Kelly McGonagil

Alverno College
SPE612
Lesson Plan 2

Special Education Lesson Plan Template (edTPA)

Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and
questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual
Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through
teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner
independent practice. Please enlarge cells as needed when writing this plan.

General Information
First Name of Focus Learner: Date: 7/13/17
Madison
Grade/Setting: 3rd and 4th Grade Class: Reading Readiness Length of Lesson:
Elementary School 15-20 mins
Subject/Unit: Focus Learner Disability(ies):
Non-Fiction (Bats) Intellectual Disability

Learning Goal

The students will continue reading a non-fiction text and use its picture clues and context evidence to retell what
they have learned, demonstrating understanding.
Relevant Academic, Alternate, or Early Childhood Standard
Guided Group 1: CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers

Lesson Objective

Guided Group 1: By using text evidence the student will accurately retell 1 fact they have learned about bats,
following reading a page in the book.

Expressive/Receptive Communication Skill

Guided Group 1: The students will respond with the phrase “I learned…” when retelling one fact about bats.

Assessment Tools and Data Collection Procedures

List assessment tools used to monitor progress:
The students will be given immediate feedback regarding their responses to the questions. Responses, whether
correct or incorrect will be recorded on a data collection sheet, and the number of correct responses given the
number of trials will be indicated. Should the students fall below expectation (100% accuracy) the lesson and
objectives will be revisited at a later date.
Instructional Strategies
List instructional strategies:

-use of visuals
-cueing of students
-direct instruction
-small group instruction
-checking for understanding.
Resources and Materials
List resources and materials:

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Lesson Plan 2

-kidney table
-books, copies for each student and myself
-markers and white board
-visual prompts
-pencil
-instructional guide
Academic Language
List unit concepts/academic vocabulary: List lesson concepts/academic vocabulary:

Guided Group 1: Students will engage in conversation Guided Group 1: Some possible vocabulary words
prior to reading to activate their background knowledge, the student will encounter:
and previously learned information about non-fiction -colonies
text. Students will also express what they have learned -echo
thus far about bats. -echolocation
-migrate
-hibernate

Adaptations (Accommodations and/or modifications)

List adaptations:
-Whiteboard: will be used to assist in phonics instruction during the lesson
-Small group: students of similar reading level will be grouped together
-verbal prompts: students will be given a verbal prompt for answering questions
-visual prompts if needed: should students need, a visual reminder of how to format their response will be
provided.
Lesson Procedure
Time Instructional Plan Resources, Materials, and
Estimate Technology
(for
each
step)

10-10:05 -Students will engage in conversation about non-fiction text.

-“Today we are going to continue reading about bats. -Book
What can tell me what kind of book this is?” -Whiteboard
-Possible visuals on technology
-Students will activate their prior knowledge with non- to help activate knowledge
fiction books: -Possible visual prompts if
-“What is the authors purpose in creating a non- needed
fiction book?”

-Student will activate their prior knowledge about bats, and

engage in conversation about what they know

-Should time allow, students will watch a short video about

bats to enhance their understanding.

10:05- -We will begin reading the text picking up from where we
10:15 left off yesterday.

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Lesson Plan 2

-I will pick one student to start reading out loud as the

others follow along with their finger.
-Students will use text evidence to answer questions or retell
what they have learned. “I learned…”
-Students will continue this order of events until the book is
finished
-During the lesson, whiteboards will be used to discuss any
phonics challenges.

-The guided group will review what a non-fiction book is,

10:15- and discuss what we have learned about bats. Students can
10:20 take turns saying one at a time what they like most about
bats or what surprised them.

Rev. 12/9/15