Part B Lesson Planningselect Your Grade Level And Standard Identify ✓ Solved

Part B. Lesson Planning. Select your grade level and standard. Identify your ideas for unpacking the standard Into a central focus and learning objectives. Grade Level: SPED Focus Learner/Context for Learning: GSE Standards: Central Focus/Learning Goal: Academic Language Demand Key Assessment Learning Objectives: Monday Tuesday Wednesday Thursday Friday SWBAT: • • • Assessment Assessment Assessment Assessment Key Assessment

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Part B: Lesson Planning for Special Education

Grade Level: 3rd Grade

Context for Learning:

This lesson plan is designed for a Special Education (SPED) third-grade classroom. The students in this room show a variety of learning needs, including students with dyslexia, ADHD, and autism spectrum disorder, which necessitates differentiated teaching strategies. The standard being addressed emphasizes reading comprehension and the ability to analyze a text.

GSE Standards:

The specific Georgia Standards of Excellence (GSE) that will guide this lesson plan include:
- ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- ELAGSE3RL2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Central Focus/Learning Goal:

The central focus of this lesson plan is to enhance students' ability to analyze and respond to texts by identifying the main idea and supporting details. The overall goal is for students to improve comprehension skills by learning to extract and articulate the central message of a story.

Academic Language Demand:

Students will use academic language specific to literary analysis, such as "central message," "supporting details," "analyze," and "recount."

Key Assessments:

* Formative assessments will be incorporated throughout the week, culminating in a summative assessment at the end of the week, where students will assess their understanding via a graphic organizer and a short written reflection.

Learning Objectives:

Students will be able to:
1. SWBAT identify the main idea and supporting details from a chosen text.
2. SWBAT use graphic organizers as a tool for visualizing the main idea and supporting details.
3. SWBAT articulate the central message of a story in their own words.
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Weekly Lesson Outline:

Monday: Introduction to Main Idea

Key Assessment: Exit Ticket
- Objective: Students will be able to identify what a main idea and supporting details are.
- Activities:
- Read a short story aloud (e.g., "The Three Little Pigs").
- Discuss main ideas and how supporting details contribute to them.
- In pairs, students will discuss and write down what they perceive as the main idea of the story.

Tuesday: Graphic Organizer Introduction

Key Assessment: Teacher Observations
- Objective: Students will be able to use a graphic organizer to represent the main idea and supporting details.
- Activities:
- Introduce a graphic organizer (e.g., a story map).
- Guided practice: Fill out a graphic organizer as a class using a different story.
- Independent practice: Begin working on the graphic organizer with "The Three Little Pigs" in small groups.

Wednesday: Recounting Stories

Key Assessment: Small Group Discussions
- Objective: Students will be able to recount a story, focusing on the main idea and supporting details.
- Activities:
- Students will recount "The Three Little Pigs" using their graphic organizers.
- In pairs, students will share their main ideas and details with each other.
- Facilitate discussions around different perceptions of the main idea to encourage deeper understanding.

Thursday: Class Review and Application

Key Assessment: Graphic Organizer Completion
- Objective: Students will be able to accurately complete a graphic organizer independently.
- Activities:
- Review the concept of the main idea and supporting details as a class.
- Individual work: Students choose a different story (with teacher assistance if needed) and complete the graphic organizer.
- Peer review: Swap organizers with a partner for feedback.

Friday: Summative Assessment

Key Assessment: Written Reflection
- Objective: Students will articulate the central message of a story using their graphics organizers.
- Activities:
- Students finalize their organizers and write a short paragraph summarizing the central message in their own words.
- Share selected responses with the class and provide feedback.
- Reflection activity: Discuss the lesson and personal growth in understanding main ideas.

Resources:

1. Cooper, J., & Kiger, N. (2011). Literacy: Helping Students Construct Meaning. Houghton Mifflin Harcourt.
2. Tompkins, G. E. (2010). Literacy for the 21st Century: A Balanced Approach. Pearson.
3. Allington, R. (2012). What Really Matters in Response to Intervention: Research-Based Designs. Pearson.
4. Guild, P., & Garger, S. (2005). Preparing Students for the 21st Century. Association for Supervision and Curriculum Development.
5. Snow, C. E., & Biancarosa, G. (2003). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Rand Corporation.
6. Kucer, S. B. (2009). Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings. Routledge.
7. Fountas, I. C., & Pinnell, G. S. (2012). Guiding Readers and Writers (Grades 3-6): Teaching, Comprehension, Genre, and Content Literacy. Heinemann.
8. Duffy, G. G. (2009). Explaining Reading: A Resource for Explicit Teaching of Comprehension. Guilford Press.
9. Harvey, S., & Goudvis, A. (2017). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Stenhouse Publishers.
10. Shanahan, T., & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy. Harvard Education Press.

Conclusion:

This lesson plan reinforces the importance of comprehension in reading through structured, supportive practices suitable for special education students. By gradually building their skills, students will enhance their literacy abilities and gain confidence in their academic language usage and textual analysis. This approach will help them succeed in their future academic paths and foster a lifelong love for reading (Tompkins, 2010).