Department of Education

Daily Lesson Plan

Teacher Candidate’s Name: Ally Cook

Preliminary Information

Lesson Name: Reading & Writing Messages to Unit/Theme: Outer Space Thematic Unit
Outer Space
Lesson: 1 of 3 Date: 12/12/2023
Number of Students: 16 Age Group/Grade Level: 2nd grade
Time: 9:00- 9:50am Estimated Duration of lesson: 50 minutes
Where in the unit does this lesson occur? Structure(s) or grouping for the lesson:
Double click the checkbox to activate a check mark. Check one. Double click the checkbox to activate check mark. Check all that apply.

Beginning of the unit Whole class

Middle of the unit Small group
End of the unit One-to-one
Instructional Resources and Materials: Identify all resources and materials used during the lesson to engage students in
learning. Examples may include markers, construction paper, YouTube video link (provide it), exit ticket (provide it), tennis balls, and
interactive whiteboard. If utilizing personally created materials, attach them to this lesson plan. If utilizing classroom textbooks, provide an
APA 7 citation for the text.

Book: If You Come to Earth by Sophie Blackall

Worksheets (one for each student)

Pencils (one for each student)

Whiteboard/SMARTboard

Dry Erase Marker

Dry Eraser

Medium Size Box (Cardboard/Photo Box)

Envelopes (one for each student)

Desired Results

Established Goals:

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 Long Term Goals:

o Students will be able to write fluently.

o Students will be able to independently write a letter.
o Students will be able to make connections about the world around them using background
knowledge.

Content Standard(s):

Wisconsin Standards for English Language Arts:

R.2.5 Describe the overall structure of a text, including describing how the beginning introduces the
text and the ending concludes the text. (RI&RL)

W.2.1 Compose reflective, formal, and creative writing, which may happen simultaneously or
independently, for a variety of high-stakes and low-stakes purposes.

W.2.3 Create writing that utilizes: a. Organization: Provide a beginning, middle and ending that works
cohesively to promote the central theme of the text.

SL.2.4 Tell a story or recount an experience with descriptive details, expressing ideas clearly.

Understandings: What are the big ideas? What misunderstandings are predictable? Students will understand that…

Big Ideas:

Earth is diverse and filled with many different people, places, and things.

Letters are a form of writing that sends a message to somebody.

Letters have a clear beginning, middle, and end.

Possible Misunderstandings:

The term ‘Visitor from Outer Space’ may cause some misunderstanding or conflict within the class
about whether space aliens are real or not. Approach this openly- “We really don’t know if they are
real, but if they were, what would you say?”

The book may contain parts of Earth that a child has never seen or heard of before. This may cause
some misunderstanding. Approach with facts and clarification.

Essential Questions: What questions will foster inquiry, understanding and transfer learning?

What is a letter?

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 What is the purpose of a letter?

If you were to write a letter to a Visitor from Outer Space, what might you write about?

What different kinds of people, places, or things do you see on Earth?

Students established prior knowledge/learning: Link to prior lessons and assessment.

Students have practiced writing words and basic sentences.

Students will have practiced proper use of basic punctuation.

Through the Outer Space Thematic Unit, students will have learnt about the solar system and its
components.

Assessment Data Used:

Assessment of students’ writing abilities including sounding out and writing words independently,
stringing words together to create sentences, proper placement of punctuation in sentences, and
creating comprehensive sentences or stories.

Student Learning Objective(s): Student learning objectives follow this formula: Student will be able to (SWBAT) + Bloom's Verb
(pick the level) + Direct Object + Measurement. The key to writing an effective SLO is ensuring that you are measuring LEARNING and NOT
participation, completion, or behavior. Do not include more than 3 objectives per lesson.

Students will be able to identify various people, places, and things on Earth by referring to the text
and/or background knowledge.

Students will be able to demonstrate writing fluency by producing comprehensive sentences.

Students will be able to create proper letters by using an appropriate beginning, middle, and end.

Expectations for Student Learning: Describe expectations for each of the following types of student performance: exceeds
expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it
addresses student performance as they strive to reach learning objective expectations.
Remember: If students are meeting expectations, they are achieving the learning objective/s. The wording here should be in parallel
structure with each other.
Exceeds Expectations for Student Learning:

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 Students will be able to accurately and completely fill out the template below.

