Karen+Panzarella

Karen Parenzella Self-Contained Special Education Class Using EPHSTownie blog to display student work. Students will be introduced to the book Robin Hood. The book is written using the Writing With Symbols computer program and illustrations. The book was borrowed from the Sherlock Center at Rhode Island College. This activity will be used as an entry in the Rhode Island Alternative Assessment for one collection period. (Students in my program use Alternative Grade Span Expectations Standards) Initial Understanding, Analysis & Interpretation of Literary Text The student will respond in a variety of ways to literary texts, including text read aloud by teacher or peers, reading text independently, or in a guided manner. LT 4.3 Retelling the beginning, middle, and/or end of a story
 * Alternative Grade Span Expectations**:
 * Content** **Strand**:
 * Structured Performance:**
 * AGSEs:**
 * Activity: (group)**
 * Day 1
 * The students will all be given a copy of Robin Hood.
 * The teacher will read the title and have the students turn to the page that has pictures of all the characters in the book.
 * The teacher will have a large poster size copy of this page and point to each picture and tell the students who the picture is of and each characters name.
 * The students with the help of a regular education partner will turn to Chapter 1 (Sir Roberts) and be guided to look at the illustrations. The teacher will then read chapter 1 to the class. ( The students will follow along looking at the words and the picture above each word)
 * The class will talk about what happened first, next and last in the chapter.
 * The class will then go onto chapter 2 The Call Of The Forest, then chapter 3 The Castle Of The North Wind
 * Day 2
 * Review all the characters in the story
 * The students with the help of a regular education partner will turn to Chapter 4 (Sir Guest At The Feast)) and be guided to look at the illustrations. The teacher will then read chapter 4 to the class. ( The students will follow along looking at the words and the picture above each word)
 * The class will talk about what happened first, next and last in the chapter.
 * The class will then go onto chapter 5 The Archery Contest, then chapter 6 Run To The Forest
 * Day 3
 * Review all the characters in the story
 * The students with the help of a regular education partner will turn to Chapter 7 (The Master Butcher) and be guided to look at the illustrations. The teacher will then read chapter 7 to the class. ( The students will follow along looking at the words and the picture above each word)
 * The class will talk about what happened first, next and last in the chapter.
 * The class will then go onto chapter 8 (Return of The King), then chapter 9(Fight to the Death)
 * Day 4
 * Review all the characters in the story
 * The students with the help of a regular education partner will turn to Chapter 10 (Sir Imprisoned)) and be guided to look at the illustrations. The teacher will then read chapter 10 to the class. ( The students will follow along looking at the words and the picture above each word)
 * The class will talk about what happened first, next and last in the chapter.
 * The class will then go onto chapter 11 The Final Arrow
 * The class will then review all the pictures they have drawn and put them in order to retell the story
 * Activity (individual students)**
 * The students will draw one picture for each chapter with a caption under the picture. (The teacher or teaching assistant will scribe what the student tell them that is happening in the picture)
 * After completing the three pictures for the day the student will put the pictures in order to retell the story
 * Continue this activity for each days work
 * **The students will use the pictures in the correct order to retell the story**. The teacher or teacher assistant will read each caption outloud. (Student would retell the story using their own individual means of communication)
 * When the 11 pictures are completed the teacher with the students participating by helping to feed the pictures into the scanner. Will scan each picture.
 * The student will with **great help** from the Computer/Vocational Regular Education Partners will create a Power Point Presentation that will **retell** the story Robin Hood.. Each students Power Point will then be posted on our classroom blog (EPHSTownie)


 * Evaluation:**
 * Each student will receive a score for accuracy between 0 and 100 for each days work.
 * In order to receive a 100 the student will have to put all three drawings for the day in the correct order. (The student could receive a 100 for accuracy even if they needed verbal or physical prompts to put them in order)
 * Each student will receive a score for independence between 0 and 100 (how much help they needed to put the pictures in order. (Example: if the student put the first picture in the correct order but needed verbal or physical prompts to put the other two in order the independent score would be 33%.)
 * The date and the two scores would then be recorded on a form provided by RIDE; this would take place for each day of the activity. The scores would be part of the RI State Alternative Assessment Requirements.
 * Each student would be given oral feedback on how well they did on the activity and review necessary information if the student did not put the pictures in the correct order to retell the story.
 * (students in this class do not get report cards and most do not understand about grades)

The classroom blog that was created will be an excellent show place for this activity. The school community and parents can see that even this level of special education student can meet the standards. We will upload each student’s individual power point. The idea came to me after looking at some elementary school blogs that had mainly pictures to show what was going on in the classroom. (The printed out PowerPoint will be put in the students RI Alternative Assessment as the required student work; at this point they will not go to our class blog to view it) The major problem at this point is our classroom blog is blocked at school. I have asked what the appeal process is to have the classroom site unblocked, but one seems to know so I will be working on this over the summer. We get around this at school by using my laptop accessing the internet using my sprint card. This is what I see us using in the fall. This will be an excellent way for families to view their student’s work. The families will need to be educated on what is a blog and how we will be using it. This may be more difficult because not all families have computer at home. The family will also have to sign a form so that the student’s work can be put up on the blog. We will show the families the classroom blog at the fall open house. At this point having the students draw the pictures, arrange them in order, scan them and creating the power point will take quite a few weeks. One of the trials I see is teaching the regular education partner to use a scanner and how to save the information. Another trial is that no one at the high school uses blogs so we will need to educate the school community on how they can be used. I for see this as an excellent way to showcase my students work and all classroom activities. In the future I see our class using the blog to showcase all of the wonderful activities taking place each week as well as a tool to communicate with parents. This is all so exciting I wish school was not ending so that I could try it out and see what difficulties will exist.