Help assist
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:
