Visual Arts LESSON ONE: Landscapes Modified for Student with Cerebral Palsy Rationale The purpose of this

Visual Arts lesson is to familiarise Stage One with a deeper understanding and appreciation of arts. The children will explore different aspects of visual arts concepts while they explore different textures associated with art. The child with Cerebral Palsy (CP) will develop their gross motor skills. Resources coloured pencils, lead pencils, crayons, textas. paint in small pots or egg cartons, landscape colours, blue, green, yellow, brown, orange and white Easel for student with CP., Large three sided pencils for CP student Outlined copy of the artwork., Large sized paintbrushes Teaching / Learning Strategies Introduction:

2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching: -Students with Special Education Needs

As a whole class have the students seated on the mat. CP student will have a chair. Provide the CP student with playdoh or a stress ball to loosen the muscles in their hands to prepare their muscles for the intricate work of painting and drawing. Read the book A Year on our Farm by Penny Matthews and discuss the illustrations. Look at page 80 from Artwise, and show the children the different landscapes. Talk about seasons and what colours we can expect to see at the different seasons. Introduce the term landscape and explain to the children that it is a drawing of nature. Student will have an easel to work with to provide a better angle for their drawing. CP student is to have access to the larger pencils and be reassured they do not feel pressured into providing an accurate copy. CP student will have an outlined drawing of the artwork where they will fill in as much detail as they feel necessary. Accept an abstract piece of work from CP student

Body:

This lesson was modified for a student with Cerebral Palsy. It demonstrates the knowledge required when integrating a special needs student within the class. To ensure the needs of all students are met planning has to incorporate all students different learning styles. This example shows the way a visual arts lesson was altered to accommodate all students.

EVIDENCE 2

Maths Lesson
Date:24/5/2011 Class:4/5S Unit / Topic: Maths Strand:Graphs Length: 1 hour Lesson #:1 Time:1 hour Outcomes: WMS2.3 Uses appropriate terminology to describe, and symbols to represent, mathematical ideas. DS2.1 Gathers and organises data, displays data using tables and graphs, and interprets the results.

2.1.4 Demonstrate knowledge and understanding of student skills, interests and prior achievements and their impact on learning.

Lesson Objectives Students will use information that they have gathered from a previous lesson to organise and tabulate results into a graph and then interpret those results. Assessment of the outcomes. Assessment will be taken if the children displayed the following points in their maths lesson: shows an understanding of knowledge and comprehension of the purpose of a making a graph shows an understanding of collecting and plotting information into a graph using tallies. Can take the information from the lesson and apply it to a different set of data and interpret the data in a graph in a future lesson.
Time 5 mins Introduction Collect the homework sheets and discuss the results that were collected from home. Depending on the variations, discuss with the children whether it is feasible to have one plot for every single role or leisure activity or whether they should be collated. Teacher Approaches Teacher guided modelling in the maths lesson to show the children how to start the task.

When planning a lesson for and Key Learning Area, it is important to determine the students prior knowledge and current skills. This can aid future planning and when students interests are taken into account, the lesson become significant to them. This lesson required the gathering of information by students from their home environment to use in class to plot and interpret that information from a graph. This connection to their home life made the task enjoyable for the students.

2.1.3 Demonstrate knowledge of students different approaches to learning.

The learning resources that were used to engage the students and to cater to their different learning styles were the interactive whiteboard, hands on activities and a link to their personal background. The interactive Whiteboard was used to build the students knowledge through an interactive avenue that created a tool for engagement. The hands on activities catered to the kinaesthetic learners as they could construct and present their graph in any way they chose. This also catered to the students being able to negotiate the learning tasks.