1. Running head: LESSON PLAN
Lesson Plan Revised
Regina Robinson-Hendrix
623 MFAED Introductions to Teaching & Learning
Professor: Andrew Sean
February 10, 2013

2. Running head: LESSON PLAN
This lesson plan is a format that I have chosen because of the environment of my work place.
Students in my school environment are in a behavioral setting. This school is only a temporary
placement. Critiquing this lesson plan is difficult because all of the elements are needed due to
the students and their learning style. The lesson this class will be studying is English language
arts.
The objective: Students will be able to read, understand and retall the content of the story.
Conclusion
I would use this lesson plan, because it shows everything that would take place from entry to
dismissal. This plan also individualizes the students IEP goals and objectives, along with other
activities and assessments. Do to the school setting where I work this lesson plan is subject to
change. In a more detailed lesson plan if it was asked, I would include the GLCE’S. GLCE’S are
lessons that are broken down more pacifically, with text books, pages and the different subjects
(TSWL) the student will learn.
References:
Week of February 4, 2013 Lesson Plans for Room 118
S. Smith -Teacher
Schedule for Room 118
Monday-Thursday 7:30-7:55 Breakfast/Attendance on MI STAR
Monday-Thursday 8:00-8:55 Do Now& Spelling/Music Therapy
Tuesday & Thursday 9:00-9:30 Spelling
Monday-Thursday 10:00-11:00 Reading/English Language Art
Monday –Thursday 11:00-12:00 Math
Tea Time 11:00-11:30 Social Worker
Monday-Thursday 12:00-1:00 Lunch
Monday, Tuesday, &Wednesday 1:30-2:30 Gym

3. Running head: LESSON PLAN
Tuesday &Thursday 2:00-3:00 Science
Monday-Thursday 3:00-4:00 Social Studies/Life Skills
Dismissal: 4:15
Accommodation/Modification in IEP
Tyecia; ET, SG, AL,TR, AT/CD,CC Marvin;BIP, SG, TR,UC
Camme’Ron; BIP, ET Stevonte; BIP, ET, SG, UC
Fred; BIP, ET, UC Brittany; BIP, ET, SG, CC
Jemeil; BIP, ET, SG
IEP GOALS/OBJECTIVES
Tyecia will develop/ increase phonetic/word analysis and synthesis skills. Tyecia will use
contextual clues to aid vocabulary and concept development. Tyecia will identify /r4ecall who,
what, who, where (e.g. in a sentence, paragraph, etc).
Marvin will use contextual clues to aid vocabulary and concept development. Marvin will
identify major ideas, events and supporting information within and across texts.
Camme’Ron will write simple/complex sentences. Camme’Ron will sequence ideas and write a
paragraph.
Stevonte will follow an oral directive containing one or more steps. Stevonte will read and
follow simple/complex directions.
Brittany will identify/recall base words and endings. Brittany will use a variety of strategies to
recognize/recall words, sentences (e.g. predictions, context clues, phonics, and structural
analysis). Brittany will write on a given topic, write a paragraph demonstrating knowledge of
appropriate grammar and usage.

4. Running head: LESSON PLAN
Jemeil will blend words sounds into words. Jemeil will identify/recall who, what, where (e.g. in
a sentence, paragraph, etc.). Jemeil will spell words with regular/irregular patterns.
1ST
Hour Music Therapy/Do Now/ Spelling
Music Therapy: Mr. Cross takes students in groups of one or individually.
Do Now: SW complete a review of grammar daily during breakfast and first 5-10 minutes of 1st
hour. Students will correct this activity before starting spelling. Students will correct the daily
language assignment daily/orally.
Monday: Vocabulary/Spelling& Definitions
Tuesday: Phonics
Wednesday: Grammar & Usage
Thursday: Correct the Sentences/Reference/Information Skills
Spelling: SWBAT spell correctly short and long “o” sound words. SWBAT understand the use of
grammar, usage, and mechanics.
Education Standards Addressed Michigan
GLCE:
R.MT.08.01 & R.MT.08.02
Grammar & Usage-W.GR.08.01

