Lesson Plan

Objective: By the end of the lesson, students will be able to explain the key aspects of disability laws and write an argumentative
essay proposing changes to their town or school to make it more accessible for people with disabilities.

Assessment: Students will write an argumentative essay discussing three changes they would make in their town or school to
improve accessibility for people with disabilities. The essay should include evidence from the lesson on disability laws and
demonstrate a clear understanding of the topic.

Key Points:
- Definition of disability laws and their purpose
- Examples of disability laws and their impact
- Rights and protections provided by disability laws
- Common misconceptions about disability laws
- Importance of accessibility for people with disabilities

Opening: Begin the lesson by asking students to share their thoughts on what it means for a place to be accessible for people with
disabilities. Show them images or videos of inaccessible places and discuss the challenges individuals with disabilities might
face. Engage students in a class discussion about the importance of accessibility and its impact on individuals' lives.

Introduction to New Material: Provide an overview of disability laws, explaining their purpose and the rights they provide to
individuals with disabilities. Emphasize the importance of equal access and inclusion. Address common misconceptions, such as
the belief that disability laws only apply to physical disabilities or that they create special privileges.

Guided Practice: Divide students into small groups and provide them with case studies or scenarios related to disability laws.
Have them analyze the situations and identify the rights and protections that may apply. Scaffold questioning from easy to hard,
encouraging students to think critically and apply their understanding of disability laws. Monitor student performance by
observing group discussions and providing guidance as needed.

Independent Practice: Instruct students to write an argumentative essay proposing three changes they would make in their town or
school to improve accessibility for people with disabilities. Provide clear guidelines and expectations for the essay, including the
use of evidence from the lesson on disability laws. Emphasize the importance of structured arguments and supporting their ideas
with relevant information.

Closing: Wrap up the lesson by having students share a brief summary of their proposed changes and why they believe they are
necessary. Encourage class discussion and reflection on the importance of accessibility and the impact it can have on individuals'
lives.

Extension Activity: For students who finish early, provide additional resources on disability laws and ask them to research a
specific case or example of how these laws have positively impacted individuals with disabilities. Have them create a
presentation or infographic to share their findings with the class.

Homework: As a homework activity, ask students to interview a family member or friend with a disability and inquire about their
experiences with accessibility. Students should take notes and be prepared to share their findings in the next class.

Standards Addressed:
1. Virginia SOL Reading Standard 7.6: The student will develop narrative, expository, and persuasive writing skills.
2. Virginia SOL Reading Standard 7.8: The student will edit writing for correct grammar, capitalization, punctuation, and
spelling.
 Scaffold #1 - Make it Relevant!

As a teacher in a school who knows the background of the community well, I understand the importance of making the lessons
relevant and age-appropriate for my 7th-grade students from Virginia. To teach them about improving accessibility for people
with disabilities, I will generate three unique ideas that align with their grade level and background:

1. "Accessible Pathways": In our town or school, we can propose the idea of creating accessible pathways that are specifically
designed for individuals with disabilities. These pathways would have smooth surfaces, ramps, and handrails to ensure easy
mobility for people using wheelchairs, crutches, or walkers. We can encourage the students to study the current infrastructure and
suggest specific locations where these accessible pathways could be implemented.

2. "Inclusive Classrooms": In our school, we can advocate for inclusive classrooms that are equipped with resources and assis tive
technologies to support students with disabilities. This could include adjustable desks and chairs, Braille materials, large-print
books, and audiovisual aids. Students can research the benefits of inclusive education and present their findings to the school
administration, highlighting the positive impact it can have on the entire student body.

3. "Awareness Campaign": Together, we can organize an awareness campaign in our town to educate the community about
disability rights and laws. Students can create informative posters, pamphlets, or even short videos that explain the importance of
equal access for individuals with disabilities. They can distribute these materials in public places, such as libraries, community
centers, and local businesses, to raise awareness and promote inclusivity.

