Task: Collaborative Lesson

Grade: Low Functioning ASD Classroom

Collaborating Teacher: Mrs. Guiton
Time: Two days: 15-20 Minutes each day
Topic: There Was An Old Lady Who Swallowed a Rose
Goal for the lesson: Students will be able to listen to story and recall information and
put events in sequential order.
Georgia Standards of Excellence Standards:
ELAGSE3RI7: Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text (e.g., where, when,
why, and how key events occur).
ELAGSE3RL1 & ELAGSE3RI1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers.
AASL NATIONAL SCHOOL LIBRARY STANDARDS:
I. INQUIRE Build new knowledge by inquiring, thinking critically, identifying
problems, and developing strategies for solving problems.
 D. GROW 3. Enacting new understanding through real-world connections

II. INCLUDE Demonstrate an understanding of and commitment to inclusiveness and

respect for diversity in the learning community.

III. COLLABORATE Work effectively with others to broaden perspectives and work
toward common goals.
 A. THINK 2. Developing new understandings through engagement in a learning
group.
IV. CURATE Make meaning for oneself and others by collecting, organizing, and sharing
resources of personal relevance.

V. EXPLORE Discover and innovate in a growth mindset developed through experience

and reflection.
VI. ENGAGE Demonstrate safe, legal, and ethical creating and sharing of knowledge
products independently while engaging in a community of practice and an
interconnected world.
 C. ENGAGE 2. Disseminating new knowledge through means appropriate for the
intended audience.

Learners Analysis
Include general characteristics of the target learners
The students ages range from 15-18 years old. There are 8 students in the

classroom. There are 7 males and 1 female. All of the students have been diagnosis with

Autism Spectrum Disorder. The school is a Title 1 school. The students do not attend

school in their destinated school. Students are bused to this school on SPED buses. The

majority of the students come from households with two parents. The income of the

families ranges from lower to middle class. Her class have the following nationality, 2

students are African-American, 1 student is mixed, and 5 students are Caucasian. There

are 3 paraprofessionals in the classroom with Mrs. Guiton. All of the students lack the

ability to communicate efficiently. Three of the students are non-verbal and the rest of

the students have a very limited vocabulary. All of the students exhibit the symptoms of

Autism. All of the students have IEPs and are on the GAA track for graduation. The

academic levels of the students are very low (k-3).

Include typical entry characteristics

Students have limited listening and comprehension skills. Their attention span is

very short. Students must be directed often I order to regain their attention.

Include typical academic information

 Students will listen to a story read aloud to them. The story contains several

events that happen in sequential order. The students will have to put events in

sequential order after the story is read to them. On the second day, the students will use

technology to listen to the story. They will listen to a story with animation. They will

then again put events in sequential order.

Include Information relevant to social characteristics, cultural information,

and disabilities
All of the students are special needs students. They all have IEPs that must be

followed in order to insure maximal learning potential. Because of the students lack of

listening and comprehension skills, the teacher will model, redirect, and guide during

the lesson. Paraprofessional will provide support throughout the lesson, as well.

Discuss with the teacher the information literacy skills in which the
students are weak. Those skills will be addressed in your lesson.
Mrs. Guiton and I decided to work on her students’ reading comprehension skills.

We also decided to work on there listening skills, also. We concluded that they go hand

in hand. In the lesson we will use two listening strategies to teach comprehension and

listening skills.

DAY 1
15-20 Minutes
Learning Targets:
I can recall the sequence of events in a story.
I can listen to a story.
Objective:
Students will be able to sequence a story using the words first, second, next,
then, and last.
Materials:
  There Was An Old Lady Who Swallowed A Rose! By Lucille Colandro
 Cards with pictures of the objects that she swallowed-sequence cards
 Can with a picture of the old lady with her mouth open
 Sequence Cards
 Crayons
Opening to Lesson:
 Do you like Valentines Days?
 Do you like to eat?
 Explain that you are going to read a story about an old lady who like to swallow
things. She swallows one thing after another. In a row one by one. Use gestures
Modeling
 Read the focus story, “There Was An Old Lady Who Swallowed A Rose!”
 Use the pre-made story/picture cards to sequence the events in the story. After
reading the story take the sequence card and the can and show the order that
each object goes in. The teacher will say each one and I will put them in the can.
Guided Practice
 Students will be given a sequence card.
 The teacher will read the story leaving out the event. Students will have to decide
if it is their turn to come up and put their sequence card in the old lady’s mouth.
(with supportive help)
Independent Practice
 Students will color their own sequence cards.
Closing/Assessment
 Students will put their cards in a zip-lock bag in sequence and put them in their
container for tomorrow. (following directions)
Differentiation: Para support

Day 2
15-20 Minutes
Learning Targets:
I can recall the sequence of events in a story.
I can listen to a story.
Objective:
Students will be able to sequence a story using the words first, second, next,
then, and last.
Materials:
 There Was An Old Lady Who Swallowed A Rose! By Lucille Colandro YouTube
Video
 Cards with pictures of the objects that she swallowed-sequence cards
 Can with a picture of the old lady with her mouth open

Opening to Lesson: (repetition for Autistic students work best for teaching lessons)
 Do you like Valentines Days?
 Do you like to eat?
 Explain that you are going to read a story about an old lady who like to swallow
things. She swallows one thing after another. In a row one by one. Use gestures

Modeling
 Students will watch the YouTube video “There Was An Old Lady Who Swallowed A
Rose!”
 After watching the story take the sequence card and the can and show the order
that each object goes in. The teacher will say each one and I will put them in the
can.

Guided Practice
 Students will get their own sequence cards that they made.
 Students will sit at the table.
 The teacher will read the story leaving out the event.
 Students will put the cards in sequence
 Students will glue cards in order on construction paper.

Independent Practice
 Students will watch the video on the computer.
 Students will point to each card when listening to the story.
Closing/Assessment
 Students will be accessed by observing their listening/comprehension skills while
on the computer.
Differentiation: Para support
 Instructional Design Summary

Gain the  Teacher will ask the following questions to gain student’s
Attention of attention.
your learners.  Do you like Valentines Days?
 Do you like to eat?

Inform the Students will be able to sequence a story using the

learners of the words first, second, next, then, and last.
objectives.
Activity prior Students have been working on sequence task boxes.
Relevant Prior
Knowledge
Deliver Content The delivery of the lesson will be done using a storybook and
a YouTube video of the story.
Explain how Immediate feed will be provided. Students will receive
you will provide supportive services.
feedback
Explain how All of the students have accommodations that will be
differentiation followed. Students will also have para support.
and Universal
Design for
Learning are
incorporated in
your design
Sequence Description Describe learning
activity and
assessment and
how to map
objective
1. Students will put events in the order Students will
that they occurred in the story. practice putting
sequence cards in
the order in which
they occurred in the
story.

Data Assessment
Students were assessed while performing their sequence exercise on the computer.
Teachers and paraprofessional documented their observation. Progress monitoring data
concluded that only one student was able to successful accomplish the sequencing task.
Two of the students successfully put the first three cards in order. Three of the students
put the first card in the correct order. Two of the students refused to do the exercise.

Reflection
I enjoyed collaborating with Mrs. Guiton. I did not realize how difficulty it is to teach to
nonverbal students. It was a challenge. When I first presented my lesson to Mrs. Guiton,
she explained that it was great, but not for her students. She explained to me that my
lessons needed to teach the same concept and it needed to be as repetitious as possible.
She said that her students learn best with scripted repetitive teaching. She said that I
could use the book and the YouTube video for comprehension and listening skills, but I
should keep my lessons similar. They retain repetitive information better than changing
the way that I deliver the lesson.
I did what she said, and they enjoyed the story and the video. I deliver the lesson using
the same hook, the same demonstrations, and the same gestures. They really caught on
when I delivered the 2nd lesson and it was not the next day, due to several days of
behavioral issues.
I feel that as a media specialist it is very important to collaborate with your teachers. As
I stated previously, I was not aware of the difficulties of teaching special needs students
with behavioral and communication deficits. Being in Mrs. Guiton made me appreciate
her gift for providing an education to very low functioning students. She provided me
with positive feedback, but she also explained why I needed to modify it to reach her
students. Collaborating with other teachers give you an opportunity to walk in their
shoes.