Sample+Lesson

Subject: Lesson Planning, Delivery and Evaluation for an Inclusion Class
This lesson is planned for the inclusion of students who are identified with a specific learning disorder, a speech and language disorder, and/or a behavioral disorder. The make-up of this class consists of students working at an average grade level. There are 25 students, and 12 are identified for various areas of Special Needs.


 * Learning Objectives:**

To demonstrate ability to teach content in specified segments To be aware of the academic and social needs of particular students To recognize accommodations needed for each student To implement accommodations which include students of varying academic/social abilities within a single lesson.


 * Intended Learners:**

The intended learners are 1st year teachers in the school district of Braintree, MA. These will be teachers who have an undergraduate and/or a graduate degree in Education. Although these teachers should be well-versed in lesson planning and should have taken state-mandated courses and training in dealing with special education students, they will need practice in dealing with the type of students they will see everyday in an inclusion-setting. Based on the differences in programs from district to district, it is probable that the classroom dynamics in Braintree, MA may be different that those districts where teachers were student teachers or previously taught.


 * Instructional Sample:** (see attached Power Point) Lesson Planning[[file:Online lessonsample.pptx]]


 * Assignment:**

Create a lesson plan for a 43-minute class for an inclusion class according to district standards. Have instructor and a peer observe and evaluate the lesson. Write a reflection on the lesson.


 * Evaluation plan for assignment:**

Critique of written lesson: 40% Reflection on lesson: 10% *includes pre-conference (addressed in handout) Lesson Plan Template:
 * Observation/Evaluation of lesson: 30%
 * Peer-Observation/Evaluation of lesson: 20%


 * < **Theme:** ||  ||
 * < **Materials Needed:** ||  ||
 * < **Content Objectives:** ||  ||
 * < **Accommodations:** ||  ||
 * < **Activities:**


 * 1. Warm-up:**


 * 2.**


 * 3.**


 * 4.**

***Pre-conferencing:**
 * 5. Wrap-up** ||  ||
 * < **Homework:** ||  ||

A pre-conference is a brief discussion with a colleague (mentor) or evaluator before presenting an observed lesson. The degree of formality is low. This should be a conversation about the lesson as planned and hopefully will give you feedback to improve the lesson before it is actually given. In addition to feedback on the lesson, your colleague or evaluator may be able to give you insight into pitfalls and possibilities within the lesson based on his or her experience. Prior to this, you should review Guiding Questions for Lesson Preparation, as a self-assessment of your lesson. These may also be helpful in framing the discussion at your pre-conference.


 * These discussions will be held asynchrously between the colleague (mentor) and the teacher and the evaluator and teacher.

**
 * Guiding Questions for Lesson Preparation:
 * 1) ****Where does this lesson fit in terms of a particular unit of study?**
 * 2) ****Are my Content Objectives matched by the activities?**
 * 3) ****Did I include a variety of activities?**
 * 4) ****Do accommodations make content accessible for all students?**
 * 5) ****Did I include methods of checking in (dip-sticking) to be sure students are understanding content as presented?**
 * 6) ****Have I though about alternative activities/additional activities if students are not**
 * Responding to the lesson?**
 * 7) ****Does homework help reinforce objectives?**
 * 8) ****Do I have a plan for evaluation? (How will I know when students have met these objectives?)**

Post Observation Follow-up:**

After watching and reflecting on the video of the lesson, a synchronous session will be held among the colleague who observed (mentor), the teacher and the course instructor.
The primary purpose will be to comment on the actual delivery of the lesson.