Final Draft Inclusive Lesson Plan- Anderson Morgan
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University of Wisconsin, Superior *
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Subject
Linguistics
Date
Feb 20, 2024
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docx
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Department of Education
Daily Lesson Plan
Teacher Candidate’s Name
: Morgan Anderson
Preliminary Information
Lesson Name
: Identifying Adjectives
Unit/Theme
: Unit 1 Adjectives
Lesson:
3 Of 5
Date
: 12/15/23
Number of Students
: 15
Age Group/Grade Level
: 2
nd
grade
Time
: 10:30-11:30
Estimated Duration of lesson
: 50-60 minutes
Where in the unit does this lesson occur?
Double click the checkbox to activate a check mark. Check one.
Beginning of the unit
Middle of the unit
End of the unit
Structure(s) or grouping for the lesson:
Double click the checkbox to activate check mark. Check all that apply.
Whole class
Small group- may be utilized if needed
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. Introduction Video:
https://www.youtube.com/watch?v=4jxXnHSbicY
Adjective Flashcards: https://games4esl.com/printables/adjectives/
Mad Lib Worksheet: https://www.teacherspayteachers.com/Product/Dinosaur-
Adjectives-ONLY-Mad-Lib-2365081?st=902563577ca80c01c9ac0a30940ee8b0
Note cards will be used to write their 3 sentences using adjectives correctly.
Adjective Games: https://www.twinkl.com/resource/us2-e-111-using-adjectives-
to-describe-a-noun-powerpoint-game
https://www.twinkl.com/resource/t-s-891-what-am-i-guessing-game-cards-food-
themed
Adjective riddles: https://www.teacherspayteachers.com/Product/Adjectives-
Riddles-5351937
Desired Results
Established Goals
:
Students will be able to use adjectives to describe a given object or animal. This can be done using an image if needed.
Students will be able to use adjectives in their writing and learn how they enhance it to make their writing more interesting.
Students will be able to identify words that are adjectives in given sentences. Revised 3.30.2021
Content Standard(s)
: CCSS.ELA-LITERACY.L.2.4
-Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general
academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation. Use adjectives and adverbs to describe (e.g., when other kids are happy, that makes me happy.).
CCSS.ELA-LITERACY.L.2.5
- Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose of language choice with: a. collective nouns, adjectives and adverbs, frequently occurring regular plural nouns, frequently occurring irregular past
tense verbs.
Understandings
: What are the big ideas? What misunderstandings are predictable? Students will understand that…
1. I can describe an adjective
2. I can use adjectives to make sentences more interesting.
A common misunderstanding is that there is only one type of adjective. There are simple, compound, numerical, quantitative, proper, and demonstrative adjectives as well. For this basic start to learning and understanding adjectives we would start by introducing the simple describing adjective.
Essential Questions
: What questions will foster inquiry, understanding and transfer learning? 1. How do adjectives help us better understand or describe nouns?
2. Can you think of any adjectives that can be used to describe multiple nouns?
3. Why is it important to choose the right adjectives to accurately describe something?
Students established prior knowledge/learning:
Link to prior lessons and assessment.
Students should have a basic understanding of nouns and sentences.
Students should be familiar with basic sight words.
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 and use adjectives to describe nouns in sentences.
Students will be able to describe objects and pictures using adjectives.
Students will be able to write their own unique sentences with adjectives.
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. Revised 3.30.2021
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: Student will be able to identify every adjective within a sentence correctly by underlining them.
Student will be able to write their own sentences with more than one adjective per sentence correctly.
Student will be able to give 3-5 different adjectives to describe a given object.
Meets Expectations for Student Learning: Student will be able to identify and underline adjectives in a sentence with at least 75% accuracy.
Student will be able to write their own sentences using adjectives correctly. Student will be able to give 2-3 adjectives to describe a given object.
Below Expectations for Student Learning: Student will be able to identify 0-2 adjectives correctly within a sentence. Student will be able to write their own sentences with adjectives with incorrect usage. Student will be able to give 1-2 adjectives to describe a given object.
