Lesson plan Writing

1. Be explicit with your lesson plan scripting. Express exactly what you are going to say to your students. 

If this helps, you could write your plan...

T: I will tell the students they will be answering questions 1-5 on the worksheet, then I will be around to check their work. When I am checking their work, I am looking for it they used their prior knowledge and explicit information from the text to make an inference. If they do not have either aspect, the students will fix their work. Prior to having the students fix their work, I will once again model an example. Example: I know that when a person goes to the hospital they are sick and/hurt in some way; therefore, when Joe ate uncooked meat at dinner and had to go to the hospital, I know he must be sick. 

2. Make sure your entire lesson incorporates the strategy you have chosen throughout; from the pre-assessment to the summarize, along with the product. 

3. If you are going to have the students complete an activity, include specifically the materials you plan to use. (stories, articles, what the game is, etc.)

4. Consider how you are going to motivate the students to use the strategy you have chosen. Are you going to have them chart their progress, incorporate their efforts into an IEP goal, or prompt them consistently to make use of the strategy?

5. In the assessment, make sure you actually explain your assessment. Will it be a test, quiz, project, and/or completion of a worksheet? Along with, what specific aspects of from the lesson will you be assessing?

I hope these additional pointers help. I cannot express enough that you need to use the book examples to assist with your lesson plan development as far as how you script a lesson. I understand this is not typical practice; however, it is essential when developing lessons for students with disabilities. You need to consider what you are going to say, how you are going to model, and remediate your instruction. When you script lessons, you are able to see your thought process and monitor where students may struggle in order to properly assist them.