Designing Lesson Plans: Quality Design

This assignment assesses your ability to:

• develop lesson plans for students with mild to moderate disabilities that include differentiated instructional strategies (CLO5/Evaluating) and;
• develop lesson plans that incorporate CCSS, IEP goals, effective assessment practices, and evidence-based strategies for promoting self-determination skills for a variety of classroom settings serving students with mild to moderate disabilities (CLO5/Evaluating).

This assessment also supports your achievement of Course Learning Outcome 5, and MASE Program Learning Outcomes 4 and 5.

Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date.

Content Expectations: Submit each of the following for evaluation:

• Classroom (4 points): Using the lesson plans from prior weeks as a model format, develop a lesson plan that incorporates differentiated instructional strategies, CCSS, IEP goals, effective assessment practices, and evidence-based strategies for promoting self-determination skills for Bianca in your choice of either Mr. Franklin or Mrs. Mills’ classroom.
• Reflection (4 points): Write a one page rationale for each lesson plan explaining why you chose the differentiated instructional strategies for Bianca in the lesson plan you did instead of other possible choices. Provide your collaborative suggestions to appropriately address content, multiple intelligences, and the learning styles of diverse learners. Consider the additional factors that are evident in real-world classrooms where attention must be given to strategies to differentiate content based on student readiness, interest and learning profile.

Written Expectations:

• Syntax and Mechanics (1 point): Exhibit meticulous use of grammar, spelling, and organization, throughout your submission.
• Organization (.5 points): Use the lesson plan template provided.
• Source Requirement (1 point): Reference at least five scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

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