Universal Instructional Design Lesson. Ruthann Inserra Assistive Technology Final Project Spring 2016

Transcription

1 Universal Instructional Design Lesson Ruthann Inserra Assistive Technology Final Project Spring 2016

2 The Classroom The following lesson is designed for 11 th Grade students in a US History II CPE class. Students will study the different types of propaganda used during World War II and see how it is still visible in classes, 65 students total All students have a laptop through a 1:1 initiative 58 minute classes Disabilities Addressed Deafness/Hearing Impairment Autism Behavioral Disorders

3 The Essential Questions 1. What is propaganda and how was it used during World War II? 2. What propaganda techniques were used during World War II? 3. How can a person differentiate between the different styles of propaganda? 4. Where can propaganda be found in 2016? Lesson Objective Students will be able to identify different styles of propaganda used in World War II and then apply this knowledge to creating their own propaganda using imovie.

4 Day 1 Day 2 Day 3 and 4 Lesson Procedure Political Cartoons Propaganda Posters -Anticipatory Set: Students will look at one of Dr. Seuss s WWII political cartoons and talk about what they see and the message in the cartoon. -Students will take down notes on what propaganda is and how a political cartoon is considered propaganda. -Students will define the types of strategies used in political cartoons. -Students will learn about the influence Dr. Seuss had on World War II Propaganda. -Students will practice identifying the propaganda strategies in World War II political cartoons. -Students complete the exit slip to answer the question: Which strategy do you believe is the most effective in a political cartoon and why? -Anticipatory Set: Students will look at the Rosie the Riveter poster and talk about what they see and the message in the poster. -Students will take down notes on the types of strategies that are used in propaganda posters. -Students will compare these strategies to those that are used in political cartoons. -Students will practice identifying propaganda strategies in World War II posters. - Students complete the exit slip to answer the question: Which strategy do you believe is the most effective in a political cartoon and why? Day 3: Show What You Know! With a partner, students will create their own political cartoons or propaganda posters and work on identifying examples of propaganda in the 21 st century. Day 4: Create the 21 st Century Version! Using imovie, the students will create their own propaganda trailers using images to define one of the strategies discussed in class.

5 Learning Objectives According to Level -Students will be able to analyze political cartoons from World War II to identify the propaganda strategy used and explain their reasoning. -Students will be able to analyze propaganda posters from World War II to identify the propaganda strategy used and explain their reasoning. -Students will create their own political cartoon or poster using one of the strategies provided. -Using imovie, students will create a movie trailer to create a propaganda video for one World War II topic and incorporate pictures that match one of the strategies. -Students will match the propaganda strategy with the correct political cartoon using the definitions provided. -Students will be able to match the propaganda strategy with the correct propaganda poster using the definitions provided. -Students will create a slogan for a political cartoon or poster of their choice that can be attributed to one of the strategies learned. -Using imovie, students will choose one of the strategies discussed in class and create a slide show of images that define that strategy. In addition, they will create a special slogan that matches the strategy. -Students will be able to analyze political cartoons and explain the overall message of the cartoon as it relates to World War II. -Students will be able to analyze propaganda posters and explain the overall message of the poster as it relates to World War II. -Students will find three examples of propaganda in the news media and identify one of the strategies learned in class and explain the connection. -Using imovie, students will pick an issue in the 21 st century and create a propaganda movie trailer that utilizes two of the strategies discussed in class.

6 Lesson Activities 1. Students will use their graphic organizer notes on the different propaganda strategies and apply each one to a list of political cartoons provided. Students will provide a 2-3 sentence explanation on why the cartoon matches that strategy. 2. Students will use their notes on the different propaganda strategies and apply each one to a list of propaganda posters provided. Students will provide a 2-3 sentence explanation on why the poster matches that strategy. 3. Students will pick a strategy and create their own political cartoon or poster. 1. Students will work with a partner on a matching activity. Students will be provided with a list of the definitions for propaganda strategies and a list of political cartoons. They will correctly match the list. 2. Students will work with a partner on a matching activity. Students will be provided with a list of the definitions for propaganda strategies and a list of political cartoons. They will correctly match the list. 3. Students will choose between 2 strategies and create a slogan for a political cartoon or poster. 1. Students will write a paragraph explanation explaining the meaning of a political cartoon. They will identify all parts of the cartoon that match a particular strategy discussed in class. 2. Students will write a paragraph explanation explaining the meaning of a propaganda poster. They will identify all parts of the poster that match a particular strategy discussed in class. 3. Students will find 3 examples in the media and identify the strategies learned in class and explain the connection.

7 Computer Based Activity Standard: Students will work with a partner to create an imovie trailer. The trailer will be a 21 st century version of a propaganda poster of a World War II carpet and incorporate one of the strategies learned in class. Fundamental: Students will use imovie with a partner to create a movie trailer. They will choose one of the strategies discussed in class and create a slideshow of images that define the strategy. In addition their trailer must have a slogan. Enhanced: Students will work on with a partner to create an imovie trailer. They will pick a 21st century issues and create a propaganda movie trailer that utilizes one of the strategies discussed in class.