Assessment Evidence
Prior assessment/pre-assessment results and how they influence this lesson
: Students will have a pre-assessment on adjectives using a Kahoot Quiz to see what students may already know from prior grades. This will help me to determine how much guidance and instruction the students will need in this lesson on adjectives. If students show understanding of this topic, these students can be grouped together and do enrichment tasks after completing the Mad Lib worksheet on adjectives. These students may also be used to help other students who do not fully understand the concept of adjectives by strategically arranging students into groups with 1-2 adjective experts and 1-2 students who are still working to understand this concept. 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? 1. Exit Ticket: Forming sentences with adjectives. Ask students to write three sentences using adjectives to describe different objects or animals. Have them draw pictures along with their sentences. Collect and review the sentences to assess students' understanding Revised 3.30.2021
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and correct any misconceptions.
2. Mad Libs: Adjectives. Students will complete a mad lib using adjectives to show their understanding of how they are used in sentences.
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?
In the summative
assessment, students will create their own narrative to describe a real or fictional person and will practice using precise, as well as vivid adjectives throughout their writing. The measure will be that students should use adjectives in their writing when it is appropriate to enhance their paper and to use them correctly. This would occur at the end of the unit after students have learned nouns, verbs, adjectives, and others parts of speech that are used to enhance our writing. Assessment Modifications for IFSP/IEP/504 plans
: If no modification is needed, please include if… then… scenarios.
Students will be allowed extended time on assessments.
For any fill in the blank questions, these students with an IEP plan will be given a word bank to choose from to assist them.
For assessments, these students will also be given the option to give responses to assessments in either oral or written form (whichever is easier for the student).
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?
Captions will be utilized during the YouTube video to introduce adjectives.
ELL students will have a list of vocabulary we will use during the lesson to understand the concepts and word usage that is utilized during the lesson.
I will use wait-time when asking questions to give all students an opportunity to respond.
I will allow students to collaborate with other students often as they discuss the learning within the lesson.
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.
To support English Language Learners in the classroom I will speak slowly and clearly and use gestures to help learn adjectives. I will be writing clearly and neatly so that they can understand and read what is being written. Instructions will be given both verbally and in written form so that directions are clear to all students. I will also include an anchor chart for these students so that they have statements they can read if they are unsure of the answer such as: May I have more time to think?, Please reword the question, May I ask a friend for help?, and Can you give me a hint?. These students will also be provided the worksheets in their first language if needed. Text-to-speech will also be available for students if they need this to help them understand the content and lesson better. Revised 3.30.2021
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
Activity #1: Have students use adjectives to describe a real object.
I can describe an adjective.
Students will be able to describe objects and pictures using adjectives.
Students will be working to describe objects in real life using adjectives to describe the color, shape, size of them, and more. They will be actively engaging as a group or whole class to make a list of adjectives that can be used to describe the object. Random objects will be chosen from a box or from around the classroom. All students will get a turn and after the student who picked the object will give a few adjectives they can use to describe it and their classmates will be able to add more to the list or discussion.
Activity #2: Have students act out adjectives in a fun game of charades using these describing words.
I can describe an adjective.
Students will use flashcards with adjectives on them and have to act them out without words and the class will have to guess what adjective they are trying to act out. This is active learning because it involves repetition, active participation and since it is a game it will limit distractions students face during lessons and lectures.
Activity #3: Have students complete a riddle worksheet where they will have to read the adjectives used to describe the object and guess what it is. Students will be able to identify and use adjectives to describe nouns in sentences.
This activity will include a few riddles such as:
I am yellow. I am long. I grow in trees. Monkeys eat me. Students will have to dig deeper to decide what the object is that is being described to gain a better understanding of how adjectives
are used. This would be a fun small-group activity I would utilize during this lesson, and it provides students with problem solving skills. Riddles encourage the use of mental images, a vital comprehension skill. Students will think of this as a fun engaging activity for
active learning.
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? I will utilize a choice strategy giving the students multiple options for assignments to complete. This way, students can decide how they learn about adjectives and how they are used so that they aren’t discouraged by one assignment over the other and get to make a decision to how they learn. Students who exceed expectations will be allowed and encouraged to write more sentences or try each of the different choice activities for learning about adjectives. There will be much variety available so students who struggle can take their time after the lesson to develop a better understanding of adjectives through group work, student-teacher discussions, and more.
