SPE_Planning_Commentary (1)

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Liberty University *

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Feb 20, 2024

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Special Education Task 1: Planning Commentary TASK 1: PLANNING COMMENTARY Respond to the prompts below ( no more than 12 single-spaced pages, including prompts ) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored. 1. Alignment of the Learning Goal, Standard, Lesson Objectives, and Planned Supports a. Complete the table below to identify the learning goal selected for the learning segment. academic content standard, alternate standard, or early childhood standard, related to the learning goal and/or the planned supports. (Note: Please include the number and text of the standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Indicate if there is no relevant standard for the learning goal and/or planned supports. lesson objective for each lesson. planned supports to be used throughout the learning segment and described in the lesson plans, specific to achieving the learning goal. (Please provide a brief list of the key supports that you intend to use; you will have an opportunity to explain how they support the focus learner in prompts 3a–d and 4b.) Learning Goal: [Students, with proper guidance and resources, will identify the solar system's eight planets, as well as the sun and moon, and determine the system's correct planetary order with 80% accuracy 4 of 5 trials.] Relevant Academic, Alternate, or Early Childhood Standard: [ VIRGINIA STANDARD OF LEARNING SCIENCE 6.8 The student will investigate and understand the organization of the solar system and the interactions among the various bodies that comprise it. Key concepts include: a) the sun, moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets; b) relative size of and distance between planets; c) the role of gravity; d) revolution and rotation; e) the mechanics of day and night and the phases of the moon; f) the unique properties of Earth as a planet; g) the relationship of Earth’s tilt and the seasons; h) the cause of tides; and i) the history and technology of space exploration. ESS1.B Earth and the Solar System—The solar system consists of the sun and a collection of objects including planets, their moons and asteroids that are held in orbit around the sun by its gravitational pull on them. Standard #6: Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.   1 of 8 | 12 pages maximum All rights reserved. V6_0916 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
Special Education Task 1: Planning Commentary Standard #7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways ] Lesson Objectives Specific Planned Supports to Address the Learning Goal (supports may be the same across lessons) Lesson 1 [When given the appropriate supports, students will be able to identify the sun, moon and earth including their functions and few characteristics.] A visual representation of the sun, moon and earth will be presented on the Smart Board; an example of the sun, moon and earth as a 3D model; “Sun, Earth and Moon Summary” All the necessary vocabulary will be added to students who require the use of communication devices. Paraprofessional/aide will be in the classroom to assist with extra help along with the classroom teacher. A dictionary will be provided. Lesson 2 [With guidance and the right resources, students will correctly identify the Sun and the four inner planets. ] [A visual representation of the sun, moon and earth will be presented on the Smart Board; an example of the sun, moon and earth as a 3D model; “Sun, Earth and Moon Summary” All the necessary vocabulary will be added to students who require the use of communication devices. Paraprofessional/aide will be in the classroom to assist with extra help along with the classroom teacher. A dictionary will be provided. ] Lesson 3 [With appropriate guidance and necessary resources at their disposal, students will collaborate to build a 3D replica [A visual representation of the sun, moon and earth will be presented on the Smart Board; an example of the sun, moon and earth as a 3D model; “Sun, Earth and Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.   2 of 8 | 12 pages maximum All rights reserved. V6_0916 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
Special Education Task 1: Planning Commentary of the solar system, including the planets and moon.] Moon Summary” All the necessary vocabulary will be added to students who require the use of communication devices. Paraprofessional/aide will be in the classroom to assist with extra help along with the classroom teacher. A dictionary will be provided.] Lesson 4 [ ] [ ] Lesson 5 [ ] [ ] b. Based on the learning goal and the focus learner’s IEP goals, respond to ONE of the prompts below. If the selected learning goal is academic and is aligned with an IEP goal: Explain how the learning goal and the planned supports align with the IEP goal. [n/a ] If the selected learning goal is academic but is not aligned with an IEP goal: Explain how the planned supports align with the learning goal. [The learning goal is based on the students knowledge of the solar system. The student will be provided with visuals and a 1:1 aide that will be there to support when necessary.] If the selected learning goal is non-academic: Explain how the learning goal and, if relevant, the planned supports align with the focus learner’s IEP. [ ] c. List any special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning goal. [Paraprofessional/aide will be in the classroom to assist with extra help along with the classroom teacher. Visuals are found throughout the entire classroom. Communication devices are provided to the students who need communication supports.] d. Explain how the lesson objectives, learning tasks, materials, and planned supports are sequenced to move the focus learner toward achievement of the IEP goals, standards (as appropriate), and the learning goal. build connections between the focus learner’s prior learning and experiences and new learning for the learning goal. NOTE: If the lesson objectives are the same across the learning segment, the explanation may address how the materials used or the planned supports may change throughout the learning segment. Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.   3 of 8 | 12 pages maximum All rights reserved. V6_0916 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
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