GCU SPD 550 Lesson Plans & Reflection

GCU SPD 550 Lesson Plans & Reflection

GCU SPD 550 Lesson Plans & Reflection

 

Review “Partial IEP and Lesson” from this week’s readings to inform the assignment.

Upon reviewing the Present Levels of Performance and the second grade literacy-based lesson plan for Marcus, create one academic goal specific to his needs.

Design a lesson plan, using the COE lesson plan template, that modifies and extends skills taught in Marcus’ lesson plan and is aligned to the identified academic goal.

Along with your completed lesson plan, submit a 250-300-word reflection and rationale supporting your instructional choices specific to lesson modifications and extensions, based on the established academic goal.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

 

Section 1: Lesson Preparation
Teacher Candidate Name:

Jana Smith
Grade Level:

2nd
Date:
1/23/19
Unit/Subject:
ELA
Instructional Plan Title:

Lesson Summary and Focus:
Classroom and Student Factors/Grouping:
National/State Learning Standards:

Specific Learning Target(s)/Objectives:

Academic Language

Resources, Materials, Equipment, and Technology:

 

 

 

 

Section 2: Instructional Planning
Anticipatory Set
Time Needed

20
minutes
Multiple Means of Representation
Time Needed

 

30
minutes
Multiple Means of Engagement

Time Needed

 

30
minutes

Multiple Means of Expression

Time Needed
10 minutes
Extension Activity and/or Homework

 

Time Needed

15 minutes
Rationale/Reflection

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.