Title and # within Unit The Clearing Day 2

Grade Level 9th Grade

Lesson Foundation
Central Focus The class will be reading a high interest low level novel aimed towards
What is the focus/outlook for the
unit or lesson segment? captivating the interest of struggling readers.
Common Core State
Standards
What CCSS are most relevant to
the learning objectives and IEP
goals/ILT?
Lesson Objective(s) (LOs) Students will be able to create character maps as well as show their
What are the specific learning
goals for student(s) in this understanding of literary devices, and also be able to map the exposition, rising
lesson? Lesson objectives should
have students demonstrate skills, action, climax, falling action as well as resolution of the story.
procedures, concepts, reasoning,
problem solving, or
demonstrating thinking or
strategies.
Must be observable and
measurable.
Individual Learning Students will increase their reading fluency as well as keep a vocabulary
Targets (ILT) or IEP goals
What are specific IEP goals or journal of words they did not previously know.
ILTs for students within your
lesson?

1. Describe each assessment used in this lesson plan to collect evidence of learning.
Lesson Assessments (LA)
2. Describe what the assessment will be specifically collecting what will students
(Formal or Informal) demonstrate?

Formal Students will write a character map of all of the main characters. By the end
of the second day of the book they should have at least three main characters
added to their book.
Formal Students will keep a vocabulary journal of previously unknown words.

Informal Students will read in small group settings. I will monitor their progress while
reading independently and in small group settings.

Instruction
Prior Academic Knowledge and
Concepts
Students will practice their decoding skills as well as phonetic knowledge to
1. What knowledge, skills, and concepts read unfamiliar text. Students will write predictions at this point in the book
must students already know to be
successful? about what sort of conflict the story will contain.
2. What gaps in knowledge do these
students have that are necessary to
support in meeting LOs and ILTs?
3. How will you connect to prior
knowledge, skills or concept in your
lesson and how will you provide gap
support for students, who need the
necessary information.

Special Education Lesson Plan 1

 Anticipatory Set
__5_ # of Minutes to teach
I will also introduce students to the book we are about to read. I will read
How will you start the lesson to engage the book jacket to them and explain one of the main characters.
and motivate students?
Direct/Explicit Instruction
__5___ # of Minutes to teach
I will introduce the exposition rising action etc. chart to students and explain
1. Describe how you will model skills or that they will have to draw their own for the book they are about to read.
knowledge to students to support
developing an understanding of the
LOs and/or ILT.
2. Describe how you will link the new
content to students personal,
cultural and community?
3. Describe how you will ask students to
show understanding of the concepts
or skills.
Guided Practice (Structured
Practice and Application)
I will begin reading the book The Clearing to the class and have students
__10___ # of Minutes to teach write down the names of some of the main characters as Im reading. Also,
1. Describe how you will give students the
opportunity to practice the if there are any difficult words students do not understand, they will be
skills/concepts so you can provide
specific guided feedback.
responsible for adding them to a vocabulary journal in order to help learn
2. Describe specific feedback you would new words.
give students that are struggling
with the concepts as well as
feedback you would give students
who need to be challenged.
3. Describe how you will determine if
students are meeting the intended
LOs and/or ILTs. (Evidence of
Learning)
Independent Practice
__25___ # of Minutes to
Students will read in a small groups they can pick themselves. I will walk
teach/complete around the classroom to ensure students are using their encoding strategies.
1. Describe how you will give students the
opportunity to practice/demonstrate At this time I will give students individual assistance if they need it,
the skills/concepts so that you can
provide specific guided feedback.
otherwise I will let the students read on their own.
2. Describe specific feedback you would
give students who are struggling
with the concepts as well as
feedback you would give students
who need to be challenged.
3. Describe how you would support
students struggling with gaps of
knowledge to complete the task.
Closure
__0__ # of Minutes to teach
This is the beginning of the lesson and there will be no formal closure at this
How will you end the lesson so point in time. Students will be expect to show that they have began their
students have closure? Students
understand all homework or after character map.
classroom expectations.

Special Education Lesson Plan 2

Generalization
How will you generalize the skill(s) so
Students will be practicing basic reading skills they will need in everyday
the student can use in different life.
environments?
Maintenance
How will you maintain the skill(s) so
Reading is a universal skill students will need to practice on a day to day
the student does not lose it? basis and throughout the day in all subjects.
Student Interactions
How will you structure opportunities
Students will work in small and large group settings.
for students to interact talk with one
another, work with a partner, or in
groups? What criteria will you use
when forming groups?
Materials Describe the materials the teacher needs for lesson. Describe the materials the students need for lesson.
Think about the materials you will
need every step of the way through Copies of The Clearing. Notebook or loose leaf paper, colored
your instruction
pencils, basic classroom supplies.

Special Education Lesson Plan 3

 Items to think about DO NOT INCLUDE IN LESSON PLAN

Language/Communication Demands (Academic Language)

What are your planned supports
around vocabulary/symbols,
language/communication function,
syntax and/or discourse for both
receptive and expressive language?
How will the students generalize or
maintain these language or
communication skills? Explain how you
can connect them to future lessons.
Describe how you will provide
opportunities for the student(s) to use
the vocabulary/symbols,
language/communication function,
syntax and/or discourse for both
receptive and expressive language?
Describe how you will evaluate student
use of vocabulary/symbols,
language/communication function,
syntax and/or discourse for both
receptive and expressive language?
Describe how you will provide feedback
to students based on answers.

Considering Students
How have you incorporated the
student(s) strengths within the lesson?
How have you incorporated the
student(s) cultural background/identity
into the lesson?
Describe how you accommodated for
students in need of additional
supports? Describe how you altered
materials and lesson.
Describe how you modified for
students in need of additional
supports? Describe how you altered
materials in the lesson.

After the Lesson

From evidence of student learning
(LAs), were students able to
demonstrate skills related CCSS, LOs,
ILTs, and/or IEP goals? Explain how
they were able to or explain what they
were not able to demonstrate these
skills?
Describe changes in teaching practices
or a future lesson that consider
students strengths and/or needs in
meeting the CCSS, LOs, ILTs, and/or
IEP goals for students?
Connect your proposed changes to
theory and/or research. Explain why
you should make these changes to
your lesson.
Describe strategies for guiding the
students to apply the feedback on
strengths and areas of need to current
or future learning.
Explain next steps in relation to the
curriculum and your student meeting
the CCSS, LOs, ILTs, and/or IEP goals.
Remember your next steps should be
achievable and not superficial.
Connect your next steps to theory
and/or research. Explain why you
should make these changes to your
lesson.

Special Education Lesson Plan 4