ST.

JOSEPHS COLLEGE
Special Education Lesson Plan

Name of Student: Ashley Cooke Child Study Course #: CS 424-05

School: Birch Lane Elementary School Date of Lesson: March 5, 2014
Size of Group: 8 students Grade: 5 (Self-contained)
Cooperating Teachers Name: Megan Pavlick
Special Education Classification: 1 Autism, 2 OHI, 5 Speech Language Impairment
Curriculum Area or Learning Domain: ELA: Esperanza Rising
Specific Lesson/Skill Taught: Finding Evidence: Character development

BEHAVORIAL OBJECTIVE: In a small group, using a verbal prompt students will be able to
correctly answer 2 questions (out of 3) about a text using supporting evidence with at
least 80% accuracy.
CURRICULUM RATIONALE: This lesson relates to and builds upon prior knowledge that
the students have learned with character and story development through finding evidence.
The lesson is in support of the NYS Common Core Learning Standards and follows the
Engage NY ELA Module supplied to the district. In the future, students will be able to
apply their knowledge and skill of finding evidence and forming connections between
ideas in other tasks.
IFSP or IEP GOAL(S):
When presented with narrative text and/or specific informational text from the students
content area subjects on the beginning of the 5th grade level, the student will answer
questions about the text that test for understanding (e.g. asked to retell a story, indicate
key ideas, identify specific details). This will be performed with 75% over the course of
10 weeks.
Given class assignments, the student will use the conventions of Standard English
grammar and usage when writing and speaking. This will be measured with 3 out of 5
trials on consecutive occasions.
COMMON CORE STANDARDS:
RL.5.3. Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
Indicator: The students will compare what Isabel needs to do for work to that of
what Esperanza will be learning. What is Isabels reaction to the amount of work
that she does?
MATERIALS:
Computer
SMART Board
Teacher created SMART Notebook activity
Engage NY ELA Module
Esperanza Rising books
o Munoz Ryan, P. (2000). Esperanza rising. New York: Scholastic.
Pencils
Notebooks

DEVELOPMENT/PROCEDURES
Introduction: The teacher will set the tone for the lesson by quickly reviewing the chapter that
we finished reading the day before. The teacher will ask questions like what are some of the
responsibilities that Esperanza will now need to learn from Isabel before she goes to school the
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following week. The teacher will then ask a volunteer to begin to read the I can statements
from the SMART Board, to help set the purpose for the lesson. The teacher will also remind the
students of the purpose for the reading questions of this chapter (How is Esperanzas life
changing?).

Instructional Strategies:
1. The teacher will continue into the lesson by checking to be sure that the students have all
appropriate materials on their desks.
2. The teacher will have a student read the focus question for the day aloud for the class.
3. The teacher will then instruct the students to turn to page 110 and place their finger at the
top of the page so that she knows they are ready.
4. The teacher will begin to read the excerpt from this passage aloud to the class while
modeling fluency.
5. The teacher will pause when appropriate for clarification, example: what is Isabel
teaching Esperanza to do? Why must she learn these tasks? How does Isabel feel about
doing this work?
6. Upon completion of reading the short passage, the teacher will reiterate the text
dependent question (#1) that the class is focusing on today.
7. The teacher will then remind the students of the proper triad work procedures and ask if
there are any other questions prior to working.
8. The teacher will then dismiss the students to work in their respective areas of the room
for their triad work.
9. The students will be flagging evidence to support their claim and answer to the question.
10. The teacher will continue to monitor the room and provide assistance as needed while
encouraging independence.
11. The teacher will be sure to visit each group so that they remain on task with the directions
and what is expected.
12. When the timer goes off (after 7 minutes), the teacher will determine if additional time is
needed to finish thoughts.
13. The teacher will instruct each triad to report out to their fellow triads and support their
claim to the question.
14. The teacher will have the other students in each group confirm or contribute to the
speaking students claim within their group to ensure participation by all students.
15. The teacher will congratulate all of the students on excellent triad work together and ask
them to tip toe back to their seats where they will record their written responses.
16. The teacher will ask a student if they can create a turnaround sentence to begin the
sentence starter for the answer (Prior to showing them their sentence starter).
17. The students will then independently write their responses individually in their
notebooks, while teachers monitor for remaining on task.
Academic Language:
Content Understanding:
o ELA: evidence, respond, development, responsibilities.
Methodology Employed:
o Direct instruction, Turn and talk, triad group work
Technology Component: The computer and SMART Board will be utilized throughout the
beginning and end of the lesson. A modified SMART Notebook activity highlighting the
key ideas of the chapter will be utilized. The students will follow along with individual
copies of modified text dependent questions.
Closure: The teacher will quickly summarize the content of the lesson and allow the students to
share their responses with a fellow teacher. The teacher will congratulate the students on
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 a job well done and award each student who successfully completes the lesson one blue
completion coin. The teacher will then have the students return their materials to the
proper locations and begin to get ready for lunch.
ASSESSMENT:
Short Term Assessment: The students oral responses will be assessed throughout the
lesson. Additionally, the students ability to lift the text and provide textual evidence to
support their claim will be assessed. This will be done informally. After reporting out as a
class, the students will record their written responses to the question in their writers
notebooks. Upon completion, the students will need to show a teacher to check their
answer for general understanding. This will be graded as a quiz grade at the completion
of the chapter and the students should be able to complete with 75% accuracy.
Long Term Assessment The students will be assessed in the future through formal
assessment on review assessment tests of the novel. Throughout the remainder of the
year, the material and application skills in this lesson will be revisited and applied in
future lessons. This will ensure that students have not lost the skill of finding evidence to
support a claim, as well as ensure the importance of character development.
DIFFERENTIATED PROCEDURES/ADAPTATIONS: The entire lesson is presented at a
modified pace to meet the needs of the students. The teacher has limited the number of questions
being presented per day to ensure overall success for the students. The instructional delivery is
also modified for the students to become familiar with the area of the text being focused on,
focus in detail in their triads, and report out to the class as a whole. All of this is done prior to
writing their responses down in their notebooks. Many of the students require reformatting of
instructional materials, as the enlarged text on the worksheets and paced SMART Notebook
presentation allows for. The use of visual aids is encouraged with these students and the SMART
board provides the enlarged print needed. The students are familiar with the use of triads and the
protocol to be followed. A teacher aide is present in the room to assist in facilitating learning
throughout the day. In terms of child development theory, close proximity will be used for two of
the students. The teacher will remain closer to these students to provide additional guidance and
redirection as needed. Students will have the opportunity to work for completion coins
throughout the lesson for following instructions and the task. Independence is strongly
encouraged throughout this lesson.