Revised 3.30.2021
Students who exceed expectations
:
Continually assess and adjust lesson content to meet students’ needs. For these students who exceed expectations, I would challenge them to write a story that utilizes adjectives throughout and even move onto a harder activity that introduces
different types of adjectives to help them to be challenged while other students are
getting a grasp on the initial lesson of understanding what an adjective is and how to use it.
For any students who made very few mistakes, they can be grouped together, ask if they have any questions, then do an enrichment task. I linked the two games above in resources as an enrichment activity for students who exceed expectations.
You change your expectations slightly so that one group is expected to write 3 sentences while another group writes 6 sentences. Students can always do more and may surprise you, but the expectation is adjusted to be an attainable goal that
will result in a feeling of success.
Students who fall below expectations
:
Progress monitor growth – Make sure the progress monitoring is aligned to the goal. No more than 3 weeks should pass before checking on the progress of a student.
Increase student choice for how they learn the information such as through more visual pictures and having to use adjectives to describe what they see, the mad lib to create a silly story using adjectives, or through a small group activity or turning their learning into a fun game they can play to get a better understanding of the content.
For students who are overwhelmed by the amount of work they have to do, a blank
sheet of paper can be used in order to cover up some of the page to make it appear less daunting. (Scaffolding the workload into smaller chunks)
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. 3 minutes 10:30-10:33
“Hi class! Today we will be learning about adjectives! These words are used to describe nouns. We will begin with this fun video on adjectives. https://www.youtube.com/watch?v=4jxXnHSbicY
Stop the video at 2:30
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.
What’s in the Box? (15 minutes) 10:33-10:48
“Now that we have reviewed what and adjective is with the video, I have a box of objects that we are going to use to work on learning to describe these objects. Our first object is a
lego person. What words can we use to describe this lego man?” Pass the object around Revised 3.30.2021
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the room and have students raise their hands to make a list of adjectives they can describe him with. (Have students describe the facial expression of the lego man, the size)
Ask leading questions such as how can we describe his face? Does he look happy, sad, angry? How can we describe his size? Is he big or small? How does he feel? Is the lego man soft or hard? Then, move onto the next object. The objects in the box will include an apple, a toy zebra, a pair of scissors, and a stuffed pig. Once students have described the first object as a class, an individual student can be called on to pick a new object out of the box. Then the class will participate to make a list of adjectives that describe each one.
Adjective Charades (25 minutes) 10:48-11:13
“Okay, now that we have had some practice with describing some objects from our box, we are going to play a fun game with adjectives! Has anyone ever played charades before? If you have, how do you play charades?” Call on a student if they have an answer,
otherwise explain that students will pick a word and have to act it out and their classmates will have to guess what their word is that they are acting out without talking. “I have a bucket of flashcards with adjectives on them and everyone will get a chance to come up to the front and act out one of our adjectives.” Call on students one at a time to come up to the front of the room and pick a card. They cannot show anyone what it is and if they are unsure of how to act out one of the adjectives, they can ask you for help or be allowed to pick a new one. These cards will include adjectives such as: short, sad, happy, angry, sour, tall, fast, slow, old, cold, hot, loud, quiet, sleepy, heavy, bright, smelly/stinky, and scary. Each student should be given a turn and this will be a whole class activity to engage students in understanding the concept of using adjectives and understanding how
they are used. Mad Lib Worksheet (10 minutes) 11:13-11:23
“Well that game was a fun way to understand adjectives! Now that we have had some practice with using these adjectives to describe objects and practiced identifying them, we
are going to do a riddle worksheet where you will be given a riddle and have to guess the object that it describes based on the adjectives that are used.” Do the first one as an example for students so that they understand how to complete this activity. They can work in table groups or individually. Collect these worksheets when they are completed and check them with the answer key. Have students make any corrections if necessary and give them guidance on any they have incorrectly identified. 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)? Exit Ticket: Forming sentences with adjectives (5 minutes) 11:23-11:28
Ask students to write two or three sentences using adjectives to describe different objects or animals. Have them draw pictures along with their sentences. Collect and review the sentences to assess students' understanding and correct any misconceptions. As students
leave the classroom, have them give one adjective they could use to describe you. This will help to give you a good idea of where each student is at in their understanding of adjectives. 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.
