Objective:

Pre-requisite:

Goal:

Materials required: 

Technology

• An Internet- and audio-enabled computer, smartboard projector, and screen.
• All student devices like laptops, tablets, and desktop computers have accessibility features enabled.
• Screen readers like Jaws, NVDA, Large keyboards, Built-in screen magnifiers, Hearing aids, text-to-speech, speech-to-text, voice recognition software like Siri, Windows, Speech recognition, headsets, etc.
• Student writing or typing tools.

Teaching Materials

• Whiteboard and markers or blackboard and chalk
• Vocabulary cards, visual cards, sight words
• Concept Cards
• Lesson videos

Student Handouts

• Handout 1: Communication cards
• Handout 2: Vocab card
• Handout 4: Trace and Learn Card
• Handout 5: Yes or No Cards
• Handout 6: Thumbs Up and Down Card
• Handout 7: Worksheets

Print Preparation

The teacher will print, copy or laminate …

• Communication cards for students
• Trace ‘n’ Learn Cards for students
• Vocab cards for students
• Thumbs Up and Down Card
• Yes or No Cards
• Vocabulary cards, visual cards, sight words
• Worksheets

Preparation of Activity:

1. All the learning and teaching materials needed for this lesson plan must be ready before the lesson begins.
2. Ensure that there are enough copies for all children. Multiple copies can be made by photocopying too.
3. Please have the assistive technologies and accessibility features ready for your inclusive classroom.

Preparing will help you to conduct an effective activity in an inclusive classroom and achieve the goal. 

Setting for the lesson transacting:

This topic must be taught in the classroom or a computer lab.

Instruction to the Teacher:
Begin the topic with a Pre-assessment worksheet and Pre-teach the vocabulary.
Explain what is meant by a machine.
Tell them about the different types of Computers.
Ask the students to identify some places where the computers are used.
Explain to the students how a computer is an electronic machine and enlighten them about its different uses.
Help students think in an out-of-the-box manner by asking them to give examples other than what is already mentioned in the book.

1. Expected Prior Knowledge:

Awareness of the extent of student’s prior knowledge of the topic will help the teacher plan and deliver the lesson appropriately.  This could be assessed through the provided worksheet.

Worksheets, Vocabulary Cards, Sight Words:

2. Warm-Up

1. Write the term computer on the board.
2. Ask students to write down the first word that comes to mind when thinking of the word computer.
Possible Answers: cartoon, games, homework, office, conference call

 DIFFERENTIATION

• Students can write down answers in their notebook or a Post-it to stick on the board.
• Students can choose to write their answers or share their words using a verbal response with a friend.
• Students can draw the word or have the student point to a Communication Card (a Communication Card handout should be provided)

Call on students and have each student state the word they chose during the warm-up.

DIFFERENTIATION

• Students can give a verbal response explaining their experience.
• Students can just give a verbal response.
• Students can show the drawing or Communication Card (a Communication Card handout should be provided).
• The teacher should immediately praise the student with his/her name and reward the child.

2. Where do we find computers?
Possible Answers: office, school, hospital, airport, home, hotel, train station, etc.

 DIFFERENTIATION

• Students can write down answers in their notebook or a Post-it to stick on the board.
• Students can choose to write their answers or share their words using a verbal response with a friend
• Students can draw the word or have the student point to a Communication Card (a Communication Card handout should be provided)

 3. Call on students and have each student state the word they chose during the warm-up.

DIFFERENTIATION

• Students can give a verbal response explaining their experience.
• Students can just give a verbal response.
• Students can show the drawing or Communication Card (a Communication Card handout should be provided).
• The teacher should immediately praise the student with his/her name and reward the child.

3. Why do we use computers?
Possible Answers: watching movies and cartoons, listening to music, playing games, writing, drawing

 DIFFERENTIATION

• Students can write down answers in their notebook or a Post-it to stick on the board.
• Students can choose to write their answers or share their words using a verbal response with a friend.
• Students can draw the word or have the student point to a Communication Card (a Communication Card handout should be provided)

Call on students and have each student state the word they chose during the warm-up.

 DIFFERENTIATION

• Students can give a verbal response explaining their experience.
• Students can just give a verbal response.
• Students can show the drawing or Communication Card (a Communication Card handout should be provided).
• The teacher should immediately praise the student with his/her name and reward the child.