Letter Template A.:

____________ Visitor from Outer Space,

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

______________ , ______________

Additional Expectations:

Students with extensive background knowledge will fall under this category.

Meets Expectations for Student Learning:

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 Students will be able to accurately and completely fill out the template below.

Letter Template B.:

Dear Visitor from Outer Space,

On Earth we have _______________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

From, __________________

Additional Expectations:

Students who may only partially complete Letter Template A. or complete it incorrectly may also fall
under this category.

Students with basic background knowledge will fall under this category.

Below Expectations for Student Learning:

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 Students will be able to accurately and completely fill out the template below.

Letter Template C.:

Dear Visitor from Outer Space,

On Earth we have ___________, ___________,

and __________. We also have ____________

and __________. I like ___________________

______________________________________

______________________________________.

I do not like ____________________________

______________________________________

______________________________________.

From, __________________

Additional Expectations:

Students falling further below this expectation may only partially complete Letter Template C. or
complete it incorrectly.

Students who may only partially complete Letter Template B. or complete it incorrectly may also fall
under this category.

Students with limited background knowledge will fall under this category.

Assessment Evidence
Prior assessment/pre-assessment results and how they influence this lesson:

Assessment of students’ writing abilities including sounding out and writing words independently,
stringing words together to create sentences, proper placement of punctuation in sentences, and
creating comprehensive sentences or stories. These skills are observed through journal entries,
written stories, comic strips, and other homework tasks.

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 Depending on the level at which they perform the above skills, they will either receive the first,
second, or last letter template to fill out.
Evidence and Assessment of Student Learning: You need both formative and summative assessment in every lesson plan.
Formative Assessments: Formative assessment must occur within every lesson. How will you know whether students are making
progress toward your learning objectives and expectations, and how will you assess the extent to which they have met your goal(s)? Be
certain you are accessing the progress of each individual learner. What is the specific assessment that you are conducting? What is your
measure?

Throughout Lesson 1: Reading and Writing Letters to Outer Space, the students will be assessed
through observation of answers given in discussion to see if they can identify the purpose and
components of a letter.

Throughout Lesson 1: Reading and Writing Letters to Outer Space, the students will be assessed
through observation of answers given in discussion to see if they connect prior background
knowledge to the given subject.

Summative Assessments: Your summative assessment may occur at the end of the unit assessment or the end of this lesson. Your
summative assessment may be a series of formative assessments over the course of the unit. What is the specific assessment that you are
conducting? What is your measure?

After Lesson 1: Reading and Writing Letters to Outer Space, the students will be assessed through the
determination of accuracy, writing fluency, and structure of their letter templates.

After Lesson 1: Reading and Writing Letters to Outer Space, the students will be assessed through the
amount of background knowledge used within their letter templates.

After Lesson 3: Reading and Writing Letters to Outer Space, the students will be assessed through the
determination of accuracy, writing fluency, and structure of their final independent letter.

After Lesson 3: Reading and Writing Letters to Outer Space, the students will be assessed through the
amount of background knowledge used within their final independent letter.

Assessment Modifications for IFSP/IEP/504 plans: If no modification is needed, please include if… then… scenarios.

If a student requires additional time to complete an assignment, then extend their personal writing
time or offer an additional portion of time during another part of the day to complete it.

If a student requires one-on-one support, the teacher will provide this during writing time or would
invite another expert into the room (SPED teacher, paraprofessional, etc.) during writing time.

Formative and summative assessments are given in consideration of any IFSP/IEP/504 plans (Example:
if a child has a disability that inhibits them from writing, do not assess through having them write,
rather assess them by having them orally present a message).

Before doing the lesson, conduct a meeting with any cooperating SPED teacher or paraprofessional
who may be working with any of the students in the classroom. During this meeting, go over the
lesson plan and ensure that it can be modified or adapted to align with any learning goals or other
requirements listed in their IEP or other learning plans.

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 Progress Monitoring: if any students in the classroom are using self-monitoring strategies to assess
their own progress, determine whether or not they have met their personal goal for this lesson.
(Example: a student struggles with writing and completing writing assignments. For every writing
assignment a student completes, they put it in a compilation book and receive an incentive from the
teacher).

