Lesson Plan Assignment Hard of Hearing Students

Lesson Plan:  Hard of Hearing Students
The following lesson plan is devised for auditory and visual learner students that are hard of hearing or deaf. The plan is designed, keeping in mind that every student has a unique learning style and has his preferred way of perceiving things. The process through which education is learned, information is retained and used for comprehension is solely up to the student's desires. However, the plan is formulated to keep this aspect in view and present a comprehensive program for auditory and visual learners' learning.
1. Essential Questions
The auditory learners are those students who enjoy learning by listening, for instance, preference of spoken lectures instead of written materials, enjoying discussions, expressive in emotions with a high and low volume of tone and voice, and interest in music-related activities (Time 4 Learning, n.a.). On the contrary, a visual learner is a student who has a vibrant imagination and prefers lectures with written descriptions, diagrams, and pictures. These students appreciate visual stimulus, body language, and facial expressions. They are good at reading maps and even spell the words by visualizing spellings in their minds. They like watching videos and learn to solve problems with the help of their intuition. They can identify patterns without difficulty and thus and great at recalling information as they are highly organized.
With this relevant information, the essential questions for these two learners can be:
· How can auditory learners be motivated to learn things with visual help so that both auditory and visual learners are catered well in one lesson plan?
· How can they both be assessed in one assessment plan so that visual and auditory learners do not feel deterred in their respective learning evaluations?
2. Learner Outcomes
The instructional objectives of this lesson plan would be for both auditory and visual learners of grade 2. To keep the focus limited for this paper, the emphasis will remain on the English course so that an outline of the lesson plan's learning activities can be presented for both types of learners. The learning targets will be centered on the learning of English level at grade 2 level where familiarity with words grows string and vocabulary becomes string along with the formation of sentences and story-telling.
3. Related Academic Standards: Common Core and/or PA Standards
Common core PA standards would be focused when creating the lesson plan, which would include basics in research that would highlight a linkage between literacy and learning behavior of the students, word-level instructions, text-level comprehension, reading writing activities, spelling and vocabulary development, diverse types of writing and their structures, the establishment of instructional approaches and materials according to the ELP level and age-appropriateness, and literacy evaluation (Penny Sylvia Department of Education, 2016).
4. Vocabulary
Vocabulary would be introduced based on the child's age levels and ELP stage, one design fitting all so that low intermediate learners and advanced learners accept the vocabulary levels equally. Vocabulary would be made known to them in the form of text comprehension and reading.
5. Materials and Resources
Materials used for this lesson plan can be picture cards, videos, colors, PowerPoint, and word song videos.
6. Industrial Procedures
Introduction
The introduction will involve greetings and a background revision of all the English concepts learned previously to be refreshed in their minds. Once this step is undertaken successfully, further English language development with new topics for the day, such as building on one word and deriving synonyms from it, or any other related activity would be easier.
Developmental activities
For the auditory learner, the English lesson would include repetition of words and sentences, either in reading time or story-telling, so that their listening capabilities are enhanced and prove beneficial in gaining English concepts. The question-answer sessions would be initiated at the end of each class to remain engaged since they would want to listen and learn what the teacher or other students have to say. This can also include debates on the topics related to their daily interests so that they can listen, interact, and speak to learn in a fun way. This would let them renovate and uplift conversations with their classmates on a specific subject. Music and songs, such as videos on similar platforms like YouTube, for learning English concepts like synonyms, antonyms, homonyms, etc. would be beneficial. Reading skills can be bettered by reading aloud as this would help them listen to themselves and the teacher; familiarity with words, sounds, syllables, and pronunciations will be improved. Book reading activities with reading aloud once a week can be arranged to introduce book clubs so that auditory learners can talk about their books with other classmates. Books will help them absorb the words, formation, and sentence structure fully and discuss what they learned with others. The instructor can allow self-recordings at home when they issue a book weekly to be read at home. When the students listen to their reading recordings, they would grasp concepts and expand progressively. Group projects for English assignments would help verbally disseminate information to others and listen to other students about their ideas on the same topic. Show and tell activities once a month would be an effective exercise to improve their adjectives and vocabulary used within the sentences and small comprehension practice and picture descriptions. Verbal games like "This or That," such as tea, are warm or hot and can enhance vocabulary and word knowledge.
