Teacher:

Garret Werry
Grade Level:
Kindergarten
Explanation: The scenario directly states it is a Kindergarten setting. Additionally, this is my first ever
lesson plan, and I plan on teaching High School, so this is very strange and foreign to me. Feel free to tell
me where and what I did wrong so I can correct it in the future.
Lesson:
Mathematics - Numbers and Counting
Explanation: The scenario directly states that this will be next week’s lesson plan for numbers and
counting.
Objectives:
Students should know the order of numbers and how to count from 1 to 10.
Explanation: I figure this is a good point to begin with. Admittedly, I don’t know anything about
Kindergarten, and it’s not an area of my interest. I was unsure if this was for one day or for the whole
week, so I just went with a daily lesson plan.
Materials:
Colored Paper, Markers, Note Cards with Numbers on them.
Explanation: I also figured that using colorful paper and markers would help engage students since
boring black, white, and grey pencil and paper stuff won’t be enough to grab their attention in my mind.
The Note Cards are so that the students will learn what all the numbers look like and are useful for the
first activity.
Activities:
1. Begin with introduction to counting with Note Cards – 15 minutes.
2. Have students draw numbers in order on colored paper with markers – 30 minutes.
3. Have students begin work on memorizing number counting by using fingers – 15 minutes.
Explanation: When it came to what activities I could have done, I went with basic yet engaging activities.
Using the Note Cards to establish a base line, they would understand what numbers would look like
what, and then what order they go in. They would also get an introduction to counting. Then, students
would draw the numbers they had just seen, testing their memory and also letting them express their
creativity in a way. It would also be a bit of tactile learning, learning by doing, which is very important to
some students. Finally, with the numbers all drawn, it will be akin to having taken notes during a
presentation. As such, I’d reinforce their learning by truly testing their memorization and ability to
innovate by letting them count via their fingers. This would help bridge the gap to having the ability to
count fully memorized without aid, a useful skill later in life and indeed quite useful in the field of
mathematics. All of this is done at the Kindergarten level.
Differentiation:
 1. Student with ASD receives positive reinforcement for correctly counting in Activity 1.
2. Student with ASD receives close support whilst students are focusing on Activity 2.
3. Guide Student with ASD through Activity 3.
Explanation: In the scenario, it states that there is a student with autism. Since I am unaware as to the
specific case of the student with ASD, I am unable to make sensible functional behavior assessments or
focused intervention practices within this section (Chapter 5-6b). For the first point, I wanted to employ
the Tier 1 Approach of positive reinforcement, which is useful for every student to learn (Chapter 5-6a).
For the second activity, I believe most students will learn through incidental learning in this activity, but
the student with ASD is likely to fall behind in this aspect (Chapter 5-6b). Finally, since the second
activity was the longest, perhaps the student has gotten into a routine, which is difficult for children
with ASD to get out of. Therefore, guiding them through Activity 3 can prove beneficial (Chapter 5-4a).

There isn’t a lot of information available for this scenario regarding the child specifically, so I
went with the most general lesson plan I could. I am not interested in teaching Kindergarten and am
unaware at which level Kindergarteners should be at. That said, I thought that the activities were
inclusive, simplistic, and engaging enough for all the students to come together and learn on.
I believe letting the student with ASD feel included is very important, but their education is also
very important. Hence why the most difficult of these tasks have close support to make sure they are
understanding the concept of counting and to correct any mistakes they might make. I also understand
this plan is not exactly complete, but the scenario itself says a special educations teacher will be
assisting me, so I knew I wouldn’t be alone here.