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Special Education

Instructional Lesson Plan Template

Overview

Teacher(s): Diana Loya Subject: Literacy Grade: 5th

Lesson length: 15-20 Lesson Topic/Unit: Reading Comprehension


Minutes
Learning Objectives:
I. By the end of this lesson, students will II. By the end of this lesson, students III. I will know that students have met
know: will be able to: this objective when:

What the main idea of a Identify the main idea of a They read the passage (i.e.
passage is. text. listening to see if they read
with accuracy and fluency).
How to summarize Summarize supporting
supporting details from details from a passage. They answer
their reading. comprehension questions
Make conclusions from the after reading the text.
How to make conclusions reading.
about a reading. They complete main idea
Read with accuracy and and supporting details
fluency. chart.
IV. Essential question(s) for students to answer

What is the main idea of a text?


What does it look like to read with fluency and accuracy?
State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text
m) Read with fluency and accuracy.
Context for Learning/Background Information
Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.

This lesson relates to previous lessons in that it’s a continuation of working on their
reading comprehension skills (i.e. accuracy, fluency, and understanding of text).
Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)

This lesson is focused on reading comprehension. The students will read a short passage
on Native American Pow Wows and answer some questions about the reading. The
students then will be shown a video that shows what a pow wow looks like. Afterwards,
students will complete a chart (i.e. main idea and supporting details).
Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)

My rationale for choosing this lesson is that they need to keep practicing building their
reading comprehension skills. It’s a skill they will need as they continue their education.
Therefore, it’s very important they get as much practice as possible so they can as
proficient as possible.
Individualized Instruction

IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.

Azareon

 A will increase his reading fluency and comprehension to grade level benchmarks
on a standardized assessment.
 When upset A will use the strategies he has been taught to calm himself and be
able to verbalize what the problem is to any adult that is nearby.
K

 Kayla will increase his reading fluency and comprehension to grade level
benchmarks on a standardized assessment.
 When upset Kayla will use the strategies he has been taught to calm himself and
be able to verbalize what the problem is to any adult that is nearby.
C

 C will participate in all academic activities.


 C will increase his reading fluency and comprehension to grade level benchmarks
on a standardized assessment.
 When C has a tantrum, he will be able to deescalate and return to class within 30
minutes.
IEP Accomodations: In this section, list the classroom & teaching accomodations that must be provided. You can list
them as accomodations or by student/pseudonym.

A
 All Math and Content assessments will be read to A with frequent breaks, if
needed in a small group setting.
 Allow A a place to vent his frustrations.
 A will take scheduled structured breaks in the resource room to help him regulate
his frustration and behavior.
 Clear consequences for undesired behavior.
 Hearing aid, provided by parent.
 Preferential seating with his left ear towards the speaker, away from the noisy
blowers and hallways and a clear view of the class.
K

 Allow student a place to vent frustration when situations arise.


 K will take scheduled sensory breaks in the resource room to help her regulate
her frustration and behavior.
 Use of a Behavior Intervention plan which includes a daily Check In Check Out
system.
 When K has any type of tantrum, she has access to a “take a break” room to calm
down, with an adult nearby.
C

 All Math and Content assessment to be read to C.


 Allow student a place to vent frustration when situations arise.
 C will take scheduled structured breaks in the resource room to help him regulate
his frustration and behavior.
 Clear consequences for undesired behavior.
Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: In this section,
list any relevant accommodations or other information that you will provide given unique student needs arising from their
cultural or linguistic backgrounds.

N/A
Co-Teaching & Collaboration

Co-Teaching: In this section, select the co-teaching Grouping: In this section, describe the way(s) in which
format that you will be using in this lesson. students will be assigned to instructional groups. Which
Check one or more. It is possible to use several strategies teacher will lead/instruct each group?
during a lesson.
Small group
☐ One Teach, One Support
☐ Station Teaching
☐ Team Teaching
☐ Alternative Teaching
☐ Parallel Teaching

What is each teacher’s role within the model(s) you selected?


N/A
Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.

