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Running head: MODIFYING LESSON PLAN 1
Modifying Lesson Plan
Alicia Atkins
GCU: SPD 550 — Instructional and Transitional Planning for Students with Mild to Moderate
Disabilities
August 26, 2020

MODIFYING LESSON PLAN 2
Section 1: Lesson Preparation
Teacher Candidate
Name:
Ms. Lope
Grade Level: 2
nd
Grade
Date: 08/26/2020
Unit/Subject: English Language Arts (ELA)
Instructional Plan
Title:
Long and short vowel /e/ sounds
Lesson Summary and
Focus:
Students will demonstrate mastery of long and short /e/ sound words.
They will identify the long and short /e/ sound when reading a small
paragraph. Students will match the correct long and short /e/ sound words.
Classroom and
Student
Factors/Grouping:
This is a 2
nd
grade inclusion classroom comprised of 21 students, a
general education teacher, special education teacher, and a
paraprofessional. Marcus is a student with an IEP for SLD in the areas of
reading comprehension and fluency. Although, if he is read to his
comprehension is at grade level. According to his IEP, his ELA
encompasses comprehension, written expression, and fluency.
Incorporating modifications and accommodations will help him meet his
IEP goals.
National/State
Learning Standards:
Common Core Illinois State Standard : RF.2.3 Know and apply grade-
level phonics and word analysis skills in decoding words (CCSS, 2010).
a. Distinguish long and short vowels when reading regularly spelled
one-syllable words (CCSS, 2010) .
c. Decode regularly spelled two-syllable words with long vowels
(CCSS, 2010).
RF.2.4. Read with sufficient accuracy and fluency to support
comprehension (CCSS, 2010).
Specific Learning
Target(s)/Objectives:
Objective:
“Student will be able to (SWBAT):
 decode the vowel sound short /e/ in one-syllable words.
 to distinguish the short /e/ sound in one-syllable word within a sentence
(GCU, 2020).”
Sub-objectives:
 SWBAT sound out words phonically (GCU, 2020).
 SWBAT differentiate between different phonemes (GCU, 2020).

MODIFYING LESSON PLAN 3
Academic Language
This is a set of vocabulary words that produce the long and short vowel
/e/ sounds that will be introduced during the lesson. Additionally,
literature will be introduced that meet the skill level of Marcus to help
support his needs. Marcus will identify these words in his reading and
writing.
Resources, Materials,
Equipment, and
Technology:
 Short and long /e/ vocabulary words

Poem: Hens in a Pen ( -
phonics-poems/ )
 Book: ‘Sleepy Dog’ by Harriet Ziefert, Level 1 Reader
 Highlighters, (orange and yellow)
 Two short and long /e/ worksheets
 Vocabulary Picture Flashcards

SmartBoard to view YouTube videos: Short /e/ sound
( ) and Long /e/
sound ( )
Section 2: Instructional Planning
Anticipatory Set
 I will show two short videos on the SmartBoard to show short and long /e/
sounds.