Collaboration Essentials for Effective ePortfolio Project Design

1 Part 1: ePortfolio Project Collaborative Planning and Cultural Connections Journal Define the critical elements of collaboration Collaboration entails several elements that lead to effective planning. The critical elements entail cooperation, assertiveness, autonomy, accountability, communication, transparency, accountability, and trust. Cooperation: Working together harmoniously to achieve a common objective Assertiveness: Expressing one’s thoughts, opinions, and needs confidently and directly while respecting the rights and opinions of others. Autonomy: The ability or right of an individual or entity to make independent decisions and govern itself. Accountability: Being answerable and liable for the consequences of one’s conduct, particularly in professional or organizational settings. Communication: The process of exchanging information, ideas, thoughts, or feelings between individuals or groups. Transparency: Openness and clarity in actions, decisions, and processes. Trust: A firm belief in the reliability, integrity, and abilities of a person, group, or entity. Describe the role of interactive communication, problem-solving, and conflict resolution in effective collaboration. Exchange of ideas where both participants, whether human, machine, or art form, are active and can have an effect on one another (Soler-Adillon, 2016). Problem-solving is important because it helps people solve problems in their lives and work. (Rodriquez, 2022), encourages teams to work through disagreements through empathy, listening, and mutually beneficial solutions (Miroslavov, 2023). Strategies teachers can use to engage family members across cultures. Have successful engagement programs that build on the cultural values of families, have stress-free personal contact, create a warm environment, and facilitate accommodations for involvement, such as transportation, translators, or related services.

2 References Miroslavov, M. (2023). Mastering the collaborating conflict style in 2023. https://www.officernd.com/blog/collaborating-conflict-style/ Rodriquez, L. (n.d.). Luana Rodriquez - Procurement Coordinator and Warehouse Manager - ZS Energy Management Srl . https://it.linkedin.com/in/luanarodriquez?trk=article-ssr- frontend-pulse_publisher-author- card Soler-Adillon, J. (2016). A profile of the interactive communication professional foundations, current trends and perspectives . Sage Publications.

3 Instructional Design Considerations: Setting Up the Learning Environment for Success Instructional Design Plan Evidence-Based Classroom and Behavior Organization/Management Strategies ● Positive Behavioral Interventions and Supports (PBIS): Implement PBIS strategies as a school/classroom-wide system to reinforce positive behaviors. This includes acknowledging and rewarding students for demonstrating desired behaviors, both academically and behaviorally (Keller-Bell & Short, 2019). ● Classroom Layout Accommodating Learning Needs: Design the classroom layout to accommodate diverse learning needs. Consider flexible seating arrangements, quiet spaces for focused work, and areas that promote collaborative learning (Kariippanon et al., 2018). ● Consistent Routines and Procedures: Establish consistent routines and procedures to create predictability in the classroom. Routines for entering and exiting the classroom, transitioning between activities, and managing materials should be clearly defined. ● Clear Expectations and Consequences: Develop clear behavioral expectations and consequences for students (Prater, 2018). Ensure that students understand these expectations and the consequences of their actions through explicit teaching and modeling. Educator-Directed Instruction ● Direct/Explicit Instruction: Emphasize direct/explicit instruction by modeling skills and providing guided practice (Burden, 2020). Teachers should break down complex concepts into manageable steps and use clear explanations. ● Scaffolding: Encourage educators to provide scaffolding support to students by breaking down tasks into manageable steps and gradually reducing support as students become more independent.

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4 ● Providing Specific Feedback: Train teachers to provide specific and constructive feedback to students. Feedback should be timely, actionable, and tied to specific learning objectives (Burden, 2020). ● Differentiating Instruction: Promote differentiated instruction to meet the diverse needs of students. Teachers should modify content, processes, and products to address individual learning styles and abilities. Multitiered Systems of Support ● Universal Screening: Implement universal screening to identify students who may need additional support. Use data-driven assessments to identify at-risk students early. ● Evidence-Based Interventions (Tiers 1-3): Offer evidence-based interventions at increasing levels of intensity (Tiers 1-3) based on students’ needs. Collaborate with specialized support teams when necessary (Burden, 2020). ● Continuous Progress Monitoring: Emphasize continuous progress monitoring to gauge student response to interventions. Use data to make informed decisions about adjusting supports and services. Importance of Classroom Management Classroom management is crucial for creating an effective learning environment. Here are some key elements: ● Physical classroom arrangement: Thoughtfully arranging desks, learning stations, and other physical elements in the classroom supports student focus, collaboration, and movement (Burden, 2020). For example, grouping desks can facilitate group work, while leaving open areas allows for flexible seating and activities. ● Time management: The teacher structures class time efficiently to maximize learning. This includes pacing lessons appropriately, providing clear transitions between activities, and managing potential distractions. Effective time management keeps students engaged.

5 ● Classroom scheduling: A consistent daily schedule with class routines helps students know what to expect (Burden, 2020). Posting the schedule visually keeps students oriented. Routines for turning in work, getting supplies, and others also support efficiency. ● Classroom rules: Establishing and teaching positive rules/expectations around behavior, work habits, and interactions provides a framework for students to regulate themselves. Rules should be clear, consistent, and positively focused (Burden, 2020). Case Study Mrs. Smith’s 4th grade classroom is set up with clusters of desks facing toward the front board and toward each other, allowing for collaboration during group work. There are also rug spaces and flexible seating options for activities done on the floor. This physical arrangement minimizes distractions and supports engagement (Burden, 2020). In contrast, in Mr. Jones’ room, desks remain in rows facing the front, which hinders student interaction during projects. Mrs. Smith structures her language arts block with smooth transitions between whole-group mini- lessons, small-group reading rotations, and individual work time. Students are accustomed to these routines. Mr. Jones’s transitions are more disjointed, leading to downtime and off-task behavior. A daily schedule is prominently posted in Mrs. Smith’s classroom so students know what to expect. Mr. Jones does not consistently follow or post the schedule, leading to confusion. Mrs. Smith establishes clear expectations like listening respectfully, being kind, and keeping hands to oneself. Students are frequently reinforced for following them. In Mr. Jones’ class, rules are vague and minimally enforced, leading to more disruptions. This case study contrasts classrooms where key management elements are leveraged effectively and ineffectively, underscoring their importance in 4th grade. Mrs. Smith’s implementation leads to more orderly student conduct and maximizes learning time.

6 References Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community . John Wiley & Sons. Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A. M. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student well-being. Learning Environments Research , 21 , 301-320. Kariippanon, Y., & Short, M. (2019). Positive behavioral interventions and supports in schools: A tutorial. Language, Speech, and Hearing Services in Schools , 50 (1), 1-15. Prater, M. A. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms . SAGE Publications.

