Question #4

Hi all!

Thank you for being such a supportive and engaging group to work with! For this week, find a fable that resonates with you. It could be your favorite one, or one that teaches a moral that you might consider using in the future. We would like you to consider one different adapted/accommodated activities that you could do with a group of 12-5th grade students with various challenges in an inclusive placement, 6 students have challenges. The challenges that are presented by this group are 1 student with a hearing impairment, 2 students with cognitive challenges that function at about a second grade level, 2 students with physical challenges-one student in a wheelchair with limited mobility in her arms poor fine motor skills in her hands, and another student who is ambulatory, yet only has use of his non-dominant hand ( the other arm and hand can hold things down for support, but there are no fine motor skills.) and 1 student with a visual impairment, so that she works really close to the workspace to see what she is doing ( and is incredibly independent!). Using your own modality ( art, music, theatre, etc.), OR ANY or a couple of modalities, create 1 activities with adaptations that are based on your chosen fable for use with this group of students.

In case you would like a format, ( but you do not need to follow it) here is a basic one.

1. Name of Fable-tell us why you chose it.

2. Briefly describe an activity that you create after being inspired from your fable.

3. Indicate how you would plan to adapt it for the group of students indicated, or how you would adapt the activity specifically for one or more students. Consider any kind of adaptive strategy, from tools to templates, to creative interventions.


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17 Responses to Question #4

  1. curt says:

    Nice problem! I like the Tortoise and the Hare fable, slow and steady wins the race. I coach cross country and run long distance, ran some marathons, so I relate to it. Also as an artist this fable tells me to keep working at it everyday. This would be a good activity for 6th graders because i often make mask with them . So, this is a variation of the mask lesson.
    The activity would be to make a mask, either Hare or Tortoise mask. Then when the masks are done use the mask in short 1 act plays using the mask as a prop. They could be attached to a hat and worn on top of the head so no need to worry about eye holes or any of that . The masks would be made from paper mache’ using a form to give it shape. After the paper mache’ dries it can be painted and decorated with various things like pipe cleaners , buttons, googly eyes, fake fur, material scraps, whatever junk we can find that looks cool. The goal would be to express a tortoise personality… steady…constant…persevering..humble…The hare… fast… flighty… inconsistent..arrogant. Ideas and words we would have to discuss, a good language activity if I could recruit the Spec Ed teacher or Language teacher too.
    Adaptations/accommodations/ modifications
    Hearing impaired, cognitive impairment, and everyone – be sure to have several different books that have illustrations and various reading levels 1- 8 grade. Also can put several video versions as a link on schoology that they can view, their is a particurlary funny version made in the 1930’s by Disney . It is not closed caption but the story is well told with the animation.
    Physical impairment- pre-formed paper masks available that they could add to and personalize into a hare or tortoise. Include some pre-cut parts like cardboard rabbit ears, or maybe paper bowls that can be used for shells. Be sure to have enough for everyone because all the kids might like to use these, be prepared for unique and new uses. A rabbit with three ears and four eyes perhaps?
    visual impairment – the student will be able to use tactile sense to form the mask. have plenty of large and very tactile satisfying objects to work with , such as feathers, buttons, foam balls, yarn etc that can be used to make all sorts of features.
    The 1 act play:
    Not many lines in this one and can be ad libbed to as well. I would have the students work in pairs or in groups of four. Each group would consist of a tortoise, or tortoise pair and a hare or a hare pair. the tortoise pair/ hare pair could shadow each other and could be away to include the physical impaired kids. It would be interesting to see how such a diverse group could be worked to present the plays taking advantage of everyone’s strengths and mitigating any impairment.

    adaptations/accommodations/ modifications: mask making- visual impaired

    • Marguerite says:

      Excellent ideas! We need to pair up. I’ll do the drama activities and you do the art! 🙂

      • Curt Adams says:

        That would be fun. In fact that is something I’d like to encourage mor of , teachers from different discplines working together to bring art and other subjects together. Makes for a greater experience and more learning.

    • Tim Marsden says:

      What a fun lesson that would be, I would love to be in the class just to see what all your students would come up with. I love the fact that all of the students might enjoy some of the “modification” devices and might choose to use them as well, this is something we need to seriously consider in each lesson, as sometimes the new and different can be very stimulating and interesting for all of us.

