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5 pages/≈1375 words
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APA
Subject:
Education
Type:
Coursework
Language:
English (U.S.)
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Total cost:
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Topic:

Adapted Lesson Plans for High-Incidence and Low-Incidence Students

Coursework Instructions:

Assignment Content

Select a lesson plan that would fit into your content area.You may use oneof your own lesson plans or find a lesson plan on the Internet. Nore:Some suggested sites for lesson plans are Scholastic. 

Choose a high-incidence category and a low-incidence category. Think of studentswho could fit into each of these two categories.

Nore-. These categories are discussed in Ch. 3and Ch. 4 of The Inclusive Classroom: Srraregies for Effective Differentiated lnstruction

Create two adaptations of the original lesson plan: one that incorporates the needs of your low-incidence student and one that incorporates the needsof your high-incidence student. Each modified lesson plan must address the following components, in addition to the regular lesson plan components:

• Instructional approach: At least one of the instructional strategies discussed in your texts should be utilized in each of your lesson plans. Describe the instructional approach, and provide an explanation for why you chose it.

• Content: Develop the lessons using a format that outlines preparation for each student's learning and the development, reinforcement, and evaluation of the objectives and goals. The information in each lesson plan must be accurate and relevant tothe srudems'needs. You must also develop and provide all the necessary materials for each lesson plan.

Differentiated instruction: Incorporate strategies for differentiated instruction for each student within the lessons.

• Adaptation: Incorporate at least two specific strategies,accommodations,and modificationsin each lesson that would beappropriate for your low-incidenceand high-incidence students.

• Assistive technology:Incorporate at least one high-tech and one low-tech typeof assistive technology into each lesson plan. The assistive technology should helpthe students accessthe curriculum and assessments.

• Assessment: Include formative and summ3tive assessments that will be used in the lessonsto determine if the studentsare understanding the content.

Reflection:At the end of each lesson, inch.dea brief (no more than 350 words) refle.ction on the process of modifying your lesson, and  pros and cons of the modification of your lesson.

Coursework Sample Content Preview:


Adapted Lesson Plans for High-Incidence and Low-Incidence Students
Student Name
Institution
Course Name
Instructor
Date
Adapted Lesson Plans for High-Incidence and Low-Incidence Students
Adapted Lesson Plan for Low-Incidence Students
Lesson Plans for Literacy
Unit

Word analysis and decoding

Lesson

Short vowel sounds and VCV Syllable pattern

Content area

Writing and reading

Period

7 – 14 days

Grade

Five

Technology Integration:

Cd player for audio text, iPad, and Proloquo for iPad.
Modified Materials

Instructor’s journey manual, CD player, headphones, student pre-made short vowel chart, use of Proloquo, word cards, and letter cards.
Resources needed

Audio text, instructor’s reading manual (Houghton Mifflin Harcourt Journeys), Fundation magnetic boards, and letters.
Objectives

* Aim at accurately reading words with short and long vowels.
* Identification of the VCV syllable pattern.
Research-based Strategies and Routines

* Phonemic Awareness
* Write a list of words (3-5) that emphasize the lesson, such as short vowel sounds matching the pattern CVC on the board or chart paper.
* Have each word identified by a pupil. Students should read out each phrase or tap it out to hear its various sounds.
* Ask the children to name the letters surrounding the consonants with (short) vowel sounds. When indicating to pupils that a word is a consonant, vowel, or consonant pattern, show the letter corresponding to the word that is a consonant.
* Help students identify a pattern included in the first 3-5 words.
* Students should construct short vowel words that match the CVC pattern using blocks and cards with letters (3-5 focused words) that the instructor speaks.
* Whenever pupils feel at ease utilizing the alphabet tiles or blocks, the children will be able to search a brief passage of text or sentence for words that follow the CVC pattern and have short vowel sounds (Donnelly et al., 2019).
Procedures:

* (Teacher) Write the chart paper's vowel letters at the top.
* Give learners cards with vowel sounds on them to touch and say;
* Provide an iPad to each student who can operate it by touching, speaking, or applying text-to-speech.
* Ask pupils to name these sets of letters and the sounds they represent (pay special attention to short vowel sounds).
* Write 3-5 spelling words (direct, crush, promise, grip) from the current reading selection on chart paper. Choose no more than two or three words to concentrate on, then add more words afterward.
* Ask the children which 3-5 terms from the list above they recognize.
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