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7 Designing Lesson Plans: Including Assessment and Standards Alignment Content Area or Developmental Focus: ELA Lesson Plan - Elementary Age/Grade of Children: Second Grade Length of Lesson: 1 hour Goal Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. Anticipated Studen Response IEP Objective ● Student will identify the central message, lesson, or moral of fables and folktales with 80% accuracy. Unit Objective ● Students will analyze how oral traditions like fables and folktales change over time and between cultures. Lesson Objectives ● Identify the definition and understand elements of fables and trickster stories ● Recognize Aesop’s fables and Ananse spider stories ● Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures ● Compare and contrast themes of fables and trickster tales from different cultures ● Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories Standards Included CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Materials Print or online versions of the following stories: Set A ● The Lion and the Mouse (Aesop) ● Mr. Buffu and the Snake (Ananse) Set B ● The Fox and the Crane

8 ● Anansi and the Turtle Attending Cue ● Start by saying aloud, “Eyes on me in 5...4...3...2...1.” Review and Prerequisite Have students turn and talk to each other to review elements of fables and folktales learned in previous lessons. Share their own experiences with fa and folktales. Anticipatory Set and Purpose Statement Show images of Aesop and Anansi and have students make predictions about the stories they will read. State lesson purpose: “Today, we will compare fables and folktales to see how they are similar and different across cultures.” Introduction Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start by stating a one-sentence message to the first student (make anything but remember it). Then, the first student will whisper the message to the next person, which continues until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then talk about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations. Instruction Review the vocabulary and elements of folktales from the previous lesson: Direct Instruction ● Vocabulary Words: Folktale Fable Trickster Story Oral Tradition Moral Folk Wisdom ● Elements of Folktales: Folktales… … are very old stories … have special beginnings (such as “Once upon a time…” or “There once was…”) and endings … often repeat words or sentences …have characters, settings, problems, and solutions Guided Practice: ● Read aloud the first two stories (Set A) to students and stop to check for understanding and questions. Students will listen attentively as the te reads the two storie likely enjoy the ani characters

9 ● Ask students to compare the animals and their behavior in the fable and the trickster tale. Why do the types of animals change from one culture’s fable to the next? How does the behavior change according to the type of animal? What types of behaviors lead to what types of endings in these stories? ● Then fill a Double Bubble Thinking Map that compares/contrasts the characters, setting, problem, solution, and morals/lessons in both stories (you will be modeling the skill that the students will then do in pairs). Check for understanding- Whole Group (Informal Assessment). Pose the following questions to the students: ● What is a fable, and how are fables different from other types of stories? ● What is a trickster tale, and how is it different from other types of tales and fables? ● What are the elements common to fables and trickster tales? ● What kinds of wisdom about human nature and human behavior do we learn from fables, and how is this wisdom relevant today? ● During instructions following will be observed ● Use puppets, role-playing, and simulations to act out folktales. Pause frequently for comprehension checks. ● Provide illustrated story maps showing characters, setting, problem, and solution. Reference while reading. ● Incorporate videos, songs, chants, and movements to increase engagement and support learning styles. ● Use read-aloud, shared reading, choral reading, and partner reading to model fluency. ● Review vocabulary words frequently with visuals, gestures, translations, and examples. Highlight in text. ● Provide extra copies of stories with leveled text for those below grade reading level. Offer text-to-speech. Modelling Think aloud while filling out a Venn diagram comparing two sample stories. Point out the thought process for comparing central messages, characters, plot structure, etc. For the Venn diagram informal assessment: ● I will provide each student with a printed Venn diagram graphic organizer. This will have two overlapping circles for comparing the two stories. ● Students will write the titles of the two fables/folktales they are When modeling an comparing stories o Venn diagram, stud may need promptin go beyond the basi

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10 comparing on the appropriate side of the Venn diagram. ● In the overlapping middle section, students will write 3-5 ways the stories are similar. This could include comparisons of plot structure, characters, settings, central messages, morals, cultural origins, etc. ● In the left circle, students will write key details unique to the first story. In the right circle, they will write key details for the second story. ● Students will be encouraged to use text evidence from the stories to support their comparisons and contrasts. ● Students will work in groups to complete their Venn diagrams ● For visual learners, I will use an interactive whiteboard to fill out a digital Venn diagram and drag/drop key details. Highlight and enlarge text. ● For auditory learners, read aloud while filling out the Venn diagram. Emphasize keywords vocally. ● For kinesthetic learners, have students come up to the board to point out similarities/differences. Provide hands-on materials. ● Model looking up unknown words in picture dictionaries, bilingual dictionaries, and online visual dictionaries. ● Think aloud while highlighting the main ideas and key details in the text. Use sticky notes to annotate. Differentiation ● Frontload vocabulary with English Language Learners before the lesson ● Seat the two students with attention issues close to teacher and ask for their help with materials ● Plan student groups based on levels: Ensure that the ELL students are paired with a competent student ● Provide bilingual texts, translations, and dictionaries for ELLs. Allow responses in their native language. ● Pair ELLs both with a strong English speaker and a partner who speaks their language. ● Allow students with ADHD to stand, move, or use exercise balls. Provide fidget toys, chewing gum, and stress balls. ● For students with dyslexia, provide text-to-speech, recorded readings, and digital copies to adjust font style/size. ● Struggling readers can listen to audio recordings and read along with the printed stories. Partner with a strong reader. ● Allow students who struggle with writing to dictate responses to a scribe, point to vocabulary, or use speech-to-text tools.

11 ● Advanced learners can write a compare/contrast essay analyzing more than two stories. Provide extended texts. Guided Practice Have students work with a partner to fill out a Venn diagram for two new stories. Circulate to support. Use partnerships strategically to pair stronger readers with struggling readers. Also group students by ability. Allow manipulatives like Venn diagram cutouts, idea webs, and graphic organizers. Color code stories. Clarify instructions verbally, visually, and in students’ home languages. Provide models. Circulate to re-explain, answer questions, and provide individual assistance Assessment (Practice/ Checking for Understanding) Independent Practice: Collaborative Groups: ● Group students in 2s or 3s ● Students will partner read the stories in Set B ● They will create their own Venn diagrams in groups ● If time permits, students can present their diagrams and discuss any similarities and differences between the groups For this assessment, I will use the following grading criteria: ● 3 points: Venn diagram completed accurately with at least 3 thoughtful comparisons made between the stories for the elements of plot, characters, central message/moral, and cultural origins. Comparisons demonstrate comprehension of both stories. ● 2 points: Venn diagram mostly completed with 1-2 thoughtful comparisons between stories. Some key elements may be missing or incomplete. ● 1 point: Venn diagram attempted but missing significant components or comparisons between stories are minimal or demonstrate a lack of understanding. As I circulate during the activity, I will make note of any students who are struggling to complete the Venn diagram or make meaningful comparisons. This will help me identify who may need reteaching or extra support in comparing stories. Students may get excited to apply a m from the story to re life in their written response

12 Written Response: ● For the written response, applying a moral: ● Students will take out a journal or piece of lined paper. ● They will independently write a paragraph summarizing a moral or lesson from one of the four stories read in class. This should be 3-5 sentences. ● Then, they will write 3-5 sentences explaining how that moral or lesson could apply to a real-life situation they or someone they know has experienced. They should use specific details in their response. ● Once finished, students will turn in their written responses to be assessed based on the rubric criteria of accurately identifying a moral/lesson and thoughtfully relating it to real life. ● After grading, I may select several student samples to share anonymously as examples for the next lesson. For the written response applying a moral to real life, students will be graded on the following rubric: ● 3 points: Response includes an accurate summary of a moral/lesson from one of the stories and thoughtfully applies it to a real-life situation using specific details. ● 2 points: Response indicates a general understanding of a moral from the stories, but application to real life is limited or unclear. Specific details are lacking. ● 1 point: Response shows limited or inaccurate understanding of the morals in the stories. Connection to real life is missing or does not make sense. ● Alignment to Standards CCSS RL 2.9 - Compare and contrast two or more versions of the same story by different authors or from different cultures. The Venn diagram activity requires students to directly compare and contrast two fables or folktales from different cultures. CCSS RL 2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ● Monitoring Progress To monitor progress, I will review students’ Venn diagrams and written responses to see if they are grasping the skill of comparing stories and identifying morals. Any student who scores below a 2 on either task will be flagged for reteaching. I will also look at the progress of my ELL students and those with IEPs to see if they need additional support with these skills. Regular use of informal

