MODULE FIVE: LESSON PLAN THREE

Module Five: Lesson Plan Three

SPED 775: Practicum with Exceptional Children & Youth

University of Kansas

Dr. Cynthia Mruczek

Brent Seager

April 7, 2017
MODULE FIVE: LESSON PLAN THREE

Lesson Plan Template

PLANNING
Unit Title Little Known Historical Fact Friday
Subject Area Learning Strategies (SPED-Direct Service Course)
Lesson Title Little Known Historical Fact Friday Ten-U.S. Currency
Length of Lesson 49 minutes
Audience Description Number of students: 4
Race: White
English Language Proficiency: N/A
Gender: Three female students and one male student
Exceptionalities: One student with autism, one student with OHI, one student ED, and one student OHI,
HI & Turner Syndrome.
Cultural Considerations:
Two students were born and raised in the surrounding community that the school is in and
currently reside in the community.
One student was born and raised in an adjacent community and does not live in the community
that they attend school in.
One student was born and raised overseas, and is part of a military family; the student currently
resides in the community where they attend school.
All four of the students appreciate and understand the diverse make-up of the school and
community and are respectful to the diversity, background, and experiences that each student
brings into the classroom.
Other information:
Two students in this class have Behavior Intervention Plans (BIPs) in place, these are in the
classroom binder for reference as necessary.
One student has a Hearing Impairment (HI) and recently received hearing aids, the student is still
adjusting to these and may need a reminder to keep them in, also there is an FM device available
for this student, if they refuse to wear their hearing aids (the FM device is located in my
collaboration space room 3402).
Please begin the lesson by introducing yourself to the students, ask them how their evening was
and if they have any big plans for the evening or weekend. Then explain the lesson, expectations,
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and address any questions during this time.

The main objective of the lesson is to have the students work on their writing, summarizing, and
citing their sources skills; as this will allow them to become better writers.
Paper copies of the Power Point and readings are available for all students.
Two students in the classroom will not have access to the iPad and will need to complete their
assignments and activities on paper.
Please review the Power Point Presentation with the students, have them complete the assignment
which is on the last slide of the presentation.
Once the assignment is complete, please have them turn it in either online, please put the paper
copies in the classroom binder in the fourth hour folder.
The students will then share what they have written with the class, it will be discussed for each
student.
This assignment will also allow the students an opportunity to continue developing their writing
skills.
Once each student has shared their topic, the students will divide into two teams and play a
jeopardy style game over the information to determine their level of engagement and
comprehension during the lesson, all quizzes are on paper.
Please document all of task behaviors, concerns, and etc. and I will address these upon my return.
If you have any questions or concerns, please call Ms. Sorrell at extension 2562, and she will get you in
contact with the administrator Mr. Gray or the SPED Department Chair Mrs. Pollard.
IEP Goals (where List the IEP goals for the student(s) as they pertain to this lesson.
available) The student will increase their social and emotional skills by being able to give socially
appropriate comments with at least 80% accuracy in 30 minute timed probes.
The student will produce writing that rates 3 in Ideas/Content, Organization, and Sentence
Fluency.
The student will answer at least 8 comprehension questions with 80% accuracy.
The student will use self-regulation skills in order to monitor and engage in school appropriate
behaviors in the classroom with at least 80% accuracy.
Objectives The students will learn about United States currency and how the iconic images on these reflect the
culture and history of the United States.
The students will be assigned a reading, research, and writing activity over information contained
MODULE FIVE: LESSON PLAN THREE

in the Power Point Presentation, which will allow them to work on their summarizing and
paraphrasing skills.
The students will also learn how to cite the sources that they use, which is an important topic within
the plagiarism unit that the class started this week.
The students will learn about United States currency, little known facts, and the impact that
currency has played in shaping American History.
The students will also work on their creative writing techniques when completing the written
assignment for this lesson, which will help improve writing, summarizing, and paraphrasing skills.
The students will also work on social skills, as they present their assignment and listen to each
other deliver their information to the class; which will also be an opportunity to provide
constructive feedback.
Standards SECD: Responsible Decision Making and Problem Solving. A. Develop, implement, and model
responsible decision making skills. 1. Consider multiple factors in decision-making including
ethical and safety factors, personal and community responsibilities, and short-term and long-term
goals; 9-12: e. Effectively analyze and evaluate evidence, arguments, claims, and beliefs.
SECD: Self-Management Understanding and practicing strategies for managing thoughts and
behaviors, reflecting on perspectives, and setting and monitoring goals. A. Understand and
practice strategies for managing thoughts and behaviors; 9-12: 2. Analyze accuracy of
facts/information/interpretation.
Kansas State Department of Education, 2017.
Assessment (formative The students will be informally assessed through classroom observation, whole group
and/or summative) discussion, and questions for understanding.
The students will be formally assessed through the writing assignment after the Power
Point Presentation.
Summative assessment will be used in the jeopardy style review game that the students
will participate in after the assignment is completed.
Informal assessment will also be used when observing the students presenting their
topics to the class.
Resources (texts, The students without iPad access will need paper copies of the Power Point presentation and
technology, materials, the readings.
etc.) The students with iPad access will need access to the online Canvas classroom, jeopardy game,
and Power Point Presentation; they will also need paper copies of the assigned readings.
Access to a laptop and the overhead projector to display the Power Point and play the jeopardy
style game.
Paper, pens, and pencils will also be needed for the students not having access to an iPad and
those choosing to complete their writing assignment on paper.
Classroom binder with copies of the activity, readings, assignments, Power Point, and other
MODULE FIVE: LESSON PLAN THREE

important classroom information.

