Group Members : Lili Melvin, Samuel Koppitz, Molly Cook, Matthew Boelke, Andrew Wagner

PLC Lesson Application for Emotional and Behavioral Disorders

Instructions: Identify and Rationalize/Explain at least 1 accommodation/support in each category for the given lesson.

Location(s) in Lesson
Type of Support Specific Support
Sequence & Instructional Strategy
Partnering up: Independent Practice 2
“assigning activities such as journaling, art projects, and creative
writing assignments are ways that teachers can provide strategies for
students to express themselves and connect with their teachers”
(Johnson, 2010).

Specifically, the journaling of the student's morning routine,

Lesson Logistics Rational for Support

Social How will you incorporate the support?
Support
I will incorporate this into the recording of their daily routine in the
independent practice part 2. However, have the students share
their “journaling” (recordings) with each other.
Why use this support? In what way does this support the learner?
I would use this support because it helps students interact with each
other and gain a better understanding of what they do in the morning
and in turn gain insight into each other. You can then segue this into a
journal exercise of writing about their day/feelings in German.

Location(s) in Lesson
Type of Support Specific Support
Sequence & Instructional Strategy
Whole Cass Practice: Quizlet Live “With the proper incentives, sometimes called reinforcers, even
students who show little interest can be coaxed into performing.
Incentives need not be restricted to tangible reinforcers (such as points
that can be traded in for rewards, stickers, food, and soon.)” (Quin et al,
2000).
Behavioral
Support
Lesson Logistics Rational for Support
How will you incorporate the support? Why use this support? In what way does this support the learner?
When the students are practicing the vocabulary as a whole class, This support is important to use because it helps students engage in
they will go on Quizlet Live and be put into different teams online. appropriate behavior by working collaboratively and following the
Each team will race to the finish by choosing the correct vocabulary teachers' instructions. It has inherent aspects of leadership roles,
 words in question. The team who chooses the correct answers the
fastest will win the game, and their group name and picture will be
showed, saying this team won the Quizlet Live game.
where the kids can look at their teammates and help each other,
guiding one another to get the correct answer. This supports the
learner because it is not only an engaging activity but it also helps
student follow the behavior the teacher wants to see which is picking
the right vocabulary and working together with one another.
Students with emotional and behavioral disabilities can concentrate
on the game, and be engaged with other students, allowing them to
not be distracted and follow their on-task behavior.

Location(s) in Lesson
Type of Support Specific Support
Sequence & Instructional Strategy
“teachers have students complete their work at their desk in
study cubicles enclosed on three sides.” (Molly, Ryan, Joseph, et
Independent Practice 2: Vocaroo Recording al, 2008)

Lesson Logistics Rational for Support

How will you incorporate the support?
Environmental
Support Have students sit at their desk with the study cubicles enclosed on
three sides when working on their 3 ideas for morning routine.
They will then record these ideas via a Vocaroo, behind the privacy
of their 3 sides cubicle.
Why use this support? In what way does this support the learner?
This support is important as it allows for students to have some
“private space” in order to work and focus. This is particularly helpful
when doing a vocal recording, such as Vocaroo, as many students
with emotional/behavioral disabilities may feel uncomfortable or
embarrassed recording in front of others, particularly if they are not
confident in their German speaking skills. This allows for these
students to do their work in a more private setting, yet still within the
classroom so that the teacher can circulate around the room and
help/answer any potential questions that may come up.

Location(s) in Lesson Specific Support

Type of Support
Sequence & Instructional Strategy
Organizational After Independent Practice Session 2 and Independent Practice “Provide time-management reminders, such as 10-, 5-, or 2-minute
Support Session 3 warnings before clean-up time, to establish time limitations for
completing work.” (pg. 20) (Quinn et al, 2000)
 Lesson Logistics
How will you incorporate the support?
This support would be incorporated into the independent practice
sections of the lesson by giving students warnings before
transitioning to the next section of the lesson so they can start
finishing that task and get ready to move on. Because it is only 10
minutes for Independent Practice 2, I would probably only include a
2-minute warning, however, Independent Practice 3 is 25 minutes
and would probably do better with 5 and 2-minute warnings.
Type of Support Location(s) in Lesson
Sequence & Instructional Strategy
After Independent practice 3 before Whole Class
Lesson Logistics
Instructional How will you incorporate the support?
Support We would have students in between the 3 rd independent practice
and whole class presentation, students would stand up and stretch
allowing the students a break for the next section of the lesson.
Rational for Support
Why use this support? In what way does this support the learner?
This support should be implemented because it aids the student in
dealing with time management when doing their independent
practice. Students with emotional and behavioral disabilities may
need extra reminders as they can lose concentration or get easily
triggered if not reminded or helped. This supports the learner
because it lets the students remind themselves when to be ready for
the next step when working on their own.
Specific Support
“Another way teachers can provide stimulation is by regularly
integrating physical movement into musical experiences or allowing
brief breaks for physical activity” (de l’Etoile, 2005)
Rational for Support
Why use this support? In what way does this support the learner?
I think that it is important because providing breaks during a
transition is important to be able to allow students to know there is a
transition as well as allowing them to “shake” out the jitters and wake
up after independent work time to come together in a group activity.