Assessment Type(s): In this Assessment Criteria: In this Feedback: In this section, describe
section, describe how you will assess section, describe how students will what feedback from the assessment(s)
students. demonstrate mastery on your you will give students and how you will
assessment(s). give it to them.

1)The students will 1)The feedback that I


1)Comprehension demonstrate mastery when provide my students
Questions- All of the they can answer all depends on how they do. If
students have to answer questions correctly. they answer all the
questions based on the questions correctly, I may
reading. say “Great job! You all did
a great job answering the
questions. This shows me
that you were paying
attention as you were
reading! If they struggled
answering some questions, I
could say “That’s a very
nice try and I can see where
you were going with it. I’ll
try to scaffold in order to
direct them to the correct
answer. To do this, I’ll tell
them “Do you remember
when the author mentioned
xyz. What was the author
saying here.” By scaffolding
like this, I’m helping the
students without explicitly
tell them the answer.
Therefore, they’re arriving
at their own conclusions.
2)Worksheet- The students 2)The students will
deomstrate mstery when 2)The feedback given to the
will complete a sheet full of students is dependent on
questions that is reliant on they can answer all the
questions correctly from the how they do. If they do well,
the text they just read. I’ll praise their hard work,
worksheet.
“That’s a great answer! I
love how you went back to
look at the text to help you
answer the question!
Rereading is important
because you might miss
something the first time!
Keep up the good work!” If
the students are having a
hard time answering the
questions, I’ll say “Go back
to paragraph xyz and
reread it. I’m sure if you
reread it, you’ll find what
you’re looking for. If
they’re still struggling after
that I’ll scaffold more by
directing them to a more
specfic area in the
paragraph. If they’re still
struggling after that we’ll
talk about it together, so I
can explain it to them in a
way they will understand
better.
3)Chart- The students will 3)The students will
fill in a chart where they demonstrate mastery by 3)The feedback that I will
will have to fill in what the correctly choosing the main offer relies on how they do.
main idea of the reading is idea from the passage and For example, if they do a
and it’s supporting details. its supporting details. good job I’ll say “Fantastic
job! You found the main
idea of the passage and
found details that support
the main idea. Great job!”
If they had a tough time, I
will try to scaffold for them.
First, I’ll ask them what the
main idea of the text is.
Once we discuss what it is,
I’ll direct them to parts of
the passage where they can
find some supporting details
for it. If they’re still having
difficulty, I’ll help them by
guiding them to where they
can find it and we can
discuss it together.
Materials & Resources
Teacher Materials (I need): Attach teacher Student Materials (They need): Attach ALL student
instructional materials to lesson plan submission. If you are instructional materials to lesson plan (i.e., worksheet,
using a SMARTBoard during lesson, include a file with graphic organizer, test/quiz, etc).
materials (saved as a pdf). If you are using external websites,
videos, etc, list the links below. Pencil
Reading passage Reading Passage
Overhead projector of any kind to show Reading comprehension passage questions
Pow Wow video sheet
Reading comprehension passage questions Chart for main topic and supporting
sheet details
Chart for main topic and supporting
details
Behavior Management

