In this task you will write a special education lesson plan for a focus learner with special education needs.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Complete the attached Special Education Lesson Plan Template for your chosen focus learner by doing the following. You may use the WGU Lesson Planning Guide in the Web Links section below if you need additional support.
1. Identify which learner you have chosen and one IEP goal from the focus learners profile.
2. Identify one state standard and two learning objectives that align to the state standard.
3. Explain how the identified IEP goal aligns to one of the learning objectives from part A2.
a. Explain how you will measure the focus learners progress towards achieving the IEP goal from part A1.
4. Describe any materials or resources that the focus learner will need for this lesson. Include any accommodations in your description.
5. Describe how the focus learners use of technology could be modified to enhance his or her learning.
6. Provide samples of the focus learners data as evidence of baseline knowledge and skills for the state standard and learning objectives.
7. Describe the focus learner’s prior learning experiences and skills that are related to the learning objectives from part A2.
8. List the language demands that will be necessary for focus learners to know in order to participate in the learning tasks related to the lesson plan by doing the following. Make sure that each language demand aligns to the learning objectives from part A2.
a. Describe the language function(s) the focus learner will need to complete the lesson.
b. Describe the vocabulary words or phrases the focus learner will need to complete the lesson.
b. Describe the vocabulary words or phrases the focus learner will need to complete the lesson.
c. Describe the discourse and/or syntax the focus learner will need to complete the lesson.
d. Describe the planned language supports the focus learner will need to complete the lesson.
9. Identify one receptive or one expressive skill that the focus learner will use to communicate understanding.
a. Explain how you will support the focus learners use of the skill from part A9 during instruction.
10. Describe the instructional strategies you will use in your lesson plan for each of the following categories. Make sure that the instructional strategies and learning tasks described align with the learning objectives for the lesson.
anticipatory set
presentation procedures for new information or modeling
guided practice
independent focus learner practice
culminating or closing procedure activity
a. Provide a rationale for the strategies used in part A10. Include scholarly sources to support your justification.
11. Describe how you will use formative assessments to monitor the progress of the focus learner, ensuring that the formative assessments align to the learning objectives from part A2.
12. Describe the summative assessment you will use that aligns with the learning objectives from part A2, including any accommodations or modifications you will provide for the focus learner.
B. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
Council for Exceptional Children (n.d.). Special education professional ethical principles. Retrieved January 21, 2021, from https://exceptionalchildren.org/standards/ethical-principles-and-practice-standards