Assistive Technology: Those with specific learning or behaviors problems may require the use of
assistive technologies that may be outlined in their IEP or other learning plans. Specifically for
students with autism, the use of a visual representation system such as a PCS (Picture Communication
Symbol) system or other assistive technologies may be used during this plan.

Lesson Supports
Language Needs: In order to learn within this lesson, students will need to know particular words and phrases and/or other academic
language (vocabulary); students may also need support with arrangement (syntax) and/or using language in different disciplines (discourse).
Language Supports (Universal): The scaffolds, representations, and instructional strategies that you intentionally provide to
help all learners understand and use the language they need to learn within this lesson. Please consider support for vocabulary, syntax,
and/or discourse: What language supports will you use to support students’ language needs?

The book is available in the class library for looking at during SSR time. During the week of the lesson,
put it on display to encourage students to pick it up.

Vocabulary, syntax, and discourse specified below will be reviewed throughout the lesson. If needed,
this information can be written out on the SMARTboard/whiteboard at any point during the lesson.

Vocabulary:

Letter: a formal message that is written to somebody

Diverse: lots of different things

Syntax:

Basic sentence format: Two or more words, capitol letter at the beginning, and punctuation mark at
the end.

Discourse:

“____________” on the templates represent where the student would write their own words.

Language Supports (ELL): What additional supports are in place for students who are English Language Learners (ELL)? If no ELL
consideration identified as a need, please include if... then... scenarios.

During SSR time the day before the lesson, approach any ELL students with the book and say, “We will
be reading this in class tomorrow. Would you like to look at it first before we do?” Address any
questions they may have about the book and/or language used during this time. Then, adjust the
lesson plan to meet any needs if necessary.

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 The book can be accessed during independent writing time.

ELL students will be provided with a list of sight words and basic vocabulary words for use during
reading and independent writing time. Pictures are paired with the words that are applicable.

As the teacher reads the book, they will point to the pictures to clarify further. (Example: On page 3,
“You can find us near a big sun,” (Point to sun) “and a tiny moon,” (Point to moon) “and a bunch of
other planets,” (Point to other planets) “Ours is the green-blue one,” (Point to Earth).)

A second copy of the book in the student’s home language could be offered for use during
independent work time, along with a version of the letter templates in their home language.

Allow ELL students to write their letter first in their home language if necessary. Then, during a free-
time, work one-on-one with the student to translate the message to English.

For Turn-n-Talk pairings, pair ELL students up with other ELL students who speak the same home
language.

Additional Vocabulary (in book):

o Planets: large and round objects in space, like Earth

o Earth: the planet we live on
o Bits: small parts
o Villages: a small place where people live in homes close together
o ‘Middle of nowhere’: far away from everything else
o Identical twins: siblings (brothers or sisters) who were born on the same day and look the
same
o Mole: a dark dot on a person’s skin
o Usually: often or a lot
o Weather: what it looks or feels like outside, such as hot or cold, or snow, rain, or sunshine
o Rain: water that falls from the sky
o Streams: flows or lines of water going one way
o Deaf: somebody who cannot hear well or cannot hear at all
o Blind: somebody who cannot see well or cannot see at all
o Nature: things found outside, like rocks, plants, and animals
o Invisible: you cannot see it
o Germs: small things that make you sick
o ‘P.S.’: ‘postscript’ or something you write after a letter if you forgot to add it

These words could either be written on the whiteboard/SMARTboard or printed out on a sheet for ELL
students to refer to.

Instructional Strategies and Learning Tasks: Strategies and tasks that support and engage all student needs. Include what
you and students will be doing to show active learning and not participation.
Tab/Indent to expand the table as needed.
Learning Tasks and Teaching Strategies Student Engagement and Active Learning

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 Teacher will read the book and provide Students will expand upon their background
additional information about vocabulary or knowledge of different people, places, and things
concepts in the book as it is read. on Earth.

Teacher will write an example showcasing the Students will understand that letters begin with a
structure of a letter on the beginning, middle, and end.
whiteboard/SMARTboard.

Teacher will ask students to fill out their letter Students will apply background knowledge to
templates. create the content of their letter.

Teacher will ask students to fill out their letter Students will apply their knowledge of letter
templates. structure to create a proper beginning, middle, and
end of their letter.