General Concerns: What routines Specific Concerns: Are there any Feedback: How will you provide
are already in place to help you specific antecedents, unique situations, feedback to students about their
manage student behavior/keep students or other student behavior concerns that behavior during this lesson?
focused & on task? may impact this lesson? Indicate how
you are planning to confront those I will try my best to provide
If the students are feeling concerns.
as much positive and
frustrated or overwhelmed, specific feedback. An
A concern that I do have is
they’re allowed a break to example of positive
them becoming too
get a drink of water, take a feedback is “Thank you for
frustrated in the lesson that
walk, or use any thing in raising your hand to answer
they all shut down and
the classroom to self-soothe. the question. This shows me
don’t want want to finish
the assignment/task. In that you’re paying attention
order to confront this and actively participating.”
concern I plan to ask them
why they’re feeling
frustrated that way I can
address the concern (i.e.
rewording in a different
way, providing examples,
scaffolding). Also, I can give
a small break (i.e. about 2-3
minutes) to move around
and get their mind off the
difficult task for a bit.
Another concern that I have
for these students is one of
them becoming violent,
where they throw
something or try to hurt
themselves or others. To
address this concern, I plan
to address their frustrations
as soon as I notice them in
order to prevent the
situation from esculating
further. However, if I can’t
resolve the situation and it
gets more serious, I’ll
remove them from the
situation and calmly ask
them why they did that in
order to understand the
situation. Further steps may
be necessary depending on
the severity of the situation.
If the student(s) is really
acting out then I will call
for additional assistance
from Mrs.Mayo and other
available TAs.
Preparing Students for Instructional Content
Estimated time: 2-3 Minutes
Review of prerequisite skills: In this section, identify Student-Friendly Objective: Re-state the lesson’s
any skills or content that you will review with students prior learning objective in student-friendly language.
to new instruction. This could be the warm-up, “do now”, or
other introductory part of lesson that reviews prior learning. Today we’re going to read a short passage
and answer some questions about it.
Main idea
Supporting details
Essential Vocabulary
Estimated time: 2-3 Minutes
Reviewing vocabulary: In this section, identify any Pre-teaching vocabulary: In this section, identify any
vocabulary that must be reviewed or re-taught. vocabulary you need to introduce or pre-teach ahead of the
main lesson. If this is a vocabulary-centered lesson, skip this
Main idea section.

Supporting details Main idea


Supporting details
Instruction
Estimated time: 10 Minutes
Direct Instruction (I DO): In Guided Practice (WE DO): In Independent Practice (YOU
this section, describe the direct this section, describe the practice that DO): In this section, describe the
instruction that will be provided. How students will be provided with. Include independent practice students will
will you model/demonstrate ideas? how you will determine that students complete.
How will you use “think aloud” and are ready to independently practice.
cognitive modeling?
Greetings to the students.
Address the purpose of
today’s lesson. The main
purpose of the lesson is to
check on the students’
reading comprehension
after reading a passage.
Afterwards, ask them if
they have any questions
regarding the agenda.
Next, the students are to
take turns reading the
passage. Make sure to tell Students will take turns
them before reading the reading the piece of text and
passage to circle/highlight circling/highlighting
interesting or unfamiliar interesting and unknown
words as they read because words.
we’ll discuss them
afterwards.
After completing the
reading, discuss the
interesting/unknown words.
It’s important to discuss the
unknown words in order to
clarify any
misunderstandings.
Next, ask them questions
Students will answer
regarding the reading.
questions based on the
reading.

Once finished asking


questions, have them
Students will complete
complete the worksheet
worksheet consisting of
where they have to answer
questions regarding the
questions from the reading.
reading.
**Make sure to read the
questions aloud to them.**
Show video to students Students will answer if what
which depicts what pow they saw in the video was
wows are. After the video, similar/different from what
ask them if what they saw
in the video is
different/similar from what they expected based on
they read. what they read.

Students will complete a


chart where they have to fill
in what the main idea of the
passage is along with the
supporting details.
**Make sure to model and
explain how to fill out the
chart before they work it.**
Closure
Estimated time: 2-3 Minutes
Lesson Review: In this section, Forward Look: In this section, link Homework: Describe any
review the learning that occurred this lesson to future learning. State how homework assignments. Use N/A if
during the lesson. Be specific and ask this lesson is related to the next lesson there is no homework assignment.
students to review in a way that reflects or future learning.
what they learned, rather than what the N/A
topic was or what activities were used This lesson relates to their
to facilitate learning.
future learning in that they
Before leaving, ask the will continue to keep
students to give one working on their reading
example of what they comprehension skills.
learned.
References
In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours. This is
also where you will list the APA citations for the articles that were referenced.

McManis, CR Willing. “Heartbeat of Mother Earth.” CommonLit, CommonLit, 2015,


www.commonlit.org/en/texts/heartbeat-of-mother-earth?search_id=4364141.
Video Link: https://www.youtube.com/watch?v=5j1Vt1impIE

Notes & Other Information


In this section, include any other helpful information that is relevant for the lesson plan.

We have an additional student in the class, D, who is not one of our b-base students but
joins us for reading because he needs extra support (in reading).

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