Keystone

According to the SETT Framework a collaborative team uses this to create student centered, environmentally useful and tasks focused tool systems. Since I could not be a part of a collaborative team, I collaborated with the classroom teacher and paraprofessional to plan for the students needs. We spoke about the needs of the boy and how they can best be achieved. We also used the UbD format to plan the lessons.

            Our discussion centered around one boy in the 12:1:1 classroom, a first grader. Baruch a pretty sweet friendly boy was able to decode words. If one were to listen to him “read”, he “sounded” as if he were an excellent reader. However, Baruch was a decoder not a reader. He was not able to comprehend what he was reading. His listening skills were also quite weak and thus he needed very basic skills of comprehension and listening. The teacher was aware of this and would always try to have an adult, either she or the para work with him one to one. Sometimes he was paired with one of his peers who lacked decoding skills, but could listen and comprehend. As Baruch would decode, Mike would understand could ask Baruch questions. In turn Baruch would help Mike with decoding. The functional areas of concern for Baruch were comprehension and listening skills. He tried very hard to listen and comprehend. His behavior was never an issue. He was sociable and participated in any and all activities.

            The environment of the classroom was warm, encouraging supporting and caring. There was a sense of mutual respect for everyone. The students were reliable and responsible. The expectations of everyone were success and achievement.

One of Baruch’s IEP goals was that he would read a book with 85% accuracy in comprehension. Another was that he would listen to a story. A video or anything auditory and be able to comprehend with a 90% accuracy.

The class has been working on a unit relating to the circus and fairs. As part of the unit, they had endeavored to transform their classroom to a fair environment. They had set up a “Ferris wheel”, booths, rides etc. They were even going to “sell” things. I decided to do a unit on cotton candy with Baruch.

I developed three consecutive lessons designed to address his age, grade level and specific learning challenge.

Using the Understanding by Design framework, I decided on the essential question and big idea. I thought purposely about the unit planning. I focused on the development and deepening of Baruch’s understanding and his ability to effectively use content knowledge and skills. When Baruch would be able to explain, interpret, apply, empathize and self assess, it would indicate understanding. I planned backwards from long term, desired results through the process of desired result and evidence. I wanted to ensure that learning would take place not just teaching. I built in constant review to enhance the quality and effectiveness of the lessons. I was hoping to see a continual improvement in the student’s achievements.

The Lessons:

Big Idea:

What is cotton candy and how is it made?

Learning Objectives:

Upon completion of these lessons Baruch will be able to:

• List the ingredients of cotton candy
• Sequence the process of making it
• Give at least 5 details about the history of cotton candy

Curriculum Standards:

• RI 1.1 Cite textual evidence to support analysis of what the text says explicitly

• RI 1.2 Determine a central idea of a text or a video and it is conveyed through details.
• RI1.3 Analyze in details at least 5 , how a key idea, or event is introduced, illustrated and elaborated.

Lesson 1

Baruch was able to identify “cotton” candy”. He tasted it and said that it was sweet. We brainstormed as to what could make it sweet. He thought about sugar and honey. We wondered what made it “fluffy”. He thought that maybe cotton and sugar were used. We tasted it a few times as he discovered that it melted in his mouth. he didn’t think cotton would melt in his mouth. Baruch used his listening skills and answered each question.

We then made “Cotton Candy Puffy Paint”. Baruch listened carefully and followed all directions, after first repeating each one in his own words. The objectives were for him to express himself through paining and increase his listening and comprehension skills.

            Each step was written down on a sentence strip, read, reread and explained. We mixed 1 cup of flour, 3 teaspoons baking powder, one teaspoon salt, a few drops pink food coloring and later blue food coloring and some water till it was a good consistency.

            We combined all ingredients and Baruch was able to explain what he had done. He could read the sentences on each strip and after answering questions put them in order.

            He loved playing with his own “cotton candy” and creating “cones” and his own masterpiece.

He was excited to go home and make it for her siblings. (I gave him the recipe)

Lesson 2

We reviewed the lesson from the previous day. He explained how he was the star at home and he made his cotton candy. He brought in some samples, which were very well done. He had comprehended the lesson and it showed.

This lesson was focusing on “How is Cotton Candy made”? ‘Cotton Candy’, (https://www.foodnetwork.com/videos/cotton-candy-96753). We watched it the first time straight through. We then watched it again stopping to jot down important information. Baruch was able to answer questions. He saw and was able to state that cotton candy was made of sugar that is spun in a special machine. We then watched “kids cotton candy machine” 2:05, once again we watched it straight the first time and then re-watched it pausing and clarifying.

Baruch was very excited, especially when his friend, Mike, joined us. Baruch explained to him exactly what we had done the previous day and what we were watching during lesson 2.

We then all watched 1:55 “How to Make Cotton Candy” By TeSize science, Baruch was proud to show off his knowledge to Mike. He beamed as he explained the process.

Mike asked the perfect questions. As if on cue, he asked, “Where did all this cotton candy come from? I began a very simple explanation about the history of cotton candy. This was a quick introduction to lesson 3.

Lesson 3

I reinforced the quick introduction about the dentist who invented “fairy floss” Mike joined us to make it easier for Baruch to have a partner. They each asked great questions which I charted to be answered later. Questions such as:

• What makes Cotton candy fluffy?
• What kind of sugar is used?
• Why does it dissolve in your mouth?
• Why was it invented by a dentist?

The book Fairy Floss The Sweet Story of Cotton Candy by: Ann Ingalls was introduced. We did a picture walk through the book. The boys were so excited to look at the pictures and retell the story of the history of Cotton Candy just based on what they were looking at. I read the book to them once through and then reread it slowly while writing questions and facts. Baruch was able to recall more than five details and share with Mike. Mike was also happy to share his insights. We spoke about the World’s Fair and how is compares to what the class had done. They asked why it was called “Fairy Floss” since they did not get it the first time. After re-explaining they were able to explain it to each other.

It was very helpful to have Mike join us. He worked well with Baruch and they fed off each other to enhance the Lesson.

I feel that I was successful with my objectives. Baruch was able to recall details, listen to a story, answer questions and put sentence strips in sequential order. I was glad I was offered the opportunity to be a part of this experience.