Modify the classroom learning environment to decrease problem behavior.
Establish ways to monitor your classroom and frequently check in with students.
Revised 3.30.2021
Use Predictable routines- This should be a set routine where students should practice every day and help to stop negative behaviors within the classroom.
Having a set of classroom expectations posted around the classroom and making sure students know and understand them. 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.
If students are having a hard time with understanding adjective or have any misconceptions, come back together as a class to explain more about adjectives. The remaining part of the introductory video can also be used as a guide for students and to help them better understand how they are used.
If students are struggling with the Mad Lib Worksheet, encourage them to work in a group. Peer guidance can help students learn through one another and can deepen their understanding of the topic. This can also be scaffolded for those who are discouraged by the amount of work. Students can use a blank sheet of paper to cover up the remaining problems and focus on one at a time. If there is a fire drill/alarm during this lesson, the lesson can be split into two parts where they do the whole group activities one day, and then do the Mad Lib worksheet and games (provided in materials list) to deepen their understanding of adjectives. If majority of the class struggles with adjectives, this lesson should be split up into two days where students will have more time to develop their understanding of adjectives through hands-on learning and engaging games that allow them to work more closely with adjectives. 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:
“When differentiating instruction for students, consider what they can do well, the ways in which they demonstrate learning, and any behavior challenges they may have. Consider adjusting “where” they work, “with whom” they work, “how they work,” and the materials and resources they need to work successfully. Adjusting with whom they work can be as simple as providing them a partner who can facilitate their learning and behavior success or keeping them
in learning settings that exclude individuals who seem to instigate their learning or behavior problems” (Vaughn & Bos, 2020, p. 132). My lesson does this by allowing students who exceed to move on and do extra work to enhance their learning more and for students who are below expectations, they will be able to choose how they show their learning by choosing the best assignment for them regarding adjectives. Students may also be grouped together if they need extra help with understanding adjectives through small group lessons or mini-lessons that would
be ran by the teacher to give students that extra instruction they need to build a greater understanding to get to where they need to be. Revised 3.30.2021
2.
Cite and explain the Planning for Multicultural and Linguistic Diversity in this lesson plan:
“Use demonstrations and gestures to augment oral and written communication (Vaughn & Bos, 2020, p. 241). In my section for ELL learners, I will talk at a slower pace for these students to be able to process my words better and give them gestures to better understand the words. Since they may be unfamiliar with some of the words used in English, I can ask the students to provide
the word for the class in their first language to incorporate their language into the lesson. English Language Learners are supported, and the modifications for this lesson include captions being utilized in the introduction video, a list of vocabulary and their definitions, giving students time after asking a question to think and organize their thoughts before answering and allowing students to collaborate with others during the lesson. As the text states, “Communicate directions clearly, pace lessons appropriately, involve the students in decisions, monitor students’ progress, and provide feedback” (Vaughn & Bos, 2020, p. 163) is how we can effectively teach students who are culturally and linguistically diverse. That is precisely what I have set in place for the students for this lesson. 3.
Cite and explain the Inclusive/Alternative Assessment in this lesson plan:
Alternative/Inclusive Assessment in this lesson plan includes extra time given to students for assessments, answers given in either verbal or written form with help (if needed), and a word bank for fill-in-the-blank questions. According to Vaghn & Bos (2020), “Many students with learning and behavior problems are less likely to learn words indirectly than are their average-
achieving peers. Because of this, directly teaching vocabulary is recommended as an effective approach to improving vocabulary knowledge for poor readers or at-risk students (p. 308).” For this lesson, adjectives and their definition are explicitly taught and students will have plenty of practice using them and learning many words that are used to describe nouns in this lesson. “Exposures should engage students in reading and using the words in a variety of formats, such as classroom discussions, multiple texts, writing exercises, and technology applications such as electronic books with interactive questions” (Vaughn & Bos, 2020, p. 308). This lesson allows students to be exposed to adjectives in class discussions, writing exercises, and different games which allow the students to better understand and gain experience with this particular topic. 4.