By focusing on these three ideas, we can make the lessons on improving accessibility relatable to our 7th-grade students from
Virginia. We will discuss disability laws, including the Americans with Disabilities Act (ADA), to provide evidence for the
significance of these changes. This way, the students will gain a clear understanding of the topic while also feeling connected to
their own community.
 Scaffold #2 - Rubric Generator
Rubric Title: Argumentative Essay on Improving Accessibility for People with Disabilities
Criteria 4-Advanced
Student demonstrates a
thorough understanding
of disability laws and
Understanding of
their purpose. Provides
Disability Laws
specific examples of
disability laws and their
impact.
Student clearly identifies
and discusses three
changes to improve
Identification of accessibility for people
Changes with disabilities in their
town or school. The
changes are relevant and
feasible.
Student effectively
incorporates evidence
from the lesson on
disability laws to support
Use of Evidence
their proposed changes.
The evidence is relevant,
accurate, and strengthens
the argument.
Student's essay is well-
organized, clear, and
demonstrates a strong
Clarity of Writing understanding of the
topic. Arguments are
presented logically and
coherently.
3-Proficient 2-Basic 1-Limited
Student demonstrates
Student demonstrates Student demonstrates a limited
a good understanding a basic understanding understanding of
of disability laws and of disability laws and disability laws and
their purpose. their purpose. their purpose.
Provides some Provides limited Provides minimal or
examples of disability examples of disability no examples of
laws and their impact. laws and their impact. disability laws and
their impact.
Student identifies and
Student identifies and
discusses two changes
discusses three Student identifies and
to improve
changes to improve discusses only one or
accessibility for
accessibility for no changes to improve
people with
people with accessibility for
disabilities in their
disabilities in their people with
town or school. The
town or school. The disabilities in their
changes may lack
changes are mostly town or school.
relevance or
relevant and feasible.
feasibility.
Student incorporates
Student attempts to
evidence from the
incorporate evidence Student does not
lesson on disability
from the lesson on incorporate evidence
laws to support their
disability laws, but it from the lesson on
proposed changes.
may be somewhat disability laws to
The evidence is
irrelevant, inaccurate, support their proposed
mostly relevant,
or weakly supports the changes.
accurate, and supports
argument.
the argument.
Student's essay may
Student's essay is
lack some
organized and clear, Student's essay lacks
organization and
demonstrating a good organization, clarity,
clarity, and the
understanding of the and a clear
understanding of the
topic. Arguments are understanding of the
topic is limited.
presented in a mostly topic. Arguments are
Arguments may be
logical and coherent illogical or incoherent.
somewhat illogical or
manner.
incoherent.
 Scaffold #3 - Assignment Scaffolder

Scaffolded Assignment for Students:

In this assignment, you will be writing an argumentative essay to discuss three changes that you would make in your town or
school to improve accessibility for people with disabilities. Your essay should demonstrate a clear understanding of the topic and
include evidence from the lesson on disability laws.

To help you complete this assignment successfully, we will break down the tasks into smaller steps. Follow these steps to
complete your essay:

Step 1: Understanding the Topic

- Read the prompt carefully to understand what the assignment is asking you to do.
- Highlight or underline the key ideas and requirements mentioned in the prompt.
- If you come across any unfamiliar words or phrases, make a note of them and ask for clarification.

Step 2: Brainstorming Ideas

- Take some time to think about three changes that you believe would improve accessibility for people with disabilities in your
town or school.
- Write down these ideas in a brainstorming chart or list format.
- For each idea, consider the impact it would have and why it is important.

Step 3: Research and Gather Evidence

- Review the lesson on disability laws provided to you.
- Conduct additional research if needed to gather more information and evidence to support your chosen changes.
- Take notes on important facts, statistics, or examples that you can use in your essay.

Step 4: Organizing Your Essay

- Create an outline for your essay. Include an introduction, body paragraphs, and a conclusion.
- In the introduction, provide a brief overview of the topic and present your thesis statement, which should clearly state the three
changes you will be discussing.
- Each body paragraph should focus on one of the changes and provide evidence to support your argument.
- The conclusion should summarize your main points and restate your thesis.

Step 5: Writing the Essay

- Start with a strong introduction that grabs the reader's attention and clearly presents your thesis statement.
- In each body paragraph, begin with a topic sentence that introduces the change you will be discussing.
- Support your arguments with evidence and examples from your research.
- Use transition words and phrases to connect your ideas and make your essay flow smoothly.
- Conclude your essay by restating your main points and reinforcing the importance of your proposed changes.

Step 6: Revision and Proofreading

- Read through your essay carefully, checking for any spelling, grammar, or punctuation errors.
- Make sure your ideas are well-organized and your sentences are clear and concise.
- Consider seeking feedback from a peer or teacher and make revisions accordingly.

Remember, take your time and complete each step before moving on to the next. If you have any questions or need assistance,
don't hesitate to ask. Good luck with your essay!
 Vocabulary List

Vocabulary words defined:

1. Disability: A condition that limits a person's physical, mental, or sensory abilities. It can affect a person's mobility,
communication, learning, or daily functioning.

2. Impairment: A loss or abnormality of physical, mental, or sensory function. It can refer to difficulties in seeing, hearing,
walking, or thinking.

