Lesson Plan Assignment Hard of Hearing Students Essay

Excerpt from Essay :

Lesson Plan:  Hard of Hearing Students

The following lesson plan is devised for auditory and visual learner students that are hard of hearing or deaf. The plan is designed, keeping in mind that every student has a unique learning style and has his preferred way of perceiving things. The process through which education is learned, information is retained and used for comprehension is solely up to the student's desires. However, the plan is formulated to keep this aspect in view and present a comprehensive program for auditory and visual learners' learning.

1. Essential Questions

The auditory learners are those students who enjoy learning by listening, for instance, preference of spoken lectures instead of written materials, enjoying discussions, expressive in emotions with a high and low volume of tone and voice, and interest in music-related activities (Time 4 Learning, n.a.). On the contrary, a visual learner is a student who has a vibrant imagination and prefers lectures with written descriptions, diagrams, and pictures. These students appreciate visual stimulus, body language, and facial expressions. They are good at reading maps and even spell the words by visualizing spellings in their minds. They like watching videos and learn to solve problems with the help of their intuition. They can identify patterns without difficulty and thus and great at recalling information as they are highly organized.

With this relevant information, the essential questions for these two learners can be:

· How can auditory learners be motivated to learn things with visual help so that both auditory and visual learners are catered well in one lesson plan?

· How can they both be assessed in one assessment plan so that visual and auditory learners do not feel deterred in their respective learning evaluations?

2. Learner Outcomes

The instructional objectives of this lesson plan would be for both auditory and visual learners of grade 2. To keep the focus limited for this paper, the emphasis will remain on the English course so that an outline of the lesson plan's learning activities can be presented for both types of learners. The learning targets will be centered on the learning of English level at grade 2 level where familiarity with words grows string and vocabulary becomes string along with the formation of sentences and story-telling.

3. Related Academic Standards: Common Core and/or PA Standards

Common core PA standards would be focused when creating the lesson plan, which would include basics in research that would highlight a linkage between literacy and learning behavior of the students, word-level instructions, text-level comprehension, reading writing activities, spelling and vocabulary development, diverse types of writing and their structures, the establishment of instructional approaches and materials according to the ELP level and age-appropriateness, and literacy evaluation (Penny Sylvia Department of Education, 2016).

4. Vocabulary

Vocabulary would be introduced based on the child's age levels and ELP stage, one design fitting all so that low intermediate learners and advanced learners accept the vocabulary levels equally. Vocabulary would be made known to them in the form of text comprehension and reading.

5. Materials and Resources

Materials used for this lesson plan can be picture cards, videos, colors, PowerPoint, and word song videos.

6. Industrial Procedures


The introduction will involve greetings and a background revision of all the English concepts learned previously to be refreshed in their minds. Once this step is undertaken successfully, further English language development with new topics for the day, such as building on one word and deriving synonyms from it, or any other related activity…

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…form of extra time after class or talk to their parents by giving them instruction in what topics the child is weak and should be practiced more at home. Also, technology can be used in many ways, such as apps like Transcense for students who require special accommodations (Shephard & Alpert, 2015).

Challenges for advanced learners are that they would become slow with special adjustments to children. However, they can be presented as role models for those who are slow learners. As mentioned earlier, group tasks would be a compelling way to let the advanced learners help the lower intermediate students so that both categories of students could get along well.

8. Formative/ Summative Assessment

Assessments can be designed by following the guidelines presented by literacy departments for special education. Conceptual understanding of phonics, vocabulary, language, and comprehension can be tested (Penny Sylvia Department of Education, 2016). Vocabulary knowledge and comprehension testing can be included in identifying nouns, pronouns, adjectives, etc. coloring for visual learners can be given as an option. Series of events in the comprehension with the recognition of central ideas can be evaluated in assessments. Completing sentences, descriptive words, and actions words, along with capital letters, can be examined.

9. Data Analysis and Reflection on Planning/ Instruction; Plans for Re-Teaching

Data analysis would be done on the student work compared to the set rubric and standards of English literacy. The home and class assignments and assessments would be graded on the guidelines of the instructional practices. The individual student needs should be met, and for the review of this, ongoing formative assessments are an integral element of the lesson plan. According to their slow or advanced learning, adjustments would be made daily so that the needs of all students are made. If set…

Sources Used in Documents:


Beech, M. (2010). Accommodations: Assisting students with disabilities, a guide for educators. Prepared by Florida State University. Florida Department of Education, USA.

Penny Sylvia Department of Education. (2016). The framework for special education grade PreK-8 and 7-12 program guidelines. Retrieved from https://www.education.pa.gov/Documents/Teachers-Administrators/Certification%20Preparation%20Programs/Specific%20Program%20Guidelines/SpecialEdGuidelines.pdf

Shephard, C.M. & Alpert, M. (2015). Using technology to provide differentiated instruction for deaf learners. Journal of Instructional Pedagogies, 16. Retrieved from https://files.eric.ed.gov/fulltext/EJ1069390.pdf

Time 4 Learning. (n.a.). Auditory learning style. Retrieved from https://www.time4learning.com/learning-styles/auditory-aural.html

Time 4 Learning. (n.a.). Visual learning style. Retrieved from https://www.time4learning.com/learning-styles/visual-spatial.html

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