Special Education

Appendix D - Annotated Lesson Plan

Accessing the Common Core for Students with Disabilities
Special Education Teacher:
General Education Teacher:
Teaching Assistant:
Teacher Aides: 
The above information is defined in the below link.
www.p12.nysed.gov/specialed/lawsregs/part200.htm
Class: www.p12.nysed.gov/specialed/lawsregs/sect2006.htm
Date: The current date of the lesson
Standards to be addressed:
Common Core Learning Standards (CCLS): www.engageny.org/common-core-curriculum-assessments
Career Development and Occupational Studies (CDOS):  www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf
Topic and Context:  “The entire lesson is carefully crafted and delivered to teach the information or procedures necessary for student to be able to successfully complete the Independent Practice” (Hollingsworth and Ybarra, 2009). 
Objective (Learning Target):  These statements make explicit what the lesson is going to cover and help students focus on the upcoming content.  Verb: The skill is the objective (e.g., identify, write, computer, describe, etc.) Context: describes what the students will be able to do successfully and independently by the end of the lesson
Special Considerations (Accommodations, Modifications, Assistive Technology, and Strategies) In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking, and listening (English language arts), their instruction must incorporate supports and accommodations.  Prior to developing a lesson the Special Education Teacher needs to complete the classroom SDI summary for each of the students with disabilities that will be participating in this lesson.  The Individual Education Program (IEP) will contain some of the information that is needed to fill out the classroom SDI summary.  The “Closing the Achievement Gap” can also be of a resource to support the completion of the classroom SDI summary. 
Student Name
Student Name
Necessary prerequisite skills: The skill needs to be mastered before the student will be able to learn a new skill.
Assessment of prerequisite skills: What can the students do to prove that they have understood the skill and can apply the skill?
  Explicit Core Instruction Specially Designed Instruction
Introduction:
Gain Students’ Attention
- objective
- learning target
- key vocabulary
Connect to previous learning
Objective (Learning Target):
Today you are going to learn…..

  • Select a content standard.
  • Write a Learning Objective: Skill, Concept, and Context.
  • Deconstruct the standard, if necessary.

Activate Prior Knowledge: Connecting to what students already know
Vocabulary: Identify content and academic vocabulary words to be taught during the lesson.  Provide a student friendly definition, multiple examples and nonexamples. 
Connection to previous learning: Acknowledge what the students know.  Write the connection to the learning objective. 
Check for Understanding:
This section of the lesson plan is pulled from the completed Classroom SDI summary sheet. 
Accommodations: changes in materials or procedures — which do not change the standards but allow students to learn within the framework of the Common Core. 
Some students with the most significant cognitive disabilities will require substantial supports and accommodations to have meaningful access to certain standards in both instruction and assessment, based on their communication and academic needs.
Strategies: …are systematic plans or approaches for solving a problem or completing a task that involves a series of sequential steps. 
(Learning and Teaching Strategies): see glossary of terms for definitions and examples
Technology/Equipment: What assistive technology devices and services are needed to ensure that students with disabilities can access the general education curriculum and the Common Core Learning Standards? 
Active Teaching/ Modeling/ “I Do”:
- Demonstration
- Think Aloud
- Provide model &/or rubric

 

Description of “I Do”: The teacher is showing the students how to perform the skill (modeling or demonstrating the skill).  The teacher uses wording that is clear, consistent, and concise while involving the students to ask questions. 
Exemplary, Model or Rubric: Modeling consists of two components:  Demonstrating the skill and describing what is being done.  The describing component of the model is often referred to as a think aloud
Accommodations: Students with disabilities need varying accommodations depending upon factors such as:  prior knowledge, physical concerns, IEP requirements, cognitive levels, complexity of assignment, interest level, social skills, social history, home support, class size, type of disability, individual motivation and the type of presentation. 
Strategies:
Technology/Equipment:
Guided Practice/
“We Do”:
Provide time for:
-Small group work
- Discussion
- Teacher/ student
observation & feedback
Assess before moving to independent practice
Involve Students
Guided practice is provided through the use of prompts.  Prompts can be physical or verbal.  Visual prompts are always written and serve the same function as verbal prompts to increase student’s success as they practice a new skill. 
Corrective feedback: Feedback has the goal of closing the gap between students’ current performance and the desired performance by information students whether an answer is correct or incorrect. 
Materials: Organization is the key. 
Check for understanding: by providing and monitoring unprompted practice
Accommodations:
Strategies:
Technology/Equipment:
Independent Practice/ Application/ “You Do”:
Multiple practice opportunities to ensure success
(90%)
Unprompted practice will determine whether students can perform the skill without any physical, verbal or visual prompts. 
Task/Materials for independent practice: If the students have shown that they can perform the skill with high rated of accuracy during the unprompted practice. 
Check for Understanding: Provide students with several problems/tasks similar to the one presented during the model and guided practice sections on the lesson, and ask them to do them on their own. 
It is useful to have students do one item at a time, followed by checking their answers and providing feedback until they consistently perform accurately. 
Accommodations:
Strategies:
Technology/Equipment:
Lesson Closure The closing of the lesson is brief.  The teacher begins with a short review of what was learned. 
Summary: How students reflect on the learning by asking, “What did you learn today about learning objective
Accommodations:
Strategies:
Technology/Equipment:

Throughout lesson:Involve students.  Monitor performance.  Provide feedback

Last Updated: June 24, 2014