Special Education

Instructional Lesson Plan Template

Overview

Teacher(s): Diana Loya Subject: Reading Grade: 4th

Lesson length: 15-20 Lesson Topic/Unit: Reading Comprehension

Minutes
Learning Objectives:
I. By the end of this lesson, students will II. By the end of this lesson, students III. I will know that students have met
know: will be able to: this objective when:

How to find the main idea Identify the main idea of a They can answer the
of a piece of text along with text. comprehension questions
its supporting details. based on the text.
Summarize supporting
How to make conclusions. details from a passage. They can compare and
contrast what they read in
How read accuarately and Make conclusions from the the excerpt versus what
fluently. reading. they saw in the movie clip.
What style to read Read with accuracy and Read the text with accuracy
depending on their chosen fluency. and fluency.
character.
They can tell me what they
think the theme of the
reading is.
IV. Essential question(s) for students to answer

What are the main ideas and supporting details from a reading?
What does reading with accuracy and fluency sound like?
State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

4.2 The student will make and listen to oral presentations and reports.
d) Use language and style appropriate to the audience, topic, and purpose.
4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry.
c) Identify the main idea.
 d) Summarize supporting details.
h) Draw conclusions/make inferences about text.
l) Read with fluency and accuracy.
Context for Learning/Background Information

Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.

This lesson relates to previous lessons in that it’s a continuation of them working on
their reading comprehension skills (i.e. accuracy, fluency, and understanding of text).
Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)

This lesson primarily focuses on reading comprehension. The students in this lesson will
read an excerpt from Harry Potter and the Goblet of Fire and answer comprehension
questions based on the reading. Afterwards, the students will be shown a clip from the
movie and must compare and contrast what they read from what they saw in the clip.
Finally, they’ll do a final reading of the text.
Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)

My rationale for choosing this lesson is I want them to keep practicing their reading
comprehension skills because they have to take SOLs at the end of the school year. This
particular group of students all like to participate and have strong opinions. With that
being said, I felt that doing readers theatre is a great way for each of them to shine
because they each get a role (i.e. they can be the center of attention during their time to
act).
Individualized Instruction

IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.

Christian

 CH will write a coherent narrative or essay, using correct capitalization and

ending punctuation.
 CH will read at a level L with at least 95% accuracy, at least 75% comprehension,
and read at a rate of 75-100 words per minute.
 When upset, CH will use the strategies he has been taught to calm himself and be
able to verbalize what the problem is to any adult that is nearby.
 CH will produce age-appropriate articulation skills in conversation with peers
and adults with 80% accuracy over 3 out of 4 opportunitites.
Demarcus

 D will read at a level P with at least 95% accuracy, 75% comprehension, and read
at a rate od 110 words per minute.
  D will write a coherent narrative or essay, using correct capitalization and ending
punctuation.
 D will demonstrate age-appropriate reactions to frustration/anxiety, such as
asking for a break, asking for assistance to complete his work, asking for
accommodations that he needs, or using the take a break spot when he becomes
upset.
J

 J will read at a second grade level with at least 95% accuracy, 75%
comprehension, and read at a rate of between 85-110 words per minute.
 J will demonstrate appropriate reactions to redirection, correction, or assistance
when she is completing work incorrectly or when the work is above her academic
level.
 J will write a coherent narrative or essay, using correct capitalization and ending
punctuation.
 J will improve articulation skills by producing all age-appropriate phonemes
(including but not limited to [r], /ch/ and final /l/) with 80% accuracy across three
consecuative sessions at each of the following levels: words and phrase in 3 out 4
trials.
 J will improve articulation skills by producing all age appropriate vowels at the
word and phrase level in speaking and writing with 80% accuracy in 3 out of 4
trials.
IEP Accomodations: In this section, list the classroom & teaching accomodations that must be provided. You can list
them as accomodations or by student/pseudonym.

Christian

 Break assignment into segments of shorter tasks.

 CH will have a daily visual contract to help him monitor his behavior throughout
the school day.
 CH will receive adult assistance during specials (PE, art, library, music, STEAM,
recess, and lunch).
 Give advance warning of a transition taking place and any schedule/routine
changes.
 Math aides: hundreds chart, number line, fraction circles, 4 function calculator,
manipulatives, etc.
 When CH becomes frustrated, anxious, worried, or needs a place to re-regulate
his emotions, he will have access to a resource classroom with an ault nearby.
 CH is able to ride on a regular school bus for field trips or special events, with an
adult sitting in his vicinity on the bus.
D

 2-3 scheduled breaks (5-10 minutes).

 Access to daily schedule.
 Advance notice of schedule changes.
  Break assignment into segments of shorter tasks.
 Use of a Behavior Intervention Plan which includes a daily Check In Check Out
system.
 Use of math aides: 100’s chart or number line, fraction circles, manipulatives,
colored shapes, basic calculator, etc.
 When D needs to re-regulate his emotions, he has access to the resource room to
re-regulate, with an adult nearby.
J

 Directly model/teach with appropriate social skills.