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13 assessments and alignment to key standards ensures that I closely track student progress in meeting the goals of the lesson and unit. Allow illustrations, diagrams, word webs, and oral responses instead of writing. Use rubrics, checklists, and models to make expectations clear. Provide examples of proficient work. For ELLs, grade more on content and allow flexibility in conventions, as needed. Allow use of vocabulary word banks, sentence frames, and dictionaries/translators. Students can record or dictate responses to a scribe. Closing Close lesson with a review of vocabulary, elements of folktales, and the following questions: ● Which characters did they like best? ● Which did they like least? ● Which story had the best ending and why? Students will likely opinion on their fav characters and end

14 Justification The assessments in this lesson plan were revised to provide multiple modalities, flexibility, and scaffolds for students with disabilities. Assessments must be accessible and aligned with learning objectives to effectively gauge the progress of diverse learners (Chapelle et al., 2019). For the Venn diagram comparison, allowing illustrations, diagrams, or oral responses provides alternatives for struggling writers or English Language Learners to demonstrate comprehension. Visual or spoken representations utilize different skills while still meeting the goal of comparing stories. Using manipulatives like cutout diagrams also allows kinesthetic, hands-on learners to organize their thinking (Chapelle et al., 2019). Providing models and clearly outlining expectations with a rubric or checklist supports executive functioning challenges. Grading ELL students more on content than conventions reduces barriers while still capturing their understanding (Chapelle et al., 2019). All of these modifications maintain high standards while adapting to unique needs. For the written response, offering vocabulary word banks, sentence frames, and dictionaries/translators provide scaffolds while still requiring the application of a moral. Allowing students to dictate to a scribe or use speech-to-text technology removes fine motor or spelling obstacles, and thus, learning isn’t inhibited. Using flexible groupings strategically pairs high and low-ability students for peer support (Can Daşkın & Hatipoğlu, 2019). Students also work with partners who share their home language, preventing English fluency from becoming a limitation. Checking frequently for understanding through comprehension questions, discussions, and conferences ensures students aren’t simply left behind. Progress monitoring through these assessments is essential for responding when disability-related needs arise. Circulating to clarify, re-explain, and provide individual assistance during guided practice allows for informal checks and immediate intervention. Recording anecdotal observations facilitates tracking growth and targeting instruction. Analyzing results to

15 identify reteaching needs pinpoints where students need more practice applying skills. Data should drive instruction, so aligned assessments are key. For students with ADHD or other attention difficulties, movement breaks, fidget tools, and varied activities maintain engagement in learning. Providing reading materials at appropriate lexical levels, recordings, and text enlargement ensures comprehensible input (Prater, 2018). Reviewing vocabulary frequently, highlighting main ideas, and using manipulatives compensate for memory challenges. Reducing distractions, allowing alternative seating, strategically grouping students, and providing one-on-one support facilitates focus (Prater, 2018). Multisensory techniques account for diverse learning styles. Inclusion relies on adapting curriculum and assessments to enable those with mild to moderate disabilities to access content and express understanding. Their performance becomes an accurate measure of ability, not simply a reflection of their disability. Progress monitoring then elucidates precisely where more intervention or differentiation is needed for individuals to continue making gains (Can Daşkın & Hatipoğlu, 2019). These revisions uphold rigorous standards through flexibility and scaffolding. Data-driven instruction is key for closing achievement gaps for students with special needs. Equity in assessment ensures accurate diagnosis of strengths and needs. References Can Daşkın, N., & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction. Language Testing , 36 (4), 527-551. https://doi.org/10.1177/0265532219857066 Chapelle, C. A., Kremmel, B., & Brindley, G. (2019). Assessment. In An introduction to Applied Linguistics (pp. 294-316). Routledge. Prater, M. A. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. SAGE Publications.

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16

17 Designing Lesson Plans: Accessibility, Accommodations, and Modifications Content Area or Developmental Focus: ELA Lesson Plan - Elementary Age/Grade of Children: Second Grade Length of Lesson: 1 hour Goal Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. Anticipated Studen Response IEP Objective ● Students will identify the central message, lesson, or moral of fables and folktales with 80% accuracy. Unit Objective ● Students will analyze how oral traditions like fables and folktales change over time and between cultures. Lesson Objectives ● Identify the definition and understand elements of fables and trickster stories. ● Recognize Aesop’s fables and Ananse spider stories ● Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures ● Compare and contrast themes of fables and trickster tales from different cultures ● Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories Standards Included CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Materials Print or online versions of the following stories: Set A ● The Lion and the Mouse (Aesop) ● Mr. Buffu and the Snake (Ananse) Set B ● The Fox and the Crane

18 ● Anansi and the Turtle Attending Cue ● Start by saying aloud, “Eyes on me in 5...4...3...2...1.” Review and Prerequisite Have students turn and talk to each other to review elements of fables and folktales learned in previous lessons. Share their own experiences with fa and folktales. Anticipatory Set and Purpose Statement Show images of Aesop and Anansi and have students make predictions about the stories they will read. State lesson purpose: “Today, we will compare fables and folktales to see how they are similar and different across cultures.” Introduction Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start by stating a one-sentence message to the first student (make anything but remember it). Then, the first student will whisper the message to the next person, which continues until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then talk about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations. Instruction Review the vocabulary and elements of folktales from the previous lesson: Direct Instruction ● Vocabulary Words: Folktale Fable Trickster Story Oral Tradition Moral Folk Wisdom ● Elements of Folktales: Folktales… … are very old stories … have special beginnings (such as “Once upon a time…” or “There once was…”) and endings … often repeat words or sentences …have characters, settings, problems, and solutions Guided Practice: ● Read aloud the first two stories (Set A) to students and stop to check for understanding and questions. ● Ask students to compare the animals and their behavior in the Students will listen attentively as the te reads the two storie likely enjoy the ani characters

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19 fable and the trickster tale. Why do the types of animals change from one culture’s fable to the next? How does the behavior change according to the type of animal? What types of behaviors lead to what types of endings in these stories? ● Then fill a Double Bubble Thinking Map that compares/contrasts the characters, setting, problem, solution, and morals/lessons in both stories (you will be modeling the skill that the students will then do in pairs). Check for understanding- Whole Group (Informal Assessment). Pose the following questions to the students: ● What is a fable, and how are fables different from other types of stories? ● What is a trickster tale, and how is it different from other types of tales and fables? ● What are the elements common to fables and trickster tales? ● What kinds of wisdom about human nature and human behavior do we learn from fables, and how is this wisdom relevant today? ● During instructions following will be observed ● Use puppets, role-playing, and simulations to act out folktales. Pause frequently for comprehension checks. ● Provide illustrated story maps showing characters, setting, problem, and solution. Reference while reading. ● Incorporate videos, songs, chants, and movements to increase engagement and support learning styles. ● Use read-aloud, shared reading, choral reading, and partner reading to model fluency. ● Review vocabulary words frequently with visuals, gestures, translations, and examples. Highlight in text. ● Provide extra copies of stories with leveled text for those below grade reading level. Offer text-to-speech. Modelling Think aloud while filling out a Venn diagram comparing two sample stories. Point out the thought process for comparing central messages, characters, plot structure, etc. For the Venn diagram informal assessment: ● I will provide each student with a printed Venn diagram graphic organizer. This will have two overlapping circles for comparing the two stories. ● Students will write the titles of the two fables/folktales they are comparing on the appropriate side of the Venn diagram. When modeling an comparing stories o Venn diagram, stud may need promptin go beyond the basi

