Each class member will develop, over the course of the semester, a lesson that directly addresses content from a state’s content or performance standards. You should use standards from the state in which you plan to teach. If your standards are from a state other than Arizona, you must provide appropriate documentation (e.g., a website containing those standards) within your written lesson plan. The lesson plan will include measurable learning objectives, the content or performance standards addressed, an anticipatory set, a detailed list of materials and procedures, assessment procedures and a statement regarding the use of universal design for learning within the lesson.

Each component of the lesson will be peer-reviewed in class. In groups, class members will discuss how their lesson components align with the criteria set forth for that component in class and in the rubric. The Course Outline contains individual component due dates. Each component must be completed, printed and brought to class, and submitted to the instructor by class time, via email attachment, on that date. The final written lesson plan will be submitted as a single document, using the Taskstream electronic portfolio system. This submission must include any supporting materials (e.g., handouts, quizzes, rubrics, etc.).

The final step in the process will be for each class member to teach a short (20 minutes maximum) Master Teaching Demonstration to the class, based on the written lesson. This short “master teaching demonstration” should reflect the first 20 minutes of your written lesson, as it would be delivered in the context of a longer class period. It is not intended that your entire lesson, as it is written, should be designed to last 20minutes. Similarly, your written lesson plan should reflect a single class period of 85 minutes, or less, not an entire unit or multiple class meetings. Be sure your lesson demonstrates content, methods and materials appropriate for secondary level (7-12 grade) students. Your lesson should be informative, engaging and interactive, and should demonstrate a thoughtful consideration of each topic discussed over the course of the semester (e.g. transition planning, challenges of adolescents, individualized education plans, etc.).

You will develop and annotate a transition plan, along with other selected components of an individualized education plan, for  a hypothetical student/case. It is expected that the plan you develop will reflect best practices for transition planning, as discussed in class readings, lecture, and discussions. You will further annotate your plan with information on how and why you made the given recommendations, including the discussions and negotiations that needed to occur among the team members in order to reach consensus.. This is a group assignment, and there will be individual and group components to the grade (see the rubric below).