Chat with us, powered by LiveChat SPD550 Grand Canyon University Special Education Teaching Project | All Paper
+1(978)310-4246 credencewriters@gmail.com
  

Assignment 1 A special education teacher in a resource setting has a very difficult job, meeting the needs of a variety of students and covering a multitude of subject matters in a single class period. Being able to properly structure your class and effectively manage class time will help you meet the needs of all students and not become overwhelmed. Adding a number of strategies and accommodations to your teaching repertoire will also increase your efficacy in the classroom.For this assignment, take on the role of a first-year special education teacher who has been assigned to the resource room to work with students who are working at the ninth grade level for both English and math. You have about 10 students during this class period and an aide to assist you. Students meet with you for 50 minutes each day to get help with homework, finish their classwork, study for tests, and get extra support in each subject area. You will need to structure the class so that student needs in both subject areas will have time to be addressed.Use the “Class Profile” to obtain specific information about the needs of your students.Part 1: Teacher InquiriesIn 250 words compose a response for the following:Questions you would have about your teaching assignment before it begins, including any requests for additional information.Questions you would have for fellow teachers and administration.Information you would like to have before the end of the first week of school.Provide a rationale for each inquiry. Cite both the “Class Profile” and an additional minimum of two outside scholarly resources in your responses.Part 2: Classroom EnvironmentIn 500 words compose a response for the following:Provide a minimum of three possible ways to structure the classroom setting.Provide a minimum of two possible ways to structure a class period.Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English language arts and math classes.Provide two collaboration strategies to use when working with the classroom aide assisting you in meeting the needs of the students in the resource room setting.Provide support for your responses, citing both the “Class Profile” and an additional minimum of two outside scholarly resources.While APA format is not required for the body of the assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelinesAssignment 2 Meet with a certified special educator who co-teaches in an inclusive classroom at a school of your choice; ideally the school is at the grade range in which you would like to teach (e.g., elementary, middle, secondary). Co-teaching in this instance would include a special education teacher working with a general education teacher, paraeducator, instructional assistant, or related services professional/support staff.Prior to observing the teacher, ask the following questions:How often do you meet with your co-teacher for planning purposes and collaboration? Do you share a planning period or meet outside of school hours?What partnership arrangement did you make with your co-teacher before you began your co-teaching relationship?Did you choose the colleague you work with, or was this teaching arrangement assigned to you without your input?How did you prepare for being a co-teacher? Do you enjoy it? Why or why not?What challenges should all special educators be prepared to overcome in inclusive co-teaching classrooms? What are the benefits of a co-teaching relationship?What have your personal experiences as a co-teacher shown you related to student success?After your conversation with the teacher, spend the remainder of your field experience hours observing and assisting the teacher as he or she teaches, assesses students, and plans for future lessons. Keep notes on the co-teacher’s role in the classroom as well as the professional relationship between the two teachers.Summarize your observations and conversation in 250 words, citing specific things you noted. Be sure to reflect upon what you thought you might see and what you actually saw. How did your field experience change your views about the role of a co-teacher in an inclusive classroom? Did you note any challenges? Any successes? Compare your observations to what research has shown about important elements of co-teaching relationships. In addition, explain how you will use your findings in your future professional practice.Support your findings with a minimum of three scholarly resources.APA format is required, and solid academic writing is expected.Assignment 3 essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice.Review “Marcus Partial IEP and Lesson” to inform the assignment.Upon reviewing the Present Level of Performance and the second grade literacy-based standards, create one academic goal specific to Marcus’ needs. Include this academic goal within the “Lesson Summary and Focus” section of the “COE Lesson Plan Template.”Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to his identified academic goal.Write a 250-500 word rationale explaining your instructional choices, how your lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements of UDL will be incorporated to enhance Marcus’ learning.Assignment 4 An essential component of being a special educator is adapting lessons and making accommodations for students who are performing below grade level, while still aligning to the state curriculum standards. Meeting the students’ needs is more than simplifying the lesson or teaching on a lower grade level; it is about teaching to each child’s unique strengths rather than their weaknesses.Read the scenario below to inform the assignment that follows:Imagine you are a resource ELA teacher for fifth graders. Your resource class consists of nine students who are reading 2-3 grade levels below their peers.Three of your students have specific learning disabilities in the area of reading; one has been diagnosed with ASD, and two have emotional and behavioral disorders which affect their academics in all areas. Two students have mild intellectual disabilities and one student is a speech and language impaired student who is struggling with reading.One student was retained and is repeating fifth grade, and one is a new student whose records have not yet arrived, but reports this is his second time in fifth grade.All of your students are decoding and comprehending at approximately a second to third grade reading level. All attend general education classes for at least part of the day. Eight of the nine students are males who show an interest in science and nonfiction texts, while your female student considers herself to be a fairy princess, she adores Disney, and she detests all the topics the other students love.Review Appendix B of the Common Core Standards and select a fifth-grade exemplar informational text.Using the “COE Lesson Plan Template,” create a lesson plan designed to meet the specific needs of the students in your class that enhances language development and communication skills, and incorporates:The chosen fifth grade exemplar informational text.A Common Core Standard or other state standard specific to informational text.Assistive technology within the lesson and the lesson’s summative assessment.In the “Rationale/Reflections” part of the lesson plan, write a 250-word rationale explaining your instructional choices. Be sure to address how the lesson enhances language development and communication skills. In addition, reflect upon how you would provide students feedback on formative assessments to prepare them for a summative assessment.
spd_550_t2_class_profile.docx

