GCU Language Disabilities & Assistive Technology Lesson Plan Paper

Grand Canyon University

Question Description


Goal Writing

Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.

Mini Units

Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following:

Current Instruction and Content in the Fourth Grade Classroom:

  • Currently, students are reading about the Underground Railroad.
  • Current instruction must be aligned to Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6
  • Completed lesson activity and learning target includes students working individually to complete a graphic organizer to identify the setting, main idea, and key details.
  • For each lesson plan, differentiate activities for Gabriella that address Gabriella’s measureable IEP goal and include assistive technologies. In addition, for each lesson plan, create a pre- and post-assessment, using a low or high tech based accommodation, to evaluate whether Gabriella's measurable IEP goal are met.


Provide a 250-500-word rationale that supports your instructional choices for Gabriella’s IEP goal, the differentiated activities in the mini-unit, and the alignment between the two. Support your rationale with 2-3 scholarly resources on best practices regarding semantics disorders and the use of assistive technology.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Read the case study to inform the assignment.

Case Study: Gabriella is 9 years old and she is in the 4th grade

Gabriella is a fourth grade student with a language disorder and mild intellectual delays. She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher. She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class. Gabriella’s oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 300-450. Her favorite books are the Frog and Toadbooks by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences.

Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher to modify the assignments in class.

Gabriella is exempt from the district course assessment at this time, and her grade is based on participation, reduced and modified assignments, and an alternative individual project instead of a final exam. When working in groups, Gabriella will participate by making choices, with visual cues prompted by the assistant. Gabriella has been integrated into language arts instruction since the second grade. Students enjoy having her in class and are helpful. She also attends art, music, PE, recess, and lunch with the same fourth grade class.

Final Answer



4THNovember 15, 2017


Mini Lesson /ELA

Grade Level:
Instructional Plan

Students will be able to identify and describe at least three of the primary events


from the provided book, before illustrating and sequencing these events. He will also

and focus:

be able to define the meaning of the Underground Railroad, determine the journey of
the fugitive slaves which is present in the book as well as highlight some of the
dangers associated with the journey.


This lesson plan is designed for students who are working individually to finish the

and student

graphic organizer to identify the setting, primary idea along with the key details.


Besides, the lesson plan is meant for students who are non-labeled challenged or a
challenged in one way or another and desire to use augmentative and alternative
communication as well as the assistive technology to enhance communication with
their classmates.

National /

CCSS.ELA-LITERACY.RI.4.10: Students should have the capacity to read and


comprehend he relevant information texts such as the history or social studies along


with the technical texts, in the 4th grade complexity band proficiently, with the


scaffolding as required at the high end of the variety.

CCSS.ELA-LITERACY.RI.4.7: Students should be able to interpret the relevant
information which are presented either visually or orally including charts, graphs,
diagrams, animations among other elements.
Specific learning target(s) / objectives:

Teaching notes:

The students will be able to enhance their

Practically, the lesson plan falls within the unit of

reading, comprehension as well as decoding

study because it ...

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