The lesson plan template provides details for a 30 minute lesson teaching sight words to three students with various disabilities using American Sign Language (ASL). The lesson objectives are to teach four new sight words using ASL signs with 80% accuracy. Activities include reviewing previous words, introducing new words through writing, signing, and matching to build recognition. Formative assessment involves observing understanding and a quiz with signs and words. The closure reviews all words and signs to check mastery. The plan incorporates visual and tactile methods to represent words in different ways to support learning.
The lesson plan template provides details for a 30 minute lesson teaching sight words to three students with various disabilities using American Sign Language (ASL). The lesson objectives are to teach four new sight words using ASL signs with 80% accuracy. Activities include reviewing previous words, introducing new words through writing, signing, and matching to build recognition. Formative assessment involves observing understanding and a quiz with signs and words. The closure reviews all words and signs to check mastery. The plan incorporates visual and tactile methods to represent words in different ways to support learning.
The lesson plan template provides details for a 30 minute lesson teaching sight words to three students with various disabilities using American Sign Language (ASL). The lesson objectives are to teach four new sight words using ASL signs with 80% accuracy. Activities include reviewing previous words, introducing new words through writing, signing, and matching to build recognition. Formative assessment involves observing understanding and a quiz with signs and words. The closure reviews all words and signs to check mastery. The plan incorporates visual and tactile methods to represent words in different ways to support learning.
The lesson plan template provides details for a 30 minute lesson teaching sight words to three students with various disabilities using American Sign Language (ASL). The lesson objectives are to teach four new sight words using ASL signs with 80% accuracy. Activities include reviewing previous words, introducing new words through writing, signing, and matching to build recognition. Formative assessment involves observing understanding and a quiz with signs and words. The closure reviews all words and signs to check mastery. The plan incorporates visual and tactile methods to represent words in different ways to support learning.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 3
University of Kansas Department of Special Education 1
SPED 875 Lesson Plan Template
Lesson Plan Template
PLANNING Unit Title Subject Area Lesson Title Length of Lesson Audience Description IEP Goals (where available)
Operation Sight Words
Language Arts Integrating Sight Words with ASL 30 min Student A: Hispanic Male, age 9, 3 rd grade, ESL, identified as LD Student B: Hispanic Male, age 7, 1 st grade, ESL, identified as DD Student C: White Female, age 9, 3 rd grade, identified as OHI (seizures) By May 2016 (End of Fourth Quarter), Student A will identify and write 20 sight words (either far point copying or writing from memory) from the pre-primer or primer word list with 90% accuracy on 3/4 data days. By May 2016 (End of Fourth Quarter), Student B will be able to recognize and write 10 Kindergarten leveled high-frequency words.
Objectives
By May 2016 (End of Fourth Quarter), Student C will be able to recognize 40 sight words and write 30 with 90% accuracy. By the end of this lesson, 100% of the group will be able to identify four new sight words by using ASL and verbal prompts on a white board with 80% accuracy.
Standards
KCK12R03RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
Assessment (formative and/or summative)
Formative: Observe throughout the lesson if the students are understanding and recognizing the new words. While the new words are added to the list of known words, make sure each student gets 80% accuracy in the quiz. For the quiz to be fair, make sure students are spread
around the room so they can see the board but not their peers paper. Call out each word and give the sign.
Resources (texts, technology, materials, etc.) Incorporation of other subject areas
White board, markers, paper, flashcards, ipad with ASL website available, www.lifeprint.com, notebooks, pencils Reading and Writing
LESSON DELIVERY Remember how we learned signs last week? Introduction Which signs do you remember? (Anticipatory set, thinking device, advance Do you remember which sign this was for? (word)(for)(at) Go find this sign on the board. (what) organizer, lesson Lets learn some new ones today! hook) Description Rationale 5 minutes This helps each learner see the word in a UDL principle & description (at least 1): different way. If the child responds to a 1.3 Offer alternatives for visual information written list in front of him or a list on the white board, I will have both. Also, they will see the ASL form of the word which is another visual representation of the word. 1. Review with, for, they, word Lesson activities 2. Write each word and talk about a sentence for each (Content, methods, 3. Find each word on the board and write them again strategies, procedures, 4. Review what, were, at, have formative assessment) 5. Step 2 and 3 again 6. Discuss from, we, use, other 7. Copy each word onto notebook 20 minutes 8. Show the sign for each word 9. Have the kids to the sign with you 10. Have the kids each do the signs by themselves (x3 for clarity)
University of Kansas Department of Special Education 3
SPED 875 Lesson Plan Template 11. Match the sign to the word individually 12. Formative Assessment UDL Description Rationale: Representation 1.3 Offer alternatives for visual information Expression & Action 6. Options that support planning and strategy development Engagement 7. Options that reduce threats and distractions
This helps each learner see the word in a different way. If the child responds to a written list in front of him or a list on the white board, I will have both. Also, they will see the ASL form of the word which is another visual representation of the word. If the students are stuck on words in during the reviewing steps, I can slow down and work on those signs before moving on. This depends on student engagement.
During the formative assessment, I will ask the students if they are comfortable having their quiz in the general education classroom or if they want to move to a less distracting room (my area). It is their choice.
Closure 1. Review each word with the sign as you point to the corresponding word 5 minutes
UDL principle & description (at least 1):
III. 8. Options that increase mastery-oriented feedback: This would show if the student could name all the words and the signs that go with them. Usually with this group, there is at least one student that likes to call out the answers, so in the closure, this would be appropriate.
