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Title: Handwriting

Created by: Lauren Forte

Subject: Writing
Learning Outcomes:
The learning outcome of this lesson should be that students are able to increase their accuracy in
letter formation and improved handwriting in general.
Some of the common core standards that this lesson may help in meeting:

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

Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.

Use a combination of drawing, dictating, and writing to narrate a single event or several
loosely linked events, tell about the events in the order in which they occurred, and provide a
reaction to what happened.

With guidance and support from adults, respond to questions and suggestions from peers and
add details to strengthen writing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.

Write informative/explanatory texts to examine a topic and convey ideas and information

Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.

Develop the topic with facts, definitions, and details.


Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.

Provide a concluding statement or section.

Alphabet worksheet (shows an example of the alphabet and provides a space for students to
practice their letters), name worksheet, pencil, eraser, spacer (recommended by the occupational
therapist), Proloquo2go on the IPad, and 1 or 2 lined pieces of paper.
3. Procedures
Gain Learners' Attention:
Explain to the student that we are going to write our letters first and then the student will
write his/her name, remind the student of any mnemonic devices that they may use (this
lesson plan was specifically designed with one student in mind that uses a mnemonic
strategy to spell his name), say it for them first, and then allow them to say it themselves
afterwards. Remind them to keep saying it as they progress.
Explain that we are going to get to write a story using the IPad today. Explain to the
student that they must do their best work so that they are able to move on. Ask the student
if they have any questions, and if they think this will be a fun activity.
Get all learning materials that will be used ready for the lesson. Prepare the student for
what is next to come. Make sure that they are aware of their task. Let the student know
that the IPad has a program that will help the student to write a short story.
Explain to the student how to use the program, show them if they need help, and read any
icons that they are unfamiliar with or that they are unable to read. Once they have
completed the story on the IPad allow them to write it themselves on the paper. Correct
any misconceptions or misunderstandings about letter formation or sequence of letters.

Check to see if the student needs to use a mnemonic strategy or something to mark their
place to properly sequence letters, would they like to use the spacer? Do they need to use
the spacer? If so then have them use it. If the student finishes really fast have them add to
the story and make it longer.
Allow the student to do a drawing of what was happening in their story. Ask them if they
can tell you anything else about it. Make sure to ask if the student has any questions. See
if the student can repeat the story to you after they have finished the drawing, do they
remember what it is about?
Differentiated Learning and Accommodations:
This lesson plan was developed to meet the needs of a student that is currently in my
writing group. The student is doing well in writing, but struggles with sequence, recall,
spacing, and attention.
4. Evaluate: Observable and Measurable Assessment
During the course of the lesson observe how the student is doing, do they need a lot of
help or are they fairly independent? Does the student need to use a spacer, work on letter
formation, or punctuation? Use the piece of writing to collect data and monitor progress.
5. Meeting Teacher Standards:
The lesson plan meets many of the teacher common core standards in special education
because it provides adaptations that are appropriate for specific learners levels of
academic and communicative needs. The lesson plan also incorporates learning
differences, and was formulated to specifically take learning differences into account.