Kelly McGonagil

Alverno College
SPE612
Lesson Plan 3

Special Education Lesson Plan Template (edTPA)

Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and
questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual
Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through
teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner
independent practice. Please enlarge cells as needed when writing this plan.

General Information
First Name of Focus Learner: Date: 7/20/17
Madison
Grade/Setting: 3rd and 4th Grade Class: Reading Readiness Length of Lesson:
Elementary School 10-15 minutes
Subject/Unit: Focus Learner Disability(ies):
Fictional Story (Animals: Pets: “Go Away, Dog”) Intellectual disability
Learning Goal

Students will demonstrate an understanding of text-connections through reading a fictional story about pets.

Relevant Academic, Alternate, or Early Childhood Standard

CCSS.ELA-LITERACY.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter,
scene, and stanza; describe how each successive part builds on earlier sections.

Lesson Objective

Students will use and refer to the context of a book to make two appropriate text-to-self connections about the
book.

Expressive/Receptive Communication Skill

When making connections to the story, students will use appropriate language to communicate their connection.
Example: “I connect with the character when….”
“ My connection is…”

Assessment Tools and Data Collection Procedures

List assessment tools used to monitor progress:
The students will be given immediate feedback regarding their text-to-self responses. As connections are fairly
subjective, students will be assessed on their ability to provide text details when making their connection.
Responses, whether correct or incorrect will be recorded on a data collection sheet, and the number of correct
responses given the number of trials will be indicated. Should the students fall below expectation (100%
accuracy) the lesson and objectives will be revisited at a later date.
Instructional Strategies
List instructional strategies:

-providing a model (example of my text-to-self connection)

-direct instruction
-small group instruction
-checking for understanding.
Resources and Materials
List resources and materials:

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Lesson Plan 3

-kidney table
-books, copies for each student and myself
-markers and white board
-visual prompts if needed (“My connection is …”)
-pencil
-instructional guide
Academic Language
List unit concepts/academic vocabulary: List lesson concepts/academic vocabulary:

Students will engage in conversation prior to reading to Students will utilize various concepts when reading:
activate their background knowledge about pets. Some
students may be able to make connections just by looking -Providing evidence
at the cover. Students will use detail in their connections. -Retelling parts of a story
Students will also be reminded to utilize story elements: -Using context clues, and pictures
characters, setting, plot, problem, solution, theme, when -Decoding words
making their connections. -Checking for meaning
Adaptations (Accommodations and/or modifications)
List adaptations:

-Whiteboard: will be used to assist in phonics instruction during the lesson

-Small group: students of similar reading level will be grouped together
-verbal prompts: students will be given a verbal prompt for answering questions, as well as a verbal reminder for
making connections
-visual prompts if needed: should students need, a visual reminder of how to format their response will be
provided.
Lesson Procedure
Time Instructional Plan Resources, Materials, and
Estimate Technology
(for
each
step)

10-10:05 -Students will engage in conversation about fiction books to -Book

remind them that fiction means made up or pretend. -Whiteboard
-Possible visuals on technology
to help activate knowledge
-Students will activate their prior knowledge about pets. -Possible visual prompts if
-“Who has a pet at home?” needed

-Students will listen to my text-to-self connection prior to

reading.

-We will begin reading the text. I will read the first page
10:05- only.
10:15 -Students will be prompted verbally to read the next page
silently, or whisper read.

Rev. 12/9/15
Kelly McGonagil
Alverno College
SPE612
Lesson Plan 3

-1 student will be chosen to read out loud.

-Students will be asked questions to check for meaning and
understanding of the context.
-Students will be encouraged to raise their hand when they
think of their own text-to-self connection and will
share out as they arise.
-Students will continue this order of events until
the book is finished
-During the lesson, whiteboards will be used to discuss any
phonics challenges.

10:15-
10:20 -The guided group will review what a fiction book is, and
discuss our overall thoughts of the story.

Rev. 12/9/15