243 Lesson Planning Special Education

Description:
• Put in the instructional level-this can also be the grade level
o 3rd grade
• Topic covered
o Reading
• Standards used from the Department of Education website or general education teacher
o RL.3.1. Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
o RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events.
o RI.3.2. Determine the main idea of a text; recount the key details and explain
how they support the main idea.
o RI.3.6. Distinguish their own point of view from that of the author of a text.

o Key ideas and details

▪ Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
▪ Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how
it is conveyed through key details in the text
▪ Describe characters in a story (e.g., their traits, motivations, or feelings)
and explain how their actions contribute to the sequence of events.
o Craft and structure
▪ Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
▪ Refer to parts of stories, dramas, and poems when writing or speaking
about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections.
▪ Distinguish their own point of view from that of the narrator or those of
the characters.
o Integration of knowledge and ideas
▪ Explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of
a character or setting).
▪ Compare and contrast the themes, settings, and plots of stories written by
the same author about the same or similar characters (e.g., in books from a
series).
o Range of reading and level of text complexity
▪ By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 2–3 text complexity band
independently and proficiently.
 • Goals you want to accomplish in this activity: State “I want the students to …”
o I want the students to be able to describe and understand key elements of the main
character
o I want the students to be able to understand the plot and describe sequence of
events
▪ Know the sequence of events and cause and effect of events
▪ Know the meaning of the plot
o I want the student to be able to make connections and comparisons with the main
character to their own life and experiences
Purpose:
• What is the purpose of this lesson?
o In this lesson of fiction text, the student will learn to identify the order of events,
character development and comparisons that can be made between the animal’s
life and their own. As well as be able to practice and demonstrate comprehension
skills.
• What is its importance to the learning?
o The lesson works to provide students with the skills to accurately comprehend
texts, read texts with purpose and understanding, and to make connections to their
own identities.
• How will it be carried to other environments, settings, subjects, and overall lifespan of
students?
o Will be able to know how to gather and understand facts about the main idea in
other texts they read
o This lesson is focusing on the comprehension of order of events, character
development and students will focus on making connections and comparisons to
their own live and experiences.
o They are able to understand more about one’s identity and emotions, this can be
brought into the student’s life realizing their own identity. Which can then, later
in life and as they go through higher grade levels, understanding the sequence of
events and how characters develop will be helpful to deepen understanding and
comprehension in other subjects and books. And learning about other identities
can help make connections with other students, especially later in life.
Behavioral Objectives:
• State behavior goals that are needed for the student to achieve the goals of this lesson.
o Pay attention and focus on the skills they are practicing and applying
▪ Concentrate and carefully think about skills being practiced
o Students work quietly and independently
o Students are respectful of classroom materials and peers
▪ Take care of spaces and things by using books gently and show kindness
to peers
 o Students can evaluate the characters in their book and can visual or in a written
matter describe their learning and connections to their identity
• Address unique needs of the learner or learners in the lesson.
o Students will be able to use flexible seating during independent work time
o If a student needs more direction or support, teacher is available and will make
space to work more one on one with students as their questions arise
o Multiple means of representation can be provided
o Allow for use of fidget tools
o Allow for frequent movement breaks – especially for student with ADHD
• Identify cultural, linguistic, and gender differences.
o Students are choosing books that they want to read and can be tailored to their
own experiences and identity. Which also helps students realize differences
between themselves and their peers
Materials:
• Identify high quality scientifically based materials and resources.
o Majority of materials can be found on Lakeshore Learning
o Subtitles on slides
