Special Education Lesson Plan

Benedictine University School of Education Special Education Lesson Plan Format Candidate: Date(s): Grade(s): Subject: University Supervisor: Lesson Title: Cooperating Teacher: Instructional Locations: Focus Learner:

What are the specific Illinois Learning Standards (http://www.isbe.net/ils/) targeted by the lesson (e.g., Reading 1.A.3b Analyze the meaning of words and phrases in their context; Learning Standards Listening & Speaking 4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension; Social/Emotional Learning 3B.1b. Make positive choices when interacting with classmates. [Baseline data must be collected for the focus student’s knowledge and skills related to both Baseline Data Collection learning targets, prior to the beginning of the learning segment. Work samples and other data collection can be used as evidence of focus student’s pre/post knowledge and skills.]

[If learning focus is not on academic content, this target must be related to an IEP goal.]  If the focus learner is working on academic content, an academic learning goal must be Primary Learning Goal targeted, whether or not there is a related IEP goal.  Academic learning goals must address one of the following academic areas: literacy, mathematics, social studies, or math.  Align learning goal with at least one IEP goal and, as applicable, relevant academic IEP Goal/Benchmarks and nonacademic standards. [Objectives must be sequenced to (progressively) move student toward achieving the learning target.] Measurable . What is the purpose of the lesson? Objectives of Learning . What will students know and be able to do as a result of the lesson? What are the specific Segments skills, concepts and strategies that are targeted for students to learn via this lesson? . How will knowledge and skills learned via the lesson be applied by students beyond the lesson itself (e.g., next month, next year, in the future…in real world settings)? Requisite Skills  What prior learning, experiences, and requisite knowledge and skills does the focus Related to Baseline student have related to the lesson objectives? Data  Choose a communication skill that your focus learner will need to use to participate in learning tasks and/or demonstrate learning related to the primary learning goal.  For a focus learner with an academic learning goal, the skill should address the language Expressive/Receptive used in the appropriate discipline (literacy; science; etc.), if appropriate for the learner. Communication Skill  The communication skill can be either a new skill the focus learner is acquiring, or an existing skill he/she is working on maintaining or generalizing.  If the learning goal is a communication skill, select another communication skill related to the learning goal. Communication Skill  How will you support the focus learner’s use of the communication skill during instruction? Use . What key vocabulary (content-specific terms) do you need to teach and how will you teach Academic Language students that vocabulary in the lesson? Demands . What specific instructional supports are designed to meet the needs of students with different levels of language learning? . What language function do you want students to develop in this lesson? Language Function . Identify a key learning task from your plan that provides students with opportunities to use the language function(s) identified above  Given the language function and learning tasks identified above, describe the following Additional Language associated language demands (written or oral) students need to understand and/or use. Demands . Academic and Domain Specific Vocabulary plus at least one of the following: syntax or discourse [Include an explanation (and provide evidence) of how the focus student will be supported to move toward generalized or self-directed use of receptive and/or expressive communication skills for the primary learning target.] Way(s) Students Will . What specific way(s) will students need to use language (reading, writing, listening, and/or Use Language speaking) to participate in learning tasks and demonstrate their learning for this lesson? . What opportunities will you provide for students to practice the new language and develop fluency (written or oral)? . What specific instructional materials, curricular resources, and technologies will the Instructional Materials & teacher use in this lesson? [Cite the source (e.g., website; book; curriculum; etc.) of each.] Teacher Resources . What materials do the students need for this lesson? (include modifications or accommodations for the focus learner) [Instruction of at least one learning target should include strategies to enhance generalization, maintenance, and self-directed use of knowledge and/or skills. Instruction must further reflect the focus student’s strengths, social/emotional abilities, and interests.] . What baseline learning will the learning segment build upon? Instructional . What will you do to engage students in developing understanding of the lesson Procedures/ Learning objective(s)? Tasks . How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups? . How will you support the focus learner to access content related to the learning goal and demonstrate his/her learning?  What brief activity or event at the beginning of the lesson will be used to effectively Set/Motivator engage all students’ attention and focus their thoughts on the learning objective(s)?

 How will you develop students’ understanding through the use of strategies such as Teacher Modeling/ explicit modeling, explanations, demonstration of concepts, and linking prior academic Direct Teaching learning to new instruction?  What opportunities for rehearsal and guided practice will be afforded the focus student? Practice Activity  How will students practice the strategies, skills, and concepts taught during the learning segment/lesson?  How will students independently apply knowledge and skills attained through the lesson? Independent Work/  What opportunities will students have for guided practice of knowledge and skills learned? Activity What strategies will be used to teach students when and how to apply strategies in meaningful contexts? [For at least one learning target, the student must be involved in monitoring his/her own progress in developmentally appropriate ways. Assessments for both learning targets should Assessment/Evaluation also reflect appropriate levels of challenge and support.]  Ensure that all assessments are aligned with the central focus and standards/objectives for the learning segment. . In what ways will you monitor student learning during the lesson and how might this guide your instruction? [Provide multiple forms of evidence to monitor students’ use of essential strategies and skills during the unit of instruction.] . How will the daily collection of data be used to monitor the focus learner’s progress toward Formative (Informal) lesson objectives associated with the learning goal? Assessment  How will work samples be used to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals and groups?  How will you use evidence of what students know and are able to do to plan the next steps in instruction? What feedback will you provide? How will your feedback support students in meeting the goals of the lesson? . What evidence of student learning will you collect and in what ways will the evidence document Summative (Formal) student achievement? Assessment . What assessment measures will be used to evaluate the impact of the composite lesson on student learning at the end of the unit of instruction? Description of [Include a description of strategies to guide the focus student toward self-assessment or Assessment self-correction related to the primary learning target.] . What tactics will you use to provide feedback to students regarding their assessment? . How will you guide focus students to use feedback to evaluate their own strengths and needs? . What self-assessment measures will be employed? By individual students? By groups of students?

[Include a description of the ways by which feedback related to the primary learning target will be provided the focus student, including error prevention. correction and reinforcing Assessment strengths Accommodations & . What assessment accommodations will be used, in order that all students might Modifications demonstrate their learning? . How might assessment procedures be modified, to meet the unique needs of individual students?  What evidence of student learning (related to the learning objectives and central focus) Evaluation Criteria does the lesson provide?

. How will students share or show what they have learned in this lesson? . How will you restate the teaching point and clarify key concepts? Lesson Closure/ . How will you provide opportunities to extend ideas and check for understanding? Assessment of . How will you guide students to use feedback to evaluate their own strengths and deeds? Students’ Voice . How will you engage students in reflection on how the strategies/skills learned in the lesson can be used as readers/writers/learners/etc.? . What are the ways in which students will be engaged in self-assessment? [Include a description of how you have supported/will support the focus student to move toward using error prevention or self-instruction to prevent future errors related to the primary learning target.] . How will IEP-identified adaptations of the learning environment, content, and instructional strategies be infused in the lesson? . How will you use your knowledge of students to identify needed lesson adaptations, modifications, and supports? Differentiation & . What strategies will be used to identify and respond to diverse learning needs and Planned Support abilities? . How will you provide all students access to learning, based on individual and group needs? . What curricular adaptations and instructional supports will be used during the lesson, in order for students with diverse learning needs to meet lesson objectives? . How will you support individual students with gaps in the prior knowledge deemed necessary to be successful in this lesson? [At least one learning target (preferably more) should justify the selection of strategies to support the development of maintained, generalized, and/or self-directed use of knowledge and skills for the focus student, as well as the use of a targeted communication skill. Include evidence-based practices justified with principles from research and/or theory, for at least one learning target.] . What was your rationale for selecting the learning tasks, instructional methodologies, Rationale/Theoretical supports, assessments, and other elements used in your lesson? Principles . Why are the learning tasks for this lesson appropriate for your students? What research supports this? . What learning theories and theorists support key elements (e.g., pedagogy; assessment) of your lesson? [Cite at least five.] . How will the strategies employed in the lesson enhance student learning, comprehension, and independent performance? [Include a description of clear and plausible connections between the focus student’s outcomes relative to: a) lesson objectives; and b) specific elements of the instruction or learning environment. The analysis should also draw upon knowledge of the student’s patterns of strengths, needs and levels/types of supports…to demonstrate an understanding of the student’s strengths and needs in reference to his/her progress toward ALL lesson Reflections/ Future objectives. In the lesson analysis, further demonstrate your understanding of the Modifications implications for the focus student’s IEP goals and/or curriculum, for at least one learning target.] . What was the impact of your lesson on student learning? . What worked and didn’t work and why? [Never use the word “wrong.”] . Were there any aspects of your lesson that you would do differently in the future? Why will these changes improve student learning? What research supports these changes?

Special Education Lesson Plan Template

Benedictine University School of Education Special Education Lesson Plan Template Candidate: Date(s): Grade(s): Subject: University Supervisor: Lesson Title: Cooperating Teacher: Instructional Locations: Focus Learner:

PC 1, 2, 3 & ST Learning Standards

PC 1, 2, 3 & ST Baseline Data Collection

PC 1, 2, 3 & ST Primary Learning Goal

PC 2, 3 & ST IEP Goal/Benchmarks Measurable PC 2, 3 & ST Objectives of Learning Segments PC 2, 3 & ST Requisite Skills Related to Baseline Data PC 2, 3 & ST Expressive/Receptive Communication Skill

Communication Skill PC 2, 3 & ST Use PC 1 - Identify Academic Language PC 2, 3 & ST Demands

PC 2 - Identify Language Function PC 3 & ST

PC 2 - Identify Additional Language PC 3 & ST Demands

PC 2 - Identify Way(s) Students Will PC 3 & ST Use Language

PC 1, 2, 3 & ST Instructional Materials & Teacher Resources

Instructional PC 1 - Identify Procedures/ Learning PC 2, 3 & ST Tasks PC 1 - Identify Set/Motivator PC 2, 3 & ST

1 - Identify Teacher Modeling/ PC 2, 3 & ST Direct Teaching

PC 1 – Identify Practice Activity PC 2, 3 & ST

PC 1 - Identify Independent Work/ PC 2, 3 & ST Activity

PC 1 – Identify Assessment/Evaluation PC 2, 3 & ST

PC 1 – Identify Formative (Informal) PC 2, 3 & ST Assessment

Summative (Formal) PC 1 – Identify Assessment PC 2, 3 & ST PC 1 – Identify Description of PC 2, 3 & ST Assessment

Assessment PC 1 – Identify Accommodations & PC 2, 3, & ST Modifications PC 3 & ST Evaluation Criteria

Lesson Closure/ PC 1, 2, 3 & ST Assessment of Students’ Voice PC 1, 2, 3 & ST Differentiation & Planned Support

PC 1 & 2 - Identify Rationale/Theoretical PC 3 & ST Principles

PC 1, 2, 3 & ST Reflections/ Future Modifications

SPECIAL EDUCATION LESSON PLAN RUBRIC

0 1 2 3 ITEM & IPTS Missing Unsatisfactory Emerging Proficient The learning or common No learning or The learning or common core standards are Illinois Learning common core The learning or common core core standards are identified and appropriate Standards standards were standards identified do not link to identified, but some do to the lesson, subject, and included in the the lesson being taught. not link to the lesson grade level. Letters and plan. being taught. number of appropriate benchmarks are missing.

Baseline data for the Baseline data for the focus student’s focus student’s Baseline data for the focus student’s knowledge and skills knowledge and skills knowledge and skills related to at related to at least one related to at least one No baseline data least one learning target after the Baseline Data Collection learning target after the learning target prior to is provided. beginning of the learning segment. beginning of the learning the beginning of the Evidence is not provided to support segment. Evidence is learning segment. the baseline data. provided to support the Evidence is provided to baseline data. support the baseline data.

The primary learning goal The primary learning goal includes at least one of includes two of the The primary learning goal includes the following: IEP following: IEP at least one of the following: IEP No primary goal/benchmarks, goal/benchmarks, Primary Learning Goal goal/benchmarks, measurable learning goal is measurable objectives of measurable objectives of objectives of learning segments, and identified. learning segments, and learning segments, and requisite skills related to baseline requisite skills related to requisite skills related to data without specific details. baseline data with baseline data with specific details. specific details.

Multiple communication A single communication Multiple communication skills have No expressive/ skills have been identified skill has been identified been identified for the focus learner receptive for the focus learner to for the focus learner to Expressive/Receptive to participate in and demonstrate communication participate in and participate in or Communication Skills learning and the skill identified is skills are demonstrate learning or demonstrate learning not related to the primary learning identified. the skill identified is not related to the primary goal related to the primary learning goal. learning goal.