20 ● In the overlapping middle section, students will write 3-5 ways the stories are similar. This could include comparisons of plot structure, characters, settings, central messages, morals, cultural origins, etc. ● In the left circle, students will write key details unique to the first story. In the right circle, they will write key details for the second story. ● Students will be encouraged to use text evidence from the stories to support their comparisons and contrasts. ● Students will work in groups to complete their Venn diagrams ● For visual learners, I will use an interactive whiteboard to fill out a digital Venn diagram and drag/drop key details. Highlight and enlarge text. ● For auditory learners, read aloud while filling out the Venn diagram. Emphasize keywords vocally. ● For kinesthetic learners, have students come up to the board to point out similarities/differences. Provide hands-on materials. ● Model looking up unknown words in picture dictionaries, bilingual dictionaries, and online visual dictionaries. ● Think aloud while highlighting the main ideas and key details in the text. Use sticky notes to annotate. Differentiation ● Frontload vocabulary with English Language Learners before the lesson ● Seat the two students with attention issues close to teacher and ask for their help with materials ● Plan student groups based on levels: Ensure that the ELL students are paired with a competent student ● Provide bilingual texts, translations, and dictionaries for ELLs. Allow responses in their native language. ● Pair ELLs both with a strong English speaker and a partner who speaks their language. ● Allow students with ADHD to stand, move, or use exercise balls. Provide fidget toys, chewing gum, and stress balls. ● For students with dyslexia, provide text-to-speech, recorded readings, and digital copies to adjust font style/size. ● Struggling readers can listen to audio recordings and read along with the printed stories. Partner with a strong reader. ● Allow students who struggle with writing to dictate responses to a scribe, point to vocabulary, or use speech-to-text tools. ● Advanced learners can write a compare/contrast essay

21 analyzing more than two stories. Provide extended texts. Guided Practice Have students work with a partner to fill out a Venn diagram for two new stories. Circulate to support. Use partnerships strategically to pair stronger readers with struggling readers. Also group students by ability. Allow manipulatives like Venn diagram cutouts, idea webs, and graphic organizers. Color code stories. Clarify instructions verbally, visually, and in students’ home languages. Provide models. Circulate to re-explain, answer questions, and provide individual assistance Assessment (Practice/ Checking for Understanding) Independent Practice: Collaborative Groups: ● Group students in 2s or 3s ● Students will partner read the stories in Set B ● They will create their own Venn diagrams in groups ● If time permits, students can present their diagrams and discuss any similarities and differences between the groups For this assessment, I will use the following grading criteria: ● 3 points: Venn diagram completed accurately with at least 3 thoughtful comparisons made between the stories for the elements of plot, characters, central message/moral, and cultural origins. Comparisons demonstrate comprehension of both stories. ● 2 points: Venn diagram mostly completed with 1-2 thoughtful comparisons between stories. Some key elements may be missing or incomplete. ● 1 point: Venn diagram attempted but missing significant components or comparisons between stories are minimal or demonstrate a lack of understanding. As I circulate during the activity, I will make note of any students who are struggling to complete the Venn diagram or make meaningful comparisons. This will help me identify who may need reteaching or extra support in comparing stories. Written Response: Students may get excited to apply a m from the story to re life in their written response

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22 ● For the written response, applying a moral: ● Students will take out a journal or piece of lined paper. ● They will independently write a paragraph summarizing a moral or lesson from one of the four stories read in class. This should be 3-5 sentences. ● Then, they will write 3-5 sentences explaining how that moral or lesson could apply to a real-life situation they or someone they know has experienced. They should use specific details in their response. ● Once finished, students will turn in their written responses to be assessed based on the rubric criteria of accurately identifying a moral/lesson and thoughtfully relating it to real life. ● After grading, I may select several student samples to share anonymously as examples for the next lesson. For the written response applying a moral to real life, students will be graded on the following rubric: ● 3 points: Response includes an accurate summary of a moral/lesson from one of the stories and thoughtfully applies it to a real-life situation using specific details. ● 2 points: Response indicates a general understanding of a moral from the stories, but application to real life is limited or unclear. Specific details are lacking. ● 1 point: Response shows limited or inaccurate understanding of the morals in the stories. Connection to real life is missing or does not make sense. ● Alignment to Standards CCSS RL 2.9 - Compare and contrast two or more versions of the same story by different authors or from different cultures. The Venn diagram activity requires students to directly compare and contrast two fables or folktales from different cultures. CCSS RL 2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ● Monitoring Progress To monitor progress, I will review students’ Venn diagrams and written responses to see if they are grasping the skill of comparing stories and identifying morals. Any student who scores below a 2 on either task will be flagged for reteaching. I will also look at the progress of my ELL students and those with IEPs to see if they need additional support with these skills. Regular use of informal assessments and alignment to key standards ensures that I closely track student progress in meeting the goals of the lesson and unit.

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23 Allow illustrations, diagrams, word webs, and oral responses instead of writing. Use rubrics, checklists, and models to make expectations clear. Provide examples of proficient work. For ELLs, grade more on content and allow flexibility in conventions, as needed. Allow use of vocabulary word banks, sentence frames, and dictionaries/translators. Students can record or dictate responses to a scribe. Closing Close lesson with a review of vocabulary, elements of folktales, and the following questions: ● Which characters did they like best? ● Which did they like least? ● Which story had the best ending and why? Students will likely opinion on their fav characters and end

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24 Justification The assessments in this lesson plan were revised to provide multiple modalities, flexibility, and scaffolds for students with disabilities. Assessments must be accessible and aligned with learning objectives to effectively gauge the progress of diverse learners (Chapelle et al., 2019). For the Venn diagram comparison, allowing illustrations, diagrams, or oral responses provides alternatives for struggling writers or English Language Learners to demonstrate comprehension. Visual or spoken representations utilize different skills while still meeting the goal of comparing stories. Using manipulatives like cutout diagrams also allows kinesthetic, hands-on learners to organize their thinking (Chapelle et al., 2019). Providing models and clearly outlining expectations with a rubric or checklist supports executive functioning challenges. Grading ELL students more on content than conventions reduces barriers while still capturing their understanding (Chapelle et al., 2019). All of these modifications maintain high standards while adapting to unique needs. For the written response, offering vocabulary word banks, sentence frames, and dictionaries/translators provide scaffolds while still requiring the application of a moral. Allowing students to dictate to a scribe or use speech-to-text technology removes fine motor or spelling obstacles, and thus, learning isn’t inhibited. Using flexible groupings strategically pairs high and low-ability students for peer support (Can Daşkın & Hatipoğlu, 2019). Students also work with partners who share their home language, preventing English fluency from becoming a limitation. Checking frequently for understanding through comprehension questions, discussions, and conferences ensures students aren’t simply left behind.

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25 Progress monitoring through these assessments is essential for responding when disability-related needs arise. Circulating to clarify, re-explain, and provide individual assistance during guided practice allows for informal checks and immediate intervention. Recording anecdotal observations facilitates tracking growth and targeting instruction. Analyzing results to identify reteaching needs pinpoints where students need more practice applying skills. Data should drive instruction, so aligned assessments are key. For students with ADHD or other attention difficulties, movement breaks, fidget tools, and varied activities maintain engagement in learning. Providing reading materials at appropriate lexical levels, recordings, and text enlargement ensures comprehensible input (Prater, 2018). Reviewing vocabulary frequently, highlighting main ideas, and using manipulatives compensate for memory challenges. Reducing distractions, allowing alternative seating, strategically grouping students, and providing one-on-one support facilitates focus (Prater, 2018). Multisensory techniques account for diverse learning styles. Inclusion relies on adapting curriculum and assessments to enable those with mild to moderate disabilities to access content and express understanding. Their performance becomes an accurate measure of ability, not simply a reflection of their disability. Progress monitoring then elucidates precisely where more intervention or differentiation is needed for individuals to continue making gains (Can Daşkın & Hatipoğlu, 2019). These revisions uphold rigorous standards through flexibility and scaffolding. Data-driven instruction is key for closing achievement gaps for students with special needs. Equity in assessment ensures accurate diagnosis of strengths and needs. References

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26 Can Daşkın, N., & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction. Language Testing , 36 (4), 527-551. https://doi.org/10.1177/0265532219857066 Chapelle, C. A., Kremmel, B., & Brindley, G. (2019). Assessment. In An introduction to Applied Linguistics (pp. 294-316). Routledge. Prater, M. A. (2018). Teaching students with high-incidence disabilities: Strategies for diverse classrooms. SAGE Publications.

