Please respond to two peers by providing feedback on their mini-lesson in at least two of the four following areas : Is the objective of the mini-lesson clear and is the activity clearly aligned to Common Core State Standards?  What are your suggestions in this area? Does the strategy used in this mini-lesson effectively teach the concepts to be learned?  Do you have suggestions for any alternative strategies? What further accommodations or modifications would you use in this lesson and why? Do you have any suggestions for using assistive technology in this mini-lesson to assist the learner in accessing the content or environment? First one is Joyce January Mini-Lesson Format Student Name:                         Grade: Kindergarten             Disability Area: Autism, ADHD, Learning disability (LD) Characteristics/needs of the students with disabilities in the group: Adding to the above disability, these children have challenging behavior Accommodations that need to be made: These students will be allow to use picture word bank, talking board, IPad, and computer for picture selections and word typing to write a letter to their best friends. Title of Mini-Lesson: Dear friend, Common Core State Standard: Writing Standards Text types and Purpose CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Procedures (15 minute activity): (Provide the steps of instruction or task analysis, based on an evidence-based strategy in the text or a peer-reviewed article of your choice) Students will use a model letter to learn to write a reply letter to their friend. Who was it from? Why do we get letters? What do they say? It is essential that the IEP should address a student’s social and emotional needs as well as the student’s academic needs. “Coaching helps a child/teen learn techniques for maintaining focus, stay on task, and improve time management and organizational skills. The development of these skills can contribute to smoother family life and improved school performance. These skills are also the building blocks for future success” (Sleeper-Triplett, (2008), p. 1). Reflection: 1. How did you ensure that your mini-lesson addresses the needs of the individual learners in the group? To address the needs of each particular student, the lesson will be expended through an entire week while student will add something particular about his or her friend daily utilizing pictures and words. 2. Why did you choose the strategy you used in this mini-lesson? Referring to each disability characteristic and student’s IEP, sufficient time is required in an effort for these students deliver their ideas either through picture or in writing. Second one is Daniel Hickcox Mini-Lesson Format Student Name:                                 Grade:                           Disability Area: Jim, Joh.

1. Please respond to two peers by providing feedback on their
mini-lesson in at least two of the four following areas
:
Is the objective of the mini-lesson clear and is the activity
clearly aligned to Common Core State Standards? What are
your suggestions in this area?
Does the strategy used in this mini-lesson effectively teach the
concepts to be learned? Do you have suggestions for any
alternative strategies?
What further accommodations or modifications would you use
in this lesson and why?
Do you have any suggestions for using assistive technology in
this mini-lesson to assist the learner in accessing the content or
environment?
First one is
Joyce January
Mini-Lesson Format
Student Name: Grade: Kindergarten
Disability Area: Autism, ADHD,
Learning disability (LD)
Characteristics/needs of the students with disabilities in the
group: Adding to the above disability, these children have
challenging behavior
Accommodations that need to be made: These students will be
allow to use picture word bank, talking board, IPad, and
computer for picture selections and word typing to write a letter
to their best friends.
Title of Mini-Lesson: Dear friend,

2. Common Core State Standard: Writing Standards Text types and
Purpose
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what
they are writing about and supply some information about the
topic.
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an
evidence-based strategy in the text or a peer-reviewed article of
your choice)
Students will use a model letter to learn to write a reply letter to
their friend. Who was it from? Why do we get letters? What do
they say? It is essential that the IEP should address a student’s
social and emotional needs as well as the student’s academic
needs.
“Coaching helps a child/teen learn techniques for maintaining
focus, stay on task, and improve time management and
organizational skills. The development of these skills can
contribute to smoother family life and improved school
performance. These skills are also the building blocks
for future success” (Sleeper-Triplett, (2008), p. 1).
Reflection:
1. How did you ensure that your mini-lesson addresses the
needs of the individual learners in the group?
To address the needs of each particular student, the lesson will
be expended through an entire week while student will add
something particular about his or her friend daily utilizing
pictures and words.
2. Why did you choose the strategy you used in this mini-
lesson?
Referring to each disability characteristic and student’s IEP,
sufficient time is required in an effort for these students deliver
their ideas either through picture or in writing.

3. Second one is
Daniel Hickcox
Mini-Lesson Format
Student Name: Grade:
Disability Area:
Jim, John, Sally 5
Physical Disability, Learning Disability
Characteristics/needs of the students with disabilities in the
group:
Jim has physical Disabilities that effect the use of his hands and
he has a fairly short attention span
John has been diagnosed with a learning disability that effects
his written expression and he has fairly short attention span.
Sally has been diagnosed with Learning disabilities in reading
and comprehension. She also has a fairly short attention span.
Accommodations that need to be made:
All of these students will be allowed to use a computer to
complete this lesson. They will use the keyboard instead of a
pencil and paper for writing and they will also be allowed to use
a drawing software instead of drawing with pencil and paper.
Instead of folding the paper into four parts they will draw four
pictures and save them in one folder.
Title of Mini-Lesson:
What Would I do if I were invisible for 24 hours? (Bos, C &
Vaughn, S. 2015)
Common Core State Standard:
W5.3b Use narrative techniques, such as dialogue, description,
and pacing, to develop experiences and events or show the
responses of characters to situations
Procedures (15 minute activity):
(Provide the steps of instruction or task analysis, based on an
evidence-based strategy in the text or a peer-reviewed article of
your choice)

4. ·
The first step is to ask the students to use the computer and
draw four pictures pertaining to made up events that occurred
while the student was invisible. The quality of the picture is not
important. The picture is to draw attention to the story and
remind the student what they were wanting to write about.
·
Next I would have the student write an introduction. It would
include “How I became invisible”.
·
Next I would have the student select three of the pictures and
write about those events.
·
The next step is for the student to write about the fourth picture
and what happened after they became visible again.
Reflection:
1.
How did you ensure that your mini-lesson addresses the needs
of the individual learners in the group? This lesson requires the
students to do critical thinking and preplanning before they start
writing. Even though they are allowed accommodations they are
still required to take all of the steps required for writing.
2.
Why did you choose the strategy you used in this mini-lesson?
This lesson works well with the idea of describing an event but
it is also easily adaptable to fit the needs of the students. They
still have to plan it out through the brainstorming and
developing the lesson.