5. Running head: LESSON PLAN
Spelling-W.SP.09.01
Common Core Standards - Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings, analyze the impact of a specific word
choice and meaning and tone.
Materials: Textbook: Zaner-Bloser “Spelling Connections” Unit 4 pp.26-28 &30.
Accommodation/Modification- extended time, frequent breaks and small group.
Procedure/Activity: Teacher/learner, group reading word list drill and discussion. Complete
each activity; Mon. Sort & Spell Strategy, Tue. Word Clues, Word Groups, & Dictionary/ Spelling
& Reading, Wed. Spelling & Writing, Thurs. Spelling Test ((Homework-Vocabulary Strategy
Connection)
Para-professional Duties: Assist students/teacher with lesson, refocusing students who are off
tasks. Correct inappropriate behavior.
Evaluation: Teacher will provide students with practice or test.
*Center Activities* Vocabulary & Phonics activities for Tyecia, Brittany & Jemeil
Uses “Take Your Seat Activity” complete an activity per day chart progress.
2nd
Hour – Reading/English Language Arts
RWS.06-08.01: Explain and use word structure sentence and prediction to aid in decoding and
understanding the meanings of words encountered in context.
R.IT.06-08.04: Respond to individual and multiple texts by finding evidence, discussing,
illustrating and/or writing to reflect, make connections take a position and/or show
understanding.
CCSS: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings, analyze the impact of a specific word choice on meaning and tone.
1st
OBJECTIVE: SWBAT retell a story. SWBAT identify the multiple meanings for the words.
SWBAT identify the synonyms and homophones. SWBAT identify sequence & details.
MATERIALS: “For Want of as Horseshoe Nail” pp. 190-193 , Identity Sequence Summarizing
p.249,p. 251 Multiple Meaning Words & Words to Know p. 252 & Selection Test p.253

6. Running head: LESSON PLAN
2nd
OBJECTIVE: SWBAT use the given clues and their prior knowledge
MATERIALS: “The Stolen Party” pp282-293, Making Judgments p. 395, Theme p. 396, Multiple-
meaning Words p.397, Words to Know p.398 & The Selection Test p.399
PROCEDURE: Prior to reading& students will discuss the Genre. Teacher will inform the
students of the meaning of summarizing. TW explain that a good summary includes only the
most important information. It is short and to the point. Students will complete each activity
listed above with the teacher and paraprofessional assisting.
Evaluation: Selection Test-Multiple Choice Questions
Common Core Standards:
2.2- Use a variety of reading, listening and viewing strategies to construct meaning beyond the
literal level
2.1.7 Demonstrate understanding of written information by restating, paraphrasing- composing
a personal response distinguish between a summary and a critique
3rd
OBJECTIVES: SWBAT explain how the events in the story changed the characters life or way
of thinking about various situations in life.
Material: Celebrating Diversity- The Yellow Star
PROCEDURES:
Students will read the information given and complete the questions for reflection. Describe
the characters of the story characteristics. SW reviews the vocabulary using a dictionary to find
the meaning for each underlined word. Grandma’s feelings changed as she told her story about
Leah. SW writes a sentence to tell how you think Grandma felt. (Homework- Speak with an
older relative or friend about a memory of his or her childhood.
SW use the information worksheets to complete the graphic organizer writing activities. Use
the “Wishing Well” and/ or “Best Day Cube”
ACCOMMODATION/MODIFICATION: ET, SM, AL
EVALUATION: Teacher will give students practice on concepts using the summaries
Reading/Language Arts Center Objectives: SWBAT actively listen to instructions and follow
directions. SWBAT understand and analyze grade appropriate passages. SWBAT use details in
passages to infer information. SWBAT identify the main idea and supporting details in text.

7. Running head: LESSON PLAN
SWBAT understand cause and effect relationships. SWBAT sequence events in a story. SWBAT
make inference from information in text.
Phonemic Awareness/Vocabulary Center Objectives: SWBAT actively listen to instructions and
follow directions. SWBAT discriminate between and identify sounds. SWBAT blend sounds to
form words and segment words into their separate sounds. SWBAT isolate and manipulate
sounds within words.
*Center Activities*- Fred, Brittany, Tyecia, & Jemeil- Students will use “Take to Your Seat”
activities to support and increase their skills. Students will also use the taped materials/written
on phonemic awareness, making inferences, comprehension, main idea, building words and
vocabulary. They will follow the directions in the folder or container.
EVALUTION: Progress chart will be used to record which activities that have been completed.
Assessment Page will check students’ understanding of the concept.
4th
HOUR
IEP GOALS/OBJECTIVE-MATH
Tyecia will compute two digit whole numbers with/ without regrouping using the operations:
addition/Subtraction.
Marvin will recall basic facts: multiplication/division.
Camme’Ron will add, subtract, multiplication and division positive rational number fluently.
Stevonte will recall basic facts: multiplication/division. Stevonte will compute 2 digits
with/without regrouping.
Brittany will identify/use math vocabulary. Brittany will solve for the unknown number.
Jemeil will read number words. Jemeil compute single and/or 2 digit whole numbers
with/without regrouping using addition, subtraction, multiplication and division.
OBJECTIVE: SWBAT multiply/divide whole number. SWBAT solve simple equations
GLCE: N.FL.05.05, N.FL.03.07, N.MR.03.15, N.FL.05.01/ A.FO.06.11, A.FO.06.12, A.FO.06.13
Common Core- 6.EE-Apply & Reason about and solve one variable equations and inequalities.