Teacher will ask students to fill out their letter Students will apply their knowledge of sentence
templates. structure and word spelling to create proper
sentences in their letter.
Differentiation and planned universal supports: How are you going to extend and deepen understanding of students
working above grade level? How are you going to support and scaffold student understanding/skill development of students working below
grade level? Working one-on-one with students is expected and is not differentiation. How will you use resources and strategies to
differentiate?

Depending on students’ achievement level determined through prior assessment, students are given
either letter template A, B, or C.

Students who exceed expectations:

Students will fill out letter template A. (See section titled: Expectations for Student Learning)

Additional Questions to ask:

What other greetings could you use besides ‘dear’?

What do you think the Visitor from Outer Space would say if they wrote us/you a letter back?

How is your letter similar or different to the one in the story?

Students who fall below expectations:

Students will fill out letter template C. (See section titled: Expectations for Student Learning)

Additional Questions to ask:

Have you ever received a letter? What did it look like? Who was it from?

Who else could you write a letter to? What would it say?

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 Additional Supports:

The book is available to look at during any point of the students’ letter creation process.

A printout of common sight words may be utilized during the students’ letter creation process.

Learning Plan
Lesson Procedure & Timeline
Hook/activation: A hook should take 1-3 minutes to review and activate schema as well as check perceptions. You should be stating
your SLOs demonstrating how they connect to prior learning. It should get your students excited about your lesson.

Introduction (9:00- 9:03am):

Gather the students at the rug and say, “What is a letter?” Call on 1-2 students to share their ideas.
Clarify the definition if needed as you write on the board, “Letter: a message that is written to
somebody”. Then ask the class, “If you were to write a letter to a person who has never been to Earth
before, what would you write?” Call on 2-3 students to share their ideas. Finally say, “Today we are
going to read a book called, If You Come to Earth by Sophie Blackall. This book is a letter written to a
Visitor from Outer Space!”

Explore: List a step-by-step protocol with specific information as to how the lesson progresses. Include approximate times to
demonstrate pacing considerations. A guest teacher should be able to look at this section and deliver your vision! Color coding your
dialogue it a great way to make sure you are asking enough questions to your students. Ensure this section is visually appealing and easy to
read. Be sure to discuss all activities in full, including materials needed for each and how they are used. Be sure to include transitions
between each area and activity. This section should read like a cookbook; another teacher should be able to pick up this plan, read this
section, and teach your lesson.

Read Aloud (9:03-9:15am):

Read the story If You Come to Earth by Sophie Blackall aloud to the class. Pause at certain words to
clarify definitions. Pause after each page to show the pictures to every student. Pause every few
pages to ask, “What do you see?” or, “What does this remind you of?” Call on 1-2 students to share
and facilitate a quick class discussion.

Turn-n-Talk (9:15-9:18am):

Ask the students, “If you were to write a letter to a Visitor from Outer Space, what would you write
about? Turn and talk to your partner!” Allow 30 seconds to one minute of discussion time. Call on 1-2
students to share with the class.

Letter Structure Example (9:18-9:22am):

Draw a large rectangle on the board. Say to the class, “If I were to write a letter, how should I start
it?” Call on 1-2 students to share and look for answers such as ‘an introduction’ or ‘dear’. If the
students cannot recall, say, “Let’s look in the book and see how the letter began.”

Write, ‘(Introduction), Visitor from Outer Space’ on the board in the top left corner of the rectangle.
Ask the students, “What are some examples of an introduction?” Call on 1-2 students and look for

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 answers such as ‘dear’, ‘hello’, or ‘greetings’.

Ask the class, “What goes in the middle of my letter?” Call on 1-2 students and look for the answer
‘message’, ‘sentences’, ‘paragraph’, or ‘words’. Scribble in the middle of the rectangle to represent
words. Say, “These scribbles represent the message of my letter” to clarify.

Ask the class, “How should I end my letter?” Call on 1-2 students to share and look for the answer
‘closing’ or ‘ending’. If unknown, look in book. Write, “(Closing), (Your Name)” on the bottom right
corner of the rectangle. Ask the class, “What are some examples of a closing?” Call on 1-2 students to
share and look for answers such as, ‘from’, ‘love’, or ‘bye’.

Ask the class, “What questions do you have about writing letters?” Answer any questions students
have.

