243 Lesson Planning Special Education

Description:
● Middle School Math Students, Standards are from 7th grade, could easily be adapted for
younger or older learners
● Topic: Money Management
● Standard: 7.C.6: Use proportional relationships to solve ratio and percent problems with
multiple operations, such as the following: simple interest, tax, markups, markdowns,
gratuities, commissions, fees, conversions within and across measurement systems,
percent increase and decrease, and percent error.
● Goals you want to accomplish in this activity: I want students to be able to calculate tax,
simple interest, tips, markups/downs, and budget according to an income.
● Purpose: The purpose of this lesson is to teach students how to calculate everyday money
situations in a real world context.
● This learning is important because students need to be prepared for navigating money in
the real world. Students need to be able to quickly and relatively accurately calculate
basic money functions in the real world.
● This will be carried into students every day lives as they begin to manage their own
money and get their own jobs. This learning will again become relevant in economics
class if it doesn’t present prior to this in their everyday lives. Students will always
interact with money and need exposure to doing so.
Behavioral Objectives:
● Students will need to:
○ Appropriately work with peers on math problems
○ Responsibly use a computer to research the cost of goods
○ Quietly and attentively listens while teacher models problems
○ Able to ask questions when needed for clarification
● Students on the Autism spectrum may prefer to work independently from others, and if
their math skills permit, they may not need as much direct instruction on how to solve
different types of problems. Students with ADHD or other attention disorders may need
frequent breaks and may benefit from movement around the classroom.
● My goal for this activity is that students would design their own problems based on the
price of a good on any given day. This means that students would be able to access the
price of a good in their native language. I also plan on assigning students a profession and
they then have to estimate how much a person of this income would spend on groceries,
eating out, and other essentials. With this activity, I need to make sure that all types of
students get all different levels of income from their assigned profession. Lastly, I need to
remember that many young women do not see themselves as good at math. They may
need extra support and encouragement to engage with this activity.
Materials:
● Pencil
● Computer
 ● Class set of index cards with professions and # of times eat out
● Budgeting graphic organizer
○ Adapted from: https://www.consumer.gov/sites/www.consumer.gov/files/pdf-
1020-make-budget-worksheet_form.pdf
○ Will adapt by having students create a narrative about their character. They will
give their character a certain number of kids and certain expenses. Once they have
created their character, they must research housing options for a person of this
income with this many people living under their roof. Based on their findings,
they will decide if they would like their person to rent the needed home or to buy
the needed home.
● Assistive technology- Students who have difficulty writing or typing on the computer
could use a talk-to-text feature to complete their research. They could also use an online
simulation that helps them create a budget instead of doing that on paper. For students
who have difficulty with planning or researching, there are computer programs that will
help them practice these math problems without having to do all of the planning and
researching part of this assignment. Students who have difficulties with the mechanics of
writing could use a pencil grip to write this assignment.

Methods/Strategies:
● Students will be shown a video about the importance of creating a budget and knowing
how to do simple money calculations in real world settings.
○ Real world context strategy from: http://www.teachhub.com/top-12-ways-bring-
real-world-your-classroom
● I will model for students how I make a personal budget based on income. I will show
how I make choices on what to spend and what type of housing to purchase.
● Students will then draw an information card from the class set. They can either work in
small groups, pairs, or independently.
○ Group work evidence: http://www.iupui.edu/~flip/g532kids.html
● Based on the information on the card, they will need to come up with a narrative for the
character and fill out the budget plan accordingly.
● The next class meeting, I will model for students how to calculate tax, markup, and
markdown on one chosen item in the classroom. I will ask students to identify an item
they would like to know more about. I will then look online to find the price of that item,
and I will draw a card from the stack that tells me how much the tax, markup, ect is.
● On the next class meeting, students will choose three items to calculate tax, markups, and
markdowns on. They will draw their percentage tax, markup/down from a class set of
cards. They will continue to work in their groups, but could change if need be.
● I will differentiate by process for students who have difficulty with the planning process.
This assignment involves a lot of research and planning, and students who have
challenges with this will be permitted to use an online budget simulator and online
 activities to calculate these problems. This will take away the planning aspect and only
focus on the actual math concepts.
● My goal for this activity is that students would design their own problems based on the
price of a good on any given day. This means that students would be able to access the
price of a good in their native language. I also plan on assigning students a profession and
they then have to estimate how much a person of this income would spend on groceries,
eating out, and other essentials. With this activity, I need to make sure that all types of
students get all different levels of income from their assigned profession. Lastly, I need to
remember that many young women do not see themselves as good at math. They may
need extra support and encouragement to engage with this activity.