For visual learners, some activities can be the same, such as picture description and show and tell (Time 4 Learning, n.a.). For comprehension practice, questions can be added for visual learning in the form of color-coding, such as coloring the nouns in the given paragraph in blue, color verbs in red, and so on. For reading activities, concept maps for the characters and their roles can be given as tasks to visual learners. Where auditory learning in the form of words songs is useful for auditory learners, the visual learners would gain even more benefits from these videos since they would visualize the concepts in presentable forms. In class, PowerPoint presentations for learning would help auditory learners; the slides can be made with bright colors, and different color coding for nouns, verbs, adjectives, etc. can be used. In verbal games, such as "This or That" mentioned above, picture cards can be used for visual learners; for example, hot and cold can be presented with tea and ice. Words can be replaced with pictures; emojis play an important role in today's modern educational style where several pictures of food and animals, and even emotions can be shown with written words- for instance, "a cat has milk," cat and milk can be replaced with their respective pictures. Image drawing activities can be added to comprehension exercises as well.
Closure
The closure will be done by revising what is accomplished in each day's lesson. Auditory learners would be encouraged to speak and talk about the day's clearing. In contrast, visual learners would be prompted to write and color their emotions for the lesson, such as highly satisfied with the day's learning in yellow colors, less satisfied with green, or difficult to learn can be identified in red.
7. Addressing Learners' Diverse Needs
The accommodations and adaptations for at-risk students, such as those who learn new concepts or reading, will be catered to especially. In the light of IEPs and 504 plans, modifications can be added, such as giving less content to readers who have difficulty learning five words per week compared to other peers who might learn 25 words per week (Beech, 2010). The assignments and tasks can be limited from daily ones to once or twice a week. Repetition can be added each day for the previous lessons.
Grade 2 students' levels of ELP would be lower intermediate, and those students with special adjustments would be given extra time, such as in group assignments; the students with a good grasp of English can be grouped with these special students so that they learn together. This type of differentiated instruction and language adjustment can be given in the form of extra time after class or talk to their parents by giving them instruction in what topics the child is weak and should be practiced more at home. Also, technology can be used in many ways, such as apps like Transcense for students who require special accommodations (Shephard & Alpert, 2015).
Challenges for advanced learners are that they would become slow with special adjustments to children. However, they can be presented as role models for those who are slow learners. As mentioned earlier, group tasks would be a compelling way to let the advanced learners help the lower intermediate students so that both categories of students could get along well.
8. Formative/ Summative Assessment
Assessments can be designed by following the guidelines presented by literacy departments for special education. Conceptual understanding of phonics, vocabulary, language, and comprehension can be tested (Penny Sylvia Department of Education, 2016). Vocabulary knowledge and comprehension testing can be included in identifying nouns, pronouns, adjectives, etc. coloring for visual learners can be given as an option. Series of events in the comprehension with the recognition of central ideas can be evaluated in assessments. Completing sentences, descriptive words, and actions words, along with capital letters, can be examined.
9. Data Analysis and Reflection on Planning/ Instruction; Plans for Re-Teaching
Data analysis would be done on the student work compared to the set rubric and standards of English literacy. The home and class assignments and assessments would be graded on the guidelines of the instructional practices. The individual student needs should be met, and for the review of this, ongoing formative assessments are an integral element of the lesson plan. According to their slow or advanced learning, adjustments would be made daily so that the needs of all students are made. If set goals and targets of the lesson, either daily or weekly, are not met, the teacher would have to consider re-teaching, including alternative approaches for instruction and providing more learning opportunities.
References
Beech, M. (2010). Accommodations: Assisting students with disabilities, a guide for educators. Prepared by Florida State University. Florida Department of Education, USA.
Penny Sylvia Department of Education. (2016). The framework for special education grade PreK-8 and 7-12 program guidelines. Retrieved from https://www.education.pa.gov/Documents/Teachers-Administrators/Certification%20Preparation%20Programs/Specific%20Program%20Guidelines/SpecialEdGuidelines.pdf
Shephard, C.M. & Alpert, M. (2015). Using technology to provide differentiated instruction for deaf learners. Journal of Instructional Pedagogies, 16. Retrieved from https://files.eric.ed.gov/fulltext/EJ1069390.pdf
Time 4 Learning. (n.a.). Auditory learning style. Retrieved from https://www.time4learning.com/learning-styles/auditory-aural.html
Time 4 Learning. (n.a.). Visual learning style. Retrieved from https://www.time4learning.com/learning-styles/visual-spatial.html