 J will have a daily visual contract to help monitor her behavior throughout the
school day.
 Scheduled breaks (2-3) during the school day.
 Use of hundreds chart, place value chart, and calculator.
 When J becomes frustrated, anxious, worried, or needs a place to calm down, she
will have access to a resource classroom with an adult nearby.
Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: In this section,
list any relevant accommodations or other information that you will provide given unique student needs arising from their
cultural or linguistic backgrounds.

N/A
Co-Teaching & Collaboration

Co-Teaching: In this section, select the co-teaching Grouping: In this section, describe the way(s) in which
format that you will be using in this lesson. students will be assigned to instructional groups. Which
Check one or more. It is possible to use several strategies teacher will lead/instruct each group?
during a lesson.
Small group instruction
☐ One Teach, One Support
☐ Station Teaching
☐ Team Teaching
☐ Alternative Teaching
☐ Parallel Teaching

What is each teacher’s role within the model(s) you selected?

N/A
Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.

Assessment Type(s): In this Assessment Criteria: In this Feedback: In this section, describe
section, describe how you will assess section, describe how students will what feedback from the assessment(s)
students. demonstrate mastery on your you will give students and how you will
assessment(s). give it to them.
1)Comprehension 1)The students will 1)The feedback that I
Questions- The students demonstrate mastery when provide is dependent on
have to answer questions they can answer the how they do. If the students
regarding the reading. questions correctly. answer the questions
correctly, I’ll say “Great
 What was the work everyone! I can see
argument about that you were paying
before Professor attention and looked back
Moody showed up? at the reading for help.
 What did Professor Keep up the amazing
Moody turn Draco work!” However, if they
into? struggle with the questions,
 Do you sympathize I’ll ask what they don’t
with Hermione when understand. It’s possible
she said it turning that I worded the questions
Draco into a ferret funny. If this is the case, I’ll
was too much of a reword the questions so
punishment? Why or they can understand.
why not? Another way I can help
 Would you describe them is to direct them to a
Draco as a bully? section in the text where
Why or why not? they can find the answer.
By doing this, I’m still
helping them but not giving
them the answer. Thus,
they’re still finding the
answer on their own.
2)Compare and Contrast- 2)The students will
The students may chose any demonstrate mastery when 2) The feedback I give them
medium they wish in order they can correctly identify relies on how they do on the
to compare and contrast several examples of how activity. If the students do
how a particular scene is similar and different the well, I may say “Great
presented in the book scene is presented in the compare and contrasts! I
versus in the movie (the love how you really thought
book versus the movie.
movie is Harry Potter and about it and were asking
the Goblet of Fire). The questions. You came up
students may choose to do a with some things that even I
venn diagram, write a hadn’t thought about! I’m
impressed!” On the other
paragraph, etc.
hand, if they are having
trouble, I might direct them
to a certain part in the text
and ask them, “Did this
happen in the movie clip?”
Then, depending on what
they’re answer is, I’ll
prompt further by saying

