LEARNING OBJECTIVES

Read about and empathize with the experience of one teen who has dyslexia; identify common myths associated with dyslexia; explain the importance of seeking help for dyslexia early on.

HEALTH ED STANDARDS

NHES 7: Practice health-enhancing behaviors and avoid or reduce health risks.

 

CASEL: Social awareness, relationship skills

KEY VOCAB

conscious

psychologist

empowered

Lesson Plan: My Life With Dyslexia

Learn what dyslexia is,  what it is not, and what one teen wants other kids with dyslexia to know about getting help.

Table of Contents:

1. Preparing to Read

2. Reading and Discussing

3. Building Comprehension and Vocabulary

4. Expanding SEL Opportunities

1. Preparing to Read

Before you read the article ”My Life With Dyslexia,” ask your students the following pre-reading question:


What is dyslexia, and how can those who have it get the support they need?

2. Reading and Discussing

  • Have your students read the article “My Life With Dyslexia” independently; read the article out loud to them; or have students partner-read the article out loud.

  • After they’ve read the article, revisit the pre-reading question. Have their answers changed?

  • Next, have your students answer the Close-Reading and Critical-Thinking questions, either working in small groups or independently.

Close-Reading Questions
The following questions can be shared in printable or interactive form from the Resources tab

  1. What is dyslexia?

  2. Describe at least one common myth about dyslexia, and explain why it is not true.

Critical-Thinking Questions

  1. Did this article teach you anything new or cause you to change any ideas you previously had about dyslexia? Explain.

  2. After reading this article, what do you think people with dyslexia might tend to be good at? Explain, giving evidence from the article in your answer.

3. Building Comprehension and Vocab

Check students’ comprehension of and engagement with the story with the following assessment tools:

  • Quiz

  • Vocab Builder

4. Expanding SEL Opportunities

Continue the learning journey with the following extension activity: 

It’s time for your students to DESIGN A SUPPORTIVE CLASSROOM for students with dyslexia. Using a mix of their own research and information from the article, have them decide which tech tools or other resources they would like to see in their own classroom to make it a more friendly environment for those who have dyslexia. Have students work in small groups to create a poster with a floor plan of their supportive classrooms. If school safety norms permit, consider using a gallery walk presentation format for students to share their ideas.

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