0 1 2 3 ITEM & IPTS Missing Unsatisfactory Emerging Proficient Academic language Academic language Academic language demands are demands are identified demands that address key identified that address fewer than that address at least three No academic vocabulary, language three of the following: key of the following: key Academic Language language function, additional vocabulary, language function, vocabulary, language Demands demands are language demands, and additional language demands, and function, additional identified. ways students will use the ways students will use the language demands, and language is identified but language. ways students will use the not defined. language. Two resources not listed One resource is not listed More than two resources missing and/or not cited correctly and/or not cited correctly and/or not cited correctly or four or or two or three necessary or one necessary material No resources or Instructional Materials more necessary materials needed by materials needed by the needed by the students materials are & Teacher Resources the students and teachers are students and teachers are and teachers is missing or identified. missing and requested chart format missing and/or requested requested chart format is is not divided into 2 columns. chart format is not not divided into 2 divided into 2 columns. columns.

Instructional procedures Instructional procedures Instructional procedures and and learning tasks and learning tasks learning tasks identified include identified include all but identified include all but No instructional only one of the following: two of the following: one of the following: Instructional procedures or set/motivator, engagement set/motivator, set/motivator, Procedures/Learning learning tasks strategies, teacher modeling/direct engagement strategies, engagement strategies, Tasks were identified. teaching strategies, and the teacher modeling/direct teacher modeling/direct independent work/activity. teaching strategies, and teaching strategies, and the independent the independent work/activity. work/activity. Assessment/evaluation Assessment/evaluation stays focused on the stays focused on the central focus and includes Assessment/evaluation stays central focus and includes all but one of the focused on the central focus and all but two of the following: formative includes fewer than three of the No assessment/ following: formative assessment, summative following: formative assessment, Assessment/Evaluation evaluation was assessment, summative assessment, description of summative assessment, description included. assessment, description of assessment, assessment of assessment, assessment assessment, assessment accommodations and accommodations and modifications, accommodations and modifications, and and evaluation criteria. modifications, and evaluation criteria. evaluation criteria.

0 1 2 3 ITEM & IPTS Missing Unsatisfactory Emerging Proficient Identifies the lesson closure and Identifies the lesson Identifies the lesson fewer than three of the following: closure and all but two of closure and all but one of No closure is student self-assessment, student the following: student the following: student indicated. reflection, feedback strategies, self-assessment, student self-assessment, student Lesson opportunities to extend ideas, and reflection, feedback reflection, feedback Closure/Assessment of restatement of lesson focus. strategies, opportunities strategies, opportunities Students’ Voice to extend ideas, and to extend ideas, and restatement of lesson restatement of lesson focus. focus.

Differentiation and Differentiation and planned support was planned support was identified and includes all Differentiation and planned support identified and includes all but two of the following: was identified and includes fewer but one of the following: strategies used to than of the following: strategies strategies used to No identified and respond to used to identified and respond to identified and respond to Differentiation & differentiation or diverse learning needs, diverse learning needs, steps taken diverse learning needs, Planned Support planned support steps taken to provide all to provide all students access to steps taken to provide all was included. students access to learning, curricular adaptations, students access to learning, curricular and strategies for addressing gaps learning, curricular adaptations, and in prior knowledge. adaptations, and strategies for addressing strategies for addressing gaps in prior knowledge. gaps in prior knowledge. Rationale for planning Rationale for planning No rational or Rationale for planning decisions, decisions, learning tasks, decisions, learning tasks, Rationale/Theoretical theoretical learning tasks, and assessment and assessment decisions and assessment decisions Principles principles were decisions includes general research includes general research includes detailed research included. or reference to learning theories. and reference to learning or specific learning theories. theories. No reflection Reflection includes at least one of Reflection includes at Reflection includes at was included. the following: the impact on student least two of the following least two of the following learning, identification of changes without detail: the impact with specific details: the to be made to the lesson in the on student learning, impact on student Reflection/Future future, and research that supports identification of changes learning, identification of Modifications these changes. to be made to the lesson changes to be made to the in the future, and research lesson in the future, and that supports these research that supports changes. these changes. Lesson plan follows the Lesson plan does Lesson plan follows the specific format provided not follow the Lesson plan follows the specific specific format provided Formatting 6E in some categories. specific format format provided in few categories. in most categories.

provided.