Incorporation of other
subject areas
Introduction
(anticipatory set,
thinking device, advance
organizer, lesson
hook)
The lesson incorporates summarizing, paraphrasing, writing, and citing resources skills, which
are part of the Language Arts subject area.
The lesson also incorporates historical facts about currency and the United States, which are
part of the Social Studies subject area.
Also, facts and values about money are discussed in the lesson, which relates to the business
subject area.
LESSON DELIVERY
# of minutes: 10
Prior to the start of the lesson, the teacher will conduct a short triage and check in with each
student to prepare the students for the lesson.
The students will then review assignments for the remainder of the week.
The students will then be given the objectives of the lesson.
The students will then be given the hook of the lesson which will include to name a few
famous facts about currency and provide the students with a hands-on learning experience by showing
them currency.

Description Rationale
UDL Engagement: Preparing the students for the lesson by
Optimizing authenticity, value, and explaining the connection between the
relevance. activity and the plagiarism unit will
Foster community and collaboration. motivate the students. Also showing them
the currency prior to the start of the lesson
will engage the students as well.
Using triage and check in will allow me to
build rapport with the students and will
better prepare and engage them for
learning.
National Center on Universal Design for
Learning, 2014.

Lesson activities # of minutes: 25

(content, methods,
strategies, procedures,
formative assessment)
The students will watch, listen, and interact with the Power Point presentation and lecture,
informal assessment through observation and discussion will be used to determine student
engagement.
The students will then be given the necessary materials to begin the assignment, which will be
formally assessed. The students will read, research, paraphrase, summarize, write, and cite the
information for the assignment.
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The students will then participate in a whole group discussion to review their assignments and
ideas with the entire class, informal assessment will be used in observing the students and asking
guided questions to test their knowledge on their research and summarizing methods.
The students will submit the assignment to be formally assessed and graded.
The students will play a jeopardy style game to review the information covered in the
presentation. This will be used to informally assess the students.
Accommodations and modifications have been considered when designing this assignment,
students needing additional time will be provided it, also an alternate assignment that has the
students find and summarize the main idea will be available to those needing it.
Description: Rationale:

UDL representation The Power Point presentation will cover

Highlight patterns, critical features, big
ideas, and relationships.
Illustrate through multiple media.
National Center on Universal Design for
Learning, 2014.
UDL engagement:
Increase mastery-oriented feedback.
Minimize threats and distractions.
National Center on Universal Design for
Learning, 2014.
features and relationships with currency
of the United States. The use of
summarizing for the research and writing
activity will allow the students to search
for critical features and big ideas to
improve their writing and researching
skills. Also having assignments that best
suits the educational needs,
accommodations, and modifications of
each student are available.
The information and skills of the lesson
will be provided to the students through
several media formats. Students will
receive paper copies, view information
on the overhead projector, and the Power
Point presentation.
The students will be provided feedback
on their usage of summarizing,
paraphrasing, and their writing; which
will increase engagement and motivation
during the lesson.
Classroom management and using a
variety of instructional strategies will
help to reduce distractions, thus allowing
the students to focus more on the lesson.
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UDL action & expression: The students will begin their writing
Build fluencies with graduated levels of assignments that involve the use of
support for performance and practice. summarizing, paraphrasing, and citing;
Support strategy development and support will be used gradually and as
planning. necessary for each student to support
them in the activity.
I will be able to provide the students with
an opportunity to develop writing,
paraphrasing, summarizing, and citing
National Center on Universal Design for strategies; this will allow them to learn
Learning, 2014. the strategies and implement these in my
class and in other classes.
Closure # of minutes: 14
The students will participate in a team game of jeopardy to review the information discussed and
presented during class.
The students will be asked questions about applying paraphrasing, summarizing, writing, and citing
skills.
The students will then be asked to answer one question about how they will apply the skills that
they learned today in other classrooms.
UDL principle & description (at least 1):
UDL Representation: Offer ways of customizing the display of information. The use of the
jeopardy game provides the students with a customized review of the concepts and information
discussed in the lesson.
National Center on Universal Design for Learning, 2014.

References
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Kansas State Department of Education. (2017). Kansas Social, Emotional, and Character Development Standards. Retrieved from:

http://www.ksde.org/Portals/0/CSAS/Content%20Area%20(M-Z)/School%20Counseling/Soc_Emot_Char_Dev/SECD

%20FINAL.pdf?ver=2014-10-08-095527-790
National Center on Universal Design for Learning. (2014). Retrieved from:

http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice