Lesson Plan Template for Persons with Low Incidence Disabilities
Lesson Plan Template for Persons with Low Incidence Disabilities
Lesson Plan Template for Persons with Low Incidence Disabilities
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<strong>Lesson</strong> <strong>Plan</strong> <strong>Template</strong> <strong>for</strong> <strong>Persons</strong> <strong>with</strong><strong>Low</strong> <strong>Incidence</strong> <strong>Disabilities</strong><strong>Lesson</strong> plan created by:___________________________________________Quality <strong>Lesson</strong> ComponentsMy Goals<strong>Lesson</strong> TitleSubject Area<strong>Lesson</strong> TimeState Standards Addressed Explicitly communicated Are displayed and referencedShould address a state standard <strong>for</strong> reading, math, or science.Objectives and Goals Explicitly communicated Are displayed and referenced Aligned <strong>with</strong> standards and IEP Connected to previous knowledge Evidence of mastery of objectiveEssential Questions Are appropriate <strong>for</strong> individual’s abilitylevel.Preparing <strong>for</strong> Instructional <strong>Plan</strong>sMaterials Are appropriate <strong>for</strong> the student. Appropriate technology is incorporated. Proloquo incorporated.Specific skill to be taught in this lesson.What functional skill will be developed <strong>with</strong> this lesson.My ThoughtsList materials needed:Motivating Students Content is personally meaningful andrelevant. Learning experiences include practicallife skills to be used in individual’snatural environment. Rein<strong>for</strong>cement plan is appropriate <strong>for</strong>the task and the individual. Error correction is effectively planned.Jot down your thoughts on how you will make this lesson meaningfuland rein<strong>for</strong>ce self-concept and self-determination. This is a place <strong>for</strong>brainstorming, not specific procedures.
<strong>Lesson</strong> <strong>Plan</strong> <strong>Template</strong> <strong>for</strong> <strong>Persons</strong> <strong>with</strong><strong>Low</strong> <strong>Incidence</strong> <strong>Disabilities</strong>Task Analysis Is adequately outlined Is logically orderedWrite out a task analysis of the skill to be taught.Presentation <strong>Plan</strong> Structure is coherent <strong>with</strong> beginning,middle, end and reflection. Modeling is used to demonstrateper<strong>for</strong>mance expectations. Nonessential or confusing in<strong>for</strong>mation isomitted. Multiple opportunities acrossenvironments provided. Multiple stimuli provided.Rein<strong>for</strong>cement Schedule Designed effectively Designed to fade over timeError Correction <strong>Plan</strong> Designed effectivelyPrompts Meets the physical and cognitive needsof the individual. Designed to fade over time.Jot down your thoughts on how you will present the lesson in a waythat encourages generalization of a functional skill. This is a place <strong>for</strong>brainstorming ideas, not explicit procedure.
<strong>Lesson</strong> <strong>Plan</strong> <strong>Template</strong> <strong>for</strong> <strong>Persons</strong> <strong>with</strong><strong>Low</strong> <strong>Incidence</strong> <strong>Disabilities</strong>Presenting the <strong>Lesson</strong>Introducing the lesson Gains attention of students. Activates prior knowledge.Activities Support the lesson objectives Meets needs as addressed in IEP. Incorporates technology and proloquo. Sustain students’ attention Are continuously monitored <strong>for</strong>understanding. Are relevant to student. Provide student-to-student interaction Provide choices. Incorporate resources beyondclassroom environment. Can provide game-like activities and beself-monitoring. Provide <strong>for</strong> re-teaching as necessary.Academic Feedback High quality written and oral. Frequently given during guidedpractice. Teacher circulates prompting studentthinking and individual feedback. Feedback used to monitor and adjustinstruction. Students engaged to give high qualityfeedback to peers.Procedures <strong>for</strong> My <strong>Lesson</strong>State how you will begin the lesson.State the sequence of activities along <strong>with</strong> level of prompts, scheduleof rein<strong>for</strong>cement and error correction procedures. State how you willuse proloquo throughout the lesson.Generalization Built into the lesson plan Provides multiple environments. Provides multiple contexts. Provides multiple opportunities <strong>for</strong>interaction <strong>with</strong> peers and adults.State how you will build generalization plans into the lesson.
<strong>Lesson</strong> <strong>Plan</strong> <strong>Template</strong> <strong>for</strong> <strong>Persons</strong> <strong>with</strong><strong>Low</strong> <strong>Incidence</strong> <strong>Disabilities</strong>Assessment Assesses student on learning andproduct appropriate to their ability. Provides <strong>for</strong>mative and summativefeedback to student. Connects directly <strong>with</strong> standards andIEP objectives. It is measurable and observable.State how you will know the student is acquiring knowledge of ameaningful, functional task.ReflectionMy ReflectionStudent Learning Assesses learning. <strong>Plan</strong>s <strong>for</strong> re-teaching as necessary.<strong>Lesson</strong> Presentation Assesses the presentation, activitiesand questioning techniques <strong>for</strong> theireffectiveness and motivation.Assessment Assesses the <strong>for</strong>mative and summative,<strong>for</strong>mal and in<strong>for</strong>mal assessment <strong>for</strong>effectiveness.Use of Technology Assesses whether technology wasincorporated meaningfully and <strong>with</strong>outtechnical difficulties.Generalization Assesses whether there was adequateand meaningful attempts acrossenvironments to help student generalizethe skill.State the questions you will ask yourself after teaching the lesson.
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