    • Sue says:

      Curt! Love all the mask ideas and how you turned it into a play- with this activity, everyone is successful with their own strengths. Connecting with the other teachers is powerful as well. They can help the studens get excited about the project so that they students WANT to share their ideas and art and play. I certainly sounds like this was an easy consideration for you! Other adaptive things that potentially the group could use might be a slanted table top easel to bring the materials or the work surface closer to the artists. Using voice output devices such as vocas can help some of the more shy “turtles” find their voice. If you use a lazy susan for art supplies for the students with visual impairments, their supplies will always be where they can easily grab at them.

  2. Marguerite says:

    Well, it would appear we are thinking along the same lines, Curt! 🙂

    1. Fable: The Tortoise and the Hare
    I have always like this fable. I remember vividly watching the Disney animated cartoon when I was a child. Over the years I’ve recognized myself in either role. I think most students can also relate to it in some way. Perhaps the students with various learning challenges will be able to understand that they too can experience success even though sometimes they must take things ‘slow’.

    2. Activity: I want to focus on developing the story into a Reader’s Theatre piece which will change the structure of the story to less narration and more dialogue. From there it could easily be developed into Story Drama as it obviously lends itself to movement.

    Though this might not really be considered an “activity”, we will first read the fable out loud. I have found four different versions, each slightly different in the choice of words used and in story content. The first begins with very little descriptive language while the last is very descriptive and visual and would be easily adapted to a Reader’s Theatre script. I also have two YouTube videos that I would show to the class that will help support developing the story into the Reader’s Theater/Drama format. After reading and viewing the versions we will break into groups of two or three students to discuss how the versions are different and write the differences on the worksheet provided.

    3. Adaptive Strategies:
    a. Since the first task is to read the stories aloud (initially by the teacher and then by volunteer students) I would move the class to the designated listening area. Usually there is space at the front or the back of the classroom or an actual corner with an open area for the teacher to sit and for the students to gather around. I would have the students with challenges in hearing, seeing and cognitive understanding sit closer to the front to increase their chances for grasping the material better.
    b. It may be necessary to offer the student with hearing impairments a recording of the stories to listen to with headphones, depending on the hearing impairment severity.
    c. When showing the videos, it might be necessary to provide a ipad tablet for the visual impaired student to watch up close.
    d. I would attempt to find one or more of the versions of the story in a book with pictures so that the visual reinforces the sequence of the story and the students with cognitive challenges would find the story easier to understand.
    e. I would ask the small groups to designate one person to act as the recorder to write down the ideas on how the stories differ. In this way, any of the challenged students unable to write will still feel included in the activity.

    4. Of course, as I finish writing all of that above, there is another activity idea brewing in my mind about this fable: Pair up with the PE teacher (or ask to use the gym at a free time) and hold a Tortoise and Hare race. Use the race to discuss and illustrate what obstacles can affect how fast someone goes and how there are different ways to get to the finish line or to achieve your goals. Perhaps a wheelchair student races someone in a potato sack, or students legs are tied together or maybe they race backwards or crawl or have to move through an obstacle course set up or maybe one student is blind-folded and has to race with a partner telling them where to go… there are many possibilities to explore here and the actual physical activity would be fun for all of the class. Maybe they create a ‘gameboard’ where they encounter roadblocks or instructions that change how they proceed (like in “The Amazing Race”). I think using the challenges of the students in the class (hearing, sight, limited mobility) and infusing them into the race for all the students would perhaps even create a sense of bonding with the class. They might even decide to write their own version of the fable after coming up with ideas of what can slow you down (but not hold you down!). Maybe this turns into a play-writing exercise first before it becomes a Reader’s Theatre or a Story Drama. Hmmm… sounds like fun!

    • Tim Marsden says:

      Some more great ideas, this could totally be a cross-curricular project/activity. I love the connection with the PE teacher and you could go to music, media, art, and more if you wanted to. Wouldn’t it be fun to have a “Tortoise and the Hare” day or week at school where all teachers and areas focus on the same fable?

    • Curt Adams says:

      The gym idea intrigues me. Could their be elements of dance? Running in super slow mo perhaps? Sounds like a blast.

