Intervention Lesson Planning

1. Intervention Lesson Planning Ann Morrison, Ph.D.

2. Regular Instruction vs. Intervention Instruction Regular Instruction Intervention Instruction Curriculum is based on student needs Instruction is planned based on student acquisition of skills Pacing is based on student acquisition of skills Frequency is based on degree of student need Intensity has “feeling of urgency” • Curriculum is based on state and district standards • Instruction is planned over unit, semester, or year • Pacing is based on whole class • Frequency is based on unit plan • Intensity is typical for the classroom

3. Lesson Plan Activity • Pick something that you know how to do well • On a piece of paper, write down how you would explain how to do that task to someone else • List the materials you would need in order to teach that skill to someone else • If you were modeling the task for someone using think-aloud, what steps would you think-aloud while you modeled the task? • What fun activities could you do with the person you were teaching that would give them a chance to practice the skill and have fun at the same time?

4. About Intervention Lessons… • Duration • How long you have depends on the student’s attention span • The student’s attention span is dependent on age, strength of attention abilities, and setting • If you are “losing” your student, make future lessons shorter or more engaging • Intensity • No time to waste! • Content • Pick one thing to work on at a time for elementary kids

5. About Intervention Lessons… • Frequency • Shorter, more frequent intervention for younger kids • Can be less frequent for older students • Create motivation • Use games • Get excited • Keep linking to the “big picture” • Students (especially older ones) usually want to know “what’s the point?” • Preview what’s next if possible

6. Structure of an Intervention Lesson • Set an observable goal • “By the end of this lesson, ____ will be able to ___” • Activate background knowledge and create motivation • Provide context • Relate to previous instruction • Increase motivation by explaining how it benefits the student • Explicit instruction • Give explicit instructions for what the student should do • Model the task • Guided practice • Have the student do the task with or in front of you • Provide corrective feedback • Independent practice • Make it fun!!!!!! • Check for understanding • Watch student to check for understanding

7. Lesson Name Teacher Candidate name:Lesson objective (observable, measurable, and targeted): Description of hypothetical learner (age, grade, anything else that might be pertinent to this lesson):

8. Lesson Agenda Activate background knowledge (Introduce new content by first reviewing what the student already know about the topic):Preview the lesson (Tell the student what you are going to teach them and why it will help them):Explicit instruction (Teach):Modeling (Show the student how to do it):Guided practice (Do the skill with the student):Independent practice (In this part, the student practices the skill alone, with you, or with a peer. This should be FUN):Check for understanding (This ties back to your objective):

9. Additional Include copies, illustrations, or photos of any materials you describe using, or add links to websites.References: if your lesson plan is adapted from one you found from another source, indicate that by writing “adapted from” and the title and source of the lesson plan

10. In Class… • Pick the skill you will teach • Describe your hypothetical student • Imagine and write your lesson objective