Designing Lesson Plans: Common Core State Standards

Designing Lesson Plans: Common Core State Standards

ESE 645 Lesson Design for Students

With Mild to Moderate Disabilities

Mary Ware

Instructor Shaneka Bell, EdD

July 8, 2018

Content Area or Developmental Focus: ELA

Age/Grade of Children: Second Grade

Length of Lesson: 1 hour

Goal Students should be able in identifying the primary characters as well as chronologically retelling the story.
Objective · Description of the story structure from the start to the final scene

· Utilizing visualization, the students should retell the narrative

· To comprehensively understand the context of the story, the student should be able to explain who, when, how, what and why questions

Standards Included CCSS.ELA-LITERACY.RL.2.1 To comprehensively understand the context of the story, the student should be able to explain who, when, how, what and why questions

CCSS.ELA-LITERACY.RL.2.2 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges by making conclusions.

CCSS.ELA-LITERACY.RL.2.3A

Write the narratives in the sequence of their occurrence detailing or describing the significant actions, events and thoughts.

Materials Read; Babu’s Song by Stephanie Stuve-Bodeen.
Introduction Begin the lesson by enquiring the students to name some of their hobbies especially sports. Giving the students to talk about their favorite games would encourage discussion and enable a friendly environment before the commencement of the study lesson. Display the book to the students, state the title as well as the author. Read the book aloud for the students to hear clearly. After reading the book give the students a forum to ask questions and discuss in the significant events that occurred in the book.
Lesson Development: Direct Instruction

Introduce Academic Vocabulary Words: Figure

Soccer

Tinkling

Lard Tin

Cranked

· Discuss the Elements of Song: Soccer Sport

Sharing

Generous

Making sacrifices

Guided Practice:

· Reading in small groups

· Use peer tutoring for the students with special needs. Individualized instructions on the students who are slow in reading or learning will be applied.

· Ask the students questions regarding the main plot of the story, describing the main characters and main events and their personal reasons or thoughts behind the events.

· The student can use smart board to make inferences and point out some of the important or exciting scenes or events from the plot of the story.

Check for understanding- Whole Group (Informal Assessment). Pose the following questions to the students:

· The reasons why Bernadi do not attend school as compared to other children? What is the feeling of not going to school?

· Describe the challenges faced by the grandfather of Bernadi and the impact to Bernadi?

· Describe Babu? What does he look like? Can you point out some of Babu’s strengths?

· When Bernadi arrives at the market what does he do? Give the reason

· Name the gift given to Bernardi by Babu? What makes it special?

Differentiation/Accommodations/Modifications · Have extended breaks and varying activities

· Use varying approaches in teaching that is the use of small groups or individuals, visual cues, auditory, modeling.

· Have specially designed instructions

· Implement peer tutoring

Assessment

(Practice/ Checking for

Understanding)

Independent Practice:

Collaborative Groups:

· With your partner, make a conclusion or an inference and explain to him or her its meaning.

· Retelling of the story from beginning to the end with varying partners.

Written Response:

· The students will write a journal response answering the following question:

· Describe a scene in the story using pictures in the journal. One may apply different colors. The students should document their exciting part in the story on sticky notes which are colored and stick them on the anchor charts

· Student work will be graded based on a rubric. Students may share their journals as the introduction to the next lesson.

Closing Closing the study lesson

· Do some vocabulary review

· The students should exchange their picture or journal writing with their fellow peers

· Reviewing the anchor charts.

Justification

Some individuals perceive that all the students have the same line of thought in which they have differential thought patterns. It is thus essential to offer the students with diverse activities that will assist them in comprehending the content that the instructor is teaching. There is the need to individualize the modifications, accommodations or adaptations for each student on the basis of their needs, interests or their styles of learning. Amendments should be done after consideration of the student’s curriculum, setting of the classroom as well as on evaluating the student’s progress. As I began the lesson, I have applied existing knowledge so that the students would easily comprehend the story or the lesson to be taught. Those are the benefits of differentiating the lesson plan.

The accommodations refer to the alternations that will enable the students to learn quickly and easily. This is based on mechanisms for the learning of the students or rather how the students will be learning. Use of visual aids rather than just reading merely the book is a practical accommodation that assists the students in comprehending easily. For instance use of smart board enables the students to visualize the scene or the events in the book. Besides, the use of clips regarding the publication will be helpful to the students as they will have a more precise and better understanding of the story as compared to just reading or listening to the events in the book.

Another modification that is important is allowing the student to work in groups. This provides a platform for them to learn from each other’s as they exchange ideas. Besides peer tutoring is also essential in giving direct instructions to the students who have disabilities or special needs such as reading slowly or have difficulty in concentration.

References:

English Language Arts Standards. (2018). Retrieved from http://www.corestandards.org/ELA-Literacy/

Morin, A. (2018). Common Modifications and Accommodations. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications

Supports, Modifications, and Accommodations for Students. (2017). Retrieved from http://www.parentcenterhub.org/repository/accommodations/#testinG

 


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