● This lesson would be able to be utilized by the general education teacher with all
students, but could easily be differentiated for students receiving resource support or just
students with disabilities. This lesson would be for students in the highest level of
inclusion setting.
Strategies-Student Active Engagement:
● During this lesson, there are plenty of opportunities for student choice. There is choice in
group members, products researched, and narrative created. It is my hope that providing
these students with choice will help to keep students engaged. They are also creating their
own character, and I hope that allowing them to create will help them take ownership of
their learning.
○ Strategy adapted from: https://www.apa.org/education/k12/learners.aspx
● I will model for students how I make my own personal budget. I will use the exact
worksheet that they will do. Then we will do it as a class with whole group participation.
On the second day of the lesson, I will show them how to research an item and find the
cost. I will do this for an item of my choice, and then we will do this as a class with an
item of their choice and a few peers will illustrate what to do.
○ o Strategy adapted from: http://www.evidencebasedteaching.org.au/the-i-do-we-
do-you-do-model-explained/
Guided and Independent Practice:
● I will model for students how I make my own personal budget. I will use the exact
worksheet that they will do. Then we will do it as a class with whole group participation.
On the second day of the lesson, I will show them how to research an item and find the
cost. I will do this for an item of my choice, and then we will do this as a class with an
item of their choice and a few peers will illustrate what to do.
● At the end of the first day, I will collect students budget sheets and will ask them to write
a question that they still have on the bottom of the paper. I will respond to their question
and hand back the papers next class. I will have conversations with students next class if
needed.
● There will mini lessons each day that model for students how to do the skills for the
coming day. This will also model how far their previous skills should be. We will spend
multiple days on each portion of this activity as long as the students need it. At the end
 of each class students will write a question they still have and two things they think they
are doing well on.
● As we talk about making a budget and calculating this different problems, we will discuss
its importance. We will discuss what could potentially happen if one doesn’t have these
skills. I will also challenge students to bring in an example of them using this math in
their everyday life. For each example they bring, there will be an incentive.
● This lesson overlaps a lot with material that students will learn in their college prep or
non academic time and also with economics. As these students get jobs, it will be
essential that they have these skills to be able to manage their own money.
● There are many other stakeholders in this activity besides the math teacher. The math
teacher will want to have communication with the special education teacher and student’s
parents to monitor his progress. Money management is an essential life skill for
independently living, so these parties will be especially concerned on whether this
student is progressing appropriately.
Assessment:
● Students will be assessed based on a rubric that we create together based on the learning
goals and product creation. There will also be informal daily assessments where students
will turn in a question and success that they had today. I will be able to monitor their
progress through this.
● Yes, these assessments will be assessing the objectives we have set in the lesson plan.
● This lesson has many choices that these students are allowed to make. That means it is
very easy to adapt to certain interests or needs of certain students. If a student is
particularly interested in a sport, then they can make the budget based on how much a
professional athlete in that sport would make and do the calculations based on how much
specific equipment for that sport costs. This lesson can be accommodated for many
students because they can represent their product differently or they can use technology
to help with the planning of this activity.
● Results will be monitored daily based on the questions and progress that students have
generated.
● I will differentiate by process for students who have difficulty with the planning process.
This assignment involves a lot of research and planning, and students who have
challenges with this will be permitted to use an online budget simulator and online
activities to calculate these problems. This will take away the planning aspect and only
focus on the actual math concepts.
Self-Reflection:
● After teaching this lesson, I will self reflect on my teaching and on students progress. I
will journal these ideas in a specific self-reflection journal for this class period. I will
notice my own attitudes and behaviors during the lesson as well as those of my students. I
will reflect on my methods of assessing students to see if they were easily able to
complete the assessment or if it was a daunting task for them.
 243 Lesson Planning Special Education
Description:
● Put in the instructional level-this can also be the grade level
○ 9-12th grade
● Topic covered: Inheritance and Variation in Traits
○ Specific topic covered this week: Dragon Genetics (3 day lab/lesson)
● Standards used from the Department of Education website or general education teacher
○ 11 ) Analyze and interpret data collected from probability calculations to explain
the variation of expressed traits within a population.
■ Use mathematics and computation to predict phenotypic and genotypic
ratios and percentages by constructing Punnett squares, including using
both homozygous and heterozygous allele pairs.
■ Develop and use models to demonstrate codominance, incomplete
dominance, and Mendel's laws of segregation and independent assortment.
■ Analyze and interpret data (e.g., pedigree charts, family and population
studies) regarding Mendelian and complex genetic disorders (e.g., sickle-
cell anemia, cystic fibrosis, type 2 diabetes) to determine patterns of
genetic inheritance and disease risks from both genetic and environmental
factors.

