1) The students are from Russia and have varying ages and visual impairments. They will learn about the Fourth of July through audio lessons including videos, podcasts, and activities involving the national anthem, American flag, fireworks sounds, and a picnic. 2) Lessons will include short lectures on the holiday's history via video, listening to the national anthem and podcasts, passing an American flag around the class, and a mock picnic with fireworks sounds and typical American food. 3) The class will be evaluated based on student feedback on what they liked and disliked, how much they learned, and what can be improved for a smoother lesson with better activity flow.

1. Shelby Bollner Scenario 3 5/14/13
A
The students in scenario 3 have all recently come from Russia, a country that hasn’t had a very
“free” history. The class is about even in the ratio of boys to girls, and all are visually impaired
which most likely indicates that they are auditory learners. All of the class speaks English, which
makes the mode of communication much easier. The class varies in age, so each student
probably has different activity types that employ their attention.
S
Students will describe what the Fourth of July is to Americans and why it is significant by
having short lectures spoken to them through teacher recorded YouTube video and storytelling
videos on the class channel about the history behind the holiday, listening to podcasts and
vokisand preforming activities based off of the national anthem, passing around the American
flag in the class, listening to the sounds of fireworks, and eating typical “American” Fourth of
July cookout food with 100% accuracy by the end of the unit.
S
There will be a couple different methods being used. First, the short lectures will be used as the
students sit at their desks and simply listen to the teacher recorded videos and storytelling videos
on the class YouTube channel so that they will learn about the history of the Fourth of July and
will learn what is important about the holiday. The second method will be listening to the
national anthem, and podcasts about how, when, and why it was written and then they will
participate in a class discussion about what they think each lyric means. Activities following this
will be students sorted into groups and come up with a few thoughts on the national anthem and
what it makes them feel and think about. Third, the class will be seated as a stitched American
flag is passed around the classroom, so they can feel each bump (the stars) that represents a state
and for some that will be able to identify the colors and familiarize themselves with the
American Flag. Lastly, the students will be taken by bus to the park and there will be a mock
Fourth of July picnic in which they will get a chance to eat typical American food, prepared by

2. the school, to see what type of things Americans typically do on the holiday. During this mock
picnic small fireworks will be set off so that students can hear/see them as well, and then they
will discuss the picnic and what it made them feel, if they liked it/if they didn’t like it. After all
the activities each student will get to describe to me what the Fourth of July is to Americans and
why is important. The media used for this class will be entirely audio because of the YouTube,
podcasts, iPod, and story-telling videos (which are visual as well but will be more geared
towards the speaking aspect of the information because of the classes various visual
impairment).The materials used will be an actual American flag, the fireworks, and the food.
U
The audio media used will be the national anthem being played from an iPod to the students at
their desks and then they will listen to a podcast about the importance and history of the national
anthem. So there will need to be an already correctly set up iHome and has been tested and made
sure it works with the iPod and also have the podcast ready to play and make sure that is has
been tested beforehand that it will come up smoothly and play without glitches. There will also
be audio media through the YouTube and story-telling videos, which will need to be already
uploaded to the YouTube class channel and played through to make sure they have all the correct
information and run smoothly as well. The flag that will brought in will be utilized by being
passed from student to student, no specific time designated, so they can get a chance to look and
study it at their own pace. The food will be brought in by the teacher and made on a grill outside
and then to be eaten while the small fireworks are set off, only after the students are told about
them and understand what is about to happen.
R
The learner participation in this class will have to be great. The students will often be in class
discussions and in groups (5 groups of 3 students each). So the students will have many
opportunities to discuss what they think about the activities, what they felt about the activities, if
they liked them.
E

3. For evaluating my lesson plan, I will take what the students liked best and what they didn’t enjoy
about the lesson. I will evaluate how much the students knew about the holiday after the lesson
and see how much they retained. I will consider what went smoothly and what parts of the lesson
need to be practiced and worked on to make sure there are less interruptions and to make sure
each activity flows from one to the other. I will also consider what other technologies I
implement into this lesson plan.