1. Micah Lucas
CI 350
5 May 2014
Lesson Plan
ANALYZE LEARNERS: This unit is intended for a group of students ages 10-19, all of whom
are Russian and just recently arrived to the United States. There are a total of 8 males and 7
females, and all of these students have mild to severe vision impairments.
Entry Competencies: The students have learned English previously, but still struggle with
comprehension slightly as they have never been immersed in the language before. None
of the students have previously studied the material of this unit before.
Learning Styles: Because of the students’ vision impairments, much of the material used
in this instructional unit will be auditory.
STATE OBJECTIVES:
Audience: Students ages 10-19 with vision impairments
Behavior: Students will recite various activities of the 4th
of July in America,
and describe the details of the activities as described in the instructional unit, comparing
and contrasting them to the independence day of their own country.
Conditions:
1. Students will listen to a brief presentation (auditory lecture) on the history
behind the reason we celebrate in the United States on the 4th
of July.

2. 2. Students will listen to a recording/audio of a video, which will give them a feel
for the atmosphere of 4th
of July parties and gatherings, i.e. people laughing,
swimming, and fireworks. Also, the students will hear recordings of popular
songs played on the 4th
of July.
3. Students will feel with their hands a physical model of the shape of a firework
make out of Styrofoam and wire.
4. Students will then be escorted to the school’s cafeteria, where the school cooks
have, with the permission of the administrators, prepared small samples of various
foods we may find at a 4th
of July party, such as watermelon, barbecue, potato
chips, etc. This ensures that despite the vision impairments, these students are
fully engaged with all of their other senses.
5. Students will, after returning to the classroom, discuss as a class how
Independence Day in America is similar and/or different from Russia Day, which
is the day Russia signed the declaration of their sovereignty. Students will discuss
the concerts, the parties, the differences in food, etc.
Degree: Students will identify at least 3 popular activities of the 4th
of July and
adequately compare and contrast these traditions with those of Russia Day.
SELECT METHODS, MEDIA, AND MATERIALS:
1. The unit will begin with full class instruction, including everyone in the class and
requiring attention from all of the students. This instruction will be delivered at a

3. slower pace because of the possible language struggle, and will be enunciated clearly
to avoid miscommunication.
2. Later, when discussing comparisons and contrasts, the students will be put into small
groups of mixed gender, but of the same age range. This is because the age range of
the students is so wide and the small groups allow the students to have discussions on
their own level.
3. The students will be provided with take-home Braille reading materials, which were
provided me by the school. These materials will contain the information given in the
unit on the students’ various English reading levels, to reinforce the information
learned in the unit.
4. The food provided in the cafeteria will be small samples for each student of potato
chips, barbecue meat, and watermelon.
UTILIZE MEDIA AND MATERIALS:
Preview the Materials: As the teacher, I will preview all audio I intend to present to the
class, and also the reading materials with which the students will be provided.
Prepare the Materials: I will have all audio set up in the classroom before the students
arrive and have all reading materials on hand. I will also verify with the cafeteria faculty
that the food samples will be ready in time for that particular part of the unit.
Prepare the Environment: Because of the students’ vision impairments, the classroom
will be set up in a way that will allow free movement, with wide aisles and only the

4. amount of desks we need for this class. Classroom clutter is minimal. When small group
discussions take place, we may need to move the desks in a way that allows the students
to participate with each other. This will be changed as needed.
Prepare the Learners: I will begin my presentation by informing the students of the
objectives of the lesson, and also the guidelines for the evaluation at the end of the unit.
All students will be aware of what is expected of them, and are instructed to pay close
attention and participate in all discussions, as class participation is not optional.
Provide a Learning Experience: I will use full enthusiasm and excitement to engage the
learners and optimize the learning experience. Getting the students interested, involved,
and informed is my top priority.
REQUIRE LEARNER PARTICIPATION:
Aside from the initial instruction, this entire unit requires learner participation. All
discussions are open to, and required from, each and every student. At the end of the unit,
students will be evaluated by a personal interview with me, displaying their knowledge of
what was discussed in the unit. The students will also be evaluated by what I observe of
their participation during the small group discussions.
EVALUATE AND REVISE:
Assessment of Learner Achievement: Students will be evaluated on a 20 point scale, their
identification of 3 activities will be worth 2 points each (6 points total), each description

5. of these activities will be worth 3 points each, (9 points total) and participation worth 5
points total.
Evaluation of Media and Methods: Students will be asked to give, individually, and
evaluation of how effective they feel the unit was and how much they feel that they
benefited from the methods used. They will be asked to identify what they liked most and
least about the unit.
Evaluation of Overall Instruction: I will, in evaluating the lesson, take into account the
students’ final grades of the unit, the students’ evaluations of the unit, and revise the
lesson for future use, as needed, according to all of these factors.