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    Lesson Plan 2

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    api-387557660
    This lesson plan template provides guidance for a 15-20 minute reading lesson for a small group of 3rd and 4th grade students. The focus learner is Madison, who has an intellectual disability. The learning goal is for students to use evidence from a non-fiction text about bats to accurately retell one fact they learned. Assessment tools include observation and data collection to monitor responses. Instructional strategies include the use of visuals, cueing, direct instruction, and checking for understanding. Resources include books, markers, and visual prompts. Adaptations include the use of a whiteboard, small group instruction, and verbal/visual prompts. The lesson procedure involves activating prior knowledge, reading aloud, answering questions using text evidence, and reviewing

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    Lesson Plan 2

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    api-387557660
    100 views3 pages
    This lesson plan template provides guidance for a 15-20 minute reading lesson for a small group of 3rd and 4th grade students. The focus learner is Madison, who has an intellectual disability. The learning goal is for students to use evidence from a non-fiction text about bats to accurately retell one fact they learned. Assessment tools include observation and data collection to monitor responses. Instructional strategies include the use of visuals, cueing, direct instruction, and checking for understanding. Resources include books, markers, and visual prompts. Adaptations include the use of a whiteboard, small group instruction, and verbal/visual prompts. The lesson procedure involves activating prior knowledge, reading aloud, answering questions using text evidence, and reviewing

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    This lesson plan template provides guidance for a 15-20 minute reading lesson for a small group of 3rd and 4th grade students. The focus learner is Madison, who has an intellectual disability. The learning goal is for students to use evidence from a non-fiction text about bats to accurately retell one fact they learned. Assessment tools include observation and data collection to monitor responses. Instructional strategies include the use of visuals, cueing, direct instruction, and checking for understanding. Resources include books, markers, and visual prompts. Adaptations include the use of a whiteboard, small group instruction, and verbal/visual prompts. The lesson procedure involves activating prior knowledge, reading aloud, answering questions using text evidence, and reviewing

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    100 views3 pages

    Lesson Plan 2

    Uploaded by

    api-387557660
    This lesson plan template provides guidance for a 15-20 minute reading lesson for a small group of 3rd and 4th grade students. The focus learner is Madison, who has an intellectual disability. The learning goal is for students to use evidence from a non-fiction text about bats to accurately retell one fact they learned. Assessment tools include observation and data collection to monitor responses. Instructional strategies include the use of visuals, cueing, direct instruction, and checking for understanding. Resources include books, markers, and visual prompts. Adaptations include the use of a whiteboard, small group instruction, and verbal/visual prompts. The lesson procedure involves activating prior knowledge, reading aloud, answering questions using text evidence, and reviewing

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    You are on page 1of 3

    Kelly McGonagil

    Alverno College
    SPE612
    Lesson Plan 2

    Special Education Lesson Plan Template (edTPA)

    Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and
    questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual
    Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through
    teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner
    independent practice. Please enlarge cells as needed when writing this plan.

    General Information
    First Name of Focus Learner: Date: 7/13/17
    Madison
    Grade/Setting: 3rd and 4th Grade Class: Reading Readiness Length of Lesson:
    Elementary School 15-20 mins
    Subject/Unit: Focus Learner Disability(ies):
    Non-Fiction (Bats) Intellectual Disability

    Learning Goal

    The students will continue reading a non-fiction text and use its picture clues and context evidence to retell what
    they have learned, demonstrating understanding.
    Relevant Academic, Alternate, or Early Childhood Standard
    Guided Group 1: CCSS.ELA-LITERACY.RI.3.1
    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
    the answers

    Lesson Objective

    Guided Group 1: By using text evidence the student will accurately retell 1 fact they have learned about bats,
    following reading a page in the book.

    Expressive/Receptive Communication Skill

    Guided Group 1: The students will respond with the phrase “I learned…” when retelling one fact about bats.

    Assessment Tools and Data Collection Procedures


    List assessment tools used to monitor progress:
    The students will be given immediate feedback regarding their responses to the questions. Responses, whether
    correct or incorrect will be recorded on a data collection sheet, and the number of correct responses given the
    number of trials will be indicated. Should the students fall below expectation (100% accuracy) the lesson and
    objectives will be revisited at a later date.
    Instructional Strategies
    List instructional strategies:

    -use of visuals
    -cueing of students
    -direct instruction
    -small group instruction
    -checking for understanding.
    Resources and Materials
    List resources and materials:

    Rev. 12/9/15
    Kelly McGonagil
    Alverno College
    SPE612
    Lesson Plan 2

    -kidney table
    -books, copies for each student and myself
    -markers and white board
    -visual prompts
    -pencil
    -instructional guide
    Academic Language
    List unit concepts/academic vocabulary: List lesson concepts/academic vocabulary:

    Guided Group 1: Students will engage in conversation Guided Group 1: Some possible vocabulary words
    prior to reading to activate their background knowledge, the student will encounter:
    and previously learned information about non-fiction -colonies
    text. Students will also express what they have learned -echo
    thus far about bats. -echolocation
    -migrate
    -hibernate

    Adaptations (Accommodations and/or modifications)


    List adaptations:
    -Whiteboard: will be used to assist in phonics instruction during the lesson
    -Small group: students of similar reading level will be grouped together
    -verbal prompts: students will be given a verbal prompt for answering questions
    -visual prompts if needed: should students need, a visual reminder of how to format their response will be
    provided.
    Lesson Procedure
    Time Instructional Plan Resources, Materials, and
    Estimate Technology
    (for
    each
    step)

    10-10:05 -Students will engage in conversation about non-fiction text.


    -“Today we are going to continue reading about bats. -Book
    What can tell me what kind of book this is?” -Whiteboard
    -Possible visuals on technology
    -Students will activate their prior knowledge with non- to help activate knowledge
    fiction books: -Possible visual prompts if
    -“What is the authors purpose in creating a non- needed
    fiction book?”

    -Student will activate their prior knowledge about bats, and


    engage in conversation about what they know

    -Should time allow, students will watch a short video about


    bats to enhance their understanding.

    10:05- -We will begin reading the text picking up from where we
    10:15 left off yesterday.

    Rev. 12/9/15
    Kelly McGonagil
    Alverno College
    SPE612
    Lesson Plan 2

    -I will pick one student to start reading out loud as the


    others follow along with their finger.
    -Students will use text evidence to answer questions or retell
    what they have learned. “I learned…”
    -Students will continue this order of events until the book is
    finished
    -During the lesson, whiteboards will be used to discuss any
    phonics challenges.

    -The guided group will review what a non-fiction book is,


    10:15- and discuss what we have learned about bats. Students can
    10:20 take turns saying one at a time what they like most about
    bats or what surprised them.

    Rev. 12/9/15

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