Rutherford, Heather – EDSE 444 – Lesson Plan – Show Me - 1

Lesson Plan
Teacher Candidate: Heather Rutherford
Title of Lesson: Show Me
Grade Level(s): K
Subject Area: Literacy
Location of the lesson (specify if in general or special education class): ILC Classroom
Grouping (highlight: 1:1, small group, large group)

Preparing for the Lesson
1. Lesson Topic: What are the “big ideas?” How does this relate to what students are
currently learning in general education?
 The student will learn to identify letters, colors, and numbers.
2. What are your learning targets for the lesson (i.e., what are your primary and supporting
objective of instruction)? What do you want the student(s) to learn and be able to do at
the end of the lesson?
 When given manipulative materials, the student will be able to respond to a simple
“show me” prompt.
3. What Content Standards(s) and/or EEO’s will this lesson address? How does this lesson
relate to the 21st Century skills?
 Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for all Purposes
2. A concept of print to read and a solid comprehension of informational text are the
building blocks for reading
EEO IV. Respond to a simple “show me” statement when engaged with text

This lesson relates to the 21st Century Skills by allowing the student to learn how to
listen and respond to others

4. List specific IEP goals that will be addressed during lesson:
 Given targeted, focused, intensive instruction, the student will improve his functional
reading skills as measured by the ILC Reading Rubric.
5. Describe Specific Strategies to be taught/modeled during the lesson. How will you
incorporate the strategies, which have been taught/modeled into the students’ content
courses (math, literacy, behavior).
 I will be using prompting, both verbal and physical.
 I will be using explicit instruction.
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Rutherford, Heather – EDSE 444 – Lesson Plan – Show Me - 2


I will be using visual manipulatives
I will be using a picture schedule with a task work system
These strategies are used in all of the students’ content courses.

6. What background (prior) knowledge do the students need to have to be successful? If the
students do not have this knowledge how will they get it?
 The student has prior knowledge of responding to his name and other preferred
words.
7. How will you address classroom and behavior management/grouping issues during the
lesson?
 The student will be working 1:1 with the teacher.
 The student is non-verbal and severely impacted by Autism
 The student will need constant verbal, visual, and physical prompting.
 The student screams and hits his head when he is frustrated. If the student becomes
unsafe, he will need to cool down in his safe spot.
8. Materials and Resources (What do you need? How/where will you get it??)
 Fall Leaves Letter Recognition Book
 Apple and baskets number sort
 Color sort

Teaching the Lesson
1. Anticipatory Set –
a. How will you get the student(s)’ attention?
o I will show the student his schedule card. This will prompt him to check his
schedule and go to the work area.
b. Review and relate prior learning/lessons.
o The student is familiar with his work area and knows that he will be working
on learning activities when in the work area.
2. Teaching: Is this an informal presentation or direct instruction? Please circle/highlight.
a. What are the specific steps you will follow when teaching this lesson. Be sure to
include the following:
i. what the teacher will teach or model,
 Fall Leaves Book
 I will read the fall leaves book
 I will ask the student to show me the letter __
 I will point to the letter __
 I will pick up the letter __ and match it to the correct letter
 Apple Basket Number Sort
 I will say show me the apple with the number __
 I will point to the apple with the number __
 I will pick up the number __
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Rutherford, Heather – EDSE 444 – Lesson Plan – Show Me - 3

 I will match the number __ to the correct basket
Color Sort
 I will say show me the red __
 I will point to the red __
 I will pick up the red __
 I will match the red __ to the correct color block
 I will do this for each color

ii. how the students will be engaged in the lesson, and
 Fall Leaves Book
 I will read the fall leaves book
 I will ask the student to show me the letter __
 I will point to the letter __
 I will help the student to pick up the letter __ and match it to
the correct letter
 Apple Basket Number Sort
 I will say show me the apple with the number __
 I will point to the apple with the number __
 I will help the student to pick up the number __
 I will help the student match the number __ to the correct
basket
 Color Sort
 I will say show me the red __
 I will point to the red __
 I will help the student to pick up the red __
 I will help the student to match the red __ to the correct color
block
 I will do this for each color
iii. how the students will demonstrate their learning (Guided Practice)?
 The student will complete other work task activities and respond to the
“show me” statement
3. What, if any, scaffolding and/or additional accommodations/modifications are needed for
specific student(s)?
 The student I will be working with has been identified as having Autism. The student
is non-verbal and severely impacted by Autism. I will have to use verbal, visual, and
physical prompting to help the student. The student will be using a picture schedule
to indicate it is time to work on his tasks. The student will be given the choice of a
preferred activity using First/Then language. First you must complete your work,
Then you can have ___.
4. Checking for Understanding- How will you check for understanding? Using Bloom’s
Taxonomy, what questions might you ask your students?
 Knowledge
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Rutherford, Heather – EDSE 444 – Lesson Plan – Show Me - 4





o Show me the __
Comprehend
o Match the number __ or letter __
Apply
o
Analyze
o
Synthesize
Evaluate

5. Re-teaching: What will you do differently if the student(s) do not understand the
concepts in the lesson?
 I will have to see how the students respond to the lesson. I will then reflect on what
worked, and what did not work. With that information I can decide how I would reteach the lesson.
6. How/where will students integrate (generalize) this learning into future
lessons/activities? This is your PURPOSE (how will this relate to real life?).
 These activities will help to build the foundation for reading and math. Reading and
math will be a constant in the student’s life.
7. Closure:
a. How will you review the content covered during the lesson so students can
demonstrate learning of the lesson concepts (this should be tied to the main
objective).
o The student will finish his tasks.
b. How will you formally END the lesson (e.g., Students show/tell what they
learned, answer an “exit” question as their “ticket out the door”, “list 2 things you
learned, and one question you still have”).
o The students will have earned his preferred activity by completing the work
tasks.
8. Independent Practice: What will this look like? Is there homework? Completion of a
product? Practice a skill learned in class?
o The student is not currently at an independent level.
9. Evaluation: How will you evaluate/assess student learning (this must be more than
completing classroom work)?
o I will continue to observe the student as he completes his work tasks.

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