Review the appropriate grade level “Class Profile” document to learn about the students in the class.

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Lesson plans guide instructional delivery of required curricular content. A good lesson plan is aligned to academic state or national standards and the district adopted curriculum, if available. Strong lesson plans include required components and define what the students are learning to do, how the teacher will teach those skills, and how the students and teacher will know if they have mastered the content. An examination of lesson plans can improve understanding of instructional planning to meet all student needs in a diverse classroom.

For this assignment, you will select the grade level “Class Profile” that most closely matches your program of study. Students who select the kindergarten grade level will reference the “Kindergarten: Sight Words Guided Reading Lesson Plan” when completing the assignment. Students who select the Grade 9 level will reference the “Grade 9: Rhetorical Devices Lesson Plan” when completing the assignment.

For the assignment, complete the following steps and sections on the lesson plan:

1. Review the appropriate grade level “Class Profile” document to learn about the students in the class.
2. Review the lesson plan associated with your grade level to become familiar with the lesson.
3. Using what you learned about the students on the “Class Profile,” complete the “Classroom and Student Factors/Grouping” section of the lesson plan. Identify a small group (3-5 students) who could benefit from specific differentiation/UDL strategies. At least one student in the group should be dyslexic or struggling with reading.
4. Complete the “Technology” section of the lesson plan by selecting and describing specific technology that could be used to increase student engagement in the lesson. Justify your selection
5. Complete the “Dyslexia Instructional Strategy and Justification” section of the lesson plan by selecting a specific strategy that could be used to improve reading, decoding, and comprehension skills for the student with dyslexia/struggling with reading and justify your selection.
6. Complete the “Differentiation Strategies and Justification” section of the lesson plan by identifying three additional differentiation/UDL strategies you could implement with the group when teaching the lesson. Justify each of the strategies by explaining how it could improve lesson understanding and achievement of lesson objectives for students in the group.
7. Complete the “Assessment Differentiation” section of the lesson plan by identifying two strategies for differentiating assessment for students in the group. One of the strategies should be specifically for the student with dyslexia. Justify your selections and how each assessment aligns to the standards and learning objectives.
8. Complete the “Reflection” section at the end of the lesson plan.