o Writing supports: pencil grips (writing claws on lakeshore stores website) and
computer access
o Reading supports: Access to audio books, reading trackers
o Text to speech functions
o Lined paper
o Communication boards
o Visual cues for events in story
▪ Lesson pix is a great resource for visual cues and communication tools
o Choice of book
o Pencil/pen/marker
• Assistive Technology- talk about how use with this lesson and how you would use for
specific learning needs. Our Moodle site has a place to read more about assistive
technology and kids with disabilities to assist you with this part of the lesson plan.
o Subtitles, reading supports, writing supports, communication boards, choice of
book, and visual cues
Methods/Strategies:
During prep time, the teacher will set out the needed materials on the back counter, separated and
organized by each individual student’s book and individualized worksheets.
Total Lesson Time: 40 minutes
- Mini Lesson: 10 minutes
o Students will be sitting on rug, and I’ll start the mini lesson by doing a quick
overview of what the students have been learning about the elements of a book
and what they know about character development. I will go through the slides on
 the board, which will include examples and instructions on what they are to do
today, as well as the options they have to demonstrate their knowledge and
understanding. After going through the slides, I will ask for confirmation that the
students understand, provide time for any questions and ask if they are ready to
move on.
- Material Time: 5 minutes
o Dismiss students from rug 2-3 at a time to get supplies from back counter and find
a spot where they want to do their work.
o Students will get individualized worksheet that includes questions about the
setting, characters, sequence of events, and main idea of their chosen book, their
choice of either lined or blank paper, and a writing utensil
▪ Worksheets can be found next to their individualized book that they have
chosen
▪ Choice of writing utensils and paper will be next to all the books
- Activity Time: 25 minutes
o Students will silently re-read any parts of the book they need to (this may be the
whole book if they need a refresher of what they previously read and that is ok)
▪ Students will be able to use flexible seating during independent work time
▪ For students with ADHD, they can work with an aid in the classroom,
their speech therapist or teacher to popcorn read and work through the
book again
• Pausing to talk about and understand certain events and character
development moments that will help them complete the following
assignments
o For students with ADHD (or for any students who may need it), allow for a
minute or two of a movement break before moving on to the worksheet
o After reading, students will complete individualized worksheet about information
on the setting, character and main idea of their book
▪ For student with ADHD, give them one part of the worksheet at a time and
have them focus on achieving small goals of the overall assignment (eg.,
give student the questions about the setting first, discuss it, have them
complete the worksheet on the setting and then allow for a short break
before giving them the questions about character).
• Work through and discuss one section of questions at a time while
providing any necessary breaks/movement between the different
sections (Setting, character and main idea)
o Student will choose to either write a few sentences or artistically draw something
to make connections and comparisons between their own life and the life of the
main character of their book
▪ For student with ADHD, choice is important
• Explain both choices of assignment and allow student to choose if
they want to show their knowledge through writing or drawing
 o Once student is done with worksheet and choice of art or written assignment, they
will organize all their materials in an organized pile on their desks, where I will
then pick it all up to evaluate it.
• State how you Differentiated - “I differentiated by product, content, process (pick one)
according to student interest, readiness, or Learning profile (pick one).
o I differentiated by process according to each students needs and strengths
o I differentiate by product according to student interest by allowing them to have a
choice in books in order to fit their interests and reading level
• High Leverage Practices/Evidence Based Practices
o HLP 4: Use multiple sources of information to develop a comprehensive
understanding of a student’s strengths and needs.
o HLP 6: Use student assessment data, analyze instructional practices, and made
necessary adjustments that improve student outcomes.
o HLP 8: Provide positive and constructive feedback to guide students’ learning and
behavior.
o HLP 12: Systematically design instruction toward specific learning goal.
o HLP 15: Provide Scaffolded supports.
o HLP 16: Use explicit instruction.
o HLP 19: Use assistive and instructional technologies.