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27 Designing Lesson Plans: Evidence-Based Practice (EBP) Content Area or Developmental Focus: ELA Lesson Plan - Elementary Age/Grade of Children: Second Grade Length of Lesson: 1 hour Goal Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. Anticipated Student Response IEP Objective ● Student will identify the central message, lesson, or moral of fables and folktales with 80% accuracy. Unit Objective ● Students will analyze how oral traditions like fables and folktales change over time and between cultures. Lesson Objectives ● Identify the definition and understand elements of fables and trickster stories ● Recognize Aesop’s fables and Ananse spider stories ● Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures ● Compare and contrast themes of fables and trickster tales from different cultures ● Identify the various themes that the student would like to explore independently ● Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories The students will offer a list of themes that they find interesting Standards Included CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures,

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28 and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Materials Print or online versions of the following stories: Set A ● The Lion and the Mouse (Aesop) ● Mr. Buffu and the Snake (Ananse) Set B ● The Fox and the Crane ● Anansi and the Turtle Set C Multimedia Resources: Supplement the readings with multimedia resources such as audio versions, videos, or interactive online content. This appeals to different learning styles and reinforces understanding through multiple channels. Attending Cue ● Start by saying aloud, “Eyes on me in 5...4...3...2...1.”

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29 Review and Prerequisite Have students turn and talk to each other to review elements of fables and folktales learned in previous lessons. Have the students explain their interests in reading their required course fiction. Share their own experiences with fables and folktales. The students will have the opportunity to interests on different course fiction readings Anticipatory Set and Purpose Statement Show images of Aesop and Anansi and have students make predictions about the stories they will read. State lesson purpose: “Today, we will compare fables and folktales to see how they are similar and different across cultures.” The students will make predictions of their course readings Introduction Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start by stating a one-sentence message to the first student (make anything but remember it). Then, the first student will whisper the message to the next person, which continues until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then talk about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations. Instruction Review the vocabulary and elements of folktales from the previous lesson: Direct Instruction ● Vocabulary Words: Students will listen attentively as the teacher reads the two stories and likely enjoy the animal

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30 Folktale Fable Trickster Story Oral Tradition Moral Folk Wisdom ● Elements of Folktales: Folktales… … are very old stories … have special beginnings (such as “Once upon a time…” or “There once was…”) and endings … often repeat words or sentences …have characters, settings, problems, and solutions Guided Practice: ● Read aloud the first two stories (Set A) to students and stop to check for understanding and questions. ● Ask students to compare the animals and their behavior in the fable and the trickster tale. Why do the types of animals change from one culture’s fable to the next? How does the behavior change according to the type of animal? What types of behaviors lead to what types of endings in these stories? ● Then fill a Double Bubble Thinking Map that compares/contrasts the characters, setting, problem, solution, and morals/lessons in both stories (you will be modeling the skill that the students will then do in pairs). Check for understanding- Whole Group (Informal Assessment). Pose the following questions to the students: ● What is a fable, and how are fables different from other types of stories? ● What is a trickster tale, and how is it different from other types of tales and fables? characters

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31 ● What are the elements common to fables and trickster tales? ● What kinds of wisdom about human nature and human behavior do we learn from fables, and how is this wisdom relevant today? ● During instructions following will be observed ● Use puppets, role-playing, and simulations to act out folktales. Pause frequently for comprehension checks. ● Provide illustrated story maps showing characters, setting, problem, and solution. Reference while reading. ● Incorporate videos, songs, chants, and movements to increase engagement and support learning styles. ● Use read-aloud, shared reading, choral reading, and partner reading to model fluency. ● Review vocabulary words frequently with visuals, gestures, translations, and examples. Highlight in text. ● Provide extra copies of stories with leveled text for those below grade reading level. Offer text-to-speech. ● Hands-On Activities: Integrate hands-on activities related to the content. For example, students could create their own mini- folktales or engage in a creative project that relates to the themes discussed. Differentiated Instruction: ● Flexible Grouping: Consider varying the grouping arrangements based on student needs. Some students may benefit from one-on-one instruction, while others may thrive in small groups or pairs. ● Provide Choice: Offer students a choice in how they demonstrate their understanding. This could include

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32 options like written responses, drawings, or oral presentations. Ongoing Support: ● Regular Check-ins: Schedule regular check-ins with the student to discuss progress, address any concerns, and offer additional support as needed. ● Encourage Questions: Create a supportive environment where students feel comfortable asking questions. This can be done through class discussions, anonymous question boxes, or online forums. Feedback and Reinforcement: ● Positive Reinforcement: Acknowledge and celebrate small achievements. Positive reinforcement can boost confidence and motivation. ● Constructive Feedback: Provide constructive feedback that is specific and actionable. Offer guidance on how to improve and celebrate growth over time. Modelling Think aloud while filling out a Venn diagram comparing two sample stories. Point out the thought process for comparing central messages, characters, plot structure, etc. For the Venn diagram informal assessment: ● I will provide each student with a printed Venn diagram graphic When modeling and comparing stories on the Venn diagram, students may need prompting to go beyond the basic plot

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33 organizer. This will have two overlapping circles for comparing the two stories. ● Students will write the titles of the two fables/folktales they are comparing on the appropriate side of the Venn diagram. ● In the overlapping middle section, students will write 3-5 ways the stories are similar. This could include comparisons of plot structure, characters, settings, central messages, morals, cultural origins, etc. ● In the left circle, students will write key details unique to the first story. In the right circle, they will write key details for the second story. ● Students will be encouraged to use text evidence from the stories to support their comparisons and contrasts. ● Students will work in groups to complete their Venn diagrams ● For visual learners, I will use an interactive whiteboard to fill out a digital Venn diagram and drag/drop key details. Highlight and enlarge text. ● For auditory learners, read aloud while filling out the Venn diagram. Emphasize keywords vocally. ● For kinesthetic learners, have students come up to the board to point out similarities/differences. Provide hands-on materials. ● Model looking up unknown words in picture dictionaries, bilingual dictionaries, and online visual dictionaries. ● Think aloud while highlighting the main ideas and key details in the text. Use sticky notes to annotate. Differentiation ● Frontload vocabulary with English Language Learners before the lesson ● Seat the two students with attention issues close to teacher and ask for their help with materials ● Plan student groups based on levels: Ensure that the ELL students are paired with a competent student

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34 ● Provide bilingual texts, translations, and dictionaries for ELLs. Allow responses in their native language. ● Pair ELLs both with a strong English speaker and a partner who speaks their language. ● Allow students with ADHD to stand, move, or use exercise balls. Provide fidget toys, chewing gum, and stress balls. ● For students with dyslexia, provide text-to-speech, recorded readings, and digital copies to adjust font style/size. ● Struggling readers can listen to audio recordings and read along with the printed stories. Partner with a strong reader. ● Allow students who struggle with writing to dictate responses to a scribe, point to vocabulary, or use speech-to-text tools. ● Advanced learners can write a compare/contrast essay analyzing more than two stories. Provide extended texts. Guided Practice Have students work with a partner to fill out a Venn diagram for two new stories. Circulate to support. Use partnerships strategically to pair stronger readers with struggling readers. Also group students by ability. Allow manipulatives like Venn diagram cutouts, idea webs, and graphic organizers. Color code stories. Clarify instructions verbally, visually, and in students’ home languages. Provide models. Circulate to re-explain, answer questions, and provide individual assistance Assessment Independent Practice: Students may get

