SCENARIO I
LESSON PLAN I: Based on the grade level and content (subject area) you chose, write a lesson plan for your class.Ê Use the Hunter model.Ê Search the Internet for sample lesson plans.Ê If you choose one from the Net, modify it to fit the Hunter model.Ê It should cover one class or learning period depending on the grade level you have chosen.Ê This lesson plan should be somewhat detailed.Ê Be sure you include all of the elements required.
You are a regular education teacher. Prepare a lesson plan for the ÒaverageÓ student in your class:
1. Average IQ (90-100)
2. No learning or physical problems
3. Not a behavior problem
SCENARIO II
LESSON PLAN II: Using Lesson Plan I, modify your instructional strategies/ techniques and activities for a student you have that has been identified with a learning disability in reading.Ê
1. Average IQ (90 to 100) Sometimes seems very bright because of verbal skills
2. Reads four grade levels below placement
3. Understands the story/information when he/she is read the material.
4. Can answer comprehension questions on paper but has difficulty expressing self orally.
5. Comprehends written directions, but has difficulty with oral ones.
6. Sometimes acts out in frustration when faced with a task that requires skills he/she doesnÕt have.
7. The learning problem with this student is of concern because so much of learning requires reading and comprehension as well as the ability to express self in written form.
The student either:
1. Disrupts the class
2. Ignores the teacher
3. Bothers other students
This student has been referred for special education screening, and qualified for special education. However, your district is determined to comply with the regulations for least restrictive education environment and has decided that students with special needs will be served by the regular education teacher.
SCENARIO III
LESSON PLAN III: Using Lesson Plan I, modify your instructional strategies/ techniques and activities for a student you have that has been identified with a learning disability in the auditory senses.Ê
1. Average IQ (90 to 100)
2. Reads on grade level placement.
3. Understands the story/information when he/she reads it but cannot explain it or answer oral questions.
4. Can answer comprehension questions on paper but has difficulty expressing self orally.
5. Comprehends written directions, but has difficulty with oral ones.
6. Sometimes acts out in frustration when faced with a task that requires skills he/she doesnÕt have.
The learning problem with this student is of concern because so much instruction is given orally by the teacher. The student either:
1. Disrupts the class
2. Ignores the teacher
3. Bothers other students
This student has been referred for special education screening, but did not qualify. However, the appropriate placement committee determined this student does need and qualifies for 504 accommodations.
LESSON PLAN IV: Using Lesson Plan I, modify your instructional strategies/ techniques and activities for a student you have that has been identified with dyslexia.Ê
1. Above average IQ (about 120+) Sometimes seems very bright because of verbal skills
2. Reads below grade placement, but has learned coping skills after spending sometime with the dyslexic education specialist.
3. Understands the story/information when he/she is read the material. Often can manage to read when allowed sufficient time.
4. Can answer comprehension questions verbally but has difficulty expressing self with the written word. However, by using the computer for written work, the student has considerably fewer problems.
5. Comprehends oral directions, but has difficulty with written ones.
6. Tries to use coping skills when encouraged and allowed by teacher. Student really wants to learn and does work at doing what is expected.
7. The learning problem with this student is of concern because so much of learning requires reading and comprehension as well as the ability to express self in written form.
This student has been working for sometime in a pull out program with the dyslexia specialist However, your district is determined to comply with the regulations for least restrictive education environment and has decided that students with special needs will be served by the regular education teacher.
SCENARIO V
LESSON PLAN V: Using Lesson Plan I, modify your instructional strategies/ techniques and activities for a 504 student you have that has been identified with ADHD.
This student acts out with impulsive behavior often. He/she is on medication for behavior modification, but still needs supportive educational intervention.
1. Above average IQ (about 120+) Sometimes seems very bright because of verbal skills.
2. Reads on grade placement.
3. The learning problem with this student is of concern because of disruptive behavior and frustrations in the classroom.
4. He/she qualifies for 504 accommodations.
5. He/she is on long-lasting medication that does help considerably, but he/she still needs special educational support.
You have been told to meet the needs of this student, but you find that you have to search out information yourself. The Internet is an excellent source for suggestions for teaching and dealing with children with ADHD.
NOTE: Some experienced teachers include strategies/techniques and activities in their regular education plan to meet the needs of all student learning modalities. They might color code their activities to correspond with a handicapping condition. In other words, instruction and activities already include possible ways for students with identified and non-identified accommodations/modifications.
SCENARIO VI
LESSON PLAN VI: Using Lesson Plan I, modify your instructional strategies/ techniques and activities for a student you have that has been identified as gifted.
1. Above average IQ (over 140+) Has superior reading and writing skills
2. Reads five grade levels above placement, and is very creative.
3. Can do anything requested of him/her.
4. Parents have exposed child to many diverse activities such as museums, plays, vacations, music, etc.
5. A natural born leader.
6. Has spent time in the gifted and talented program.
This student has been working for sometime in a pull out program with the G/T specialist However, your district is determined to comply with the regulations for least restrictive education environment and has decided that students with special needs will be served by the regular education teacher.