Worksheets and Communication Cards:

3. Icebreaker activity, yes or no!

Asset objective:  Learners will be able to express themselves using their knowledge of computers with this game.

 Instructions to play the Game video

Adaptations to address variability

Notes to the Teacher:
Visual cues will help children to understand what is expected of them.
The teacher could say the questions slowly and loudly.
The ‘Yes’ or ‘No’ activity is only for the Neurotypical, hearing, and visually challenged students. 
Children with Locomotor challenges, ASD, and learning difficulties could only demonstrate yes and no using placards.

4. Computer – A very useful Machine

The teacher has to discuss the uses of computers, places where a computer is used, and where it is not used in the classroom using graphic organisers.

2. The teacher shows/projects the video on the screen.

Guided Watching 

Bring attention to the screen, “Let’s watch this lesson. 
Ask students to give a thumbs up whenever they hear where a computer is used in the video
Play video

A computer is a useful machine. It can do many things.

Uses of Computer

A computer is used for simple things:

• Playing games
• Listening to music
• Drawing
• Writing
• Watching movies and cartoon

Places where computers are used

• Bank
• Library
• Railway station 
• School

When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL)

INFORMAL ASSESSMENT (AFTER PLAYING VIDEOS)

Ask, “What are the uses of computers?” 
Structure prompting to get students to come up with the uses of computers using language from the video
EXAMPLE: “Computer is used to watch movies and cartoons”.
Write the sentence on the board after student responses.
2. Ask, “Can you use a computer to plant a tree?” (The answer is no) 
3. Ask, “Can you use a computer in the classroom?” (The answer is yes)
4. Ask, “ Can you use a computer to do your homework? (The answer is yes)

DIFFERENTIATION

• Verbal response
• Verbal response or holds up YES/NO card 
• Holds up or points to YES/NO Communication card 

Worksheet

Informal Assessment Worksheet: Click here

Adaptations to address variability in an inclusive classroom:

Notes to the Teacher:
1. The teacher has to teach the students the sight words.
2. The simple video has to be played first. Only when the children have mastered the basic concept the second video could be introduced slowly, only if needed. The second video gives a little more information on the concept.
3. The visual cards are provided, but the teacher could use them if they have a need to and not overload the children.

5. Computers Everywhere

Computers everywhere we see,
In classrooms and homes, they set us free.
They help us to learn and play with glee,
In our world, they’re the key.
At the store, they scan and beep
On the road, they help us keep.
In hospitals, they heal and treat,
Computers make our lives complete.

7. Uses of Computers – Sorting Activity

Asset Objective: Learners will be able to apply their understanding of where computers are used and where they are not and sort them accordingly.
Prerequisite:
Have prior knowledge of computers and uses of computers
Children should have seen the video on Uses of computers.
Aim: To identify places where computers can be used and decide when the computers cannot be used.
Materials required: Laminated sheets for the activity with velcro attached.
Setting for the activity: Indoor
Type of activity: Individual
Preparation of activity: 
The teacher has to take the printout of the above-given printables and laminate them. 
The rough side of the Velcro has to be attached to the first sheet.
Next, cut the pictures along the dotted lines and stick the soft portion to each picture.
Procedure:
The children have to be provided with the materials, and the children have to decide which picture goes into which column.
Suggested variation in rules and pace:
Children could be given extra time to complete the task.
Children could work in pairs or a team.
The teacher could first show the children how the activity is done and which card goes into which category. 
Suggested scaffolds for assistance and practice:
The visual cues will help the children sort in which areas computers are used and in which areas computers are not.
Verbal prompts can also be used by the teacher, which will help the children to remember the sorting categories, like where does the mother preparing roti go? Where do the card-watching cartoons go?
The teacher could physically guide the child’s hand as they sort the objects.
After providing a lot of support and prompts, the teacher has to reduce the level of support so that the child becomes proficient at sorting and develops independence and self-regulation skills.
The teacher has to provide opportunities for the child to practice sorting regularly.
A peer could also help the visually impaired children in the activity.
A word wall activity is also provided for children with reading and writing difficulties.
Verbal praise or a small reward is always recommended when the child completes the task. 
Precautions:
Supervise the children during sorting activities and assist wherever needed.
Troubleshooting:
If the velcro isn’t available, the children could also cut the pictures and paste it on the paper.

