Introduction to Lesson Plan Prototype
Writing is a challenging task for many students, but dysgraphic students have a particularly difficult time conveying one’s thoughts from their mind to a handwritten product. Common across most dysgraphic’s experiences are the tremendous amounts of energy, time, and pain tied to the act of writing among otherwise normally functioning people. Despite their strengths and capabilities, producing handwritten in-class assignments are especially problematic and cause delays that can lead to reduced productivity, incomplete assignments, and trouble focusing in the classroom (Deuel, 1995). Not only are written assignments an inaccurate reflection of their understanding, comprehension, and the depth of ideas, but these are also situations that set a perpetual cycle for a sense of failure and inadequacy that can be alleviated with universally designed lessons.
Furthermore, dysgraphia is typically accompanied by another learning disorder, such as dyslexia. Diane Gelardi’s T560 Project One website identifies dyslexic students with some similar functional challenges (see table below).
Similarities with Dyslexia |
| For dyslexic students, spelling execution can consume much of their attention as they may need to spend more time trying to physically write and spell words. Some theorists identify dysfunctions of the cerebellum to explain both automaticity timing deficits as well as challenged “motor performances” like poor handwriting often characteristic of dyslexics (Voeller, 2004). These difficulties then may undermine the composition process dictated by the prefrontal cortex as dyslexics lose track of plans held in their working memories (Baker, Gersten, Graham, 2003). |
Many dyslexics learn to rely on tricks that help them get around challenges, or as Matt, a 16-year-old dyslexic reveals, “you become a con artist" (LD Online, 2003). |
Ron Davis’ popular book, The Gift of Dyslexia, suggests that dyslexics excel in visual thinking and possess many talents such as inventiveness, creativity, and perceptiveness, and often excel at kinesthetic learning (1997). |
Natalie, a dyslexic seventh grader, expresses many of these characteristics in her preferred learning style: “I learn the best by using my body, saying what I need to learn verbally, and making songs to help me” (LD Online, 2003). |
Children frustrated by the details of bottom up processing may learn to develop and rely upon other skills and interests rather than those tied to dyslexia (T560). |
While dyslexic children may strongly desire to produce accurate work, as they grow up with “careless” mistakes, they may develop a natural aversion to situations (i.e. certain schoolwork) that present the possibility of failure, since failure seems inevitable despite effort (Ryan, 1992). |
(Gelardi, 2005) |
Jazzing Up History
This lesson plan prototype is focused on an eighth grade U.S. History lesson centered on jazz music and its impact on American history from the 1900s through the 1970s. My inspiration for this concept spawned from various lesson plans from the PBS – JAZZ, A Film By Ken Burns series. Much of the original lesson plan was focused on writing skills that limited all students’ ability to demonstrate mastery of the learning goals. Therefore I have made this more accessible for all students, specifically those with dyslexic dysgraphia.
This two-part lesson could be inserted into an existing U.S. History curriculum, or incorporated as part of a larger Jazz and History curriculum. Although the materials and methods found in my lesson plan are designed to not be reliant on advanced technology, it can easily be scaled to utilize the strengths of computers, peripherals, and software if they are available in a given classroom. |