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35 (Practice/ Checking for Understanding) Collaborative Groups: ● Group students in 2s or 3s ● Students will partner read the stories in Set B ● They will create their own Venn diagrams in groups ● If time permits, students can present their diagrams and discuss any similarities and differences between the groups For this assessment, I will use the following grading criteria: ● 3 points: Venn diagram completed accurately with at least 3 thoughtful comparisons made between the stories for the elements of plot, characters, central message/moral, and cultural origins. Comparisons demonstrate comprehension of both stories. ● 2 points: Venn diagram mostly completed with 1-2 thoughtful comparisons between stories. Some key elements may be missing or incomplete. ● 1 point: Venn diagram attempted but missing significant components or comparisons between stories are minimal or demonstrate a lack of understanding. As I circulate during the activity, I will make note of any students who are struggling to complete the Venn diagram or make meaningful comparisons. This will help me identify who may need reteaching or extra support in comparing stories. Written Response: ● For the written response, applying a moral: ● Students will take out a journal or piece of lined paper. excited to apply a moral from the story to real life in their written response

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36 ● They will independently write a paragraph summarizing a moral or lesson from one of the four stories read in class. This should be 3-5 sentences. ● Then, they will write 3-5 sentences explaining how that moral or lesson could apply to a real-life situation they or someone they know has experienced. They should use specific details in their response. ● Once finished, students will turn in their written responses to be assessed based on the rubric criteria of accurately identifying a moral/lesson and thoughtfully relating it to real life. ● After grading, I may select several student samples to share anonymously as examples for the next lesson. For the written response applying a moral to real life, students will be graded on the following rubric: ● 3 points: Response includes an accurate summary of a moral/lesson from one of the stories and thoughtfully applies it to a real-life situation using specific details. ● 2 points: Response indicates a general understanding of a moral from the stories, but application to real life is limited or unclear. Specific details are lacking. ● 1 point: Response shows limited or inaccurate understanding of the morals in the stories. Connection to real life is missing or does not make sense. ● Alignment to Standards CCSS RL 2.9 - Compare and contrast two or more versions of the same

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37 story by different authors or from different cultures. The Venn diagram activity requires students to directly compare and contrast two fables or folktales from different cultures. CCSS RL 2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ● Monitoring Progress To monitor progress, I will review students’ Venn diagrams and written responses to see if they are grasping the skill of comparing stories and identifying morals. Any student who scores below a 2 on either task will be flagged for reteaching. I will also look at the progress of my ELL students and those with IEPs to see if they need additional support with these skills. Regular use of informal assessments and alignment to key standards ensures that I closely track student progress in meeting the goals of the lesson and unit. Allow illustrations, diagrams, word webs, and oral responses instead of writing. Use rubrics, checklists, and models to make expectations clear. Provide examples of proficient work. For ELLs, grade more on content and allow flexibility in conventions, as needed. Allow use of vocabulary word banks, sentence frames, and dictionaries/translators. Students can record or dictate responses to a scribe.

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38 Closing Close lesson with a review of vocabulary, elements of folktales, and the following questions: ● Which characters did they like best? ● Which did they like least? ● Which story had the best ending and why? Students will likely have opinion on their favorite characters and ending.

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39 Justification Bianca Henderson, a student with strengths and challenges in academic and functional domains, requires a customized educational plan to maximize her learning potential. In light of her Present Levels of Academic and Functional Performance, it is imperative to develop a lesson plan that caters to her unique needs, fosters her strengths, and addresses her concerns. This plan integrates various instructional strategies, providing a holistic approach to support her academic and functional development. Understanding Bianca’s deep interest in specific topics is crucial for engagement and motivation. According to her present levels, she has a keen interest in her chosen subjects. Incorporating a session where she identifies themes she would like to explore independently can enhance her autonomy and enthusiasm for learning (Iryani et al., 2023). This can be achieved through one-on-one discussions, surveys, or reflection exercises. To cater to Bianca’s visual learning style and reinforce understanding through multiple channels, the lesson plan should include multimedia resources alongside traditional readings (Iryani et al., 2023). Audio versions, videos, or interactive online content can provide alternative means of accessing information, making Bianca’s learning experience more dynamic and engaging. This approach aligns with her strength in making logical decisions and interest in deepening her understanding. Encouraging Bianca to articulate her interests in reading required course fiction is essential. This can be achieved through class discussions or individual reflections. Understanding her perspective will help tailor the choice of fiction, making it more relevant and enjoyable for her. This approach aligns with the principle of providing choice and autonomy in learning (Muñoz Martínez & Porter, 2020). Integrating hands-on activities related to the content allows Bianca to creatively apply her knowledge. Given her strength in

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40 creating mini-folktales and interest in chosen topics, hands-on projects can include creating visual representations, storytelling, or engaging in creative writing exercises. This approach caters to her strengths and promotes active participation in the learning process. Flexible grouping is crucial to address Bianca’s diverse needs. Varying grouping arrangements based on student needs ensures that she receives the support required for her academic and functional development (Daroini & Prasetyoningsih, 2023). Offering choices in how she demonstrates understanding, whether through written responses, drawings, or oral presentations, allows her to showcase her strengths in a way that suits her learning style. Regular check-ins with Bianca are essential to monitor progress, address concerns, and offer additional support (Daroini & Prasetyoningsih, 2023). This ongoing support is crucial given her difficulties completing homework and her parents’ concerns. Creating a supportive environment where she feels comfortable asking questions through class discussions or online forums further facilitates her academic and emotional development. Positive reinforcement for small achievements is vital for boosting Bianca’s confidence and motivation (Muñoz Martínez & Porter, 2020). Acknowledging her strengths and celebrating progress over time encourages a growth mindset. Constructive, specific, actionable feedback guides improvement while fostering a positive learning environment. A personalized lesson plan for Bianca Henderson should encompass a blend of instructional strategies that leverage her strengths, address her concerns, and promote a supportive learning environment. Educators can create a conducive atmosphere for Bianca’s academic and functional growth by incorporating varied activities, providing choices, and offering ongoing support. This tailored approach reflects a commitment to inclusive education, ensuring that every student, including Bianca, can thrive in their learning journey.

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41 References Daroini, L. M., & Prasetyoningsih, L. S. A. (2023). Independent curriculum learning plan of reading and writing in inclusive schools. http://repository.unisma.ac.id/handle/123456789/10.33086/cej.v4i3.3556 Iryani, E., Hufad, H., & Rusdiyani, I. (2023). The trend of inclusive learning models: Systematic review study. PPSDP International Journal of Education , 2 (2), 143-158. https://doi.org/10.59175/pijed.v2i2.117 Muñoz Martínez, Y., & Porter, G. L. (2020). Planning for all students: Promoting inclusive instruction. International Journal of Inclusive Education , 24 (14), 1552-1567. https://doi.org/10.1080/13603116.2018.1544301

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42 Designing Lesson Plans: Alignment and Differentiation Content Area or Developmental Focus: ELA Lesson Plan - Elementary Age/Grade of Children: Second Grade Length of Lesson: 1 hour Goal Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. Anticipated Student Response IEP Objective ● Student will identify the central message, lesson, or moral of fables and folktales with 80% accuracy. Unit Objective ● Students will analyze how oral traditions like fables and folktales change over time and between cultures. Lesson Objectives ● Identify the definition and understand elements of fables and trickster stories. ● Recognize Aesop’s fables and Ananse spider stories ● Identify the specific narrative and thematic patterns that occur in fables and trickster tales across cultures ● Compare and contrast themes of fables and trickster tales from different cultures ● Identify the various themes that the student would like to explore independently ● Differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories The students will offer a list of themes that they find interesting Standards Included CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures,

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43 and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Materials Print or online versions of the following stories: Set A ● The Lion and the Mouse (Aesop) ● Mr. Buffu and the Snake (Ananse) Set B ● The Fox and the Crane ● Anansi and the Turtle Set C Multimedia Resources: Supplement the readings with multimedia resources such as audio versions, videos, or interactive online content. This appeals to different learning styles and reinforces understanding through multiple channels. Attending Cue ● Start by saying aloud, “Eyes on me in 5...4...3...2...1.”

