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Writing Lesson Plan for IEP Students

This observation took place on January 16, 2020 at 8:30AM at Hillside Middle School. The lesson observed involved students watching a 10-minute CNN 10 news video and writing sentences in their journals relating to the main ideas from each segment. The teacher differentiated instruction for each student based on their individual writing goals from their IEPs. Student progress toward their goals would be assessed by examining their written work in their journals kept throughout the week.

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Topics covered

  • Classroom Activities,
  • Social Skills Development,
  • Technology in Education,
  • Student Motivation,
  • Collaborative Learning,
  • Specialist Support,
  • Communication Skills,
  • Leadership in Education,
  • Feedback Mechanisms,
  • Motivation Techniques
100 views3 pages

Writing Lesson Plan for IEP Students

This observation took place on January 16, 2020 at 8:30AM at Hillside Middle School. The lesson observed involved students watching a 10-minute CNN 10 news video and writing sentences in their journals relating to the main ideas from each segment. The teacher differentiated instruction for each student based on their individual writing goals from their IEPs. Student progress toward their goals would be assessed by examining their written work in their journals kept throughout the week.

Uploaded by

api-509129182
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Topics covered

  • Classroom Activities,
  • Social Skills Development,
  • Technology in Education,
  • Student Motivation,
  • Collaborative Learning,
  • Specialist Support,
  • Communication Skills,
  • Leadership in Education,
  • Feedback Mechanisms,
  • Motivation Techniques

Observation 1

Date: 01/16/2020
Time: 8:30AM
Place: Hillside Middle School

Specific Instructions for the Observer:


Observer may sit at one of the round tables toward the back of the classroom. There are no
concerning student behaviors to be aware of at the moment.

1.​ S
​ tate Core, Essential Elements, or IEP Goal:

Every student in the class has a writing goal listed on their IEPs. This lesson ties into the
overall plan for learning this academic year because it helps them meet progress toward
achieving their annual goals. This lesson also helps students identify and list details
which relates to the DLM.
● [Link].7.3 Determine how two or more story elements are related.
● EE.W.7.4 Produce writing that is appropriate for the task, purpose, or audience.
● EE.W.7.6 Use technology, including the Internet, to produce writing to interact
and collaborate with others.

2.​ T
​ arget Student(s) for the Lesson:

This lesson is designed for whole group instruction. The class consists of six students.

3.​ O
​ bjectives of the Lesson:
Students will be able to produce grammatically correct sentences using key words given
to them. The sentences will relate to the main ideas presented in the CNN 10 news
video clip. This lesson will help students be aware of the current events occurring around
the world.
4.​ A
​ ctivities of the Lesson:

After completing the sentence frame of the day in their planners and recording
the weather on a worksheet, each student has a journal in which they will use to practice
their writing. In this journal, the students will write their name, date, and title for their
journal (CNN 10 News) at the top of the page. Students will also write a prediction about
what the topic of the day will be. I will also model a copy of this journal entry on the
document camera that will be projected onto the Smartboard. I will then begin the ten-
minute CNN video and pause it after each segment to give the students the opportunity
to write at least one sentence in their journals. I will then circulate around the room to
correct any spelling or grammar errors before moving onto the next segment.

5.​ D
​ ifferentiation:

Each student is focusing on different writing goals listed in their IEPs. We have a
clipboard to let us know what students are working on which goals, and when correcting
students’ sentences is where I mainly differentiate instruction. Also, instruction is
differentiated in the form of shaping questions when asking for key details mentioned in
the video clip. As well as providing certain students will either para or peer support if they
need help with spelling.

6.​ M
​ aterials:
Projector to display CNN News, document camera, paper to write on to display sentence
frames, journals.

7.​ E
​ nvironment:

The students will sit at their desks which is in a horseshoe arrangement facing the board.
Peer tutors will be seated next to students who need additional support and paras will
circulate the classroom to ensure students remain on task. Increased student
communication is used to promote engagement as well. The students earn classroom
money (25 cents) to use toward a weekly class store each period which motivates them
to complete their work.

8.​ A
​ ssessment of Learning:

Learning is assessed by examining students’ written work samples that is kept in their
journals. Staff will then record progress toward each of their writing goals at the end of
the week on the clipboard. For this lesson, I will know when students have met the
objective once they have at least five written sentences for their journal entry.

9.​ W
​ ays you have participated in leadership or collaboration
since last observation: ​Could include IEP meetings, communicating with
parents/guardians, working with specialists, taking on more responsibility in the
classroom, etc.

10. Ways you have advocated for students since last


observation:
Since the last observation, I have now spent more time in general education settings
with students. I support these students by promoting social interactions with their peers
by helping train their peer supports in these general education classes (choir, theater,
art, P.E., FACS, Utah studies).

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