3)Presentation of the Play-
The students are to read the
text with accuaracy and
fluency.
4)Exit Ticket- Students will
have to answer what the
overall message of text is
(i.e. major theme of the
reading).
 What is the overall
theme of the play?
3)The students will
demonstrate mastery when
they can read the text with
accuracy and fluency.
4) The students will
demonstrate mastery when
they can describe what the
major theme of the text is.
Materials & Resources
“Since it didn’t happen in
movie clip, would that be a
similarity or difference?”
Here, I’m still scaffolding
for them but I’m letting
them come up with the
answer by themselves.
3)The feedback that I will
tell them depends on how
they read the excerpt. If
they read it well I’ll say,
“Wow! That was fantastic!
I love how you read with
such expression! I can tell
you were really into playing
your character, which made
it fun to watch! Great job
all of you!” If they had
trouble with their accuracy,
I’ll make sure to tell them
they did great job. The
vocab was challenging but
they perservered and tried
their best.
4)The feedback I give to the
students is dependent on
how they do. If the students
do well on their exit ticket I
might say, “Good job
everyone! You wrote some
really insightful answers.
I’m very pleased with your
work!” On the contrary, if
they have trouble with it,
I’ll ask them what they’re
having trouble with. It may
be that they don’t
remember what theme
means. If this is the case, I’ll
tell them what it means.
Teacher Materials (I need): Attach teacher
instructional materials to lesson plan submission. If you are
using a SMARTBoard during lesson, include a file with
materials (saved as a pdf). If you are using external websites,
videos, etc, list the links below.
The script
Overhead projector for movie clip
General Concerns: What routines
are already in place to help you
manage student behavior/keep students
focused & on task?
If the students are feeling
frustrated or overwhelmed,
they’re allowed a break to
get a drink of water, take a
walk, or use any thing in
the classroom to self-soothe.
Student Materials (They need): Attach ALL student
instructional materials to lesson plan (i.e., worksheet,
graphic organizer, test/quiz, etc).
Scripts
Pencils
Paper/notebook
Behavior Management
Specific Concerns: Are there any Feedback: How will you provide
specific antecedents, unique situations, feedback to students about their
or other student behavior concerns that behavior during this lesson?
may impact this lesson? Indicate how
you are planning to confront those I will try my best to provide
concerns.
as much positive and
specific feedback. An
A concern that I do have is
example of positive
my students becoming
feedback is “Thank you for
frustrated in the lesson
raising your hand! This
where they want to shut
shows me you were paying
down or get upset they got
an answer wrong. In order attention and meeting my
to confront this concern, I expectations. Great work!”
first plan to ask what’s
wrong. This is important to
do that way I can figure out
the root of the problem and
try to fix it (i.e. maybe the
directions were unclear and
I have to clarify/break
down the steps).
Another concern I have is
one of them becoming
violent during the lesson. To
address this concern, I plan
to address their frustrations
as soon as I notice them in
order to prevent the
situation from esculating
further. However, if I can’t
resolve the situation and it
gets more serious, I’ll
remove them from the
situation and calmly ask
them why they did that in
order to understand the
 situation. Further steps may
be necessary depending on
the severity of the situation.
If the student(s) is really
acting out then I will call
for additional assistance
from Mrs.Mayo and other
available TAs.
Preparing Students for Instructional Content
Estimated time: 2-3 Minutes
Review of prerequisite skills: In this section, identify Student-Friendly Objective: Re-state the lesson’s
any skills or content that you will review with students prior learning objective in student-friendly language.
to new instruction. This could be the warm-up, “do now”, or
other introductory part of lesson that reviews prior learning. Today we’re going to be reading a script.
Theme
Essential Vocabulary
Estimated time: 2-3 Minutes
Reviewing vocabulary: In this section, identify any Pre-teaching vocabulary: In this section, identify any
vocabulary that must be reviewed or re-taught. vocabulary you need to introduce or pre-teach ahead of the
main lesson. If this is a vocabulary-centered lesson, skip this
Theme section.

Estimated time: 10 Minutes
Direct Instruction (I DO): In
this section, describe the direct
instruction that will be provided. How
will you model/demonstrate ideas?
How will you use “think aloud” and
cognitive modeling?
Theme
Instruction
Guided Practice (WE DO): In Independent Practice (YOU
this section, describe the practice that DO): In this section, describe the
students will be provided with. Include independent practice students will
how you will determine that students complete.
are ready to independently practice.

Greetings to the students.

Address the purpose of
today’s lesson. The main
purpose of the lesson is to
check their reading
comprehension after
reading and performing a
skit from Harry Potter and
the Goblet of Fire.
Afterwards, I’ll ask them if
they understand today’s
agenda.
Students will read their
Next, the students will take roles.
turns reading the script
according to their chosen
roles.
Afterwards, we’ll talk
through the comprehension Students will answer
questions: comprehension questions.

 What was the

argument about
before Professor
Moody showed up?
 What did Professor
Moody turn Draco
into?
 Do you sympathize
with Hermione when
she said it turning
Draco into a ferret
was too much of a
punishment? Why or
why not?
 Would you describe
Draco as a bully?
Why or why not?
Once we’re done discussing
the questions, we’ll actually
watch the clip from the
Harry Potter movie that
their performing.
After watching the clip, I’ll Students will compare and
have the students compare contrast what they read vs.
and contrast what they read what they saw in the clip.
from what they saw in the
clip. They may choose to
either write a paragraph,
complete a venn diagram,
or choose any other way to
demonstrate their
comparison. Students will perform final
script reading of the play
*pay special attention to
their fluency, accuracy, and
their language/style of
chosen character*
 Exit ticket- Students will
have to answer what the
overall message of text is
(i.e. major theme of the
reading).

 What is the overall

theme of the play?
Closure
Estimated time: 2-3 Minutes
Lesson Review: In this section, Forward Look: In this section, link Homework: Describe any
review the learning that occurred this lesson to future learning. State how homework assignments. Use N/A if
during the lesson. Be specific and ask this lesson is related to the next lesson there is no homework assignment.
students to review in a way that reflects or future learning.
what they learned, rather than what the N/A
topic was or what activities were used
This lesson relates to their
to facilitate learning.
future learning in that
Before leaving, I’ll ask them they’ll continue to keep
what the overall theme of working on their reading
the text is. comprehension skills.

References
In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours. This is
also where you will list the APA citations for the articles that were referenced.

Movie clip from Harry Potter and the Goblet of Fire:

https://www.youtube.com/watch?v=HobPkv5TELA
*I edited out the curseword that Harry says to Draco so the students don’t hear it.
Notes & Other Information
In this section, include any other helpful information that is relevant for the lesson plan.