coe_lesson_plan_template.docx

Unformatted Attachment Preview

Year in School
Reading
Performance
Level
Math
Performance
Level
9
One year above
grade level
Two years below
grade level
Social Anxiety
10
At grade level
Academic
Dyscalculia
10
At grade level
Female
Academic/Behavior
Calculations/ODD
10
Grade level
White
Female
Emotional
Disturbance
Depression
9
At grade level
African
American
Male
Academic
Dyslexia
10
Hispanic
Male
Academic
Computation
10
White
Female
Academic/Behavior
Nonverbal learning
disability
9
Hispanic
Male
Academic/Behavior
ASD/Communication
10
Andy
No
Low
SES
White
Male
Academic
Beth
No
Mid
SES
White
Female
Behavior/Emotional
Christy
No
White
Female
Emotional
Disturbance
Drew
No
White
Male
Ella
No
White
Emma
Yes
Lebron
No
Manuel
Yes
Sarah
No
Thomas
ELL
Mid
SES
Low
SES
Mid
SES
Low
SES
Mid
SES
Low
SES
Mid
SES
Low
SES
Service Need of
IEP
One year below
grade level
IEP
Two years below
grade level
Gender
10
Ethnicity
Socioeconomic
Status
English Language
Learner
Student Name
Class Profile
Reading
Comprehension
Task Completion/
Executive Functioning
Disorder
© 2019. Grand Canyon University. All Rights Reserved.
Two years below
grade level
One year below
grade level
Two years below
grade level
Two years below
grade level
Two years below
grade level
Three years below
grade level
Two years below
grade level
Two years below
grade level
One year below
grade level
Two years below
grade level
Two years below
grade level
Two years below
grade level
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate
Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and
Focus:
In 2-3 sentences, summarize 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.
National/State Learning
Standards:
Review national and state standards to become familiar with the standards
you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of
the lesson being presented. Standards must address learning initiatives
from one or more content areas, as well as align with the lesson’s learning
targets/objectives and assessments.
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Include the standards with the performance indicators and the standard
language in its entirety.
Specific Learning
Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to
measure in learning. These must be aligned with the standards. When
creating objectives, a learner must consider the following:

Who is the audience

What action verb will be measured during instruction/assessment

What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective
created. This should not be a summary of the lesson, but a measurable
statement demonstrating what the student will be assessed on at the
completion of the lesson. For instance, “understand” is not measureable,
but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately
label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary
and content-specific vocabulary you need to teach. In a few sentences,
describe how you will teach students those terms in the lesson.
© 2019. Grand Canyon University. All Rights Reserved.
GCU College of Education
LESSON PLAN TEMPLATE
Resources, Materials,
Equipment, and
Technology:
List all resources, materials, equipment, and technology you and the
students will use during the lesson. As required by your instructor, add or
attach copies of ALL printed and online materials at the end of this
template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking
previous learning with what they will be learning in this lesson and gaining student interest for the
lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage
interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any
materials you will need to prepare for the lesson.
For example:

I will use a visual of the planet Earth and ask students to describe what Earth looks
like.

I will record their ideas on the white board and ask more questions about the amount of
water they think is on planet Earth and where the water is located.
© 2019. Grand Canyon University. All Rights Reserved.
Time
Needed
GCU College of Education
LESSON PLAN TEMPLATE
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain
how you would present content in various ways to meet the needs of different learners. For
example, you may present the material using guided notes, graphic organizers, video or other
visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies,
etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will
use these materials throughout the lesson to support learning. Bold any materials you will need
to prepare for the lesson.
For example:

I will use a Venn diagram graphic organizer to teach students how to compare and
contrast the two main characters in the read-aloud story.

I will model one example on the white board before allowing students to work on the
Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional
resources/support):
© 2019. Grand Canyon University. All Rights Reserved.
Time
Needed
GCU College of Education
LESSON PLAN TEMPLATE
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content
and academic language. How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group work, Kagan cooperative
learning structures, hands-on activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore,
practice, and apply the content and academic language. Bold any activities you will use in the
lesson. Also, include formative questioning strategies and higher order thinking questions you
might pose.
For example:

I will use a matching card activity where students will need to find a partner with a card
that has an answer that matches their number sentence.

I will model one example of solving a number sentence on the white board before having
students search for the matching card.

I will then have the partner who has the number sentence explain to their partner how
they got the answer.
Explain how you will differentiate activities for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional
resources/support):
© 2019. Grand Canyon University. All Rights Reserved.
Time
Needed
GCU College of Education
LESSON PLAN TEMPLATE
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know.
Your goal in this section is to explain the various ways in which your students will demonstrate
what they have learned. Explain how you will provide alternative means for response, selection,
and composition to accommodate all learners. Will you tier any of these products? Will you offer
students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge
about the topic. For example, students may demonstrate their knowledge in more summative
ways through a short answer or multiple-choice test, multimedia presentation, video, speech to
text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment,
reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example,
students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running
records, four corners, or hand raising. Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced.
They will be expected to write the reflection using complete sentences, proper capitalization and
punctuation, and utilize an example from the simulation to demonstrate their understanding.
Students will also take part in formative assessments throughout the lesson, such as thumbs upthumbs middle-thumbs down and pair-share discussions, where you will determine if you need to
re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional
resources/support):
© 2019. Grand Canyon University. All Rights Reserved.
Time
Needed
GCU College of Education
LESSON PLAN TEMPLATE
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. As required
by your instructor, attach any copies of homework at the end of this template.
© 2019. Grand Canyon University. All Rights Reserved.
Time
Needed

Purchase answer to see full
attachment