Week 2 – Assignment
Lesson Plan #2: Phonics or Oral Language
As you have learned this week, it is essential to understand how to plan for effective instruction in phonics and oral language for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction and accommodations for students with disabilities, but to also align with Common Core State Standards and each student’s individualized needs. This lesson plan will focus on using effective, research-based strategies for teaching phonics or oral language to students with disabilities, with an additional emphasis on planning for appropriate classroom accommodations or modifications.
For this lesson, you may plan for your choice of grade level, type of classroom, and disability areas. You may use your own classroom or create a fictional classroom setting for the lesson.
At least one, if not multiple, research-based strategies for teaching in this content area for students with disabilities should be highlighted in this lesson plan. Your textbook has a plethora of strategies, but you should also seek other strategies as well in other peer-reviewed texts or articles that were required or recommended this week. Although the Internet is a rich source of free materials and teaching suggestions, this lesson plan and all subsequent plans MUST BE YOUR OWN ORIGINAL CREATION.
Using the lesson plan template (or all the elements included in the template), the following components are required:
1. Introductory information: Provide the lesson title, grade level, and subject area for the lesson. Describe the classroom for which you are planning the lesson, such as classroom setting, number of students, and any other pertinent information about the classroom.
2. Students with mild/moderate disabilities in the classroom: Describe at least one learner with a mild/moderate disability who will participate in the lesson. Include the type of disability, the student’s individualized needs, and any pertinent information about the student(s).
3. Common Core State Standards and lesson objective: Explain how the specific learning objective for the lesson aligns with the Common Core State Standard that the lesson plan will address.
4. Assessment: Describe how you will assess student learning of the lesson objective based on the age/grade/ and needs documented.
5. Accommodations or modifications to be provided: Describe the accommodations you will use throughout the lesson to address the individualized needs of each student with a disability.
6. Teaching procedures: Describe the teaching procedures, including teacher input and modeling, guided practice, independent practice, and closure. This section must include strategies from the text and peer-reviewed articles related to effective strategies for teaching students with disabilities. You must cite your sources to demonstrate your knowledge of effective strategies.
7. Checks for understanding: Discuss a minimum of three ways that you will check for understanding throughout the lesson to ensure students are grasping pertinent and central concepts in your lesson.
8. Reflection: Reflect on how the assessment will help inform you of your students’ achievement of the learning objective, as well as how it will inform your future instructional actions. Also, include what plan you will take if the students do not meet the assessment objectives.
This assignment should be approximately three to five pages in length (not including the title and reference pages). At least one to two peer-reviewed sources, which may include the textbook for this course, should be used and cited in the lesson plan. APA format must be used throughout the paper for in-text citations and references.
Lesson Overview
Lesson Title
Grade Level
Subject
Summary
Classroom Scenario
Students with Disabilities in the Classroom
PRETEACHING TASKS/PLANNING
Common Core State Standards
Lesson Objective
Assessment (Describe the assessment task and the levels of achievement based on what you expect from students on this task).
Materials
Accommodations/Modifications to be provided
TEACHING PROCEDURES
Opening/Activating Prior Knowledge
I DO: Teacher Input and Modeling
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)
WE DO: Guided Practice
Checks for Understanding (How will you know if students are grasping the concepts? What formative assessments will you use to check for understanding?)
YOU DO: Independent Practice
Lesson Closure
Reflection
Assessment for Learning: How will you use assessment results to assess student performance on the lesson objective?
What steps will be taken if objectives not met by all students?
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