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Lesson Plan #3: Writing and Spelling
As you have learned this week, it is essential to plan for quality instruction in the areas of writing and spelling for students with disabilities. Lesson Plan #3 will focus on using effective, research-based strategies for teaching writing or spelling to students with disabilities.
Week Three also focused on planning effective assessments to ensure that you are monitoring student progress towards the learning objectives. You have already started planning assessments in Weeks One and Two, but in Week Three and beyond, there will be a greater focus on ensuring alignment of your assessment to your learning objective.
Additionally, at least one, if not multiple, research–based strategies for teaching writing and spelling for students with disabilities should be developed for your lesson plan. Your Vaughn & Bos (2012) textbook has a plethora of strategies, but you may also seek other strategies as well in other peer-reviewed texts or articles that were required or recommended this week.
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. 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:
- 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.
- 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).
- 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.
- Assessment: Describe how you will assess student learning of the lesson objective based on the age/grade/ and needs documented.
- 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.
- 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.
- 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.
- 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.
**If you chose to start a blog during Week One for your introduction and journal, you may also use the blog to post your lesson plans to create a digital portfolio of your work. If you use your blog, please submit the link to the lesson plan when you submit the assignment. You might also want to submit the Word document as well to make sure you get targeted feedback from your instructor so you can revise for your culminating assignment in Week Six.**
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.