    • Sue says:

      WOwzA! You have really given this some wonderful thoughts! The ideas of presenting the story on multiple devices/ways is brilliant! It allows for so much individuation using one’s strengths. A recorder is a great idea, as yes, many times the ideas flow and then-poof! they get lost in the enthusiasm of the next idea! A perfect device for that kind of recording is using a device called a “Livescribe” Pen (also called a SmartPen- there are other brands and names for it…) but what it is is a recording pen that records directly into a notebook auditorily. What happens is that the recorder person taps or makes a little image with the pen on the page in the notebook where they are taking notes. It is a specially designed notebook that has little dots in it that carry/support the audio from the pen. When the dot or image or word is put on the paper, it starts the audio….and continues until it is stopped. But what is truly cool, is that you can write notes as you record. SO, if you are listening to a group about creating an idea for a turtle design and Carol is talking, you can make a new dot or write “Carol” and it will be an audio marker for that part of the conversation. You can then go back and listen to it over and over again- RIGHT AT THAT SPOT! SO, you don’t have to re-listen to a cazillion minutes of info waiting to get to the spot of info you want to re-hear! It is also wonderful for taking lecture notes- you can record the assignment verballing yourself into it…well, I will bring mine at our next meeting! This pen would be great for your planning discussions!

  3. Sarah says:

    1. Fable: The Lion and The Mouse
    2. I have chosen this fable, because it is about helping others. I love the idea that if you help others, they will help you. The story reminds me of today’s popular word “karma”.
    3. After using a variety of visuals and tactiles to read and discuss the fable, the students will have the opportunity to make a lion and mouse sunburst out of a variety of material. Since the fable teaches us a lesson about helping others, the students must pair up to create the lion and mouse. The first layer of the sunburst must be completed by one student, the second layer must be completed by the second student. The third layer must be complete by the first student, and the fourth layer must be completed by the second student. This continues until the students complete the face.
    In order to meet the needs of all the students, I will have outlines of the face of a lion and mouse to help the students know where to start and end. In order to allow the student with a vision loss to have equal access, I will outline the face, eyes, and mouth with glue to give the paper dimension.

    To address UDL, all students will have their own choice of material to use for each layer. I will include: torn paper, pipe cleaners, pieces of styrofoam, rice, Popsicle sticks, pom poms (big and small), etc. Some of the material will be smaller and some will be larger to accommodate for a variety of dexterity. Stick glue and Elmer’s glue will be available in different sizes to help with grasping.

    If the student with a hearing loss has an FM system, the peer will be asked to use the microphone so the pair can communicate when creating their work of art.

    Following completion of the activity, the pairs will “discuss” how they helped create the work of art by explaining the layer they placed or touching the layer they placed. By helping to complete their own layer, a work of art was created!

    • Sue says:

      Good choice for the fable, I like your rationale for choosing it. I was a little unclear if the sunburst face was both a lion and a mouse, or if they did one of each. I can envision each layer reflecting characteristics of the one animal, and then the next layer, the next animal, or creating each one separate. The idea of working together is definitely powerful, as we know in the arts that we feed off each other’s energy and ideas all the time. It is exciting to work with someone else, as there is often the immediacy of response to what you do, and you can then know to continue or to stop! Ha! The use of the glue lines for dimension is really good.

  4. Tim Marsden says:

    Sorry this response is a little late, I am in production week of our High School Musical and I have had some late nights.

    I would pick “The Lion and the Mouse” because I love the notion that if you help someone out they or are nice to someone they might return the favor someday. I believe that our students need to be encouraged to do more things like that. I also feel that if the school has a Character Counts or another character program that this might fit perfectly right into that curriculum.

    I would begin the activity with some classroom discussion in a nice tight circle. I would give them some scenarios like “if you saw a fellow student drop their books while going up the stairs, what would you do?” and “What would you do if you saw someone drop a $5 bill out of their pocket and they did not know that it fell out?” I would let the kids give me some of their answers and then ask them to put themselves in the place of the kid who dropped their books or who lost their money. And then talk about the benefits of helping someone in need.

    I would then teach them a little rhythmic poem, “When you see a friend in need, please go and help them yes indeed. Someday when your in a bind, that friend will help because you were kind.” We would all keep the rhythm somewhere in our bodies. I would have the text on a large display (either a projector or poster). We would also do some echo patterns to help the children with cognitive challenges learn the poem as well.

    After learning the poem I would give each student an instrument that would work for them physically, there are great adaptive tools to help students hold mallets for drums or metalophones/xylophones, and other tools for holding tambourines. We would work with playing the rhythmic patterns on their instruments and then even improvising a simple melody with the metalophones/xylophones.

