words for her picture.  Tesay may also work with a partner to help finds words that describe her picture.  Tesay will receive one-on-one instruction when needed.

Everything is being broken down into smaller chunks; therefore, not everything is being assigned at once.  One thing is done at a time.

Multiple Means of Engagement: (How will Tesay engage the content – teaching strategies?)

The teacher will model the assignment before students go into guided practice and work independently.  Tesay will know what to do because the teacher explained and demonstrated it.  Also, when doing the modeling, the teacher will draw arrows from the written description to the pictures to show where the words are coming from.  In general, the teacher is appealing to visual learners, which will benefit Tesay because of her lack of English.

Multiple Means of Expression: (How will Tesay express/demonstrate proficiency or mastery of your content?

Tesay will be able to write a short story using characters, setting, problems, and solutions based on the image she selected.  She will be able to describe what is going on in the picture.

Below is additional information on fictional student "Tesay" based off her fictional Individualized Educational Plan (IEP) and case study.  Note: This is NOT a real student. This scenario was created for an undergraduate course to help prepare prospective teachers.

What type of home background does Tesay come from?

Tesay comes from a non-English speaking family.  Her parents or guardians do not know how to speak English, which could be a reason why they have not worked with the school counselor. In addition, it is likely that her parents are not as involved in Tesay's school life as other parents.  They might not push her to do her school work, or even attend school.  They might not be involved in her schooling at all.

What might some of Tesay's issues be that contribute to her problems in school?

Because English is not her native language, it may cause a lot of trouble for her in school.  She might not know what is going on in class because she does not understand what the teacher or students are saying.  Her lack of understanding may be making her feel embarrassed or ashamed, which may be why she misses a lot of school.

What approach would you take as a first step to deal with Tesay's issues?

I would use lots of visuals and manipulatives.  It appears as though Tesay is having trouble understanding.  Therefore, I would use concrete objects or visuals to help her realize what is being talked about.

What might we be missing, as school staff that can help us to increase student achievement for Tesay?

In this particular situation, the general education teachers directed her to her ESL teacher, rather than taking care of it first hand.  The general education teachers need to be involved and try to help as best as they can.  All teachers must differentiate.