Strategies-Student Active Engagement:

• State how you will keep kids engaged during your lesson.
o Kids will stay engaged during the lesson as they have the option to choose a book
of their choice, which will hopefully make them more interested in the work they
are doing. They will also stay engaged as I will constantly ask the student
questions and prompt them to ask any question that they may have for me.
Additionally, the ability for them to make connections between the book and their
own life/narrative will keep them focused on the task and interesting in applying
what they comprehend from the text. For students with ADHD, fidget tools can be
used to help retain focus.
Guided and Independent Practice:
• List/Show how you did a lot of (ample) guided practice in your lesson. (Students do and
teacher guides)
o Start with guiding a lesson and provide examples of work to be completed
o Walk around the room to support and give help wherever/however it is needed
• Show the individualized feedback you will give to your student.
o Students will receive individualized feedback from teachers either during work
time or after finishing and turning in the assignment, which will be given back to
them the following day
• Show multiple activities that you used to guide the student to do the work on their own
 o Start with direct instruction and examples and then allowed space for students to
work on their own unless they need more support or accommodations, where they
can then receive more one-on-one help with teacher or other supports within the
classroom
• Show multiple activities that show you planned for the students to generalize this into
their lives
o This lesson is focusing on the comprehension of order of events, character
development and students will focus on making connections and comparisons to
their own live and experiences.
• Show strategies/activities that facilitate integration into other settings of life and school.
o They are able to understand more about one’s identity and emotions, this can be
brought into the student’s life realizing their own identity. Which can then, later
in life and as they go through higher grade levels, understanding the sequence of
events and how characters develop will be helpful to deepen understanding and
comprehension in other subjects and books. And learning about other identities
can help make connections with other students, especially later in life.
• Share/list how other stakeholders in students’ lives will monitor progress of students.
o Assignments and progress of comprehension skills will be documented by the
educator and will continually be looked over in order to properly understand how
students are progressing and so said progress can be properly communicated to
parents, as well as any other educators or supportive staff.
Assessment:
• How will you assess the learning goals? List them.
o Asking students about their learning and what they wrote about
o Students will show their understanding of sequence of events, emotions the
characters felt, different aspects of the plot, as well as character development and
their understanding of these things can be assessed and noted
o Ask students to share about their character and what they learned from their work
• Are they assessing the objectives you set in your lesson plan? State that…
o Yes
• Share how your assessment fits the students’ characteristics-strengths of the learner,
weaknesses of learner.
o Students can demonstrate learning either visually or with written work.
o Assessment is done privately as they work individually on the assignment and
their work is then evaluated later.
o Strengths and weakness in regard to the goals of the students will be shown
through their work so future assignments and tasks can be adjusted and more
tailored to address the parts of it that each specific student is weaker in.
• Discuss how you accommodated the students with your assessment.
o Assessment can be shown in multiple ways (visually or written, can also make
accommodations to assess understandings verbally)
 o Assessment is done in a private matter as the assignment is evaluated and given
back to them the following day, so there are no anxieties about doing anything in
front of the class (unless they choose to/want to share their findings/learning with
their peers)
o Lesson modifications made be made, such as additional time or size of
assignments while learning material and working on initial assignments
• Discuss how evaluation results will be monitored.
o Results will be documented and monitored by classroom teachers as well the
parents and any additional resource or support teachers/staff
• Discuss how the assessment could or is differentiated. (By student interest, readiness or
learning profile.)
o Assessment differentiates based on reading levels and what book the students
chose for themselves as what interested them or what they felt confident in
reading and comprehending
o Assessment could also differentiate in the connections and comparisons that are
made to their own lives as they all have different interests, come from different
background and have different identities
Self-Reflection:
• Self-reflect on lesson planning, instruction after teaching lesson, changes make, how
lesson modified, teacher attitude and behaviors influenced your lesson.
o I was not aware of all the thought and preparation that educators put into lessons
and their lesson plans, but this is such an important thing to understand how to do
as it is important to address the needs of all students within lesson plans in order
to ensure their success
o It is also important to understand how to break down the complexity and length of
the lesson plans as students need simple, clear and precise and few directions
given to them at a time so there is less confusion and are able to best complete the
activity and/or assessment
• The above ideas plan needs to be documented. How will you do the reflection pieces you
said above.
o It will be helpful to categorize and divide up how things are documented and
evaluated
o Knowing students and their needs will also be a helpful and essential part in
understanding how to document, evaluate and support the work of your students
• Self-reflect how students’ progress is monitored and how conduct it.
o Students’ progress is monitored over time with multiple pieces of documentation
so that progress of skills and knowledge can be assessed and to know if they are
improving. It is also important to share results with parents and all educators that
are involved in the student’s education so that proper support and guidance can be
given to ensure the success and growth of the student as they work to achieve
standards set by the school and state.