Notes to the Teacher:
Pictures are to be printed on a single side (NOT back to back).
The teacher has to provide assistive technologies to the children if they are working on the computer for the sorting activity.

8. Digi Share

Asma Aunty lived next door and loved to play with Tej, a little boy of seven years.
“Aunty, what are you doing?” asked Tej one day as he came back from school.
He saw Asma Aunty trying to start her new computer.
“I got a new computer, but I am not able to use it.”
“Don’t worry, Aunty; let me check.”
Tej looked here and there. “Oh, this is the problem. The plug was not fixed into the socket properly.” When Tej fixed it, the computer opened up brightly.
Tej switched on the wifi, connected the computer, and showed Asma Aunty how to open and reply to her emails and search online for recipes and songs.
Aunty was happy, and she started using the computer on her own and felt quite confident.
“Call me whenever you have a problem; I will come running,” smiled Tej. “But beware, Aunty. One warning: don’t open unknown sites or click on any message sent by unknown people.”
“Ok, sir, I’ll keep that in mind,” replied Aunty.
“All right, bye, Aunty.”
“Bye Tej, this is for my little computer doctor,” said Aunty, giving him a big bar of chocolate.
“Oh, my fees, that is lovely. Thank you. Bye, aunty,” said Tej, putting out his hand to take the chocolate.

Suggested Variation in Rules and Pace:

When working with special children, adapting the rules and pace to their specific needs is important. Here are some suggestions:

1. Vary the rules: You can adapt the rules for this topic depending on the child’s abilities. This lesson plan contains different ways of student-teacher interaction worksheets like the Wh cards, Trace and Learn cards, Vocab cards, Yes or No cards, etc. Choose the appropriate worksheet based on the needs of the children. Different ways of teaching the uses of computers are provided throughout the lesson plan, the teacher can choose the appropriate ones.
2.  Vary the pace: Some children may need more time to complete the tasks than others. It may be helpful to break up the task into smaller parts, providing regular breaks or alternate activities to avoid frustration or fatigue. You can also use a timer to help the children pace themselves and feel accomplished as they work towards completing the task.
3. Provide additional support: You can provide adaptive tools such as pencil grips for children with fine motor difficulties.
4. Positive feedback: Providing positive feedback throughout to build the child’s confidence and motivation is essential. Be specific and provide feedback for effort, progress, and quality of work.  

Adaptations to address variability in an inclusive classroom:

The Variability of an Inclusive Environment needs to address the processing and attention differences of the learners. An inclusive environment may have learners with Visual Impairment, Hearing Impairment, Loco-Motor Impairment and Cognitive Differences. Learners not only learn in different ways but also have unique motivations, interests, personalities, and strengths. To address this variability, providing the appropriate adaptation is an effective solution.

10. Assessment

Suggested Variation in Pace:

Students could take a few extra minutes to complete the worksheets.

Suggested Variation in Perceived Challenge:

1. Children could also record their responses or answers or use response cards to convey the answers to their peers
2. They may also be allowed to dictate their responses (especially students with visual disabilities)
3. Students may also be given additional time to complete the worksheet.
4. Students could take the assessments using the word wall.

Suggested Scaffolds for Assistance and Practice:

• The teacher could help the students while reading the words.
• Teachers could activate the students’ prior background knowledge by showing the video again.
• Teachers could break the task into smaller, more manageable parts. Students could also express themselves using gestures or visual aids.
• Children who can draw a computer can be allowed to draw, and the rest must colour the picture.
• Video with audio is provided so that students can replay them when needed.
• Students can express their answers orally to their peer buddy if they face writing difficulties.
• Screen enlarger and Screen reader for visually impaired
• Slant boards for students with motor challenges
• Pencil grips also have to be provided for those who need them.
• The Avaz app or any other AAC app or AAC device could also be provided, or children who have communication difficulties can respond by gestures, eye pointing or response cards.
• Audio recorder

Assessment and Wordwall activities

Assistive Technologies

Click here to download the PDF of this Teacher Resource Document

Source and Attribution of images All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.