Kelly McGonagil

Alverno College
SPE612
Lesson Plan 1

Special Education Lesson Plan Template (edTPA)

Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and
questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual
Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through
teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner
independent practice. Please enlarge cells as needed when writing this plan.

General Information
First Name of Focus Learner: Date: 7/13/17
Guided Group 1: Will, Guided Group 2: Julien
Grade/Setting: 3rd and 4th Grade Class: Reading Readiness Length of Lesson:
Elementary School Guided Group 1= 15-20 mins
Guided Group 2= 15-20 mins
Subject/Unit: Focus Learner Disability(ies):
Guided Group 1: Non-Fiction (Animal Tracks) Guided Group 1: Specific Learning Disability
Guided Group 2: Non-Fiction ( Kids Inventions) Guided Group 2: Reading Delay
Learning Goal

Guided Group 1: The students will begin reading a non-fiction text and use its picture to make accurate
predictions to demonstrate understanding.

Guided Group 2: The students will begin reading a non-fiction text and will use text information and picture clues
to respond to questions.
Relevant Academic, Alternate, or Early Childhood Standard

Guided Group 1: CCSS.ELA-LITERACY.RI.3.7

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).

Guided Group 2: CCSS.ELA-LITERACY.RI.3.7

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
Lesson Objective

Guided Group 1: By using the illustrations of the text, the student will accurately predict the correct animal on
each page demonstrating an understand of the words and pictures.

Guided Group 2: The student will accurately answer two teacher-directed questions about each invention
discussed by providing a verbal or written response.
Expressive/Receptive Communication Skill

Guided Group 1: The students will respond with the phrase “I predict…” when making predictions about which
animal made the tracks.

Guided Group 2: The student will respond in complete sentences when answering questions about the inventions.
For example: when asked “Who created this invention?” an appropriate response would be “Robbie created this
invention.” An inappropriate response would be “Robbie.”
Assessment Tools and Data Collection Procedures
List assessment tools used to monitor progress:

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Lesson Plan 1

The students will be given immediate feedback regarding their responses to the questions. Responses, whether
correct or incorrect will be recorded on a data collection sheet, and the number of correct responses given the
number of trials will be indicated. Should the students fall below expectation (100% accuracy) the lesson and
objectives will be revisited at a later date.
Instructional Strategies
List instructional strategies:

Both Groups Will Utilize:

-use of visuals
-cueing of students
-direct instruction
-small group instruction
-checking for understanding.
Resources and Materials
List resources and materials:

Both Groups Will Utilize:

-kidney table
-books, copies for each student and myself
-markers and white board
-visual prompts
-pencil
-instructional guide
Academic Language
List unit concepts/academic vocabulary: List lesson concepts/academic vocabulary:

Guided Group 1: Students will engage in conversation
prior to reading to activate their background knowledge
about non-fiction text. Students will also express what
they know about animal tracks, and what information
animal tracks can provide us. Students will need to have
prior knowledge of various animals and their names.
Guided Group 2: Students will engage in conversation
prior to reading to activate their background knowledge
about non-fiction text. Students will also express what
they know about inventions. Students will need to be able
to sort through detailed information, and have an
understanding of how photographs relate to the text.
Guided Group 1: Some possible vocabulary words
the student will need to know are:
-waddled
-scared
-reflection
-curving
-detective
Guided Group 2: The students may run into some
difficult vocabulary or nonsense words. The students
need to have a sense of decoding skills to help
understand these difficult words.

Adaptations (Accommodations and/or modifications)

List adaptations:

Both Groups will Utilize:

-Whiteboard: will be used to assist in phonics instruction during the lesson
-Small group: students of similar reading level will be grouped together
-verbal prompts: students will be given a verbal prompt for answering questions
-visual prompts if needed: should students need, a visual reminder of how to format their response will be
provided.
Lesson Procedure
Time Instructional Plan Resources, Materials, and
Estimate Technology

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Lesson Plan 1

(for
each
step)

Guided Group 1:

10-10:05 -Students will engage in conversation about non-fiction text. -Book

-“Today we are going to read a different kind of story -Whiteboard
than the ones we have been reading thus far.” -Possible visuals on technology
to help activate knowledge
-Students will activate their prior knowledge with non- -Possible visual prompts if
fiction books: needed
-“What are some non-fiction topics you have read
about before?”

-Student will activate their prior knowledge about animals

and animal tracks, and engage in conversation about
what they know

10:05- -We will begin reading the text. I will read the first page
10:15 only. Students will make a predication about the
animal.
-Students will be prompted verbally to read a page silently,
or whisper read.
-1 student will be chosen to read out loud.
-Students will make a prediction about what animal they
think made the tracks using the phrase: “I predict…”
-Students will continue this order of events until the book is
finished
-During the lesson, whiteboards will be used to discuss any
phonics challenges.

10:15- -The guided group will review what a non-fiction book is,
10:20 and discuss what we have learned about animal tracks.
Students can take turns saying one at a time what their
favorite animal/track was.

Guided Group 2: -Book

10:20- -Students will engage in conversation about non-fiction text. -Whiteboard
10:25 -“Today we are going to read a different kind of story -Possible visuals on technology
than the ones we have been reading thus far.” to help activate knowledge
-Possible visual prompts if
-Students will activate their prior knowledge with non- needed
fiction books:
-“What are some non-fiction topics you have read
about before?”

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Lesson Plan 1

-Student will activate their prior knowledge about

inventions, and engage in conversation about what
they know.
10:25-
10:35
-Students will be directed to page through the book, read
headings, and look at pictures.
-1 student will volunteer an invention they would like to
read.
-We will do a picture walk as a small group to see what we
know prior to reading that specific invention
-Students will be informed of certain difficult words they
may encounter while reading. We will discuss these as
a group.
-To start, I will read the first couple sentences out loud, and
then ask the students to continue on by silently
reading or whisper reading to the end of the page.
-We will stop and discuss what we read. Students will
answer questions: who, what, when, where, why, how.
-Students will continue reading to finish the invention and
then we will discuss again.
-Students will continue this order of events until the book is
finished
-During the lesson, whiteboards will be used to discuss any
phonics challenges.

10:35-
10:40
-The guided group will review what a non-fiction book is,
and discuss what we have learned about inventions.
Students can take turns saying one at a time what their
favorite invention was, or what they may make someday.

Rev. 12/9/15