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44 Review and Prerequisite Have students turn and talk to each other to review elements of fables and folktales learned in previous lessons. Have the students explain their interests in reading their required course fiction. Share their own experiences with fables and folktales. The students will have the opportunity to interests on different course fiction readings Anticipatory Set and Purpose Statement Show images of Aesop and Anansi and have students make predictions about the stories they will read. State lesson purpose: “Today, we will compare fables and folktales to see how they are similar and different across cultures.” The students will make predictions of their course readings Introduction Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start by stating a one-sentence message to the first student (make anything but remember it). Then, the first student will whisper the message to the next person, which continues until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then talk about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations. Instruction Review the vocabulary and elements of folktales from the previous lesson: Direct Instruction ● Vocabulary Words: Students will listen attentively as the teacher reads the two stories and likely enjoy the animal

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45 Folktale Fable Trickster Story Oral Tradition Moral Folk Wisdom ● Elements of Folktales: Folktales… … are very old stories … have special beginnings (such as “Once upon a time…” or “There once was…”) and endings … often repeat words or sentences …have characters, settings, problems, and solutions Guided Practice: ● Read aloud the first two stories (Set A) to students and stop to check for understanding and questions. ● Ask students to compare the animals and their behavior in the fable and the trickster tale. Why do the types of animals change from one culture’s fable to the next? How does the behavior change according to the type of animal? What types of behaviors lead to what types of endings in these stories? ● Then fill a Double Bubble Thinking Map that compares/contrasts the characters, setting, problem, solution, and morals/lessons in both stories (you will be modeling the skill that the students will then do in pairs). Check for understanding- Whole Group (Informal Assessment). Pose the following questions to the students: ● What is a fable, and how are fables different from other types of stories? ● What is a trickster tale, and how is it different from other types of tales and fables? characters.

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46 ● What are the elements common to fables and trickster tales? ● What kinds of wisdom about human nature and human behavior do we learn from fables, and how is this wisdom relevant today? ● During instructions following will be observed. ● Use puppets, role-playing, and simulations to act out folktales. Pause frequently for comprehension checks. ● Provide illustrated story maps showing characters, setting, problem, and solution. Reference while reading. ● Incorporate videos, songs, chants, and movements to increase engagement and support learning styles. ● Use read-aloud, shared reading, choral reading, and partner reading to model fluency. ● Review vocabulary words frequently with visuals, gestures, translations, and examples. Highlight in text. ● Provide extra copies of stories with leveled text for those below grade reading level. Offer text-to-speech. ● Hands-On Activities: Integrate hands-on activities related to the content. For example, students could create their own mini- folktales or engage in a creative project that relates to the themes discussed. Differentiated Instruction: ● Flexible Grouping: Consider varying the grouping arrangements based on student needs. Some students may benefit from one-on-one instruction, while others may thrive in small groups or pairs. ● Provide Choice: Offer students a choice in how they demonstrate their understanding. This could include

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47 options like written responses, drawings, or oral presentations. Ongoing Support: ● Regular Check-ins: Schedule regular check-ins with the student to discuss progress, address any concerns, and offer additional support as needed. ● Encourage Questions: Create a supportive environment where students feel comfortable asking questions. This can be done through class discussions, anonymous question boxes, or online forums. Feedback and Reinforcement: ● Positive Reinforcement: Acknowledge and celebrate small achievements. Positive reinforcement can boost confidence and motivation. ● Constructive Feedback: Provide constructive feedback that is specific and actionable. Offer guidance on how to improve and celebrate growth over time. ● Establish a consistent communication channel between teachers and parents, including a daily communication log. ● Share insights on Bianca’s progress, challenges, and strategies employed in both academic and behavioral interventions. ● Gradually introduce changes in routine or topic, offering visual schedules and advance notice to prepare Bianca for transitions. ● Implement a reward system to reinforce positive responses to changes.

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48 ● Collaborate with parents to create consistency between home and school routines. Modelling Think aloud while filling out a Venn diagram comparing two sample stories. Point out the thought process for comparing central messages, characters, plot structure, etc. For the Venn diagram informal assessment: ● I will provide each student with a printed Venn diagram graphic organizer. This will have two overlapping circles for comparing the two stories. ● Students will write the titles of the two fables/folktales they are comparing on the appropriate side of the Venn diagram. ● In the overlapping middle section, students will write 3-5 ways the stories are similar. This could include comparisons of plot structure, characters, settings, central messages, morals, cultural origins, etc. ● In the left circle, students will write key details unique to the first story. In the right circle, they will write key details for the second story. ● Students will be encouraged to use text evidence from the stories to support their comparisons and contrasts. ● Students will work in groups to complete their Venn diagrams ● For visual learners, I will use an interactive whiteboard to fill out a digital Venn diagram and drag/drop key details. Highlight and enlarge text. ● For auditory learners, read aloud while filling out the Venn When modeling and comparing stories on the Venn diagram, students may need prompting to go beyond the basic plot

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49 diagram. Emphasize keywords vocally. ● For kinesthetic learners, have students come up to the board to point out similarities/differences. Provide hands-on materials. ● Model looking up unknown words in picture dictionaries, bilingual dictionaries, and online visual dictionaries. ● Think aloud while highlighting the main ideas and key details in the text. Use sticky notes to annotate. Differentiation ● Frontload vocabulary with English Language Learners before the lesson ● Seat the two students with attention issues close to the teacher and ask for their help with materials ● Plan student groups based on levels: Ensure that the ELL students are paired with a competent student ● Provide bilingual texts, translations, and dictionaries for ELLs. Allow responses in their native language. ● Pair ELLs both with a strong English speaker and a partner who speaks their language. ● Allow students with ADHD to stand, move, or use exercise balls. Provide fidget toys, chewing gum, and stress balls. ● For students with dyslexia, provide text-to-speech, recorded readings, and digital copies to adjust font style/size. ● Struggling readers can listen to audio recordings and read along with the printed stories. Partner with a strong reader. ● Allow students who struggle with writing to dictate responses to a scribe, point to vocabulary, or use speech-to-text tools. ● Advanced learners can write a compare/contrast essay analyzing more than two stories. Provide extended texts. ● Implement a personalized reading intervention plan that

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50 incorporates strategies such as graphic organizers, summarization techniques, and explicit comprehension instruction. ● Provide alternative formats for required course fiction reading, such as audiobooks or interactive platforms. ● Develop a behavior intervention targeting self-injurious behaviors, incorporating sensory strategies and alternative coping mechanisms. ● Establish a communication system to express frustration or discomfort. Guided Practice Have students work with a partner to fill out a Venn diagram for two new stories. Circulate to support. Use partnerships strategically to pair stronger readers with struggling readers. Also group students by ability. Allow manipulatives like Venn diagram cutouts, idea webs, and graphic organizers. Color code stories. Clarify instructions verbally, visually, and in students’ home languages. Provide models. Circulate to re-explain, answer questions, and provide individual assistance. Facilitate structured peer interactions through group activities and projects. Implement social skills that explicitly teach conversation initiation, maintaining topics, and interpreting non-verbal cues. The students will respond by actively participating in peer group interaction to hone their social skills.

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51 Foster peer relationships through collaborative learning experiences. Provide explicit instruction on unwritten social rules and routines, incorporating role-playing scenarios. Use social stories and visual cues to illustrate appropriate social behaviors in different contexts. Foster a supportive environment that encourages open communication about social expectations. Assessment (Practice/ Checking for Understanding) Independent Practice: Collaborative Groups: ● Group students in 2s or 3s ● Students will partner read the stories in Set B ● They will create their own Venn diagrams in groups ● If time permits, students can present their diagrams and discuss any similarities and differences between the groups For this assessment, I will use the following grading criteria: ● 3 points: Venn diagram completed accurately with at least 3 thoughtful comparisons made between the stories for the elements of plot, characters, central message/moral, and cultural origins. Comparisons demonstrate comprehension of both stories. ● 2 points: Venn diagram mostly completed with 1-2 thoughtful comparisons between stories. Some key elements may be missing or incomplete. ● 1 point: Venn diagram attempted but missing significant components or comparisons between stories are minimal or Students may get excited to apply a moral from the story to real life in their written response.

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52 demonstrate a lack of understanding. As I circulate during the activity, I will make note of any students who are struggling to complete the Venn diagram or make meaningful comparisons. This will help me identify who may need reteaching or extra support in comparing stories. Written Response: ● For the written response, applying a moral: ● Students will take out a journal or piece of lined paper. ● They will independently write a paragraph summarizing a moral or lesson from one of the four stories read in class. This should be 3-5 sentences. ● Then, they will write 3-5 sentences explaining how that moral or lesson could apply to a real-life situation they or someone they know has experienced. They should use specific details in their response. ● Once finished, students will turn in their written responses to be assessed based on the rubric criteria of accurately identifying a moral/lesson and thoughtfully relating it to real life. ● After grading, I may select several student samples to share anonymously as examples for the next lesson. For the written response applying a moral to real life, students will be graded on the following rubric: ● 3 points: Response includes an accurate summary of a moral/lesson from one of the stories and thoughtfully applies it to a real-life situation using specific details. ● 2 points: Response indicates a general understanding of a moral

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53 from the stories, but application to real life is limited or unclear. Specific details are lacking. ● 1 point: Response shows limited or inaccurate understanding of the morals in the stories. Connection to real life is missing or does not make sense. ● Alignment to Standards CCSS RL 2.9 - Compare and contrast two or more versions of the same story by different authors or from different cultures. The Venn diagram activity requires students to directly compare and contrast two fables or folktales from different cultures. CCSS RL 2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ● Monitoring Progress To monitor progress, I will review students’ Venn diagrams and written responses to see if they are grasping the skill of comparing stories and identifying morals. Any student who scores below a 2 on either task will be flagged for reteaching. I will also look at the progress of my ELL students and those with IEPs to see if they need additional support with these skills. Regular use of informal assessments and alignment to key standards ensures that I closely track student progress in meeting the goals of the lesson and unit. Allow illustrations, diagrams, word webs, and oral responses instead of writing.

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54 Use rubrics, checklists, and models to make expectations clear. Provide examples of proficient work. For ELLs, grade more on content and allow flexibility in conventions, as needed. Allow use of vocabulary word banks, sentence frames, and dictionaries/translators. Students can record or dictate responses to a scribe. Conduct regular assessments to monitor Bianca’s progress in academic and behavioral goals. Adjust intervention strategies based on ongoing data collection and observations. Share progress reports with parents to maintain transparent communication. Closing Close lesson with a review of vocabulary, elements of folktales, and the following questions: ● Which characters did they like best? ● Which did they like least? ● Which story had the best ending and why? Students will likely have opinion on their favorite characters and ending.

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55 Justification Bianca, characterized by unique academic and functional needs, requires a customized educational approach to address her challenges comprehensively. The proposed enhancements to the lesson plan are imperative, aiming to establish a supportive and inclusive learning environment conducive to Bianca’s academic and social development. The multifaceted justification underlying these modifications underscores their significance in meeting Bianca’s specific requirements. Firstly, establishing a consistent communication channel between teachers and parents is fundamental. Positive teacher-parent communication has been empirically linked to improved academic outcomes for students (Daroini & Prasetyoningsih, 2023). The incorporation of a daily communication log facilitates real-time information exchange, enabling timely interventions and adjustments tailored to Bianca’s evolving needs. This collaborative effort aligns with research emphasizing the pivotal role of parent-teacher partnerships in supporting student learning. Secondly, the gradual introduction of changes in routine or topic addresses Bianca’s resistance through a structured approach. Research indicates that individuals with autism spectrum disorders, like Bianca, benefit from visual schedules and advance notice for smoother transitions (Daroini & Prasetyoningsih, 2023). This strategic approach enhances predictability, reduces anxiety, and promotes adaptability, improving the learning experience. Thirdly, implementing a reward system for positive responses to changes aligns with effective behavioral interventions for students with autism spectrum disorders (Iryani et al., 2023). This approach reinforces positive behaviors, motivating Bianca to adapt positively to changes, thereby supporting her emotional well-being. Collaborating with parents to establish consistency between home and school routines further ensures a seamless learning experience,

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56 acknowledging the positive impact of consistent routines on the well-being of students with autism (Muñoz Martínez & Porter, 2020). This aspect is vital in ensuring all students are accommodated in the classroom. Moreover, addressing Bianca’s academic needs involves implementing a personalized reading intervention plan. The research underscores the efficacy of explicit comprehension instruction and alternative formats, such as graphic organizers and audiobooks, for improving reading outcomes (Dewi et al., 2023). This approach accommodates diverse learning styles, acknowledging Bianca’s strengths and challenges. Similarly, developing a behavior intervention plan for self-injurious behaviors integrates sensory strategies and alternative coping mechanisms, aligning with evidence-based approaches for managing challenging behaviors (Dewi et al., 2023). This targeted plan prioritizes Bianca’s safety and emotional well-being, addressing her specific behavioral challenges. Establishing a communication system for expressing frustration or discomfort and facilitating structured peer interactions and social skills development acknowledges the importance of effective communication and social inclusion for autistic students (Dewi et al., 2023). Collectively, these strategies foster a supportive and responsive learning environment, nurturing Bianca’s holistic development. Lastly, conducting regular assessments for progress monitoring is integral, aligning with the principles of responsive teaching (Iryani et al., 2023). Frequent assessment and data collection enable ongoing adjustments to intervention strategies, ensuring their relevance and effectiveness in supporting Bianca’s growth and overall well-being. Overall, the proposed enhancements to the lesson plan for Bianca are deeply grounded in evidence-based practices and educational research. These strategies aim to create a learning environment that addresses her challenges and promotes her growth, development, and overall well-being by prioritizing her unique academic and functional needs.

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57 References Daroini, L. M., & Prasetyoningsih, L. S. A. (2023). Independent curriculum learning plan of reading and writing in inclusive schools. http://repository.unisma.ac.id/handle/123456789/10.33086/cej.v4i3.3556 Dewi, W. P., Sudadio, S., & Anriani, N. (2023). The Inclusive Learning in Inclusive Education Provider Schools. PPSDP International Journal of Education , 2 (2), 514-523. https://doi.org/10.59175/pijed.v2i2.153 Iryani, E., Hufad, H., & Rusdiyani, I. (2023). The trend of inclusive learning models: Systematic review study. PPSDP International Journal of Education , 2 (2), 143-158. https://doi.org/10.59175/pijed.v2i2.117 Muñoz Martínez, Y., & Porter, G. L. (2020). Planning for all students: Promoting inclusive instruction. International Journal of Inclusive Education , 24 (14), 1552-1567. https://doi.org/10.1080/13603116.2018.1544301

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