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(May need individualized and/or small group outcomes)\u003Cbr>● Describe how this lesson is aligned to students 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.\u003Cbr>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\nStandard 1: Planning and Preparation  \nComponent 1.3: Designing Coherent Instruction  \n\n| Performance Indicators | Educator Evidence |\n| --- | --- |\n| 1.3.a | \u003Cbr>DESCRIPTION OF THE LESSON: |\n| Learning | Provide a BRIEF overview of the lesson: |\n| Activities , |  |\n| Lesson |  |\n| Structure & |  |\n| Content- |  |\n| Related Pedagogy | Identify 2-3 critical Evidence-Based Practices  (i.e. collaborative teaching, responsive feedback, modeling, instructional scaffolding, blended learning, digital learning) and/or Special Education |\n|  | High Leverage Practices are identified in this lesson to support student diversity (i.e. special |\n| RIPTS 1,2,3,4,5 INTASC 1,2, | needs and abilities, cultural, linguistic and racial identities?) . Describe how you will incorporate these into your lesson. |\n| 4,5,7 |  |\n| CEC 1,2,3,5 |  |\n\n\n| 1.3.a\u003Cbr>Learning Activities , Lesson Structure & ContentRelated Pedagogy\u003Cbr>RIPTS 1,2,3,4,5\u003Cbr>INTASC 1,2, 4,5,7\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| Performance Indicators | Educator Evidence |\n| 1.3.b\u003Cbr>Instructional Materials and Resources\u003Cbr>RIPTS 1,2,3,4,5\u003Cbr>INTASC 1,2,7\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>INTASC 1,2,7\u003Cbr>CEC 1,5 | PREREQUISITE SKILLS\u003Cbr>Describe the prerequisite skills needed for this lesson’s success:\u003Cbr>LEARNING GROUPS. List the grouping of students (using non-identifying student names/initials) . Develop a lesson objective for students in each","cbCaiaoKYMFI3JKP","https://ap.wps.com/l/cbCaiaoKYMFI3JKP","pdf",263139,"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 - COMPLETED AFTER LESSON IS IMPLEMENTED","[{\"question\":\"What sections are included in the lesson planning template?\",\"answer\":\"The template includes Standard 1 planning components (1.1 knowledge of content and students, 1.2 instructional outcomes, 1.3 coherent instruction, 1.4 student assessment) and Standard 4 reflection (4.1 reflecting on practice after the lesson).\"},{\"question\":\"How should instructional outcomes and learning objectives be written?\",\"answer\":\"Instructional outcomes should align with classroom SLOs and the district general curriculum and with students’ IEP(s). Learning objectives for individuals or groups must be observable, measurable, and include a clear set criterion.\"},{\"question\":\"How does the template guide assessment and use of assessment results?\",\"answer\":\"It requires designing assessments that measure student progress toward learning outcomes and explaining how the assessments align to lesson outcomes. It also prompts reflection on how assessment information informs instruction while considering diversity such as communication abilities and cultural or linguistic identities.\"}]","Special Education Lesson Plan Template - SID Program Classes, Student Teaching and Graduate Internship - Lesson Plan | PDF",1790132625]