This lesson plan is designed for students with disabilities, focusing on the needs of a student who has trouble processing stories and seeing them through to the end.
Students should begin by reading a story in small chunks, with breaks in between each chunk to discuss what they just read. Students should be encouraged to ask questions about the story if they are confused or feel like something doesn’t make sense.
After reading three separate chunks of the story, the teacher should ask students to recall the beginning, middle, and end of the story. If they have trouble remembering these parts of the story, they should refer back to their notes from earlier discussions to help them recall information from earlier parts of the story.
The teacher can then assign students a short written response assignment which asks them to write about one part of the story that stood out to them. This can help students internalize important parts of the story by thinking about what details were most interesting or surprising.
This lesson plan is designed for students with disabilities, focusing on the needs of a student who has trouble processing stories and seeing them through to the end. The purpose of this lesson plan is to help students better understand and track narratives, from beginning to middle to end.
Students with disabilities may find it hard to process stories and see them through to the end. This lesson plan is designed for such students, with a focus on the needs of a student who has trouble processing stories and seeing them through to the end.
In order to facilitate interest in the lesson material, I will give each student a set of index cards with a different emotion written on each one (anger, sadness, happiness, fear). I will then distribute a set of images that invoke those emotions (a picture of an angry dog, a sad person looking at the ocean, a happy person bouncing on a trampoline, and someone screaming while falling off of a cliff) and ask the students to match up the cards with the images.
I will then ask them to identify other ways they can express those emotions. If they have trouble with this, I will prompt them by asking them what they think of when they feel those emotions or reminding them that there are many ways to express emotions. Once we have established their knowledge of how to express emotions in different ways, we can move onto reading stories.
It is important to keep in mind that all students will learn at a different pace from one another, especially students with disabilities. Your main goal is to be able to help them understand concepts in a way that works for them, so be prepared for that pace to be much slower than you would normally see.
Students with diverse learning needs often struggle with making it to the end of a story. This lesson plan is designed for students with disabilities, focusing on the needs of a student who has trouble processing stories and seeing them through to the end. Students will learn how to divide a story into small parts, recognize patterns in narratives, and explore different types of endings.