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ELA Lesson Plan and Rationale Jon Carter SPD-550 6-19-2019
Instructional and Transitional Planning for Students with Mild to Moderate (SPD-550)
Grand Canyon University
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ELA Lesson Plan and Rationale
Jon Carter
June 19th, 2019
SPD-
Dr. Robert Williamson
Section 1: Lesson Preparation
Teacher Candidate Name:
Jon Carter
Grade Level: 5 th (Fifth Grade)
Date: June 19th, 2019
Unit/Subject: ELA (English Language Arts
Instructional Plan Title:
Informational Text
Lesson Summary and Focus:
Student will utilize iPads within the classroom environment to access Vocabulary reader that will help in reading the informational text. Students will also use context cards to help identify key vocabulary words within sentences.
Classroom and Student Factors/Grouping:
Classroom consists of 9 total students:
- 3 SLD (Reading)
- 1 ASD
- 2 SED (Social, Emotional and Behaviors)
- 2 Mild Intellectual
- 1 Speech Language
All students are 2-3 grade levels below their grade level, and all have trouble with decoding and comprehending at 2nd-3rd grade levels.
National/State Learning Standards:
Students should be able to: Determine two or more main ideas of a text and explain how they are supported by key details: Summarize the text.
Students will read “Hurricanes: Earth’s Mightiest Storms” by Patricia Lauber (1996).
- Learn Key words and details to describe the text and summarize.
- Use supporting details.
- Provide Evidence and reasoning.
Specific Learning Target(s)/Objectives:
Students will be able to:
- Identify Who, what, when, where, why questions review.
Resources, Materials, Equipment, and Technology:
Lauber, P. (1996). Hurricanes: Earth Mightiest Storms. New York: Scholastic, 1996.
YouTube Video - youtube/watch?v=NHJNPk6HsNQ
Lesson 11 – Vocabulary in Context – Retrieved from:
misslabriehamptonhawks.weebly/uploads/2/4/3/9/24395937/lesson+11+unlocked.compressed
- Vocabulary Reader - iPads
- Context Cards – Print outs
- Worksheets – Printed by teacher
- Pencils
- Highlighters
- White Boards – Vocabulary Practice
- Computer
- Projector
Section 2: Instructional Planning
Anticipatory Set Students will be able to understand and identify main idea of the reading by identifying key vocabulary words within the informational text.
- Students will watch a short video on hurricanes writing down key words from the video as they appear on the screen.
- Students will then discuss who, what, when, where, and why questions review.
- Students will write down all vocabulary words based on the text with teacher writing them on the board.
- These words will then be transferred to each context card cutout for students to create a context card for students to later create appropriate sentences with key vocabulary words.
Time Needed
15
minutes
Multiple Means of Representation Students will be given a variation of deliveries to assist them in understanding the concept of the lesson plan:
- Students will follow along, while the teacher reads aloud, on the reading worksheet with highlighters to identify those key vocabulary words within the informational text. The teacher will stop to allow students to highlight those key vocabulary words (they will be visually seen on the classroom white board at the front of class as well).
- Students will have iPads, using vocabulary reader, to help re-learn what the class has read as a class while identifying those key vocabulary words. Students will listen and match each word with the appropriate sentence.
- Context cards that the students created at the beginning of class will be used to write matching sentences for those sentences to be used in a matching game with other students when work is completed.
- Specific personal white board work can be used for those students struggling with whole group instruction with a paraprofessional or supports staff.
Time Needed
- Students will be given timer notifications and frequent breaks as needed when feeling overwhelmed during the group instruction.
Explain how you will differentiate materials for each of the following groups:
Students with special needs:
- ASD, Emotional and behavioral - These students will be given timers for doing their work and provided breaks during independent work. Paraprofessional will provide in depth support as needed during the lesson.
- SLD, Mild Intellectual, and Speech language – These students will be primarily supported by the lead teacher during independent work.
The class will be split into two groups during independent work time, in order to provide appropriate supports based on each students exceptionalities. The student will speech language disability will be given more activities using iPad and more visual supports during the lesson.
Early finishers (those students who finish early and may need additional resources/support): Students who complete work early will partner up and use context cards to play matching game together with vocabulary word list. This will be beneficial to our students with mild intellectual disabilities to become engaged with other students.
Gifted students: Would be given more of an opportunity to work independently as needed so support staff and teacher can work more closely with other students. Additionally, these student may be given the opportunity to work on other tasks more challenging such as written summarization and opposed to verbally discussing with the class.
ELL students: Will be provided with more visual supports and iPad work as visually and listening work will help aide these students as opposed to overwhelming with misunderstanding of words when reading themselves.
Primary Class time 40 minutes
Multiple Means of Engagement
It will be important to keep students engaged during the lesson by: - We will use the front white board so students do not feel overwhelmed in doing the work alone. It is important to guide them in better identifying key vocabulary words by listening and highlighting together as a class. - iPad’s will help students focus on the listening to informational text as opposed to reading on their own. The goal is to identify those key vocabulary words within the text and help identify the main ideas of a story. - Context cards will be a fun way for students to create their own game and practice identifying and using their vocabulary words in appropriate sentences.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL): Students will be given more visuals supports within the text, in order to help them listen and follow along to identify those key vocabulary words
Time Needed
the student can identify as key details supporting a main idea through the key vocabulary word practice and use of context cards.
Students with gifted abilities: Students will be challenged to identify the main idea and write a summary of the informational text. They will also be challenged daily to write their own sentences using key vocabulary words.
Extension Activity and/or Homework Students who are unable to identify the key vocabulary words using sentences through the following:
- iPad vocabulary reader
- Context cards
- Written summarization
May work on additional practice at home by taking home their iPad, context cards, or binder to work additionally over the weekend to complete the work and practice.
Time Needed
Rationale
As most teachers understand, especially those working with students with exceptionalities, every
students is unique and finds themselves in different areas of progression during the school year. Assistive
technology and other supports can provide students with the supports they need to make it through
lessons at the common core standards for their age, even if they are not at grade level academically.
Those supports will aide students in their journey of working through at grade level content and concepts
while still being able to work on skills they have not mastered yet. In this specific ELA lesson, the 5th
grade standards for informational text were identified by the Core Standards State Standards Initiative
(2010) as “Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text”. Now with the students in this class all reading at 2 or three grade levels below it
would be important to identify what is needed for such a lesson. At grade level 2 core standards are
required to know who, what, when, where and why questions and answers (Core Standards, 2010) which
will be important in identifying key words with these students with exceptionalities.
The nine students in the class consist of the following; 3 with a specific learning disability in
reading, 1 Autism spectrum disorder, 2 with emotional and behavioral disorders, 2 with mild intellectual
disabilities, and 1 with speech and language disability. The wide range if different disabilities will require
some modifications to the grade 5 lesson, but the main concept should keep in place, so students can still
identify with the lead teacher through discussion of what the main idea is by identifying the who, what,
where, when and why. The students will also have vocabulary words and will be led by the lead teacher
through group instruction by working together to identify the key vocabulary words through worksheets,
context cards, listening to reading of vocabulary word reader on iPads, working with teacher and support
staff on creating the context cards, and listening to the teacher and support staff read while following
along. Highlighters will be used to identify key vocabulary words that will guide the discussion of what
the main idea is while identifying the key words and supporting information within the text to help
students understand the 5th grade level concept while working on below grade level mastering of those
concepts.
The assistive technology will be beneficial to all the students as they are all below grade level,
and it will help keep students engaged through listening and not overwhelming students with having to
read aloud. Students may be challenged as they progress in understanding the concepts through
expressing themselves verbally with the lead teacher or support staff during lessons, using visual aides
and matching of vocabulary words and building sentences, and additional matching games will build
confidence and create a fun learning environment for students. The YouTube video should start the
ELA Lesson Plan and Rationale Jon Carter SPD-550 6-19-2019
Course: Instructional and Transitional Planning for Students with Mild to Moderate (SPD-550)
University: Grand Canyon University
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