AThe students I will be teaching 15 students who are between the ages of 10 and 19 years of age and all of whom are visually impaired. They are new to the United States, having just migrated from Russia, but they do speak English. Out of the 15 students in my class, eight of my students are male and seven are female. Due to the children’s disability, they are not visual learners. Since these students have just migrated from Russia I will assume until proven otherwise that the students know very little about America’s Independence but will ask questions to establish prior knowledge. Audible presentations, physical presentations, writing, and reading will all be used to understand the activities associated with the Fourth of July.

S

My students will describe the activities associated with the Fourth of July, list the activities, compare the Fourth of July with other holidays both from America and their mother country, contrast other holidays to the Fourth of July both from America and their mother country, explain why the Fourth of July is celebrated, and comprehend the activities associated with the Fourth of July by associating taste with colors denoted on the American flag, write a Declaration of Independence for the classroom based off the original, role play debates by portraying the British and the Americans on why they should have independence, recreate fireworks by cascading rice to simulate the sound, smell/ taste traditional Fourth of July meals (dependent on allergies), learning about the history of America’s independence, learning a song about America’s independence, playing a game which lets them feel different objects associated with the Fourth of July then the students will guess what the object is, and listening to a story about the American Revolution by the end of the week with a 95% accuracy.

SIn order to teach this lesson I will use large group instruction with students set up into groups. The lesson will begin with a pole of students to see how much they know about America and the Fourth of July prior to instruction. Then before we begin with group activities, the students will listen to a short video on the origins of the Fourth of July. To execute these activities I will need materials such as a brailler, 67 pound paper, a computer, headphones, paper, markers/pens, scented markers, hot dog buns, hot dogs, Fourth of July foods, television for DVDs, and speakers. The media we will be using will be primarily with computers, multimedia, televisions, and audio. We will be borrowing the mobile computer lab from the library. The television, if one is not provided in the classroom, can easily be replaced by using my computer and projector. I will provide any necessary food items and the scented markers that will be used during this assignment. Braillers, if students do not already possess the machine already, will use a pen and paper. So we can clearly understand one another, the students will write and say aloud what they are writing.

UI will preview the materials that I will present prior to playing any audio files or working with the computer. I will orally recite the instructions for the assignment and have the students repeat the instructions back to me before beginning the assignment to ensure understanding. We will go over each part of the assignments in detail before beginning in groups. The desks will be set up in the shape of a square. Each student will be grouped based on their ages so each student will be with a group of similar aged students. I will make sure the computer and speakers are working prior to having the students in the classroom. There will be a computer and speakers provided in the classroom. I will bring in the necessary food, makers, and paper. I will need to find brailers prior to class starting. If I cannot find any, students will instead create ideas for their projects and be able to present. In this case I will go around and preview the work prior to class discussion.

R

Students will be placed into groups and I will ask the students basic questions about the America Revolution and the Fourth of July to establish a background knowledge. Students will raise their hand and be called on or tapped on the shoulder to answer. Then I will ask the students to tell me some things they have heard about America and the Fourth of July. Then I will address some of the claims brought up by the students before starting the presentation. The presentation will be on the declaration of independence where students will listen to the documentary to help them with the next assignment. Students will then start working in their small groups on a Declaration of Independence for the classroom which will be similar to class rules. After this activity I will lay out on each table a set of foods that we associate with the Fourth of July (hotdogs, hamburgers, an assortment of different types of salad, etc.). One at a time students will fell the food and after everyone has participated I will ask the students to guess what that food is. After they guess I will give them a small sample of the food to try.

EI will assess my students by looking at their Declaration of Independence and seeing if they took concepts and ideas from the original document to help with the wording and style. Another way to assess the students is by going around to each group and asking them what some of the customs are and answer any questions the students might have in regards to why we do the things we do (fireworks, over eating, etc.). Lastly I will ask each student to reflect on the traditions of the Fourth of July, what they like or dislike about the traditions we participate in, and compare it to holidays celebrated in their home country.