Bill Marshall – Dodge Middle School - 7th Grade Social Studies



Bill Marshall – Dodge Middle School - 7th Grade Social Studies

Assignments and Accommodations (students with IEPs and 504s)

• Accommodations developed and refined over 13 years of teaching, incorporated as required under IEP and 504 requirements.

• Accommodations usually built into all assignments and applicable to ALL students.

• Further subjective accommodations implemented at the assessment stage, accounting for effort in understanding and assignment execution, with modified or reduced expectations, grades based on individual ability and commensurate achievement, and recognizing an incremental trend of improvement over academic year involving classroom routines, assignment execution, big picture construction of curriculum, intrinsic motivation, and overall cognitive development.

• Additional grading scale accommodation for as agreed upon via discussion with staff.

• Additional time as required, deemed subjectively necessary, and/or on case-by-case basis.

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Teacher-Student-Parent-Peer Communication (phone/computer access)

• All students and parents have access to my home telephone number, with in-class instructions to call for assistance ANYTIME.

• Daily agenda for the upcoming week (as well as other important communiqués) uploaded to website no later than dinner hour the Sunday before (includes content and language objective, daily journal question, in-class lessons, homework, and project/test announcements).

• Copies of weekly agenda distributed Monday to SPED department teachers/aides (including student handouts, tests, and answer keys).

Classroom Communications (on whiteboard)

• Daily Agenda, homework, Current Events topics and due date, journal question, essential question, content objective, language objective, home phone number and “schoolnotes” address, test and project announcements, class schedule, and assignment title written clearly.

• Written information printed in routine areas using different colors and color division lines between items to facilitate discerning of information.

• Classroom supplies and handouts organized and maintained to facilitate ease and dependability of access.

Weekly Current Events (3 topics, or Student’s Choice)

• Originally no form and students were to follow instructional handout

• Form created and multiples ALWAYS available to all students.

• Originally assigned on Friday and due Monday, now elongated and assigned Wednesday and due the following Wednesday, so weekend built in to assignment.

• Arrangement with Arizona Daily Star to have free newspapers on hand.

• Supplementary “Current Events Guidelines” handout issued to help with form sections, including prompting questions to help elicit opinions on articles.

All test and quizzes (MC, T/F, matching, fill-in-the-blank, short essay)

• Originally reviewed text information and tested following discussion.

• Developed study guides with testable information reviewed in class, augmented with teacher, aide, and peer assistance.

• Tests, study guides, and answer keys furnished to LD department in enough time before testing so can develop additional study guides and/or flashcards.

• Additional time available as needed (teacher-directed or requested by LD student or aide, or as required by IEP/504).

Cornell Notes (utilized during in-class films and lectures)

• Originally assigned after cursory explanation of methodology of Cornell Note-taking and teacher-oriented review.

• Developed lecture about Portuguese Triangular Slave Trade, with real-time student application, including slow delivery of verbatim info for right side (data input), and suggested drawings, symbols, key words, and Qs for left side (data memory).

• During showing of in-class movies, will stop film often to suggest note-taking opportunities (even suggesting right side entries, and leaving left side to students’ particular preferences).

• During lectures, will give students verbatim right side data to write, with suggestions to keep up with left side (going with first instinct).

Physiographic Map of United States (state and feature identification)

• Originally assignment requirements were written on the board.

• Developed instructional handout with assignment particulars, suggested textbook pages for location of states and features, with correct spellings for easy reference.

• Assignment elongated from 3 to 4 class periods.

• Additional time available as needed.

U.S. Constitution Workbook (fill-in-the-blank, covering Articles I-III)

• Blanks are discussed as the class progresses through assignment.

• Real world applications are discussed so students can more easily understand.

• Answer key is provided to aides beforehand.

• Additional time available as needed.

Checks and Balances (to reinforce governmental sharing of power)

• Information from which fill-in--the-blank answers are found is discussed.

• Serves as review of aspects of previous U.S. Constitution Workbook discussions.

• 3. Peer assistance to glean correct answers part of assignment.

Bill of Rights Workbook (fill-in-the-blank, definitions, and hypotheticals)

• Blanks are discussed as the class progresses through assignment.

• Real world hypotheticals are discussed as whole class.

• Answer key is provided to aides beforehand.