○
● Goals you want to accomplish in this activity: State “I want the students to …”
○ Students will:
■ Use mathematics and computation to predict phenotypic and genotypic
ratios and percentages by constructing Punnett squares, including using
both homozygous and heterozygous allele pairs.
■ Develop and use models to demonstrate codominance, incomplete
dominance, and Mendel's laws of segregation and independent assortment.
Purpose:
● What is the purpose of this lesson?
○ I can construct a model of a dragon based on the characteristics inherited from the
parent dragons.
○ I can create Punnett squares to explain the variation of expressed traits among the
dragon population in the class.
● What is its importance to the learning?
○ To understand the possible differences between a parent and a child in terms of
appearance.
 ● How will it be carried to other environments, settings, subjects, and overall lifespan of
students?
○ This will carry over to the adult part of the students life should they decide to
have children because it explains why their children may look different from what
they do.
■ Classic example: parent 1 has glasses, parent 2 doesn’t. Child one doesn’t
need glasses.
Behavioral Objectives:
● State behavior goals that are needed for the student to achieve the goals of this lesson.
○ Students will be able to complete notes
■ They can sit at their seats or stand in the back to complete notes
○ Students will be able to understand the instructions for the lab
○ Students will be able to complete the lab part 2
■ Moving around the room from partner to partner as necessary to complete
the needed chart.
○ Students will be able to complete the lab part 1 individually
■ They can sit at their seats or move to the lab tables. They will move to
retrieve pennies as needed.
● Address unique needs of the learner or learners in the lesson.
○ ELL
■ Available instruction/ worksheet translations in native language
■ Speaking through what they want to write to check for understanding,
○ Students with Autism spectrum
■ may prefer to work independently from others
■ if their skills permit, they may not need as much step by step instructions
by me directly to complete the lab.
○ Students with ADHD or other attention disorders
■ may need frequent breaks and may benefit from movement around the
classroom.
● Identify cultural, linguistic,and gender differences.
○ Girls: not typically encourage to go into stem fields like science so girls could use
more support in that.
○ ELL: offer instructions in their native language as needed or atleast a word bank
full of translations as they need it to mix the languages together.
● State how behavior objectives reflect high expectations and developmentally appropriate.
○ My goal for this activity is that students would design their dragon family based
on genetic variation. This means that students would be able to create dragons
using the lab in their native language if necessary. I also plan on students being
able to understand the lab instructions, scientific terms, and when it is appropriate
to work with a partner. With this activity, I need to make sure that all types of
students get different dragons than the people at their table that way we know they
 aren’t all just flipping a coin and whatever the result is what the whole group
writes.. Lastly, I need to remember that many young women do not see
themselves as science people. They may need extra support and encouragement to
engage with this activity.
Materials:
● Identify high quality scientifically-based materials and resources.-List all your materials.
○ Https://alex.state.al.us/lesson_view.php?id=27455 (link to website)
● This lesson is highly scientifically-based in terms of materials and
resources because this is the standard lesson that schools use to
introduce the variation of traits in terms of genetics to students. (I
remember doing this activity myself as a 9th grade student)
○ Lab sheets, dragon parts worksheet, vocabulary word sort cards
○ You also need scissors, colored pencils, glue or tape.
○ two pennies per student
● Assistive Technology- talk about how use with this lesson and how you would use for
specific learning needs. Our Moodle site has a place to read more about assistive
technology and kids with disabilities to assist you with this part of the lesson plan.
○ Pencil grip: to help correct grips on pencils and it will also make their work more
legible for when they work with partners
○ Text highlighter: this will help them read the text line by line as they need to
○ Larger coins for those with vision impairments
Methods/Strategies:
● Instruction/directions are clear and aligned with academic and behavioral objectives,
sequenced in order, step by step.
○ Day 1: Before (Engage)
■ Step 1: Place students into cooperative learning groups. Give each group
of students a Vocabulary Word Sort. The students will work together to
match the vocabulary term to the correct definition. The students can take
a picture of their completed word sort with their iPad/tablet. Once all
groups have finished, the answers should be discussed with the class.
● Groups of no more than four
■ Step 2: Use the Powerpoint Presentation (see attachments) to discuss the
answers with the class.
○ Day 2/3: During/Explore/Explain
■ Step 3: Students will construct a model of their dragon based on the
directions from their lab sheet (see attachments). (It will take 2 days for
students to create the model of their dragon.)
● Part a: create dragon
● Part b: complete post individual lab questions
○ Day 3/4: Warpup and Debrief
 ■ Step 3 Continued: Students should finish their dragon model and display
on the wall in the classroom.
■ Step 4: Students should complete the Lab Analysis Questions on their
student Data Sheet. Punnett squares should be provided as evidence for
their answers.
● Procedures are listed in order.
