Lesson Plan Special Education Intervention Plan (Rosa) Objectives/ Learning Targets Lesson Summary (what is the lesson about Walking up and down the stepsI can statement here: ‘’I can walk up and down the steps’’. Primary learning target: Rosa will walk once a day up and down the steps for the first four weeks of second trimester accompanied by her peers but under observation from the supervisor within one hourSecondary learning target: The aim of the lesson is also to teach Rosa on how to communicate with the peer in English during normal sessions. This includes learning simple phrases such as wait, move, help and okay.At the end of the lesson, Rosa must be able to:1. Walk to the point where the steps are.2. Walk up the steps in the group of the peers3. Using English language to say wait, move, help and okay4. Walk down the steps in the group of the peers.Standards and/orCompetenciesList all standards and/or competencies used for this lesson here. Use Extended Learning Standards if appropriate or Early Learning Standards if appropriate Links to Bloom’s Taxonomy and Adapted Bloom’s Taxonomy if appropriateTopic: Instructional guidance – this standard responds to the various forms of instructions given to the students which include communication, participation and coordinate the various activities. This is generally to enable follow various instructions and give feedback either to peers or adults. This is done with support and practice to ensure the pattern persists. Academic Language amp. Vocabulary Basic English words mainly:1. Help2. Wait3. Move4. OkayMaterials Needed1. Place cards 2. Picture diagramsProcedureOutline your lesson here.Introduction, Middle and ConclusionInclude times.Include evidence based practices and cite researchYou and Mentor do:Introduction:1. To introduce the topic. Show students steps to walk and tell what they are supposed to do.Middle:1. Demonstrate how to walk up and down steps2. Say the words used during the process3. Show the place cards and pictures of the words4. Ask students to repeat the words5. Tell how and where the words are used6. Mention the words and ask the students to say where and how they are usedConclusion:1. Supervise the movement of students and correct them where necessary.Students do:Introduction:1. Students pay attention and ask questions Middle1. Watch the teacher2. Listen to the teacher.3. View the place cards and picture diagrams4. Repeat the words said5. Say where and how the words are used.Conclusion:1. Walk up and down the steps.Differentiation StrategiesAddress needs of groups and individuals as neededMaintenance and Generalization StrategiesThe supervisor should pay attention to the movement up and down the steps especially from one step to the next for the students. Very close attention to be accorded to Rosa since she has very low muscle tone and falls frequently which could prove fatal. Additionally Rosa’s fine motor skills are not fully developed hence supervisor should ensure that Rosa is supported either by her peers or the supervisor to do it in person. Communication during the process should be encourage to ensure that the peers help each other and learn to say the wordsAssessmentHow will you assess student learning for this specific lesson?(Pre- Assessment Formative assessing and Post Assessment)Data collection and documentation of data collection. Pre-Assessment:The use of question and answer method. The supervisor will find out if Rosa can walk up and down the steps independently in the peers and can use expressions too represent words to be used.Post-AssessmentThe performance of Rosa during the activity will enable the supervisor to carry out the assessment. This information will be obtained during the practical session period and additional information from the knowledge obtained from peers as well as parents. The information is obtained and documented. Rationale Including Knowledge of Students andBefore amp. After the LessonWhy are you teaching this? Explain the importance of the lesson, what the students will learn and why you want them to learn this. Explain the relationship to the IEP goals. What came before this lesson? How does this lesson connect to previous lessons?What will come next? How will this lesson lead into the next one? The lesson bases just on Rosa’s motor skills. Since Rosa has low muscle tone and poorly developed motor skills there is need to improve these skills. The area of interest is the ability to coordinate movement so that she can move up and down steps without struggling. The activity is interesting so this will create a good understanding between the supervisor and Rosa. This will help develop fine motor skills which will be used in other areas of her life which include feeding. This will be done repeatedly but in stages to ensure Rosa can do it independently without much risk or problem. During the process some communication skills area also learned.Engagement StrategiesHow does this lesson engage students and help them achieve the goal of the lesson? How will you measure their engagement and time on task? How are you incorporating assistive technology into the lesson? How are you using para-professional support in the activity if appropriate?The activity being interesting there should be good understanding between Rosa and the supervisor once the activity begins. Additionally the aactive participation of her peers will ensure she actively participates in the lesson. The use of pictures and placecards will enable her understand some actions during the lesson since she is capable of communicating using expressions.