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Because lessons do not stop when a student leaves the classroom,…
Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.
Read the case study to inform the assignment.
Case Study: Fiona
Grade: 9th
Age: 14
It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.
The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:
Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].
Solve expressions with variables (e.g., 3x = -24).
Write and solve the algebraic equation in a real-life word problem,
Part 1: Strategies
As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.
Instructional strategies should include:
Explicitly teaching related vocabulary
The use of the concrete-representational-abstract strategies
Graphic organizers
Mnemonic devices
The use of assistive technology
In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.
Part 2: 3 Day Unit Plan
Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”
Your unit plan must include:
Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.
Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.
Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.
Part 3: Home Connection
In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.
While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. 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 LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Support your choices in Parts 1 and 3 with 1-2 scholarly resources.
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Special Education ITL/NITL
MEd in Special Education (Nevada)
3.1: Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]
3.2: Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]
3.3: Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]
5.6: Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); MC1, MC2, MC4]
Fill out the information
Template below:
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State
Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
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Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson
to assess all levels of student understanding?
Level 1: Recall
Level 2: Skill/Concepts
Level 3: Strategic Thinking
Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
English Language Learners (ELL)
Students with special needs
Students with gifted abilities
Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of
Engagement
How will students explore, practice, and apply the content?
Multiple Means of
Engagement
Differentiation
Explain how materials will be differentiated for each of the following groups:
English Language Learners (ELL)
Students with special needs
Students with gifted abilities
Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of
Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of
Expression
Differentiation
Explain how materials will be differentiated for each of the following groups:
English Language Learners (ELL)
Students with special needs
Students with gifted abilities
Early finishers (those who finish early and may need additional sources/support)
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how
the extension activity or homework assignment supports the learning targets/objectives.
