ASSURE Lesson Plan Template Name: Haley Lozeau Duration of Lesson: 1 hour
Analyze learners
Subject Area(s): Science Grade Level: Fourth
I serve a second-grade classroom. The classroom holds twenty-one children, eleven females and ten males. Three ethnic groups are present, including: Caucasian, African American, and Hispanic. All students in this class are between the ages of 9 and 10. This school is a Title I school which means that the socioeconomic status is middle to lower class. This fact means that students may not have the ability to obtain learning materials outside of the classroom. The level of educational support at home may vary. Some of the students have mentioned reading to a parent or grandparent or reading independently at home. Other students do not bring their library books home or do not get much parental support in reading outside of the classroom. Many of these students come from singleparent homes in which the head of household is not home to practice spelling words or sign take-home folders. Two students have parents that work at the school (teacher and teacher’s aid). These students read often and do not struggle reading grade-leveled texts. The classroom holds twenty-one children, eleven females and ten males. Three ethnic groups are present, including: Caucasian, African American, and Hispanic. Two students are in need of accommodations that involve extra time on work and assessments read aloud. All students’ primary language is English. To be considerate of the specific cultural circumstances within this classroom, I will utilize my confident readers to encourage and assist struggling students during this lesson. I will also provide encouragement and assistance for these students. Listening and giving attention to struggling readers during this lesson will reinforce their confidence during the reading and writing activities. One hour is typically given to Science instruction. This science learning segment will span this one hour. In this classroom, Response-to-Intervention and Instruction involves four, fifteen minute rotations. These include: read to self, word work, reading eggs, and small group teaching. This lesson will not interfere with the time dedicated to RTI instruction. Two students require an IEP. Both IEP’s are speech and reading related. These two students are pulled out of the classroom from 9:25 a.m. to 11:00 a.m. for Title I reading on Tuesday and Thursday and Speech Therapy on Monday and Wednesday. This lesson will not take place during this time, therefore this supplemental instruction time will not interfere with this lesson. 190 | P a g e