ࡱ> RTQe bjbj:: =>Xg\Xg\: : \"D*,,fffffAAA+++++++$V. 1d+AAAAA+ff+A ff+A+u)|*fpmSK)++0*,*p1a\p1$**p1*AAAAAAA++AAA*,AAAAp1AAAAAAAAA: > x: UNION UNIVERSITYS LESSON PLAN FORMAT for Special Education (Template available at http://www.uu.edu/programs/epp/resources/) Fall 2018 for edTPA. 4-page limit Name Date Grade/Subject Lesson plan # of in the learning segment on Before Instruction TENNESSEE ACADEMIC STANDARD(S): LEARNING GOAL(S): Related IEP Goal (s): Lesson Objective/Learning Target: Special education objectives build on one another within the learning segment or can be sequenced parts of one objective. PRIOR KNOWLEDGE/SKILLS upon which this lesson is building: WHAT IS THE CENTRAL FOCUS? Key Vocabulary to understand and engage in learning task: Expressive/receptive Communication skill Identify skills related to the primary learning target and describe how the student(s) will use his/her skills receptively( to receive instruction) and expressively (to share understanding or ideas) to participate in the learning Describe the situational or social expectations for communication for all learners:Describe plans to support learners use of language/communication to demonstrate learning of the primary learning target: Knowledge of Student(s) to Inform Teaching: Consider the strengths, interests, behaviors, prior supports, pacing, cultural background, prior relevant experiences in and out of school, prior success or struggle with content, format, drawing from informal observations, active classroom data, and IEP. Be specific to each child, noting cues for action to avoid off-task behavior. Instructional Resources/Materials/Set-Up: room arrangement, grouping of students, technology or equipment needs or resources, use of timers, visuals, etc. During Instruction LEARNING TASKS: Lesson Opener ( minutes) Attention-getter (sign that lesson is starting) Bridge (relate to past learning) Development of concepts and/or skills Step-by-step Explanation (include planned questions, differentiation if learners are grouped, and technology integration) ( minutes) Guided practice (include how it will be monitored) ( minutes) (include planned wait time and/or corrective procedures and anticipated behavioral support) How will feedback be provided? Independent Practice, if applicable ( minutes) Alternative and/or supplemental activities for additional practice or extended challenge Lesson Closure (include question for reflection) ( minutes) After Instruction Evaluation/Assessment: Explain how student progress toward the lesson objective will be monitored and/or any specific data collection methods that will chart student participation or growth. Assessment should be student-specific based on individual needs. What future activities are needed to support retention/maintenance, generalization, or self-directed use of concept or skills? Analyzing Teaching Effectiveness: Describe your teaching decisions. Consider verbal or nonverbal prompting and teacher modeling, pacing of instruction, responsiveness, focused academic feedback, teacher questioning; integration of existing classroom routines or procedures, alignment with student expectations or comfort level, students opportunity for choice, independence, self-regulation, and growth. Describe your student(s) struggle or growth regarding key vocabulary or targeted communication skills? Describe your student(s) understanding or struggle with todays central focus/topic? What factors most contributed to student success or struggle? What insights are you discovering about your teaching in regard to student(s) strengths and needs? 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