Kelly McGonagil

Alverno College
SPE620
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: 7/20/17
Guided Group 1: Alaila, Guided Group 2: Will
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 (Bats) Guided Group 1: Reading Delay (ELL)
Guided Group 2: Non-Fiction (Endangered Animals) Guided Group 2: Developmental Delay
Learning Goal

Guided Group 1: The students will continue reading a non-fiction text and use its picture clues and context
evidence to retell what they have learned, demonstrating 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.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers

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 text evidence the student will accurately retell 1 fact they have learned about bats,
following reading a page in the book.

Guided Group 2: The student will accurately answer two teacher-directed questions about endangered animals by
providing a verbal response.
Expressive/Receptive Communication Skill

Guided Group 1: The students will respond with the phrase “I learned…” when retelling one fact about bats.

Guided Group 2: The student will respond in complete sentences when answering questions about endangered
animals.
Assessment Tools and Data Collection Procedures
List assessment tools used to monitor progress:
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

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE620
Lesson Plan 1

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 Guided Group 1: Some possible vocabulary words
prior to reading to activate their background knowledge, the student will encounter:
and previously learned information about non-fiction -colonies
text. Students will also express what they have learned -echo
thus far about bats. -echolocation
-migrate
Guided Group 2: Students will engage in conversation -hibernate
prior to reading to activate their background knowledge
about non-fiction text. Students will also express what Guided Group 2: The students may run into some
they know about endangered animals. Students will need difficult vocabulary words. The students need to
to be able to sort through detailed information, and havehave a sense of decoding skills to help understand
an understanding of how photographs relate to the text. these difficult words. A walk through of these words
will be beneficial.
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
(for
each
step)

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE620
Lesson Plan 1

Guided Group 1:

10-10:02 -Students will engage in conversation about non-fiction text. -Book

-“Today we are going to continue reading about bats. -Whiteboard
What can tell me what kind of book this is?” -Possible visuals on technology
to help activate knowledge
-Students will activate their prior knowledge with non- -Possible visual prompts if
fiction books: needed
-“What is the authors purpose in creating a non-
fiction book?”

-Student will activate their prior knowledge about bats, and

engage in conversation about what they know

-Should time allow, students will watch a short video about

bats to enhance their understanding.

10:02- -We will begin reading the text picking up from where we
10:12 left off yesterday.
-I will pick one student to start reading out loud as the
others follow along with their finger.
-Students will use text evidence to answer questions or retell
what they have learned. “I learned…”
-Students will continue this order of events until the book is
finished
-During the lesson, whiteboards will be used to discuss any
phonics challenges.

10:12- -The guided group will review what a non-fiction book is,
10:15 and discuss what we have learned about bats. Students can
take turns saying one at a time what they like most about
bats or what surprised them.

-Book
-Whiteboard
10:15- Guided Group 2: -Possible visuals on technology
10:17 -Students will engage in conversation about non-fiction text. to help activate knowledge
-“Today we are going to begin a new book. Who can -Possible visual prompts if
remind me what non-fiction means?” needed

-Students will activate their prior knowledge with non-

fiction books and tell the authors purpose in creating non -
fiction work:
-“What are some non-fiction topics you have read
about before? What is the authors purpose?”

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE620
Lesson Plan 1

-Student will activate their prior knowledge about

endangered animals, and engage in conversation
about what they know.

-Should time allow, students will watch a short video clip

about endangered animals to enhance their understanding.

10:25- -Students will be directed to page through the book, read

10:35 headings, look at pictures, and notice book elements
(Table of contents, glossary, etc.)
-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,
or tell what they learned.
-Students will continue reading the next page silently or
whisper reading, and continue answering questions
using evidence from the book.
-During the lesson, whiteboards will be used to discuss any
phonics challenges.

-The guided group will review what a non-fiction book is,

10:35- and discuss what we have endangered animals. Students
10:40 can take turns saying one at a time which animal is their
favorite.

Rev. 12/9/15