Order ID | 53563633773 |
Type | Essay |
Writer Level | Masters |
Style | APA |
Sources/References | 4 |
Perfect Number of Pages to Order | 5-10 Pages |
Modification of Lesson Plan Paper
An essential part of being a special educator is writing and implementing IEPs and
lesson plans associated with goals on IEPs.
Due to legal requirements, special educators should understand the steps that go
into planning effective lessons and appropriate accommodations for students with
disabilities. Being able to translate IEP goals into learning objectives and
accompanying lessons requires practice.
Review "Marcus Partial IEP and Lesson" to inform the assignment.
Upon reviewing the Present Level of Performance and the second-grade literacy-
based standards, create one academic goal specific to Marcus' needs. Include this
academic goal within the “Lesson Summary and Focus” section of the “COE Lesson
Plan Template.”
Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that
modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to
his identified academic goal.
Write a 250–500-word rationale explaining your instructional choices, how your
lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how
the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements
of UDL will be incorporated to enhance Marcus’ learning.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher
Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan
Title:
Lesson Summary
and Focus: In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and
Student
Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to facilitate
learning for all students. This should be limited to 2-3 sentences
and the information should inform the differentiation components
of the lesson.
National/State
Learning
Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning
Target(s)/Objectiv
es:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic
Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach. In
a few sentences, describe how you will teach students those
terms in the lesson.
Resources,
Materials,
Equipment, and
Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior
knowledge, linking previous learning with what they will be learning in this
lesson and gaining student interest for the lesson. Consider various learning
preferences (movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the
lesson. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to describe what
Earth looks like.
· I will record their ideas on the white board and ask more questions about
the amount of water they think is on planet Earth and where the water is
located.
Time
Need
ed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this
section is to explain how you would present content in various ways to meet
the needs of different learners.
For example, you may present the material using guided notes, graphic
organizers, video or other visual media, annotation tools, anchor charts,
hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction
and how you will use these materials throughout the lesson to support
learning. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students how to
compare and contrast the two main characters in the read-aloud story.
· I will model one example on the white board before allowing students to
work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional
resources/support):
Time
Need
ed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in
interacting with the content and academic language. How will students
explore, practice, and apply the content?
For example, you may engage students through collaborative group work,
Kagan cooperative learning structures, hands-on activities, structured
discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow
them to explore, practice, and apply the content and academic
language. Bold any activities you will use in the lesson. Also, include
formative questioning strategies and higher order thinking questions you
Time
Need
ed
might pose.
For example:
· I will use a matching card activity where students will need to find a partner
with a card that has an answer that matches their number sentence.
· I will model one example of solving a number sentence on the white board
before having students search for the matching card.
· I will then have the partner who has the number sentence explain to their
partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional
resources/support):
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express
what they know. Your goal in this section is to explain the various ways in
which your students will demonstrate what they have learned.
Explain how you will provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of these
products? Will you offer students choices to demonstrate mastery? This
section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to
express their knowledge about the topic.
For example, students may demonstrate their knowledge in
more summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written sentence,
paragraph, essay, poster, portfolio, hands-on project, experiment, reflection,
blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs up-thumbs
middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket,
mini-whiteboard answers, fist to five, electronic quiz games, running records,
four corners, or hand raising. Underline the names of any formative
assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation
they experienced. They will be expected to write the reflection using
complete sentences, proper capitalization and punctuation, and utilize an
example from the simulation to demonstrate their understanding.
Students will also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share discussions,
where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following
groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional
resources/support):
Time
Need
ed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as
appropriate. Explain how the extension activity or homework assignment
supports the learning targets/objectives. As required by your instructor,
attach any copies of homework at the end of this template.
|
||||||||||||||||||||||||||||||||
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDERCLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernowAlso, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow |
||||||||||||||||||||||||||||||||
|