Cite and explain the use of Assistive Technology in this lesson plan:
Assistive Technology used in this lesson plan include allowing students to use dictionaries/a thesaurus for students who are learning English to assist them with both assignments and assessments, and also text-to-speech services on student devices will be encouraged for students with both learning disabilities and ELL students. This is cited in the ELL accommodations list in the lesson plan. 5.
Cite and explain the Positive Behavior Support (PBS) Strategies in this lesson plan:
“Because research suggests that the success of a behavioral intervention hinges on identifying the specific conditions that prompt and reinforce the problem behavior (i.e., the behavior’s “antecedents” and “consequences”), we recommend that teachers carefully observe the conditions in which the problem behavior is likely to occur and not occur. Teachers then can use that information to tailor effective and efficient intervention strategies that respond to the needs of the individual student within the classroom context” (Vaughn & Bos, 2020, p. 80). This is supported in my PBS strategies because it includes having a set of classroom expectations posted around the classroom and making sure students know and understand them, modifying the classroom learning environment to decrease problem behavior, establishing ways to Revised 3.30.2021
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monitor your classroom and frequently check in with students, and using predictable routines for these students who have behavior issues. These strategies are supported thoroughly in our text, which is why I chose these strategies to implement for this lesson plan. 6.
Cite and explain Universal Design for Learning Considerations in this lesson plan:
“The concept of universal design can be applied to instructional materials to meet the varied needs of all learners. We need materials that increase usability for everyone, appealing to different learners’ needs, methods of input, learners’ backgrounds, and abilities and disabilities. Such classroom materials may have varying levels of difficulty, multiple means of input, various modes of presentation, and features to customize pace and feedback” (Vaughn & Bos, 2020, p. 58). The concepts of universal design are implemented in this lesson by allowing a variety of choice in the lesson for students to apply and show what they have learned. Students who are struggling with the concept of adjectives will be given multiple means to show their knowledge of the concept through many choices of activities. This way, students can decide how they learn about adjectives and how they are used so that they aren’t discouraged by one assignment over the other and get to decide how they learn. This will allow all students in the class to effectively learn adjectives in a variety of ways and be able to showcase their learning through multiple activities of their choosing. 7.
Cite and explain the Considerations/Adaptation/Accommodation for a student with a specific exceptionality or learning difference:
“During the IEP conference, family members and professionals work together to identify appropriate accommodations and modifications that will assist the student in learning skills in class. It is important to include teachers in decisions about accommodations and modifications because they are the ones responsible for implementing these in the classroom” (Vaughn & Bos,
2020, p. 12). This lesson, without knowing students’ individual needs accommodates and can adapt to a variety of student needs. English Language Learners are supported, and the modifications for this lesson include captions being utilized in the introduction video, a list of vocabulary and their definitions, giving students time after asking a question to think and organize their thoughts before answering and allowing students to collaborate with others during the lesson. Based on how well students do with the activities in this lesson plan, it may be
modified more for students based on the progress monitoring that the teacher will do throughout various points in the lesson. My lesson allows students who exceed expectations to be grouped together and do an enrichment task, and the students who struggle can also be grouped together to work more on the concept of adjectives. This lesson allows these modifications and adjustments to be put into place as needed based on the needs of every student in the classroom. With all of these modifications in place, we can help the students be a part of the general education classroom during this lesson as well as with other lessons.
8.
Cite and explain the Considerations/Adaptation/Accommodation for another student with a different, specific exceptionality or learning difference:
Dysgraphia is a learning disability that affects a person’s ability to write. It can manifest as difficulty with spelling, poor handwriting, or trouble putting thoughts on paper. My lesson accommodates students who may struggle with this particular exceptionality by allowing them to verbally give answers instead of writing them during assessments or assignments. This can be done with the help of a teacher or a paraprofessional to assist these students in writing their verbal answers down. My lesson plan accommodates a variety of learners in many ways, this is Revised 3.30.2021
simply one example of how my lesson plan is inclusive to all students who may be present in the
classroom whether in this lesson or a different one. References
Vaughn, S. R., & Bos, C. S. (2020). Strategies for teaching students with learning and behavior problems
(10th ed.). Pearson. Revised 3.30.2021