Lesson Plan Model
ECC Lesson Plan I
Student: Braille Reader Date(s) of Instruction: September 23rd, 2011
ECC Area: Compensatory-Braille Reading IEP Goal: In 36 weeks, given Braille instruction, Braille Reader will tactually identify and verbalize 89 braille contractions in 2 minutes with 95% accuracy.
Target Skill (Skills necessary to reach IEP goals): Braille Reader will need to tactually identify 5 new short form Braille contractions.
Lesson Objective (Hierarchy of Sub skills, use your assessment data):
Probing Question (relate to previous learning):
How does knowing braille contractions help us in school? What strategies do we use when learning new contractions?
Teacher modeling of skill:
Use metacognitive process to demonstrate learning. “I have a new contraction. The teacher told me it stands for the word “again”. I recognize the letter a, g and n. This would make sense to me as it is the beginning and ending sounds and a sound for the middle. I could remember this by saying a-g-n again and again. Repeat process for each new contraction and let student make their own association of remembering the word.
Guided practice:
Provide the words on flashcards to review and in a row and column to practice reading. Contractions will be presented in a random order with other contractions so the student is not reading the first letter only or relying on short term memory. The student will also read the contractions in context.
Check for understanding:
Teacher will note errors in recognizing contractions and ask the student questions to determine what strategies they are using to recognize the contractions during guided practice.
Independent Practice:
The student will read the 5 contractions in random order mixed with other known contractions in a random order presented in a row with a single space between the words.
Wrap up:
Game of “sentence make up” Putting contractions in a verbal sentence. Goal is to put as many contractions is a sentence as possible. Teacher and student each make two sentences. Teacher start “I ran after my dog again. I used the contraction after (which in braille is af) and again (which in braille is agn). The teacher brailles the contraction on the Perkins brailler. The student goes next.