Letter Writing Activity (9:22-9:40am):

Say to the class, “Today we are going to each write a letter to a Visitor from Outer Space!” Hold up
the cardboard box and say, “When we are done, we are going to put them all in this box. Then I will
give the box to my friend who is an astronaut. My astronaut friend is going to bring it on the space
shuttle with her to outer space. Do you think we will get a letter back?” Say this with lots of
enthusiasm- it is only exciting if the students believe you!

Say, “Okay class, please head to your desks and find your pencil.” As students do this, begin setting
the appropriate letter templates on all the students’ desks. Once the class is seated, say, “You will use
this paper as a guide for your letter. You will fill in words and sentences on the blank lines to complete
your letter.”

Walk around the room as students begin completing their letter. When a student seems stuck and
needing guidance with the structure of the letter, say, “Let’s take a look at the letter example on the
board.” If a student needs guidance on what to write about, say, “Let’s take a look at the book.”

Closure: Closure needs to wrap up a lesson. It is not an additional activity, assessment or directions for the next piece of the day. It is
how you are going to close your lesson. How are you reviewing the content of the lesson and strengthening connections to SLO(s)?

Wrap-up (9:40-9:50am):

Begin passing out envelopes, and say, “If you finished your letter, please put it inside this envelope. If
you have not finished your letter, put your letter and your envelope in a safe place to work on later.”

Begin walking around with the box and say, “Please put your enveloped letter into the box for
mailing!”

Once students have settled, say, “Wow, you guys did a lot of writing and hard work in those letters!
________, what was your introduction for your letter?” Call on a specific student to share. Repeat for
the middle saying, “________, what did you write in the middle of your letter?” Finally, ask, “_______,
what did you write for the ending of your letter?”

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 Say, “I will be curious to see if we will get a reply to these letters or not!”

Classroom management/Positive Behavior Support (PBS) strategies: Demonstrate connections to the

school/organization’s positive behavior supports. These should proactive supports, not reactive responses. Include effective classroom
management strategies such as, but not limited to, acknowledgment, opportunity to respond (OTR), and attention-getting signaling.

o When students answer a question correctly, respond with praise.

o When students are showing they are listening, respond with acknowledgment and praise.
o Pause after asking a question to allow the students to process and think.
o Remind students before the lesson to raise their hands if they have an answer or idea to
share.
o Review classroom rules/expectations before the lesson, as well as throughout the lesson if
needed.
o Plan Turn-n-Talk pairings beforehand, making sure that they are pairings that are going to be
successful.
o Utilize assigned rug spots.
o Use popsicle sticks with students’ names on them to call on students and have them share.
o Call on each student at least once throughout the lesson to share answers or ideas.
o Prepare back-up pencils and letter templates in advance.
o If a reward system is utilized in the classroom, give ‘points’ or ‘tokens’ for when students are
engaged, following directions, etc.

Attention Signals:

o “1-2-3! Eyes on me!” “1-2! Eyes on you!”

o “Show me zero in 5-4-3-2-1-0!”
o “Scooby Dooby Doo!” “Where are you?”
o “Marco!” “Polo!”
o “Kapeesh?” “Kaposh!”

What if: Be proactive. Anticipate what might not go as planned with the lesson; what will you do about it? Consider both issues within
your control and issues outside of your control.

What if: A student is called on and they do not know the answer? Say, “Hmmmm, I wonder if ______
can help us out?”

What if: The book is missing? Prepare a slideshow in advance with pictures of the book or find a video
of a read aloud on YouTube.

What if: The SMARTboard won’t work? Use the whiteboard.

What if: A student will not remain quiet or seated during the read aloud? Ask the child to take a break
and have a seat at their desk.

What if: A student continues to be disruptive? Ask all the students to go to their seats. Hand out the
letter templates and briefly explain instructions. During the work time, have a conversation with the
disruptive student or (if needed) call somebody in the school who can help. Once settled, read the

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 book after the students write their letters. Have them compare their letters to the book’s.

What if: You lose the letter templates? Have the students write in their notebooks and copy the
format on the board. Offer additional one-on-one help to students who would have originally needed
a B. or C. letter template.