Quarterly Binder Check (to ensure organization)

• 3-ring binder and 5 dividers provided free of charge to all students first day.

• Handout entitled “Checklist for a Perfect Binder” distributed and reviewed.

• Originally designed as a kind of “pop” inspection; now notice given when will occur.

• Students reminded OFTEN that to BE organized, one must STAY organized.

• Students reminded of need to consult checklist to prepare for binder inspection.

Quarterly Planner Check (to ensure knowledge of objective and homework)

• Students reminded daily to write in planner (daily objective, homework, tests, etc.).

• Students reminded often about method of checking (teacher selects day present in class, and student either has correct entry or zero).

Textbook Reading (excellent textbook lessons that advance Arizona state curriculum)

• ALL students read aloud (LD students read less).

• All reading passages are teacher-paraphrased, and real-world corollaries are discussed.

Textbook Vocabulary and Question Sheets (to reinforce textbook material)

• Originally students were to write out verbatim answers; now students are provided with pre-printed V and Q sheets (designed with LD students in mind).

• After distribution of V and Q sheets, students take turns reading aloud, and information is teacher-paraphrased.

• Serves as a second examination of the textbook material.

Civil War Journal (to increase sensitivity to issues involving the war)

• Partner project (partnering A students with LD students).

• Students strongly advised to exchange phone numbers with partners, and to collaborate on content and appearance.

• Careful reading and review of assignment requirements.

• Students allowed to work on assignment at home.

• Assignment elongated from 5 to 7 class periods.

Era of Reconstruction (poster, 10 important aspects of Reconstruction, plus images)

• Follows readings, lecture, review, and test

• Students decide for themselves the 10 most important aspects of Reconstruction.

• Students write complex-sentence paragraph for each, and include a hand-drawn or computer image that corresponds to each of the paragraphs.

• LD students shepherded throughout process.

• LD students expected to do all 10 paragraphs; however expectations are lessened in terms of the length and depth of the paragraphs.

• Assignment elongated from 5 class periods to include a weekend.

Research Form (research notes, bibliography, information gathering to help retention)

• Originally assigned without review (depended on Language Arts for format).

• Originally students sent to library/computer lab without form.

• Form specifically developed with LD students in mind.

• Direct teacher-student assistance provided at all times.

• Students provided with 5 days of class time for research to help with gathering

research and citations for each of the 5 required sources (2 books, 2 websites, 1 encyclopedia).

Research Paper and Speech (critical skills of essay writing w/speech component)

• Topics picked at random from fishbowl (all topics relate to previous material).

• Originally assigned without review (depended on Language Arts for format).

• Careful in-class review of assignment requirements and due date.

• Research time provided.

• Essay Writing Workshop offered every Monday and Friday at lunch and after school in my classroom from first Monday after research week until Friday before due date (5-plus weeks after research week).

• Students strongly cautioned to respect difficulty of giving speech (students can practice during Essay Writing Workshop).

Good Advice for New American Friends (poster = 10 advice, reason, example sentences)

• Based on text readings.

• Assignment elongated from 3 class periods to 3 plus weekend.

• Additional time available as needed.

• Includes images to enhance right-brain understanding cognition.

Family Immigrant Experience (oral presentation of coming to America, w/visual)

• Students interview family members to find story of how family came to America.

• African-American and Native-American students go back as far as possible.

• Students need to include a family artifact as part of presentation

• Originally required 5-7 minutes, now shortened to 3-5, and assigned without teacher

• modeling, now included to help LD students visualize.

Political Cartoon (skill of creating cartoons on industrialism or progressivism)

• Students are introduced to concept of the political cartoon via textbook and

• teacher-supplied examples.

• LD students encouraged to simplify, use own experiences, and have fun.

• Additional time available as needed.

“America in the 20s” News Conference (groups of 5 create oral presentation)

• Students provided with much material on every aspect of life in the 1920s.

• Groups decide which student will cover specific area from following: news,

economics, sports, entertainment, and politics of the 1920s.

• Student groups write script, rehearse, and present to classmates in news

conference format.

• LD students are shepherded throughout process.

Small Business Plan (partners experience real world business start-up)

• Partner project (partnering A students with LD students)

• Students strongly advised to exchange phone numbers with partners.

• Careful reading and review of assignment requirements.

• Assignment elongated from 3 to 5 class periods.

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