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Jaritza Robles-Dominguez

Professor Hooks

EDU 220-1001

14 March 2021

STANDARD LESSON PLAN FORMAT

I. Describe the Class

There are about 12 students between 3rd to 5th grade classroom. This class is self-

contained classroom with the deaf and hard of hearing students. The students have varied

of learning skills such as visual, tactile, and kinesthetic learning.

II. Subject/Skill:

Reading-Language and Literacy skill: Focuses Vocabulary, narrative, and comprehension

skills. Reading book in classroom.

Writing: Grammars, punctuation, and decoding words/sentences etc.

III. Objective(s)

During the lesson student will use flashcard and improve their narrative skills.

Utilize visual cues to help them see pictures and get a better understanding at

the same time the story is explain, body and facial movement is a must. Story

will be translating in ASL.

During writing lesson, students will use the vocabulary from reading to build

4 sentences. Use Visual Phonics strategies, examples will be provided in the

board then they have to come up with the same strategies using the same
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example as part of their assignment.

IV. Procedures

1) We will have reading class for 1 hour. We are going to read Sarabella’s Thinking

Cap by Judy Schachner and provide copy of the book to each student. Vocabulary

and the meaning will be on the whiteboard.

2) Question will be asking before, during, and after about the story. During reading

time, they will pay attention to the teacher as she translates it in asl. They will

explain the event that happen through the story, they will have option to draw or

write them down then review them together.

3) Teacher will explain the definition of the vocabulary in ASL. She will also tell

them how to create 4 sentences using the examples provided on the board that

they will work together.

4)Writing lesson, I will provide 4 sentences for decoding, grammars, and punctuation

on the white board to work together. We will have 12 students write one sentence from

their journal that they create during the small group and tell the class what it says.

Writing lesson will also takes 50 minutes.

5.) They will break into 2 group. One works on creating 4 sentences with the

vocabulary they learned and have assistant from the teacher help’s and the others

study their vocabulary with their partner. They will have 25 minutes each to complete

those assignments, all together is 30 minutes of small group and partners.

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V. Materials

Whiteboard

Journal

Projected image

Flashcard

Sarabella’s Thinking Cap by Judy Schachner

Picture

A bad case of stripes by David Shannon

VI. Grouping Structures

Classroom in U shape seat arrangement for a better view.

Small group (6 people) and one-on-one (6 people) vocabulary with

classmates.

VII. Modifications

Read direction visually.

Tools, material, and timing helps student achieve the curriculums.

Content on student’s reading level

Highlight words.

Student should be able to summarize the book.

For visual, they will draw a picture.

White board will be shown.

VIII. Assessment
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6. I will know if the student understands their vocabulary by creating a sentence with

it and when they explain what happen in the story. Those two strategies will be use

during the lesson like the Response to Intervention (RTI) model for the student’s progress

and building question techniques.

7. Their homework will be to study the vocabulary and create 6 sentences at home.

They will have a copy of the book to read.