Running Head: Lesson Plan 1

Lesson Plan

Rilee Bragg

Professor Kulikova

ITL 608

3 June 2018
Lesson Plan 2

Introduction:

I observed a high school special education English class. This class is not necessarily for a
specific grade but is considered to be special education English C meaning that upon completion
and passing of this class these students can transition into a mainstreamed English class. I
observed the teacher teaching the students about the author’s perspective and purpose for their
writing. Students were asked to address the author’s purpose and then support it using textual
evidence. The teacher provided the students with the I have a Dream speech written by Martin
Luther King, Jr. The lesson plan I have created is another example of the way that this lesson
could be taught to students using the same work. The teacher taught this lesson using aspects of a
work book but by choosing his own speech and incorporating extra elements. My plan does not
include work from a work book but my own lesson.

Grade: High School (9-10) Subject: Special Education English

The Learners

There are 17 students in the classroom. The class consists of 3 female students and 14 male
students. The classroom does have a special education aide that helps the students along with
the teacher. All of the students have individualized education plans and that is why they have
been placed in the special education English class. Most of the students will transition to main
stream English classrooms next year. (I included the learners because I had not originally and
it is important to see the classroom dynamic based on the students.)

The Teacher

As the teacher for this class, I will need broad and diverse knowledge of learning disabilities
and how to best accommodate students with a variety of learning disabilities. I will need to
make sure that for this class I am incorporating all the different learning styles. I will need to
be flexible and understanding when students are struggling with a concept. (I did not originally
include the teacher but it is important to know about what the teacher needs to know and do to
best teach these students.)

California Common Core Standard: Reading Standards for Informational Text: Craft
and Structure 6.

Grades 9-10: Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.

Target

Students to be able to identify an author’s point of view and purpose for writing their work.
Students should be able to use textual evidence to support the claims they are making about
Lesson Plan 3

the author’s purpose and point of view. (I added the target which I believe is just combining
the standard and what you actually plan to have the students do to meet that standard.)

Classroom Management

Students understand what is expected of them during lectures as well as during group work.
Students have learned that when they actively participate in group work it makes the
assignment much easier. The class understand the volume in which they should be at while
working with others. Respect is important for this class to be respectful of the teacher as well
as other students. (It is important to share the way that you plan to keep control of the students
and keep them on task.)

Anticipatory Set

I will make sure that I have copies of the I have a Dream speech for all of the students. I will
begin by asking students if they have heard of Martin Luther King, Jr. and what they know
about him. I will open this as a class discussion where we make a list of points or specific
details on the board for the class to see. I will then ask students what they know about what
was going on in history during the 1960s. We will make a list of their answers on the board for
visual learners to see. (It is important to write down what we talk about on the board so that
both auditory and visual learners are picking up the material.)

Direct Instruction (I Do)

I will first explain to the students what point of view and purpose is and why it is important for
readers to understand and identify the point of view and purpose. I will list these reasons and
indicators on the board so students can see them and refer back to them. Questions will be
asked throughout to check for student understanding. I will give students a lecture on the
background of what was happening during the time that Martin Luther King, Jr wrote I have a
Dream. I will provide a copy of the speech to the students. (What is discussed in class should
be written on the board for visual learners and it gives the students the opportunity to refer
back to them while working on the assignment.)

Guided Practice (We Do)

I will have us read the speech as a class. While reading I will ask that students highlight
important points during the speech as I do using a projector. After we finish reading the speech
as a class I will break the class into groups to work together. (It is important to visually show
the students what they should be doing for all learners.)
Lesson Plan 4

Independent Practice (You Do)

Students will work in groups where they will be asked to find the purpose and point of view as
to why Martin Luther King, Jr. wrote I have a Dream. Upon agreeing on a purpose and point
of view students will then be asked to work together to find textual evidence to support the
claim they are making about the author’s point of view and purpose for writing the speech.

Closure (Check for understanding)

I will bring class back to order and each group will be asked to share their point of view and
purpose and give at least one example of textual evidence to support their claims. If groups
have different opinions on points of view or purpose I will lead an open discussion or debate
as to why students believe the author’s purpose and point of view was one way over another
way. I will require that all students speak at least once giving their opinion or sharing a piece
of textual evidence.

Homework/Assessment

Students will be asked to find another famous speech and identify the author’s point of view
and purpose while using textual evidence to support their claim. This assignment will be given
as homework to test for each individual student’s knowledge and understanding. (This allows
for an assessment where I can see each students’ knowledge and understanding of the
concept.)