Lesson Planning Process Reflection

Research and theory allows effective teachers to explain what happens in the classroom as well as predict what might happen in the
classroom. Be sure to address the following in your reflection: Why did you plan the way you did? What is an area of personal/professional
growth you have identified through this process? What was unexpected or difficult in the planning process? What aspect of lesson planning
was a strength and why?
TED 394 Final Inclusive Lesson Plan Reflections

1. Cite and explain the Best Practice Strategies and Modifying, Adapting, and Differentiating in this
lesson plan:

Within the IEP and other learning plan modification section, it is recommended to conduct a
meeting with any cooperating SPED teachers or paraprofessionals working within the classroom
with any of the students. When utilizing feedback from these professionals, the lesson plan may be
modified or adjusted to meet the needs of the students in the classroom.

Also outlined in the lesson plan, it may be necessary to have these professionals work alongside
the student and provide additional support and instruction. According to Vaughn & Bos, “additional
instruction can help students with learning problems make sufficient progress in reaching expected
performance levels” (2024, p. 5).

Additionally, within the differentiation section of the lesson plan, prior ongoing assessment of
students is utilized to determine at which level the student will perform the learning task. According
to the text, “Designing differentiated instruction refers to using student data to plan for effective
instruction” (Vaughn & Bos, 2024, p. 21). Found in the expectations for student learning section, the
lesson plan provides examples of differentiated templates for teachers to provide for their students
to fill out dependent on their academic level (discovered through pre-assessment).

2. Cite and explain the Planning for Multicultural and Linguistic Diversity in this lesson plan:

Within the ELL section of the lesson plan, there is a multitude of accommodations and supports
being utilized to effectively meet the needs of an ELL student in the classroom. This includes
providing additional resources, prior learning opportunities, and instructional strategies. One
example includes allowing an ELL student to write out their message in their home language first.
Then, work one-on-one with the student at another free time to translate the message to English.
This may relieve some pressure on the student, as many times ELL students may have ideas of what
they want to create or say but, “but struggle to formulate them in English” (Huynh, 2022). This
strategy abandons the idea of ‘English-first policies’, which, “often place other languages last”
(Huynh, 2022).

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 Additionally in the section, it is recommended to pair ELL students up with other ELL students
who speak the same language. Similar to doing the assignment in the home language, this allows the
students to understand the content better by discussing it with another in a language they
understand best (Huynh, 2022).

3. Cite and explain the Inclusive/Alternative Assessment in this lesson plan:

In the assessment modification section of the lesson plan, it is recommended that teachers
assess students with learning or behavior problems with consideration of their IEP or other learning
plans. For example, if a student is unable to efficiently write, then learning would be assessed based
upon an oral presentation of the students’ ideas/message.

Additionally, preassessment is utilized to ensure the lesson plan will meet the needs of each
student in the classroom. This preassessment is mentioned in the prior knowledge section of the
lesson plan, as well as in the prior assessment section. These assessments will help determine where
the student is at, and therefore will help the teacher determine how to best differentiate the lesson
to meet their needs. Vaughn & Bos recommends preassessment, “to determine what students know
or need to know related to the learning or behavioral goal” (2024, p. 17).

Additionally in the section for assessment modifications, there is information about progress
monitoring and self-monitoring. This is when a student is working towards a particular learning goal
and tracks their progress dependent on that goal. Similar to assessing depending on an IEP, the
teacher would assess the student’s progress dependent on that particular learning goal. According
to Vaughn & Bos, “Having students monitor their own progress can increase their motivation for
learning and pride in their accomplishments” and, “Self-monitoring procedures have been used
successfully with students who have learning and behavior problems” (2024, p. 18).

4. Cite and explain the use of Assistive Technology in this lesson plan:

Within the section of assessment modification, there is information about utilizing assistive
technology for students with learning and/or behavior disabilities and problems. According to the
National Association of Special Education Teachers, assistive technology is, “any service that directly
assists an individual with a disability in the selection, acquisition, or use of an assistive technology
device” (Stokes, n.d., p. 1).

According to the article, assistive technology can range from ‘low’ to ‘high’, including
technologies as simple as a Picture Communication Symbol system, or as complex as computers or
voice output devices (Stokes, n.d., p. 3-4).