○ Day 1
■ Vocabulary word sort
● Work in groups of no more than four
■ Genetics Lab pre-notes
● Use slideshow to complete notes
○ Day 2/3
1. Obtain two coins from your teacher. Mark one coin F for female and the other
M for male. These two coins represent the parents who are heterozygous for
each of the dragon traits.
2. Flip the coins for each parent one at a time. If the coin lands heads up, it
represents the dominant allele. A capital letter represents the dominant allele.
A coin that lands tails up represents the recessive allele. The lowercase letter
represents the recessive allele. Record the results in the table circling the
correct letter.
3. Fill in the column for genotype and phenotype.
4. Create your dragon according to the traits inherited. Cut and color the
appropriate traits and glue or tape your dragon together.
a. Give your dragon a name.
○ Day 3/4:
1. How does your dragon compare to the ones created by your classmates? Pick
two dragons that are displayed near your dragon and compare each of the 13
traits. Indicate the phenotype for each dragon trait in the chart.
2. Use the charts to complete the post lab questions
● Methods used must be evidence based practices.
○ Peer facilitating- partnering and small group work
■ Class-wide peer Tutoring (CWPT)
● http://www.promisingpractices.net/program.asp?programid=99
● State how you Differentiated-“I differentiated by product, content, process (pick one)
according to student interest, readiness, or Learning profile (pick one).
○
● State any cognitive, cultural, linguistic and gender differences. If none noted, state that
so you still get points for recognizing the rubric piece.
○ Girls: not typically encourage to go into stem fields like science so girls could use
more support in that.
 ○ ELL: offer instructions in their native language as needed or atleast a word bank
full of translations as they need it to mix the languages together.
● State the inclusion within the general education classroom of the students getting your
lesson.
○ This is designed for an inclusion classroom.
■ Students who need it will receive more support as needed or will be
partnered with a peer who gets the materials more to facilitate peer
learning.
● Clearly state methods/strategies that were supported by existing research. (Get this from
the websites used to show evidence based practices or other quality websites.
Department of Education website might be a good resource for this as well.)
○
Strategies-Student Active Engagement:
● State how you will keep kids engaged during your lesson.
● How will you model the new skill you want the students to do?-state what you
will do.
Guided and Independent Practice:
● List/Show how you did a lot of (ample) guided practice in your lesson. (Students do and
teacher guides)
○ The entire set of lab directions and duration of the lab.
● Show the individualized feedback you will give to your student.
○ Grading the work that is turned in at the end of the lab
○ Commenting on how the dragons look.
● Show multiple activities that you used to guide the student to do the work on their own
○ The lab activity
● Show multiple activities that show you planned for the students to maintain this learning.
○ How each day of the unit builds upon the previous one.
● Show multiple activities that show you planned for the students to generalize this into
their lives
○ This is generalized into their life because it will affect them in the future should
they decide to have kids.
● Show strategies/activities that facilitate integration into other settings of life and school.
● Share/list how other stakeholders in students’ lives will monitor progress of students.
○ I don’t know how this particular lesson would apply to other areas.
Assessment:
● How will you assess the learning goals? List them.
○ Checking in on the progress the students are making during the lab
○ grading the post lab questions
● Are they assessing the objectives you set in your lesson plan? State that…
○ Yes, these assessments will be assessing the objectives we have set in the
lesson plan.
 ● Share how your assessment fits the students’ characteristics-strengths of the
learner, weaknesses of learner.
○ If they are strong in art they can show off their art skills
● Discuss how you accommodated the students with your assessment.
○ There isn’t much accommodation i can do during this activity however
where the accommodation is possible as far as their lab write up at the end
goes i will allow them to discuss it with me instead if that is easier.
● Discuss how evaluation results will be monitored.
○ Results will be monitored daily based on the questions and progress that
students have generated.
● Discuss how the assessment could or is differentiated. (by student interest,
readiness or learning profile.)
○ I will differentiate by process for students who have difficulty with the
planning process. This assignment involves a lot of group/partner work,
and students who have challenges with this will be permitted to work
individually. This will take away the group aspect and only focus on the
actual science concepts being presented.
Self-Reflection:
● Self reflect on lesson planning, instruction after teaching lesson, changes make,
how lesson modified, teacher attitude and behaviors influenced your lesson. The
above ideas plan need to be documented. How will you do the reflection pieces
you said above. Self reflect how students’ progress is monitored and how conduct
it.
○ After teaching this lesson, I will self reflect on my teaching and on
students progress. I will journal these ideas in a specific self-reflection
journal for this class period. I will notice my own attitudes and behaviors
during the lesson as well as those of my students. I will reflect on my
methods of assessing students to see if they were easily able to complete
the assessment or if it was a daunting task for them.