ࡱ> WZV ?bjbjCC 4J)) J~ ~ 8.,Z(V{(}(}(}(}(}(}($R+.n(((F{({(r%Tk&UCF%g((0(%zv."v.k&k&&|(((v.~ * :   SMSU Special Education Lesson Plan Grade/Age:Subject:Date: Lesson:Lesson Duration: MN Academic Standard(s): Write out standard and benchmark what does this lesson address? Central Focus/IEP Goal: student language what are we working on? What piece of the standard? What is the students IEP Goal? Students Prior Knowledge/Baseline Data: come from past teachers, your knowledge of students, specific baseline data for focus student for your learning segment Lesson Content Objective(s):Learners will (one learning goal) learning objective Blooms taxonomy -Measurable goal Materials Needed/Planned Supports: What do you need to teach this lesson? What planned supports does your focus student require? Technology Needed and Backup Plan: Academic Language Identify a key-learning goal that provides students opportunities to practice using expressive or receptive communication skills. Language Demands (consider language function & task) describe the language demands (written or oral) students need to understand and/or use. expressive or receptive language in directions Describe Identified Communication Support (Specific to the Use of the Skill) What teaching strategies will help students with the language demands? What formal and informal/assessments will provide evidence of students understanding and fluency? How do you know that they have learned the language identified? How will you assess this?Communication Needs Supporting Participation in Academics or Non-Academics(Augmentative Device, Picture cards, etc.) Planning for InstructionTime allowed:Measurable Objective Sequence of Instruction (What and How) Include the academic language task as part of this Purpose Why? (Research Base): Why did you choose this strategy to teach this lesson? Method of Assessing what students have learned:Feedback to Students: Indicate how you will provide feedback to your students about their learning. How will students know that they are on target in their learning? How can they use this to guide their future efforts/learning? What did they do right, wrong, how to fix this? Extra Activities to Use if Needed: What would you do if you have extra time after initial instruction? Daily Assessment & Reflection on Student Learning & Lesson ImplementationHow did the lesson go? Did the student make progress? How do you know? Are you making changes to your next lesson to reflect how the student responded to this lesson?      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