Lesson Plan Portfolio for a Student with Learning Disability

Lesson Plan Portfolio

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Details:
Examine an existing IEP of a student who has been diagnosed with a learning disability and develop three lesson plans: one for reading, one for math, and one for written expression. Select an LD student from one of the following grade levels: preschool, elementary, or secondary education. Utilize previous research to identify the student’s learning style and match the curriculum methods with the style.

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The lesson plan format includes the following direct instruction format:

  1. Objectives (observable and measurable)
  2. Materials
  3. Standards
  4. Anticipatory set
  5. Procedures (include instructional models)
  6. Activities: guided practice/monitoring (identify student’s learning style)
  7. Closure
  8. Independent practice
  9. Student assessment

In a 500-750-word reflection, describe how the materials are adapted in school settings to accommodate students with special needs. Include in the description:

  1. The impact of learning styles.
  2. What strategies are used to notify the regular education teacher to ensure that modifications are implemented?
  3. What steps are undertaken if the teacher does not accommodate the student’s special needs or learning style?

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Rubric at the bottom please follow the directions and go by rubric

 

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Lesson Plan Portfolio 

  1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %% Scaling  
10.0 %Lesson Plans The writing assignment is missing many of the required components. The activities are missing, weak, or incomplete. Skills and activities are not grade appropriate. Lacks significant understanding of teaching theories to structure writing lesson activities. Surface level understanding of teaching theories is presented. Demonstrates basic or minimal understanding of theories. Activities encourage participation. Appropriate development of writing activities using knowledge of theories. The activities are thoughtfully developed and provide meaningful practice. The activities are fun, interactive, and creative. Thoughtfully analyzes and evaluates student needs to structure writing activities. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
25.0 %Writing Content Scoring criteria does not distinguish English levels or is not appropriate to grade level. Fails to utilize previous research to identify the student?s learning style, matches curriculum methods with the style. Describes and explains methodology used with appropriate examples. Attention to detail is minimal, underdeveloped, or inappropriate for developmental English level. Ignores or superficially approximates the criteria. Selects an LD student from one of the following grade levels: preschool, elementary, or secondary education. Minimally utilizes previous research to identify the student’s learning style, matches curriculum methods with the style. Describes and explains methodology used with appropriate examples. Surface level of student writing evaluation is offered. A majority of the writing content is adequate for English level and grade level. Selects an LD student from one of the following grade levels: preschool, elementary, or secondary education. Utilizes previous research to identify the student’s learning style, matches curriculum methods with the style. Describes and explains methodology used with appropriate examples. Competent level of student writing evaluation is offered. Selects an LD student from one of the following grade levels: preschool, elementary, or secondary education. Utilize previous research to identify the student’s learning style, matches curriculum methods with the style. Describes and explains methodology used with appropriate examples. Appropriate level of student writing evaluation is offered. Selects an LD student from one of the following grade levels: preschool, elementary, or secondary education. Utilizes previous research to identify the student’s learning style, matches curriculum methods with the style. Describes and explains methodology used with appropriate examples.
15.0 %Cohesiveness Weak or no attention to thoughtful organization of the overall scope and sequence of the activity. Minimal/ some attempt to organize the overall scope and sequence of the activity but it is incomplete or underdeveloped. Logical sequence of activity development throughout. Activity weaves previous skills into the new activities so that learning is meaningful and seamless. Exceptional cohesiveness throughout activity. The activity builds on prior knowledge while directly teaching the core skills and objectives.
10.0 %Research No outside sources were used to support the assignment. Few outside sources were used to support the assignment. Limited research is apparent. Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness. Research is timely and relevant, and addresses all of the issues stated in the assignment criteria. Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
10.0 %Aesthetic Quality Design is cluttered. Materials detract from the content and/or the purpose of presentation is low quality. Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present. Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear. Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message. Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
25.0 %Originality The work is an extensive collection and rehash of other people’s ideas, products, images, or inventions. There is no evidence of new thought or inventiveness. The work is a minimal collection or rehash of other people’s ideas, products, images, or inventions. There is no evidence of new thought. The product shows evidence of originality. While based on other people’s ideas, products, images, or inventions, the work does offer some new insights. The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images, or inventions, the work extends beyond that collection to offer new insights. The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language and/or word choice are present. Some mechanical errors or typos are present but are not overly distracting to the reader. Audience-appropriate language is employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech. The writer is clearly in command of standard, written, academic English.
100 %Total Weightage

 

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