Lesson Plan: English/Language Arts Lesson Essay

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Special Education Lesson Plan (Academic Lesson Plan 9th grade)
Differentiation and UDL Strategies Needed for This Lesson
Depth of Knowledge Level

Special Education Lesson Plan (Academic Lesson Plan 9th grade)

Name of Activity: English/Language Arts Lesson.

Teacher/Co-Teacher

Materials, Resources, and Educational Technology Needed:

Computer with projector for PowerPoint presentation and internet access
Text-To-Speech Assistive Tools
Sound-Field Systems
Proofreading software
Pens and notebooks

Lesson Objectives

The learner will be able to recognize the English Language’s power by applying different figures of speech to enable them appreciate the fluent language.
The learner will be able to decipher sentences as they are used in writing by illustrating themes of the text to help them fully understand the thoughts of the writer.
The learner will be able to demonstrate effective command of grammar as used in verbal or written English by writing and communicating using correct grammatical sentences to show mastery of the language.

Grade Level CA Content Standards Addressed

Read and understand what the passage states, make logical references from the piece, and back the conclusion by citing specific evidence from the story.
Determine the main themes of a piece and analyze the development of the articles.
Analyze why and how people, activities, and concepts develop and interact throughout a paragraph.

Vocabulary or Concepts

Speech – The ability to express feelings and ideas through sound – It will be addressed when the students will be participating in class discussion by answering the questions
Reading – The ability to internalize and make sense out of a text – This will be addressed during group discussion by asking the learner to summarize the text through speech
Text – a written piece – This will be addressed during assessments by asking the learner to answer case study questions
Vocabulary – new words that have special meaning in a text- This will be addressed during recap activities by asking the students to reinstate the new words

Differentiation and UDL Strategies Needed for This Lesson

Differentiation

Universal Design for Learning (UDL)

Numerous materials used to support theoretical content
Engage all students

Flexible opportunities to showcase skills

Provide several examples and media footage
Provide opportunities to practice with supports
Differentiate expectations for every student response

Depth of Knowledge Level

Level 1: Recall & Reproduction – The activities at this stage include asking the questions, and the students are expected to respond
Level 2: Skills & Concepts – The teacher will present PowerPoint presentations while the students complete the assignments and demonstrate the use of knowledge.
Level 3: Strategic Thinking & Reasoning – The teacher will use a case study for students to think deeply about the scenario.
Level 4: Extended Thinking – The teacher will evaluate the students after formulating and creating grammatically correct sentences.

Lesson Plan

Lesson Components	Time Needed	Lesson Activities
Anticipatory Set/Activating Background Knowledge	45 minutes	Familiarize with the previous PowerPoint presentations, handouts, and physical activities Script the components of the English Language and distribute the Think-Ink-Share Activity. The topic in the handout is “What are the benefits of studying the English Language?” Allow the students to complete the handout and ask them to share their answers with their colleagues
Presentation/ Instruction	45 minutes	Introduce the lesson, objectives, terms, and definitions Showcase the graphics, and students with special needs should participate by taking notes, discussing, and concentrating in the slide presentation. Allow students to ask questions and participate in class discussions Illustrate the necessity to use positive language as opposed to negative language Instruct students to write a summary of the lessons and what they have captured Ask questions and allow students also to ask questions to check the learners level of understanding
Structured Practice	45 minutes	Conduct recap activities by asking questions of the previous lesson. Provide texts to students and allow them to read them aloud Present test questions to students to determine their level of mastery. Allow students to construct sentences on their own and share them with other students.
Guided practice	45 minutes	Scenario: You have been recently hired as a presenter in a local radio station. It is essential to introduce breaking news to the listeners in a grammatically correct way. Instruct the students to develop a creative way of presenting the breaking news to their classmates. Check for the understanding and completion of the activity to be assessed as a daily grade Conduct and monitor small group discussions
Independent Practice	45 minutes	Organize the students into groups of three and instruct one student from each group to discuss the question. Instruct the group members to read a storybook and identify the usage of different parts of the English language Information will include: Connotations Tenses Pronunciations Similarities
Review/Conclusion	45 minutes	Review lesson objectives, terms, and definitions Students will be issued with the handout they complete at the beginning of the lesson. The students will mark each statement they deem correct when they reread the handout Ask students the essential skills learned Provide question-and-answer sessions and class discussion to determine the levels of understanding of the students
Evaluation/Assessment	45 minutes	Figures of speech, word and phrase interpretation, and demonstration of adequate command of Standard English will be determined through a rubric Students will be asked to write a one-page reflection of the lesson Individualized Education Plan (IEP) will follow and include: Giving students slides for class presentations Assisting students in their research assignments

IEP Goals

Student Name	IEP Goal	Opportunity	Data
A	follow a 2-step direction (I/P)	Writing a simple sentence Conducting an interview and writing about it	+ – —
B	Communication of physical feeling	Able to describe the state of the bod: hot, cold, itchy, and tired	–+–
C	Following the steps outlined in a task analysis	Composing and sending an e-mail to a family member, which includes at least one statement and one question, with 80% accuracy	—-

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