    It would be at that point that I would read the fable to the students with some theatrical movement placed in to create interest and to help in telling the story. I would use an audiovox, or other hearing assistance module, to help with our hearing impaired student. After telling the fable we would talk about how we might tell the story in class, maybe creating a play/performance. I would let the students create the play and act it out while I told the fable again. We would take turns playing the different parts of the mouse, the lion, the hunters, and the tree. Eventually I would have some of the students go back to their instruments and play/sing the poem/song between scenes of the play that they had created. And then rotate students through playing instruments and playing characters.

    Hopefully at the end of the time, they would know the fable, the poem/song, the moral lesson of helping others, rhythmic patterns, and would have experienced improvising a simple melody on their instruments.

    • Sarah says:

      I really like the idea of the poems. This will help the kids remember the purpose of their activity!

      • Sue says:

        YES! I was going to say that the poems were a strong way to connect the story to a rhythmic experience on multiple levels. Marguerite mentioned also about the echoing or repeating of another’s rhythmic responses- that working together will get us all to the same goal, and sometimes we have to listen to others’ ideas. Sometimes we have to not only listen, but either repeat it back to really get into what they are sharing, or respond to what they hear-the call and response without words. You could even do that with the words as well. For some students, to help them remember the poem words, you could use picture symbols- photos or images from Boardmaker picture icons for students with VOCAs, that can help put image to word. You might even have the students draw what they think the poems mean, draw to the rhythms while others are playing, record the class and listen to it the next time to see how it now feels. Video would be fun also.

    • Marguerite says:

      I agree, the poems are a wonderful idea! They can definitely help teach rhythm patterns both in speaking and then in music. Maybe there is a way to ‘help’ each other when you move to the instrumental parts. Perhaps the drums all gather together and devise their sound pattern as a group, same for the metalophones and xylophones, tambourines, etc. Or maybe there is some echoing that is done with each group. First a rhythm is played by the drums and then echoed by the xylophones and so forth… helping each other out to create the whole. SO many possibilities!

  5. Aaron Riley says:

    Fable: Little Red Riding Hood
    Moral: Stay on the right path of life, and don’t get distracted or bad things will happen to you(aka eaten by a wolf).
    Activity: Create a mask inspired by the description/your imagination of the wolf-big bad eyes, big hands, etc…what does a “wolf” look like to you?
    Adaption: There are many different sensory elements here: sound of deep voice, smell of food delivered, touch of fur, visuals of eyes and mouth.
    Cognitive, students could have a mold to help them create the basic shape of their mask.
    Physical, there is quite a range described. Perhaps instead of making the entire mask, perhaps one student could just make the eyes out of clay. They can then add texture by pressing found objects into the clay. I would adapt the glazing as well-some students might be better adapted to using paint.

  6. Pat Stevens says:

    Pat Stevens
    UDL Activity 4

    I chose the fable, How Raven Stole Crow’s Potlatch. I have always enjoyed Pacific Northwest Coast Native Art forms and this fable shows up in a lot of this art. The trickster Raven could shapeshift and turn himself into any animal. He was smart, but a thief, charming, but a trouble maker. The gist of the fable is this: Raven tricks his cousin, Crow, into having a Potlatch, or community supper, at Crow’s house. Even with his misgivings, Crow agrees to Raven’s idea to have it at his house so he, Crow can sing with his beautiful voice. Ravens tells all of the guests to come to the back door when they arrive, but tricks crow by showing up at the front door as all of the animals in the forest after he shapeshifts. The party gets going, Crow sings until he can’t sing anymore and Raven hands out packages of food to all of the guests as “his gift” to them. Crow realizes too late that he has been tricked. His voice gone, all he can do to this day is squawk out a scratchy, “caw”.

    I think a mural project would work best with the group of students with challenges. The student with the hearing impairment, with the aid of an interpreter, could cut the paper and attach it to the wall. The cognitively impaired students could help roll masking tape to attach the mural to the wall. The student with the wheelchair and limited mobility in her arms could use an adaptive computer to do research on Native art from the Pacific Northwest. The student with the use of his non-dominant hand could help with the research and collect images from the printer for the group to use. The student with the visual impairment could listen to books on tape relating to Northwest Coast Storytellers and share that info with the group. Paras could create tracing patterns for the students to use on the mural and using adaptive paintbrushes, most students could help paint the images. As a grand finale, students, teachers and Paras could bring food for their own Potlatch!