Inclusion Blueprint Lesson Plan
Teacher: Ms. Redulla EC Inclusion Specialist Grade 8 ELA
Inclusion Blueprint Lesson Plan
Unit: Freak the Mighty (Week 4)
Focus: Characterization, Flashback & Context
EC Lead Specialist Ms. Redulla (Inclusion)
Target Standards RL.8.1, RL.8.3, L.8.1, L.8.2
Core Text / Media Ch. 1–3, Morquio Article & Clip
EC Caseload Target 6 IEP / 3 504 / Tier 2/3
Required EC Accommodations & Specially Designed Instruction (SDI)
Anchor Charts Personal STEAL & flashback signal ring provided on student desks.
Task Chunking 3-part assignments with clear timer intervals & check-in gates.
Graphic Organizers Structured flow chart with sentence starters & word banks.
Rephrased Direct. Multi-modal delivery (visual + spoken), highlighted cues.
Frequent CFUs Fist-to-5, non-verbal cards, and 1:1 conferring every 8–10 min.
10–15 Min
Do Now / Bellringer: Daily DGP Routine
Sentence: "did your dog chew the blue slippers"
Mon: Parts of Speech
Tue: Parts of Sentence
Wed: Clauses (Indep/Dep)
Thu: Cap & Punctuation
Fri: Sentence Diagram
Focus & Routine
Systematic daily grammar analysis. Today's target requires applying syntax rules to the mentor sentence.
DGP Accommodation: Pre-printed sentence strip with POS color-coding & rule reference card.
Teacher Actions (Ms. Redulla & Co-Teacher)
Gen Ed Teacher: Displays mentor sentence on projector; sets 7-min countdown timer; facilitates whole-group review and cold-call confirmation.
Ms. Redulla (EC Specialist): Circulates targeted quadrant immediately; checks for IEP starter readiness; prompts with rephrased cues (e.g., "Find the action word first"); conducts 1:1 spot-check for students with syntax goals.
Co-teaching cue: Ms. Redulla writes student-generated labels on anchor board during debrief.
Student Actions
- Independently analyze sentence in DGP notebook / graphic sheet.
- Use desk grammar reference ring if stuck on parts of speech/clauses.
- Participate in whole-group correction using thumbs-up/down or whiteboard.
- Self-correct errors in green pen for immediate visual feedback.
8–10 Min
Engagement: Lesson Activator & Prior Knowledge Recall
Chapters 1–2 Recap • Max, Kevin • 1st Person POV
Activator Purpose
Activate prior knowledge from Week 3. Re-anchor students in first-person narrator reliability (Max's self-image vs. reality) and Kevin's introduction.
Triage Goal: Identify incomplete Week 3 tasks (LBA draft, Ch. 1–2 reader response).
Teacher Actions
Gen Ed Teacher: Leads visual recall slide (Max's basement room "the down under", daycare memories). Prompts whole group on how Max's first-person POV shapes our view of Kevin.
Ms. Redulla (EC Specialist): Distributes customized "Unfinished Task Tracker" to target students; points students to annotated sticky notes from Ch. 1–2; repeats key questions using simplified phrasing ("What did Max think of himself? What words proved it?").
Student Actions
- Retrieve Week 3 annotation logs and open to character profile sheets.
- Pair-share 1 fact known about Max and 1 impression of Kevin using visual prompt.
- Highlight or check off missing assignments on personal task slips.
- Reference personal STEAL anchor chart to classify recalled traits.
Co-Planning Team: Ms. Redulla (EC Inclusion Specialist) & Gen Ed Partner Page 1 of 2 • Direct Instruction & Guided Practice Continued on Reverse
Ms. Redulla • Part II
Instructional Delivery, Application, & Synthesis
Novel Study: Chapters 2–3 & Morquio Context
12–15 Min
Direct Instruction (I Do): Characterization & Flashback Modeling
STEAL Method + Flow Chart + LBA Revision
Instructional Focus
Distinguish direct vs. indirect characterization; show how flashbacks reveal underlying trauma and character motivations.
SDI Strategy: Color-coded model (Yellow = Claim, Blue = Evidence, Green = Explanation).
Teacher Actions (Co-Modeling)
Gen Ed: Think-aloud modeling distinguishing direct statement ("I never had a brain...") vs. indirect action (hiding under the bed).
Ms. Redulla: Explicitly models charting on visual flow chart; highlights flashback clue words ("I remember back in day care..."); models revising weak LBA sentence using sentence stems.
Student Actions
- Track model on two-column Character/Flashback Flow Chart.
- Color-code mentor sentence on guided notes using highlighters.
- Echo-read revised LBA claim to reinforce formal phrasing.
15–18 Min
Guided Practice (We Do): Close Reading & Morquio Context
Co-Reading • Video Observation • Paired Flow Chart
Text & Media Shift
Read excerpt of Ch. 3; preview Morquio syndrome informational text & view 3-minute medical animation explaining MPS IV.
Purpose: Build factual context for Kevin's leg braces and crutches.
Teacher Actions
Gen Ed: Leads shared choral reading of Ch. 3; pauses at flashback trigger; facilitates class flow chart entry.
Ms. Redulla: Pre-teaches 3 critical vocabulary words (syndrome, genetic, limitation); provides pre-highlighted Morquio text; pauses video at 1:15 to clarify visual of bone growth.
Student Actions
- Annotate margin with "F" for Flashback and "C" for Characterization.
- Jot 2 bullet observations during Morquio educational video.
- Partner-draft one shared entry on the flow chart.
20–25 Min
Independent Practice (You Do): Chunked Application
Segmented Tasks / Supported Small Group
3-Chunk Task Structure
- Chunk 1 (7 min): Finish/revise LBA claim & evidence.
- Chunk 2 (8 min): Read & annotate Morquio excerpt.
- Chunk 3 (8 min): Complete 3 synthesis questions.
Teacher Actions & SDI Monitoring
Gen Ed: Circulates room to keep general cohort on pacing; conducts 2-min spot conferences on LBA evidence.
Ms. Redulla: Pulls small focus cluster to horseshoe table; delivers chunked prompts one at a time; provides audio read-aloud support; enforces sentence starters for synthesis questions.
Student Actions
- Work independently with visible countdown timer for each chunk.
- Check off milestones on Personal Chunked Checklist.
- Use STEAL desk anchor chart to verify direct vs indirect quotes.
- Flag teacher with red/green desk card when ready for CFU check.
Closure (Synthesis)
5 Min
Teacher: "How does knowing the medical reality of Morquio syndrome change how we view Kevin's fierce imagination and 'Freak' persona?"
Students: Provide turn-and-talk synthesis statements connecting Morquio limitations to Kevin's mental strengths.
Exit Ticket: Choice Check
5 Min
Complete 1 of 3 tiered options on slip:
A. Flashback: Explain what one flashback reveals about Max or Kevin.
B. Trait: Identify 1 character trait with direct/indirect text evidence.
C. Context Fact: State 1 Morquio fact explaining Kevin's physical reality.
EC Progress Monitoring & Accommodation Fidelity Checklist
Mastery: 80% Exit Ticket / 100% Chunk Goal
□ Anchor Chart Usage: Student referenced personal STEAL/DGP card during practice.
□ Chunking Fidelity: Completed Chunk 1 and Chunk 2 before bell without off-task prompt.
□ Rephrased Prompts: Required ≤ 2 verbal rephrasings during independent segment.
□ Goal Tally: RL.8.1 Text Evidence: ___ / 6 Mastered
Exceptional Children Inclusion Co-Teaching Framework • English Language Arts Page 2 of 2 • Classroom Ready
