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Education of Students with
Disabilities in Inclusive Elementary
Classrooms
EDEX 300-
Nancy Yost, Ph.D. 215 Davis Hall Email: njyost@iup.edu Office: 724.357.
Lesson Plan Assignment
Assignment:
The student will select a lesson plan of their choice.
The student will use the below format to create their lesson plan
The student will identify 2 children who need adaptations or modifications to
the regular instruction. These children will be described, including their needs
in the heading.
The student will include all appropriate modificiations/adaptions
The student will address modifications in all sections of the lesson plan
The students included worksheets where necessary
Rubric:
5 3 1 0 Points
Appropriateness
of lesson plan
to grade level
On grade
level
Near grade
level
Below or
above grade
level
Extremely
off grade
level
Followed
directions
ALL
components
met
Missing 1-
components
Missing 3.
components
Missing 5+
components
Adaptations All
modifications
are addressed
Missing 1-
modifications
or directions
Missing 3-
modifications
or directions
Missing 5+
modifications
or directions
Spelling Zero errors 1-2 errors 3-4 errors 5+ errors
Grammar Zero errors 1-2 errors 3-4 errors 5+ errors
Total out
of 25
LESSON PLAN FORMAT Heading —Lesson number & title, your name, date lesson is to be taught, discipline(s), grade level, number of students, and allocated instructional time. Using a different color identify the children needing adaptations/modifications. Tell us category information on the child. 2 different disabilities of your choosing Rationale/Standards: Specify the standard(s) with which you have aligned this lesson. Through your lesson plan rationale, you address purpose, justify why students should experience this lesson, and explain how students can “connect” to the lesson based upon prior knowledge or experiences. Most importantly, the lesson reflects benchmark learning leading to student attainment of the goals/standards of your unit plan. Include any goals or benchmarks that will change as a result of modifications/adaptations. Objectives —Lesson objectives represent specific and intended learning. If goals represent the “destination” in terms of the unit, you might think of objectives as the various routes you take to reach that destination. Objectives include an “action verb” that speaks to that which you as the teacher can measure &/or observe. For each objective, you must also clarify the PI (Performance Indicator) that will enable students to demonstrate the learning and you, as the teacher, to monitor and assess the learning. List PI if they change as a result of modifications/adaptations. Resources & Materials —Specify the resources and materials needed in the lesson delivery and required for students to complete activities. Are additional resources needed? Procedures Add any special modifications/adaptations within the body of each section as they are necessary for modifications/adaptations.
A. Introduction & Motivation —Describe your introduction with the following
elements evident: engagement of all students, communication of intended learning in language understood by learners (objective) and connection of the lesson to prior learning and/or experiences of the students. Remember the purpose of an introduction is have all students engaged and focused on the learning that is the basis for the lesson and to do so expediently so that time needed for the lesson body and closure may be maximized.
B. Lesson Body —Describe the lesson flow and what teacher actions facilitate
the development of the lesson and student learning. Lesson body should indicate key focus questions you may want to pose to generate student discussion or check student understanding. Also, describe student actions in terms of activities in which they will be engaged. Again, ensure that there is alignment of teacher and student actions to the objective(s). Through the development of your lesson body, indicate appropriate adaptations evidencing differentiation of instruction based upon student need.
C. Closure —Lesson closure provides students with an opportunity to reflect
and summarize their learning. Aligned with objectives, through closure, students have an opportunity to demonstrate one or a combination of the following: process learning beyond the knowledge/comprehension level, review main concepts/key points of lesson, and/or reflect upon their learning in relationship to the objectives.
