English

Assignment Description: Students will demonstrate knowledge of successful accommodations and modifications for students with disabilities in the context of a lesson plan of your choosing for either elementary, middle level, or secondary students on the topic of your choosing. Students will also demonstrate understanding of UDL guidelines and practices. See assignment in Brightspace for more information.

For your assignment, you will:

1. Take an existing lesson plan or research a lesson plan idea.

2. Complete the Eastern lesson plan template (on Brightspace). ,

3. Identify two students with special needs in your classroom and write a 1-page summary for each, indicating the appropriate accommodations or modifications, and the rationale as to why you believe these accommodations would help the learner meet the instructional goals.

4. Your final submission will be a lesson plan, and a 2-3-page supplemental document that outlines the accommodations/modification for that lesson for your chosen student with special needs.

This will be a lesson plan for 4th graders

EDUC 501 Lesson Plan Outline

Name Content Area _______ Grade Level ___ _ --------- Dur at ion of Time ___ Subject/Lesson Topic ______________ _

Brief Lesson Overview or Context for Lesson

Common Core and/or PA State Standards Essential Question(s)

'

Instructional Objectives:

Overarching Understanding Goals/Big Idea (1-2 goals) Assessment(s)

Students will understand that. ..

Content/Knowledge Goals (4-5 goals) Assessment(s)

Students will know (terms, facts, people, etc.) ...

Skill Goals (1-2 goals) Assessment(s) ,, '"

Students will be able to (use Bloom's Taxonomy) ...

IEP or ELL Goals (if applicable) Assessments

Materials/Resources I

Instructional Process

Student Activities (Highlight all that apply for activities throughout lesson): Building Links to Experience Links to Prior Learning Key Vocabulary Background: Scaffolding: Modeling Guided Independent Grouping: Whole Class Small Group Partners Independent Processes: Reading Writing Listening Speaking Strategies: Hands-on Meaningful Linked to Objectives Assessment: Individual Group Written Oral

Instructional steps include the amount of time allocated for each step, add as many parts as you need - be aware of transition time

Warm-up/Motivation/Pre-Assessment (5-10 mins)

Main Activity

Part 1 L minutes)

Part 2 (_ minutes)

Part 3 Lminutes)

Review and Assessment (Lesson Closure)

Universal Design for Learning

Engagement:

Representation:

Action and Expression:

J

Differentiation Strategies:

ELL:

LCLP (low content, low process):

HCHP (high content, high process):

IEP: Individualized Student Planning for Students with Disabilities (IEP'S & 504 Plans): List two possible students with specific special education disabilities that could be in the class. For each disability, suggest at least two accommodations or modifications to meet the needs of these students and explain why you believe these would be help your students.

Management Plan:

Classroom arrangement

Possible Problems with solutions

What do you do if you run out of time?

What do you do if your lesson ends early?

What do you do if your resources fail?

What behavioral challenges and solutions do you anticipate?

VI. Reflect and Revise: