EDSP 622
Task 1: Part B – Lesson Plans for Learning Segment
LESSON # 1
Subject/Topic: ELA Literacy/ Writing an introduction
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 X
Other (specify): Click or tap here to enter text.
Resources and Materials: The curriculum: Expanding Expression tool (EET) and rubric. EET visual on paper and with beads. Whiteboard & dry erase markers, lined writing paper & pencil & eraser. Picture cards.
STANDARDS
State/National: W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Objective: When shown 4-5 picture cards, the focus learner will verbally say what it is and turn that observation into an introductory sentence.
IEP Goal (if applicable): In 36 weeks, when given a picture and asked to write about it, Leah will obtain a score of 10/12 on the attached EET writing rubric.
COMMUNICATION SKILLS
Receptive/Expressive Communication Skill: Student will verbally express a complete sentence when asked to introduce and/or describe a subject when they are given a picture to write about, so that they will be able to turn this verbal statement into a complete, yet simple, written sentence.
Communication Supports: New skills will be taught through modeling, using picture cards, graphic organizers and manipulatives.
Essential Vocabulary: introduction, details, “voice” in writing (telling)
INSTRUCTION
Direct Instruction/Modeling: (I Do) I will look at a card. I will say, “This is a rake”. I will show the focus learner on the writing sheet with which she is assessed where I will write this sentence. I will say, “Before we start describing, we must introduce what we are describing.” Above the visual of the EET colored groups, I will draw a line for a sentence on a whiteboard, to show that this is the first thing needed in her writing, before we start describing an object. To the side of that will be the paper that she uses for her assessments. I will model one more: Showing another card, I will say, “This is a barn”. Immediately, I will write the sentence on the whiteboard, above the visual, and again on the writing paper.
Guided Practice: (We Do) I will tell the focus learner that we will do one together. I will ask her to say aloud what she is thinking, and I will do the same. I will ask guided questions to get her to remember that the objective is to simply introduce the subject and write an introductory sentence. I will turn over another card and ask Leah to repeat what I just showed her. If I need to, I will ask her what’s the first thing she needs on her paper? If I can’t see the card, how would she introduce this to me? If she says anything other than an introduction, I will say, “This is a ——. I need to introduce my picture first and then use the beads (point to EET visual) to help me describe it. I will write ‘This is a ——’ on my paper first.” She will do another with guidance and just my pointing in the right places without much verbal instruction.
Independent Practice: (You Do) I will tell the focus learner that I did some, and we did some together, so now I want her to do one, just the same way we practiced. I will turn over another picture card and let her do it herself.
Closure: I will tell the focus learner that it is important in all of our writing that we introduce our subject.
DIFFERENTIATION
Planned Supports to Foster Self-management/Self-monitoring of Progress, or Maintenance and Generalization of Skills: Graphic organizers that explain strategies and learning concepts. Modeling self-talk and asking students to explain their thinking and strategies, explicit instruction about writing about the picture cards, guided practice, visuals of the EET tool.
Supporting Students with Special Needs: The pace of instruction will be carefully monitored. The instruction will be one-on-one, in close proximity, and the hearing device will be used for ease of communication. Teacher will use clear speech and will rephrase and repeat instruction as necessary and give additional wait time to the learner for responses. The amount of work may be reduced as time and attention allow or repeated in an identical lesson if not mastered before moving on. Manipulatives and a number of ways to practice new skills will be provided (visuals, whiteboard, paper and pencil).
Challenging Above-Average Students: The focus learner will move to independent practice sooner if she is performing the tasks with no trouble.
Facilitating a Classroom Environment that Supports Student Learning: Classroom and behavioral expectations are explicitly taught, agreed upon and posted. Students receive one-on-one attention and small group lessons in a quiet environment. Positive reinforcement given throughout the lesson via star chart. Whole body listening encouraged with a visual to reduce spoken interruptions to instruction.
Extension: Focus learner will add more components of the EET tool to the writing assignment for each picture card.
ASSESSMENT
Diagnostic/Pre-Assessment: All pre-assessments take place informally within the direct instruction and guided practice via verbal or written answers to questions & performance on tasks.
Formative Assessment: Teacher will visually and verbally check during guided and independent practice whether the student can perform the task of writing the introduction of the picture card. Check to see if review is needed or move to next lesson’s content.
Summative Assessment: Teacher will put a writing paper in front of student and say, “Now it is time for you to show me what you have learned. When I show you this picture card, I want you to write your first sentence about this picture.” The sentence should read, “This is a —–”. It should be just like all the ones that have been practiced. If it is not, the lesson should be repeated, and gradually take away the whiteboard and the verbal instructions.
LESSON # 2
Subject/Topic: ELA Literacy/ Describing a picture with detailed writing
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 X
Other (specify): Click or tap here to enter text.
Resources and Materials: The curriculum: Expanding Expression tool (EET) and rubric. EET visual on paper and with beads. Whiteboard & dry erase markers, lined writing paper & pencil & eraser. Picture cards.
STANDARDS
State/National: W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Objective: When shown the picture cards from Lesson 1, the focus learner will tell what group each belongs to and write that in the second sentence of their paper.
IEP Goal (if applicable): In 36 weeks, when given a picture and asked to write about it, Leah will obtain a score of 10/12 on the attached EET writing rubric.
COMMUNICATION SKILLS
Receptive/Expressive Communication Skill: Student will verbally express a complete sentence when asked to introduce and/or describe a subject when they are given a picture to write about, so that they will be able to turn this verbal statement into a complete, yet simple, written sentence.
Communication Supports: New skills will be taught through modeling, using picture cards, graphic organizers and manipulatives.
Essential Vocabulary: Group (meaning the category to which a thing belongs).
INSTRUCTION
Direct Instruction/Modeling: (I Do) Teacher will place the picture card above the EET beads and put the writing paper to the right of it, with the student’s introductory sentence written on it from Lesson 1. Teacher will point to the card and say, “Here is one of the pictures we worked on before. I gave you a picture and what was the first thing you wrote, before we started using the beads?” Point to the introductory sentence. If the student does not respond by saying “the introduction” or by reading the introductory sentence, tell them, “You wrote the introduction. That is the first thing you should write for every paper. Now we will look at the beads. What does the green bead remind you to write next?” Student should respond “Green–Group” Yes that’s right—What group does this belong to? (If it is a rake, they could say that it’s a tool.) Now, we need to say it in a sentence. Read the first sentence: “This is a rake”. Now add, “A rake is a tool”.
Guided Practice: (We Do) Turn over the next picture card and writing paper. Have the student read their first sentence and then say what group it belongs to. Guide them to use the subject first, such as, A cat is an animal. The apple is a fruit. Etc. They will do at least two of these with some guidance, using the papers from Lesson 1 as the starting point.
Independent Practice: (You Do) The teacher will turn over the next picture card and writing paper and ask the student to write the next sentence that says what group this picture belongs to.
Closure: Introducing your subject and then telling what group it belongs to helps people to understand more about what you are writing, and they will have the information they need.
DIFFERENTIATION
Planned Supports to Foster Self-management/Self-monitoring of Progress, or Maintenance and Generalization of Skills: Graphic organizers that explain strategies and learning concepts. Modeling self-talk and asking students to explain their thinking and strategies, explicit instruction about writing about the picture cards, guided practice, visuals of the EET tool.
Supporting Students with Special Needs: The pace of instruction will be carefully monitored. The instruction will be one-on-one, in close proximity, and the hearing device will be used for ease of communication. Teacher will use clear speech and will rephrase and repeat instruction as necessary and give additional wait time to the learner for responses. The amount of work may be reduced as time and attention allow or repeated in an identical lesson if not mastered before moving on. Manipulatives and a number of ways to practice new skills will be provided (visuals, whiteboard, paper and pencil).
Challenging Above-Average Students: The focus learner will move to independent practice sooner if she is performing the tasks with no trouble.
Facilitating a Classroom Environment that Supports Student Learning: Classroom and behavioral expectations are explicitly taught, agreed upon and posted. Students receive one-on-one attention and small group lessons in a quiet environment. Positive reinforcement given throughout the lesson via star chart. Whole body listening encouraged with a visual to reduce spoken interruptions to instruction.
Extension: Focus learner will add more components of the EET tool to the writing assignment for each picture card.
ASSESSMENT
Diagnostic/Pre-Assessment: All pre-assessments take place informally within the direct instruction and guided practice via verbal or written answers to questions & performance on tasks.
Formative Assessment: Teacher will visually and verbally check during guided and independent practice whether the student can perform the task of writing what group the subject of the picture card belongs to. Check to see if review is needed or move to next lesson’s content.
Summative Assessment: Teacher will put a writing paper in front of student and say, “Now it is time for you to show me what you have learned. When I show you this picture card, I want you to write the next sentence after your introduction. You may use the EET visual to remind you what that should be. Please read your introductory sentence written in the first lesson and then write the next sentence.” The focus learner should write a sentence telling what group the subject in the picture belongs to. For example, if the introduction is, ‘This is a rake’, the next sentence should say something like, A rake is a tool.”
LESSON # 3
Subject/Topic: ELA Literacy/ Describing a picture with detailed writing
Lesson Structure or Grouping:
Whole Class ☐ Small Group ☐ 1:1 X
Other (specify): Click or tap here to enter text.
Resources and Materials: The curriculum: Expanding Expression tool (EET) and rubric. EET visual on paper and with beads. Whiteboard & dry erase markers, lined writing paper & pencil & eraser. Picture cards.
STANDARDS
State/National: W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Objective: When shown the picture cards from Lesson 1 and 2, the focus learner will tell what the subject does, or what you can do with it and write that in the third sentence of their paper.
IEP Goal (if applicable): In 36 weeks, when given a picture and asked to write about it, Leah will obtain a score of 10/12 on the attached EET writing rubric.
COMMUNICATION SKILLS
Receptive/Expressive Communication Skill: Student will verbally express a complete sentence when asked to introduce and/or describe a subject when they are given a picture to write about, so that they will be able to turn this verbal statement into a complete, yet simple, written sentence.
Communication Supports: New skills will be taught through modeling, using picture cards, graphic organizers and manipulatives.
Essential Vocabulary: purpose (of an object, what it does)
INSTRUCTION
Direct Instruction/Modeling: (I Do) Teacher will place the picture card above the EET beads and put the writing paper to the right of it, with the student’s introductory sentence written on it from Lesson 1. Teacher will point to the card and say, “Here is one of the pictures we worked on before. I gave you a picture and what was the first thing you wrote, before we started using the beads?” Point to the introductory sentence. If the student does not respond by saying “the introduction” or by reading the introductory sentence, tell them, “You wrote the introduction. That is the first thing you should write for every paper. Then you wrote a sentence about what? It’s a rake and a rake is a…?” Student should respond something like: “Green–Group” “A rake is a tool”. Point to the next bead and move it up the rope. “Blue-Do…what does it do, or what can you do with it?” Student can say what it does and teacher asks if they can put that into a sentence. “You can rake leaves with it”.
Guided Practice: (We Do) Turn over the next picture card and writing paper. Have the student read their first and second sentences and then say what the object does. Guide them use a proper sentence such as: A cat catches mice or You can play with a cat. Other examples are: You can eat an apple. or You can make an apple pie with an apple. Etc. They will do at least two of these with some guidance, using the papers from Lesson 1 as the starting point.
Independent Practice: (You Do) The teacher will turn over the next picture card and writing paper and ask the student to write the next sentence that says what this object does.
Closure: Introducing your subject, telling what group it belongs to and what you can do with it helps people to understand more about what you are writing, and they will have the information they need.
DIFFERENTIATION
Planned Supports to Foster Self-management/Self-monitoring of Progress, or Maintenance and Generalization of Skills: Graphic organizers that explain strategies and learning concepts. Modeling self-talk and asking students to explain their thinking and strategies, explicit instruction about writing about the picture cards, guided practice, visuals of the EET tool.
Supporting Students with Special Needs: The pace of instruction will be carefully monitored. The instruction will be one-on-one, in close proximity, and the hearing device will be used for ease of communication. Teacher will use clear speech and will rephrase and repeat instruction as necessary and give additional wait time to the learner for responses. The amount of work may be reduced as time and attention allow or repeated in an identical lesson if not mastered before moving on. Manipulatives and a number of ways to practice new skills will be provided (visuals, whiteboard, paper and pencil).
Challenging Above-Average Students: The focus learner will move to independent practice sooner if she is performing the tasks with no trouble.
Facilitating a Classroom Environment that Supports Student Learning: Classroom and behavioral expectations are explicitly taught, agreed upon and posted. Students receive one-on-one attention and small group lessons in a quiet environment. Positive reinforcement given throughout the lesson via star chart. Whole body listening encouraged with a visual to reduce spoken interruptions to instruction.
Extension: Focus learner will add more components of the EET tool to the writing assignment for each picture card.
ASSESSMENT
Diagnostic/Pre-Assessment: All pre-assessments take place informally within the direct instruction and guided practice via verbal or written answers to questions & performance on tasks.
Formative Assessment: Teacher will visually and verbally check during guided and independent practice whether the student can perform the task of writing a sentence answering the prompt: “what does it do” for the picture card. Check to see if review is needed or move to next lesson’s content.
Summative Assessment: Teacher will put a writing paper in front of student and say, “Now it is time for you to show me what you have learned. When I show you this picture card, I want you to write the next sentence after your introduction and the group that it belongs to. You may use the EET visual to remind you what that should be. Please read what you have so far and then write the next sentence.” The focus learner should write a sentence telling what the subject in the picture does or what you can do with it. For example, if the sentences read, ‘This is a rake. A rake is a tool.’, the next sentence should say something like, ‘You can rake leaves with it.’
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