8. Running head: LESSON PLAN
Common Core 6.NS-Compute fluently w/ multi-digit number.
MATERIALS: & Corrective Math Textbooks/ Multiplication/Division Facts Worksheets &
Equations Worksheets.
Procedure/Activity: Teacher/learner group learning and discussion. SW practice estimating each
sum, difference, product, and /or quotient. SW chooses the sequence that matches each
pattern and identifies a pattern in each sequence
Accommodation/Modification: CU, ET, FB & SG
Para-professional will be at lunch
Homework: Work not completed during class.
Mathematics Center Objectives: SWBAT actively listen to instructions and follow directions.
SWBAT improve and increase skills on time and money. SWBAT demonstrate understanding of
various operations. SWBAT demonstrate application of math concepts.
*Center Activities*- Fred, Brittany, Tyecia, & Jemeil- Students will use “Take to Your Seat”
activities to support and increase their skills. Students will also use the taped materials/written
on time, money, fractions, addition, subtraction, multiplication, and division. They will follow
the directions in the folder or container.
EVALUTION: Progress chart will be used to record which activities that have been completed.
Assessment Page will check students’ understanding of the concept.
5th
Hour- Lunch
6th
-Computer if available
7th
Hour: Science
OBJECTIVES: SWBAT identify the parts of the Five Senses. SWBAT describe how each part
functions for the Five Senses. SWBAT describe the importance of the 5 Five Senses.
IEP GOAL: identify major ideas function, events and supporting information within and across
the text.
CCSS: Integrate visual information (e.g. in charts, graphs, organizer & photographs) with order
information in print and digital texts.

9. Running head: LESSON PLAN
GLCE: R.IT.06-8.04: Respond to individual and multiple texts by finding evidence discussing,
illustrating and/or writing to reflect, make connections, take position and/or show
understanding.
Accommodation/Modification: ET, AL&SG
Materials: Life Science-Concept Map, Selection “The Five Senses”, Comprehension Questions
Procedure/Activity: Teacher/Para-professional student group discussion and activities. Students
will fill out KWL Chart. Orally review “The Five Senses” and complete the organizers on the
nervous system. SW completes both puzzles.
Accommodation/Modification: ET, AL&SG
Evaluation: Teacher will provide students with practice on key words and concepts.
8th
HOUR- Social Studies/Life Skills
GLCE: R.IT.06.08.04- Respond to individual and multiple texts by finding evidence discussing,
illustrating and/or writing to reflect, make connections, take position and/or show
understanding.
Common Core Standards:
2.2- Use a variety of reading, listening and viewing strategies to construct meaning beyond the
literal level
2.1.7 Demonstrate understanding of written information by restating, paraphrasing- composing
a personal response distinguish between a summary and a critique
Objectives: SWBAT identify civil rights at work. SWBAT analyze advantages and disadvantages
that took place in their lives. SWBAT trace the history of Jackie Robinson and Thurgood
Marshall
Material: Jackie Robinson & Thurgood Marshall bio worksheets.
PROCEDURES:
Students will read the information given and complete the questions for reflection for Jackie
Robinson the first African American voted in the baseball Hall of Fame/Thurgood Marshall first
African American appointed to the United States Supreme Court. Discuss and write the answers
for the discussion Questions, Complete the word meaning and the affixes worksheet. Use the
Venn diagram organizer to make a comparison of yourself and Jackie Robinson. Discuss the
vocabulary words and meaning for Thurgood Marshall, complete the Now and then worksheet

10. Running head: LESSON PLAN
on Thurgood Marshall about school then and how different is they now. SW complete the
Thurgood Marshall Time Line from 1909 to 1993 using the computer for information
ACCOMMODATION/MODIFICATION: ET, SM, AL
EVALUATION: Teacher will give students practice on concepts using the organizer to summary