Lesson Plan Development

1
Lesson Plan Development
2
Why This Format?

• To view individual lessons as components of the
  big picture or steps to achieving the skill.
• To learn to plan for the whole skill/concept and
  not to think/plan on a day-by-day basis.
• To focus on the skills most important to a deaf
  educator language, speech reading.
• Content is viewed as a facilitator in achieving
  the skills above.
• Allows for flexibility or ease in changing
  content information since the target skills
  remain the same.

3
Why this Format?

• To ingrain in our teaching that we are all about
  language, speech and reading!
• Remember, if a gen ed teacher can do it, then why
  pay for us?

4
Quick Overview

• Part 1 Determining the language, speech, and
  reading targets for the unit mapping the
  sequential development of the targets throughout
  the unit
• Part 2 Identifying the assessment activities to
  measure progress towards the targets
• Part 3 Planning the individual lessons within
  the unit
• Part 4 Assessing progress towards goals and
  summarizing progress
• Now lets look at each one more closely

5
Part 1

• Determine Unit topic, goal (stated broadly), IEP
  goals, ILS (written out completely
• Develop general goals for expressive receptive
  language, speech reading
• Can be done in pencil
• Criterion preference for goals is trials over
  percentages
• FOCUS on skills rather than topic/activities

6
(No Transcript)
7
(No Transcript)
8
Unit Planning Practice

• Using the textbooks provided turn to page 262
• With a partner plan one week unit covering these
  pages using Part 1 of the Planning Method

9
Part 2

• Complete Unit Goal (everything should lead to
  accomplishment of goal)
• Complete Collaboration section
• Complete Students entering behavior
• Complete chart
• Do not forget Blooms level (make sure you cover
  all levels throughout the unit)
• Accommodations as related to other disabilities

10
(No Transcript)
11
(No Transcript)
12
Unit Planning Practice

• Using the texbooks provided turn to page 262
• Continue working with you partner to complete
  Part 2 of the Planning Method

13
Part 2b

• Data must be collected for each goal a minimum of
  3 times in a 10 lesson unit (5x in a 15 lesson
  unit).
• Put an X in the box of the lessons in which you
  will collect data for that particular goal.
• In each lesson, you will only write objectives
  for the goals targeted to collect data for that
  particular lesson.

14
Part 2b

• Lets do it.

15
(No Transcript)
16
Part 3 TC format

• Column 1 Goals, BO, ILS
• Write complete IEP goals behavioral objectives
  
• Language, Speech Reading objective must be
  included may need to add a Content objective as
  well
• ILS may just give letters and numbers
• Column 2 Language Speech Targets
• Must provide
• a TASL or CASSLS level,
• sentence type(s) and example(s),
• speech targets and words containing speech
  targets.
• May also list targeted vocabulary

17
Part 3 TC format

• Column 3 Materials
• be very thorough!!!!
• Column 4 Methodology
• list the methodology type you will be using
• must see complete teacher prompts and student
  responses which need to match targeted language
  and speech structures given in column 2
• must include complete transition statements
• must include a review at beginning
• dont forget closure
• Keep brief (2-3 pages) but I should be able to
  teach from the plan

18
Part 3 TC format

• Column 5 - Assessments/Checks for understanding
• use graphs and tallies
• make the most of the data collecting
• make efficient
• visual is best to glean information from
• should correspond with behavioral objectives
  listed in column 1

19
Part 3 TC format

• Remember
• Objectives listed in column 1 should be easily
  identified in column 4 and correspond with
  assessment in column 5
• Targets listed in column 2 should be easy to find
  in column 4 as well as the prompts to elicit
  those targets
• It all fits together!

20
(No Transcript)
21
Part 3 Oral

• Focus is on language, language, language!
• Determine sentence structures and parts of
  grammar to be focus of lesson (based upon goals
  objectives of students)
• Write out sentences you want the student to
  express
• Write out the prompts you, the teacher, will pose
  to elicit desired response from student if needed
• Pick activity which will help facilitate desired
  language targets
• Determine how to best assess

22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
Part 4 - Assessment

• Complete chart daily.
• Report data actually collected Do NOT make it
  up!
• If data was not collected, note explain why.
  Ask supervisor or cooperating teacher for ideas
  on data collecting if needed.
• Collect anecdotal data as well (i.e. learner has
  cold, hearing aids are broken)
• Look for progress towards goals. If none make
  adjustments.
• REFLECT, REFLECT, REFLECT!

26
(No Transcript)
27
Part 4 Unit Summary

• Refer to summary guidelines to complete the unit
  summary.
• Be thorough!
• Avoid words such as great and wonderful
• Weather Channel Rain likely.chance of rain 20

28

• RUBRIC DHH LESSON PLANNING PART 4 UNIT
  SUMMARY (LESSON REFLECTIONS)
•  
• Assessing the Student Learner
• 1. Analyze and summarize your data (i.e. compare
  pre- and post-assessment measures, chart and
• analyze data, describe results of
  performance evaluations) according to the goals
  and objectives
• listed in Section II. List each goal
  separately and discuss the progress the group
  (with some
• reference to individual performance) made
  towards achieving that goal. A total of 4 goals
  should be
• discussed. This may be done in bulleted
  format.
• Only report on data related to the goals
  of the unit (e.g. if goal was on transportation,
  then
• dont report on how well the student did
  with colors)
• In narrative form, prepare a progress report for
  each childs file. Report individual progress
• towards each of the goals listed in the
  goal section (4 should be discussed). Include
• recommendations for subsequent lessons
  related to each unit goal (reading, language,
  speech or writing, and content). Progress
  reports should be concise and include data
  charts. This report should reflect the
  individual child.
• Note narrative should be include data,
  not rely upon the data charts to convey data
  information. It should be able to stand alone.
• Reflection on Teaching
• In narrative form, include a reflective summary
  of the strengths and weaknesses of the unit.
• Refer to data and unit objectives to reflect upon
  student learning. What did you learn as a
  teacher? 

29
Final Thoughts

• Use rubrics as an additional guideline throughout
  the process.
• Dont hesitate to ask for help.
• Have fun!