3. Accessibility: The quality of being easily reached, used, or understood by people with disabilities. It involves making
environments, products, and services inclusive and accommodating for everyone.

4. Inclusion: The act of including or involving all individuals, regardless of their abilities or differences. It promotes equal
opportunities, respect, and acceptance for people with disabilities in all aspects of life.

5. Adaptation: The process of adjusting or modifying something to make it suitable for a specific purpose or situation. It can refer
to modifying environments, tools, or activities to meet the needs of individuals with disabilities.
 Common Misconceptions of Disability

Common Misconception #1:

Disability means inability or incompetence.

How to address this common misconception:

To address this misconception, it is important to emphasize the fact that disability does not imply a lack of ability or competence.
Teach students that individuals with disabilities may have different strengths and talents, just like anyone else. Provide examples
of successful individuals with disabilities who have made significant contributions in various fields, such as art, science, sports,
and literature. Encourage students to focus on the abilities and potential of individuals with disabilities rather than their
limitations.

Common Misconception #2:

All disabilities are visible or physically apparent.

How to address this common misconception:

To address this misconception, it is crucial to explain that not all disabilities are visible or physically apparent. Help students
understand that disabilities can be physical, sensory, intellectual, or neurological, and some may not be immediately noticeable.
Engage students in activities that simulate different types of disabilities, such as wearing blindfolds to experience visual
impairment or using earplugs to understand hearing loss. This hands-on approach can help students develop empathy and a better
understanding of the various types of disabilities.

Common Misconception #3:

People with disabilities are always in need of help or pity.

How to address this common misconception:

To address this misconception, it is important to teach students that individuals with disabilities are capable of leading
independent and fulfilling lives. Emphasize the importance of treating individuals with disabilities with respect, dignity, and
equality. Encourage students to focus on providing support and accommodations to enable individuals with disabilities to thrive
rather than assuming they need constant help or pity. Invite guest speakers with disabilities to share their experiences and
achievements, showcasing the capabilities and resilience of individuals with disabilities. This can help challenge stereotypes and
promote inclusivity in the classroom and beyond.
 Educational Text on Disability Laws

Introduction:
Disability laws are an essential part of ensuring equal rights and opportunities for individuals with disabilities. These law s are in
place to protect people with disabilities from discrimination and to provide them with the necessary accommodations to fully
participate in society. In this text, we will explore the key aspects of disability laws and their significance.

What are Disability Laws?

Disability laws are legal regulations that aim to prevent discrimination against individuals with disabilities. These laws ensure
that people with disabilities have equal access to education, employment, public facilities, transportation, and other essential
services. They also protect individuals from being denied opportunities or treated unfairly solely based on their disabilities.

Key Laws:
1. The Americans with Disabilities Act (ADA): The ADA, enacted in 1990, is a landmark legislation in the United States that
prohibits discrimination against individuals with disabilities in various areas of public life. It covers employment, education,
transportation, public accommodations, and telecommunications.

2. Individuals with Disabilities Education Act (IDEA): IDEA is a federal law that guarantees a free and appropriate public
education (FAPE) to students with disabilities. It ensures that students with disabilities receive special education services tailored
to their individual needs.

3. Section 504 of the Rehabilitation Act: Section 504 prohibits discrimination against individuals with disabilities in programs
and activities receiving federal financial assistance. It requires schools and other institutions to provide reasonable
accommodations to ensure equal access and participation.

4. Fair Housing Act (FHA): The FHA prohibits discrimination in housing based on disability. It ensures that individuals with
disabilities have equal opportunities to rent or purchase housing and that reasonable accommodations are provided.

Rights and Protections:

Under disability laws, individuals with disabilities have certain rights and protections, including:
- Equal employment opportunities and reasonable workplace accommodation.
- Accessible public facilities, such as ramps, elevators, and designated parking spaces.
- Reasonable accommodation in educational settings, such as additional time for exams or modified assignments.
- Non-discriminatory access to public transportation and communication services.
- Protection against harassment or denial of services based on disability.

Importance of Disability Laws:

Disability laws play a crucial role in promoting inclusivity, equality, and accessibility. They empower individuals with
disabilities to live independent lives, pursue education, and actively participate in their communities. These laws foster a more
inclusive society that values diversity and ensures that everyone, regardless of their abilities, has equal opportunities to succeed.

Conclusion:
Understanding disability laws is essential for students to develop empathy, respect, and a sense of justice towards individuals
with disabilities. By upholding these laws, society can create an inclusive environment where everyone can thrive. Let us
embrace the principles of disability laws and work towards building a more inclusive society for all.