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Designing Lesson Plans: Quality Design

This assignment assesses your ability to:

• develop lesson plans for students with mild to moderate disabilities that include differentiated instructional strategies (CLO5/Evaluating) and;
• develop lesson plans that incorporate CCSS, IEP goals, effective assessment practices, and evidence-based strategies for promoting self-determination skills for a variety of classroom settings serving students with mild to moderate disabilities (CLO5/Evaluating).

This assessment also supports your achievement of Course Learning Outcome 5, and MASE Program Learning Outcomes 4 and 5.

Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date.

Content Expectations: Submit each of the following for evaluation:

• Classroom (4 points): Using the lesson plans from prior weeks as a model format, develop a lesson plan that incorporates differentiated instructional strategies, CCSS, IEP goals, effective assessment practices, and evidence-based strategies for promoting self-determination skills for Bianca in your choice of either Mr. Franklin or Mrs. Mills’ classroom.
• Reflection (4 points): Write a one page rationale for each lesson plan explaining why you chose the differentiated instructional strategies for Bianca in the lesson plan you did instead of other possible choices. Provide your collaborative suggestions to appropriately address content, multiple intelligences, and the learning styles of diverse learners. Consider the additional factors that are evident in real-world classrooms where attention must be given to strategies to differentiate content based on student readiness, interest and learning profile.

Written Expectations:

• Syntax and Mechanics (1 point): Exhibit meticulous use of grammar, spelling, and organization, throughout your submission.
• Organization (.5 points): Use the lesson plan template provided.
• Source Requirement (1 point): Reference at least five scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.

  The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

Lesson Plan Template

– Overview

Content Area or Developmental Focus:

Age/Grade of Children:

Length of Lesson:

Goal	The goal is the purpose of the lesson.
	Objective	The objective is what students will be able to know or do at the end of the lesson.
	Standards Included	Standards are the knowledge or skills that students will be expected to demonstrate.
Materials	The materials section lists all items needed throughout a lesson.
Introduction	The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development :	The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
	Differentiation	Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment (Practice/ Checking for Understanding)	Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing	Here the teacher/provider reviews the highlights of the lesson and brings closure to the activity.

Lesson Plan Template

Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:

Objective

Standards Included

Differentiation

Goal

Materials

Introduction

Lesson Development

Assessment (Practice/ Checking for Understanding)

Closing

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department