8 UDL Principle 1: Representing Information Perception Notes are provided in a PowerPoint format with definitions provided and examples of each definition. Voice-over provided for PowerPoint notes. Printable notes available. Language and Symbols Important facts are highlighted and represented in bold face to distinguish importance. Comprehension PowerPoint includes questions that connect to previous sections. PowerPoint includes check-up questions to gauge understanding as students proceed through lesson. Links provided at the end as resource.

9 UDL Principle 2: Action and Expression Physical Action Written portion may be done by hand or through the use of laptops, which every student has. Expressive Skills and Fluency Verbal responses encouraged during the anticipatory set when talking about examples of propaganda. Students may work with a partner to work through the cartoons and posters. Executive Functions Graphic organizers provided for the PowerPoint notes. Students are using imovie to create the representation of propaganda.

10 UDL Principle 3: Means of Engagement Recruiting Interest Items are differentiated according to level Ability to work with a partner if deemed necessary. Sustaining Effort and Persistence Directions and expectations for assignments are clearly provided. Goals for the lesson are provided at the beginning of class and in the PowerPoint. Students encouraged to work with a partner and collaborate on assignments and imovie project. Self-Regulation All activities build on what was learned in class. Activities are based according to level and have a real-world connection. Students must provide explanations to all assignments in order to prove their knowledge. This is either verbal or written.

11 Students with Autism Adapted Materials Some students with autism do not always work well in large group settings. Students will work individually on assignments or work with a partner, depending on the level of autistic action. These students will benefit using graphic organizers to streamline information. They will also benefit from the hand-on projects that utilize the laptop. Some students with autism become attached to objects, and the laptop can facilitate the educational process. Activities Working with the Student Individual or Partner work (TBD) that are hands-on. Creating drawings for both cartoons and posters will be beneficial. Creating a slideshow on imovie will be hands on for the student. Strategies Encourage the student periodically. Place the student at the front of the classroom. Techniques Students will be provided with specific, short-term goals Students will be provided with specific directions and secondary notes.

12 Students with Behavioral Problems Adapted Materials Due to the diversity of this disability, different strategies will be used to deal with a multiple versions. Not all students with behavioral problems will be able to work well in a group setting, so options for independent work will be provided. Stress can be a major limitation for these students, so it will be important to provide positive feedback to the student and clear goals and expectations for the student. In addition, the student will be provided with graphic organizers to keep the student on task during the lesson and alleviate stress-induced reactions. Working with the Student Activities Options for independent work Opportunity for written expression over verbal expression. Strategies Student will be placed at the front of the classroom to eliminate distractions. Feedback provided on a regular basis. Clear, well-defined goals. Techniques Constant re-direction if a student appears to be moving off-task. Questioning strategies to bring the student back on task.

13 Students with Deafness/Hearing Impairments Adapted Materials These students may be limited when it comes to understanding verbal directions and when it comes to using their aural skills. In order to accommodate this, more emphasis will be placed on the student showing their understanding through the in-class activities and through writing out explanations. The PowerPoint notes will have a voice-over which will read what is on the PowerPoint. In addition, the student will be provided with printed out notes which they can refer back to and connect to the PowerPoint on their own. These students will also be matched with a partner for collaboration. These students may be limited by small-group discussions, so when collaboration is encouraged it will be with one other student so that the student will still have the experience. Graphic Organizers will also be used to help guide the student through the notes when lecture is occurring. Working with the Student Activities All activities will be provided with specific notes. Visuals for the political cartoons and posters will include an additional description based on class discussion. Strategies Student will have a partner to work with on assignments. PowerPoint notes will have a voice over that repeats what is on the screen and which the students may listen to at own convenience. Graphic organizers will be utilized to help students selfmonitor. Techniques Student will sit at the front of the classroom, close to the teacher. Teacher will speak slowly, clearly, and restate main points. If deemed necessary, teacher will utilize a microphone.

14 Note on Adapted Materials All of the adapted materials are created by me for the benefit of my students. The voiceover on the PowerPoint is me speaking over the PowerPoint so that the students maintain continuity of the lesson completed in class. Graphic organizers are also created by me so that they match the notes on the PowerPoint. Everything is clearly and concisely put together for the benefit of the students and can easily be adapted to students with Autism, Deafness/Hearing Impairment, and/or Behavioral Disabilities.

15 Resources Accommodations. (n.d.). Retrieved May 1, 2016, from National UDL Task Force. (n.d). Retrieved May 1, 2016, from Principle I. Provide Multiple Means of Representation National Center On Universal Design for Learning. (n.d.). Retrieved May 1, 2016, from Principle II. Provide Multiple Means of Action and Expression National Center On Universal Design for Learning. (n.d.). Retrieved May 1, 2016, from Principle III. Provide Multiple Means of Engagement National Center On Universal Design for Learning. (n.d.). Retrieved April 15, 2016, from Sousa, David. How the special needs brain works. 2nd. Corwin Press, Print. Universal Design. (n.d.). Retrieved May 1, 2016, from