Students will read a novel in class and complete character maps and vocabulary journals to increase their reading skills. They will practice decoding, identify main characters, and learn unfamiliar words. The teacher will introduce the story, monitor reading in small groups, and provide assistance as needed to help students meet learning objectives of comprehending literary elements and improving fluency.
Students will read a novel in class and complete character maps and vocabulary journals to increase their reading skills. They will practice decoding, identify main characters, and learn unfamiliar words. The teacher will introduce the story, monitor reading in small groups, and provide assistance as needed to help students meet learning objectives of comprehending literary elements and improving fluency.
Students will read a novel in class and complete character maps and vocabulary journals to increase their reading skills. They will practice decoding, identify main characters, and learn unfamiliar words. The teacher will introduce the story, monitor reading in small groups, and provide assistance as needed to help students meet learning objectives of comprehending literary elements and improving fluency.
Students will read a novel in class and complete character maps and vocabulary journals to increase their reading skills. They will practice decoding, identify main characters, and learn unfamiliar words. The teacher will introduce the story, monitor reading in small groups, and provide assistance as needed to help students meet learning objectives of comprehending literary elements and improving fluency.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 4
Title and # within Unit The Clearing Day 2
Grade Level 9th Grade
Lesson Foundation Central Focus The class will be reading a high interest low level novel aimed towards What is the focus/outlook for the unit or lesson segment? captivating the interest of struggling readers. Common Core State Standards What CCSS are most relevant to the learning objectives and IEP goals/ILT? Lesson Objective(s) (LOs) Students will be able to create character maps as well as show their What are the specific learning goals for student(s) in this understanding of literary devices, and also be able to map the exposition, rising lesson? Lesson objectives should have students demonstrate skills, action, climax, falling action as well as resolution of the story. procedures, concepts, reasoning, problem solving, or demonstrating thinking or strategies. Must be observable and measurable. Individual Learning Students will increase their reading fluency as well as keep a vocabulary Targets (ILT) or IEP goals What are specific IEP goals or journal of words they did not previously know. ILTs for students within your lesson?
1. Describe each assessment used in this lesson plan to collect evidence of learning. Lesson Assessments (LA) 2. Describe what the assessment will be specifically collecting what will students (Formal or Informal) demonstrate?
Formal Students will write a character map of all of the main characters. By the end of the second day of the book they should have at least three main characters added to their book. Formal Students will keep a vocabulary journal of previously unknown words.
Informal Students will read in small group settings. I will monitor their progress while reading independently and in small group settings.
Instruction Prior Academic Knowledge and Concepts Students will practice their decoding skills as well as phonetic knowledge to 1. What knowledge, skills, and concepts read unfamiliar text. Students will write predictions at this point in the book must students already know to be successful? about what sort of conflict the story will contain. 2. What gaps in knowledge do these students have that are necessary to support in meeting LOs and ILTs? 3. How will you connect to prior knowledge, skills or concept in your lesson and how will you provide gap support for students, who need the necessary information.
Special Education Lesson Plan 1
Anticipatory Set __5_ # of Minutes to teach I will also introduce students to the book we are about to read. I will read How will you start the lesson to engage the book jacket to them and explain one of the main characters. and motivate students? Direct/Explicit Instruction __5___ # of Minutes to teach I will introduce the exposition rising action etc. chart to students and explain 1. Describe how you will model skills or that they will have to draw their own for the book they are about to read. knowledge to students to support developing an understanding of the LOs and/or ILT. 2. Describe how you will link the new content to students personal, cultural and community? 3. Describe how you will ask students to show understanding of the concepts or skills. Guided Practice (Structured Practice and Application) I will begin reading the book The Clearing to the class and have students __10___ # of Minutes to teach write down the names of some of the main characters as Im reading. Also, 1. Describe how you will give students the opportunity to practice the if there are any difficult words students do not understand, they will be skills/concepts so you can provide specific guided feedback. responsible for adding them to a vocabulary journal in order to help learn 2. Describe specific feedback you would new words. give students that are struggling with the concepts as well as feedback you would give students who need to be challenged. 3. Describe how you will determine if students are meeting the intended LOs and/or ILTs. (Evidence of Learning) Independent Practice __25___ # of Minutes to Students will read in a small groups they can pick themselves. I will walk teach/complete around the classroom to ensure students are using their encoding strategies. 1. Describe how you will give students the opportunity to practice/demonstrate At this time I will give students individual assistance if they need it, the skills/concepts so that you can provide specific guided feedback. otherwise I will let the students read on their own. 2. Describe specific feedback you would give students who are struggling with the concepts as well as feedback you would give students who need to be challenged. 3. Describe how you would support students struggling with gaps of knowledge to complete the task. Closure __0__ # of Minutes to teach This is the beginning of the lesson and there will be no formal closure at this How will you end the lesson so point in time. Students will be expect to show that they have began their students have closure? Students understand all homework or after character map. classroom expectations.
Special Education Lesson Plan 2
Generalization How will you generalize the skill(s) so Students will be practicing basic reading skills they will need in everyday the student can use in different life. environments? Maintenance How will you maintain the skill(s) so Reading is a universal skill students will need to practice on a day to day the student does not lose it? basis and throughout the day in all subjects. Student Interactions How will you structure opportunities Students will work in small and large group settings. for students to interact talk with one another, work with a partner, or in groups? What criteria will you use when forming groups? Materials Describe the materials the teacher needs for lesson. Describe the materials the students need for lesson. Think about the materials you will need every step of the way through Copies of The Clearing. Notebook or loose leaf paper, colored your instruction pencils, basic classroom supplies.
Special Education Lesson Plan 3
Items to think about DO NOT INCLUDE IN LESSON PLAN
What are your planned supports around vocabulary/symbols, language/communication function, syntax and/or discourse for both receptive and expressive language? How will the students generalize or maintain these language or communication skills? Explain how you can connect them to future lessons. Describe how you will provide opportunities for the student(s) to use the vocabulary/symbols, language/communication function, syntax and/or discourse for both receptive and expressive language? Describe how you will evaluate student use of vocabulary/symbols, language/communication function, syntax and/or discourse for both receptive and expressive language? Describe how you will provide feedback to students based on answers.
Considering Students How have you incorporated the student(s) strengths within the lesson? How have you incorporated the student(s) cultural background/identity into the lesson? Describe how you accommodated for students in need of additional supports? Describe how you altered materials and lesson. Describe how you modified for students in need of additional supports? Describe how you altered materials in the lesson.
After the Lesson
From evidence of student learning (LAs), were students able to demonstrate skills related CCSS, LOs, ILTs, and/or IEP goals? Explain how they were able to or explain what they were not able to demonstrate these skills? Describe changes in teaching practices or a future lesson that consider students strengths and/or needs in meeting the CCSS, LOs, ILTs, and/or IEP goals for students? Connect your proposed changes to theory and/or research. Explain why you should make these changes to your lesson. Describe strategies for guiding the students to apply the feedback on strengths and areas of need to current or future learning. Explain next steps in relation to the curriculum and your student meeting the CCSS, LOs, ILTs, and/or IEP goals. Remember your next steps should be achievable and not superficial. Connect your next steps to theory and/or research. Explain why you should make these changes to your lesson.