5. Cite and explain the Positive Behavior Support (PBS) Strategies in this lesson plan:

Within the classroom management section of the lesson plan, a number of behavior
management strategies are listed that align with PBS. According to Vaughn & Bos, “It is important to
establish processes and procedures early in the year that provide students with a clear
understanding of the routines and the behaviors that are acceptable” (2024, p. 72). Specifically
outlined in the lesson plan, teachers are recommended to review the classroom rules with students
before and throughout the lesson if needed, as well as remind students of the expectations (such as
raising their hands for answers/questions) before the lesson begins.

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 Also recommended by Vaughn & Bos, teachers should, “Look for the positive behavior, and let
students know you recognize it” (2024, p. 74). As outlined in this portion of the lesson plan, teachers
should actively look for students who are listening, following directions, or answering questions
correctly and praise them positively for this behavior.

Lastly, it is outlined that if a reward system is being used in the classroom, the teacher should
reward students for their good behavior- such as raising their hands, following directions, listening,
etc. According to Vaughn & Bos, using a reward system in the classroom can promote positive
behavior for the entire class (2024, p. 72).

6. Cite and explain Universal Design for Learning Considerations in this lesson plan:

It is recommended by UDL to clarify vocabulary, symbols, syntax, and structure, as well as

promoting understanding across languages (CAST, 2023). In this lesson plan, we can find
clarifications of these aspects within the language supports portion. In this plan, it is recommended
that the teacher thoroughly review these language components before and throughout the lesson
to promote understanding.

Also recommended by UDL, teachers should, “vary demands and resources to optimize
challenge” (CAST, 2023). Within this plan, we can find a variety of differentiation of students’ goals
to optimize challenge for the lesson plan. This can be related to the differentiated letter templates
used to engage students at various academic levels.

Lastly recommended by UWL, teachers should, “optimize access to tools and assistive
technologies” (CAST, 2023). As stated previously, this lesson plan provides structure for students
utilized various assistive technologies. Additionally in this lesson plan, tools such as sight word or
vocabulary lists, the book, dictionaries, etc. are explained throughout the language support and
differentiation/planned universal supports sections.

7. Cite and explain the Considerations/Adaptation/Accommodation for a student with a specific

exceptionality or learning difference:

Within the section for modifications for IEP and other learning plans, we can find information
about assistive technology use for those with autism. One example of an assistive technology that is
often used for students with autism is a PCS system. This is recommended because, “Typically,
children with autism process visual information easier than auditory information” (Stokes, n.d., p. 1).
Utilizing these technologies and others can help students with autism overall understand their
environment better, express communication skills, and improve upon social interaction, attention,
and motivation skills (Stokes, n.d., p. 1).

8. Cite and explain the Considerations/Adaptation/Accommodation for another student with a

different, specific exceptionality or learning difference:

Within the section for modifications for IEP and other learning plans, we can find information
about alternative assessment for students who may not be able to complete an area of the lesson

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 due to a disability or exception. One example provided includes students who may not be able to
write due to learning or physical disabilities. Assessment can be done for this child through an oral
message or perhaps having them draw their message.

Additionally, in this section of the lesson plan, we can find accommodations such as extra
writing time during the day, an additional support teacher (SPED or paraprofessional), or modifying
the lesson plan in other ways to align with a student’s IEP or other learning plan. According to
Vaughn & Bos, “All students tend to perform better on assessments when they are provided
accommodations, such as more time” and further, “students tend to view accommodations as fair
for most students but even more fair for students with disabilities” (2024, p. 331). These
accommodations can be utilized for any student, but in particular they are of the most beneficial for
those students with learning or behavior disabilities and problems.

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 References

CAST. (2023, October 16). The UDL guidelines. UDL. https://udlguidelines.cast.org/

Huynh, T. (2022, February 9). Incorporating students’ native languages to enhance their
learning. Edutopia. https://www.edutopia.org/article/incorporating-students-native-
languages-enhance-their-learning

Vaughn, S., & Bos, C. S. (2024). Strategies for teaching students with learning and behavior
problems. Pearson.

Stokes, S. (n.d.). Assistive technology for students with autism spectrum disorders. National
Association of Special Education Teachers.
https://www.naset.org/fileadmin/user_upload/Autism_Series/Assist_tech/
AssistiveTech_for_Students_W_Autism.pdf

Revised 3.30.2021