University of Kansas Department of Special Education 1

SPED 775 Lesson Plan Template

Lesson Plan Template

Unit Title
Subject Area
Lesson Title
Length of Lesson
Audience Description

IEP Goals (where

available)

PLANNING
News 2 You-Current Issues
Reading
Tax Day
30 minutes
Number of students: 4
Race: Caucasian, Hispanic, African American..
English Language Proficiency: English
Gender: Male
Exceptionalities: Learning disabilities
Cultural Considerations: N/A
Other information: N/A
List the IEP goals for the student(s) as it pertains to this lesson.
Reading: In 36 instructional weeks, when given a 3rd grade level nonfiction reading
passage, Jeremiah will answer comprehension questions related to the passage with
80% accuracy.
Reading: In 36 instructional weeks, when given a 3rd grade curriculum-based reading
fluency passage that is timed for one minute, Dylan will use knowledge of phonics,
syllables, common prefixes and suffixes, and context clues, to read an average of 90
correct words per minute with a 95% accuracy.

Objectives

The students will identify the main idea of the reading passage.
The students will understand key details in the reading passage.
Independently read questions about a story and write or select an answer.

Standards

Retell a story, including the main idea and key details.

Share information and ask and answer questions during discussion

CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main
idea.
CCSS.ELA-LITERACY.RI.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
Assessment (formative
and/or summative)

Formative-Observation, group activity, exit ticket.

Resources (texts,
technology, materials,
etc.)

Smartboard, News2you.com, Extension interactive worksheet, BrainPop video

https://www.brainpop.com/math/ratioproportionandpercent/taxes/

Incorporation of other
subject areas

Social Studies

Introduction
(anticipatory set,
thinking device, advance
organizer, lesson
hook)

# of minutes: 5
I will begin my lesson with a focus question such as what do you know about taxes? To get an
understanding of what my students background is for this topic. Brain Pop video that introduces
and explains what taxes are to engage my students and open my lesson topic prior to reading
about Tax Day. This video will be 4 minutes and will give the students background information
about taxes. I will follow-up the video by asking questions such as why do we have taxes?
what are taxes used for? etc. I will then introduce the article that the students will be reading
from News 2 you, Tax Day.

LESSON DELIVERY

Description

Rationale

University of Kansas Department of Special Education 3

SPED 775 Lesson Plan Template
UDL Engagement:
-Providing Background Knowledge
-Video
-Interactive

Lesson activities
(content, methods,
procedures, formative
assessment)

I am providing background knowledge so that

the students can make text connections when
reading the article from News 2 You. I
incorporated a video because it is interactive
and visually appealing for students who are
more of a visual learner. It is also introduces
the topic of the lesson in an engaging way for
all students.
# of minute 20

I will first pass out a hard copy of the article to the students for those who want to follow
along on paper rather than on the smart board. This way, the students can go back to
their text to find evidence to support their answers to the questions at the end of the
article.
I will have the students read the article to themselves followed by reading with a partner
and then I will read it from the smart board. I want to incorporate multiple opportunities to
read the article to increase opportunities for students comprehension and understanding
from the reading.
As we are reading together, I will implement questions during the reading to assess
students understanding and checking to see if they are following along.
Once the students take turns reading the article as partners, I will read it aloud one more
time for listening comprehension. Reading the article three times will enhance the
students understanding before answering the questions related to the article.
Following reading the article, I will have different students come up to the board to
interactively answer the questions. The students can collaborate together if they are
unsure of an answer. Working as a team will keep the group engaged and focused on the
activity.
The students will be encouraged to look back at their text to support and find evidence
their answers.
If time permits, we will do an extended activity related to the article.

Description:

Rationale:

UDL representation:
I will have hard-copies of the article for
those who prefer to read on paper rather
than the Smartboard. I will also have the
article portrayed on the Smartboard for
those who would rather follow along on the
board.
There is an option on the website for the
article to be read aloud on the computer if
students were completing this on their own.

I provided different ways to read the article

because there are different learners with
different needs that need to be met to be
successful.
This would be a great tool to use if students
were reading this article independently and
needed this accommodation to assist them
with reading.

UDL engagement:
I will allow three opportunities to read the
article-independently, with a partner, and
with the teacher.
The Smartboard is interactive when they
answer at the end of the article.

There are multiple means on engagement in

this lesson. I chose to have students read the
article with a partner to enhance that
engagement. I also am utilizing the interactive
worksheet at the end as another piece of
engagement. If they answer the question
correctly, a ding is made to indicate it is
correct which is also engaging for students.
I want to make sure that each learner is able
to show me what they have learned by
providing the students with different activities
to meet each learning need in my group. I
dont want there to be any learning barriers
that the students might feel in my lesson.

UDL action & expression:

I will provide several options when
assessing what the students know by
implementing opportunities for collaboration
as well as including a writing piece (Exit
ticket) as another way a student may show
me what they have learned.
Closure

# of minutes: 5
I will end the lesson with revisiting the focus question, what do you know about taxes now?
I will have a short discussion on what the students have learned from the lesson.
To assess the students understanding a little further, I will have them complete an exit
ticket before they leave.
The questions will be from the Think Page and I will ask the students to write their answers
on a separate piece of paper. The questions will include the following:

University of Kansas Department of Special Education 5

SPED 775 Lesson Plan Template

Who do you know that pays taxes?

How might taxes help your school?
What is one thing that you learned about taxes?
Once they complete these three questions, the students can be dismissed and go back to
class.

UDL principle & description (at least 1):

UDL action & expression: For my conclusion, I incorporated a writing activity in my exit ticket for
any student who might have not wanted to participate vocally with the group, but would prefer to
write down what they have learned. Making sure to navigate learning for various learners is
essential to having a successful lesson for the students.