[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-358048-105":53,"doc-detail-358048-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","special-education-lesson-plan-student-teaching-and-graduate-internship","Special Education Lesson Plan - Student Teaching and Graduate Internship","","Structured special education lesson plan template for student teaching and graduate internship, organizing instruction around planning and preparation components. The framework prompts educators to connect content knowledge to students and 21st-century skills, provide an overview of learner needs, define aligned instructional outcomes and learning objectives, and design coherent instruction through evidence-based practices and stepwise activities. It also includes sections for instructional materials, grouping rationale, assessment alignment, consideration of diversity, and a post-lesson reflection on outcomes, evidence, and next steps.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/special-education-lesson-plan-student-teaching-and-graduate-internship/358048/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/special-education-lesson-plan-student-teaching-and-graduate-internship/358048.png","ImageObject",442,249,{"name":88,"@type":89},"4398046744996","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-11","2026-09-23",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",7,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What learner information does the lesson plan template require under knowledge of students?","Question",{"text":109,"@type":110},"It asks for a brief overview of student skills, knowledge, interests, communication, sensory challenges, motor considerations, cultural background, specific learning needs, linguistic considerations, and related needs.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How should instructional outcomes and learning objectives be written?",{"text":114,"@type":110},"Instructional outcomes should be aligned to classroom SLOs, district curriculum, and student IEP(s). Learning objectives must be observable, measurable, and include criteria for success.",{"name":116,"@type":107,"acceptedAnswer":117},"What assessments and reflection elements are included in the template?",{"text":118,"@type":110},"The assessment section requires describing assessments used to measure progress and how results inform instruction while considering student diversity. The reflection section prompts what happened, what went well or poorly, what objectives were met with supporting data, and how the experience will influence future planning and professional identity.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},358048,1791167187,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":60,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":79,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":73},4398046744996,"Special Education LESSON PLAN  \nStudent Teaching and Graduate Internship  \nName: Grade/Dept.:  \nSchool: Date:  \nTotal Time of Lesson:  \nStandard 1: Planning and Preparation  \nComponent 1.1: Demonstrating Knowledge of Content & Students  \n\n| Performance Indicators | Educator Evidence |\n| --- | --- |\n| 1.1a\u003Cbr>Knowledge of Content\u003Cbr>RIPTS 1,2,3,4,5\u003Cbr>CEC 3 | List important concepts/skills addressed in this lesson:\u003Cbr>Describe how lesson concepts are related to other disciplines.\u003Cbr>Describe how lesson concepts are related to pertinent 21st Century Skills (Critical thinking, Communication, Collaboration, Creative problem-solving). |\n| 1.1b Knowledge of Students RIPTS 1,2,3,4,5\u003Cbr>CEC 1 | OVERVIEW OF STUDENTS: Give a brief overview of the students involved in the lesson\u003Cbr>(i.e., student skills, knowledge, interests, communication, sensory challenges, motor considerations, cultural background, specific learning needs, linguistic considerations) . |\n\nStandard 1: Planning and Preparation  \nComponent 1.2: Establishing Instructional Outcomes  \n\n| Performance Indicator | Educator Evidence |\n| --- | --- |\n| RIPTS 1,2,3,4,5 CEC 1,2,3,5 | INSTRUCTIONAL OUTCOMES\u003Cbr>● Describe how this lesson is aligned to the classroom SLOs and the district general curriculum.\u003Cbr>● Describe how this lesson is aligned to student IEP(s) .\u003Cbr>● Identify the critical content standards are addressed in this lesson?\u003Cbr>● What critical Social Emotional Learning standards (identify one or two) are addressed in this lesson? Describe how you will incorporate these into your lesson. |\n\n\n|  | LEARNING OUTCOMES FOR INDIVIDUALS/STUDENT GROUPS:\u003Cbr>Describe the lesson-specific learning objectives for individuals/student groups. Your objectives should be observable, measurable and have a set criterion. |\n| --- | --- |\n\nStandard 1: Planning and Preparation  \nComponent 1.3: Designing Coherent Instruction  \n\n| Performance Indicators | Educator Evidence |\n| --- | --- |\n| 1.3.a\u003Cbr>Learning Activities , Lesson Structure & ContentRelated Pedagogy\u003Cbr>RIPTS 1,2,3,4,5\u003Cbr>CEC 1,2,3,5 | \u003Cbr>DESCRIPTION OF THE LESSON:\u003Cbr>Provide a BRIEF overview of the lesson:\u003Cbr>Identify 2-3 critical evidence-based practices (i.e. collaborative teaching, responsive feedback, modeling, instructional scaffolding, blended learning, digital learning) and/or Special Education High Leverage Practices are identified in this lesson to support student diversity (i.e. special needs and abilities, cultural, linguistic and racial identities?) . Describe how you will incorporate these into your lesson. |\n| 1.3.a\u003Cbr>Learning Activities , Lesson Structure & ContentRelated Pedagogy\u003Cbr>RIPTS 1,2,3,4,5\u003Cbr>CEC 1,2,3,5 | \u003Cbr>SUMMARIZE THE LEARNING ACTIVITIES IN THIS LESSON\u003Cbr>Step 1 : Describe Step 1\u003Cbr>(  minutes)\u003Cbr>Step 2 : Describe Step 2\u003Cbr>(  minutes)\u003Cbr>Step 3 : Describe Step 3\u003Cbr>(  minutes)\u003Cbr>Step 4 : Describe Step 4\u003Cbr>(  minutes)\u003Cbr>How will this lesson schedule be presented to the students? |\n\n\n| Performance Indicators | Educator Evidence |\n| --- | --- |\n| 1.3.b\u003Cbr>Instructional Materials and Resources\u003Cbr>RIPTS 1,2,3,4,5\u003Cbr>CEC 1,2,5 | INSTRUCTIONAL MATERIALS/RESOURCES/TECHNOLOGY\u003Cbr>•\u003Cbr>•\u003Cbr>•\u003Cbr>Describe how instructional materials and resources consider student abilities, cultural, linguistic and racial identities:\u003Cbr>Describe any applicable Supplementary Aides and Services from student IEP(s):\u003Cbr>Describe any applicable Related Services from the student IEP(s): |\n| 1.3.c\u003Cbr>Instructional Groups\u003Cbr>RIPTS 1,2,3,4,5,9\u003Cbr>CEC 1,5 | PREREQUISITE SKILLS/STUDENT GROUPS\u003Cbr>Describe your student groups. Include a brief rationale to justify how groups were selected.\u003Cbr>(i.e., pre-assessment data, IEP goals, behavioral considerations/FBA data, communication challenges) .\u003Cbr>Describe the prerequisite skill data needed for this lesson’s success: |\n\nStandard 1: Planning and Preparation  \nComponent 1.4: Designing Student Assessment  \n\n| Performance Indicators | Educator Evidence |\n| --- | --- |\n| 1.4 | ASSESSMENT |\n|","cbCaiad6uzcqfJqB","https://ap.wps.com/l/cbCaiad6uzcqfJqB","pdf",217802,"English","# Standard 1: Planning and Preparation\n## Component 1.1: Demonstrating Knowledge of Content & Students\n## Component 1.2: Establishing Instructional Outcomes\n## Component 1.3: Designing Coherent Instruction\n## Component 1.4: Designing Student Assessment\n# Standard 4: Professional Growth and Responsibilities\n## Component 4.1: Reflecting on Practice","[{\"question\":\"What learner information does the lesson plan template require under knowledge of students?\",\"answer\":\"It asks for a brief overview of student skills, knowledge, interests, communication, sensory challenges, motor considerations, cultural background, specific learning needs, linguistic considerations, and related needs.\"},{\"question\":\"How should instructional outcomes and learning objectives be written?\",\"answer\":\"Instructional outcomes should be aligned to classroom SLOs, district curriculum, and student IEP(s). Learning objectives must be observable, measurable, and include criteria for success.\"},{\"question\":\"What assessments and reflection elements are included in the template?\",\"answer\":\"The assessment section requires describing assessments used to measure progress and how results inform instruction while considering student diversity. The reflection section prompts what happened, what went well or poorly, what objectives were met with supporting data, and how the experience will influence future planning and professional identity.\"}]","Special Education Lesson Plan - Student Teaching and Graduate Internship | PDF",1790132614]