243 Lesson Planning Special Education

Description:

 Put in the instructional level-this can also be the grade level: Third Grade
 Topic covered: The topic will be about different kinds of animals and there will be grade-level
appropriate chapter books. We will start out with the teacher drawing, on the board, a period,
question mark, and an exclamation mark.
 Standards used from the Department of Education website or general education teacher:
Fluency: 3.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately,
with expression that connotes comprehension at the independent level.
 Goals you want to accomplish in this activity: I want the students to be able to learn to be more
independent in school. The students should also be able to read fluently with a grade-level
appropriate book as best as they can. They could have some errors, but they also should be able to
read, out loud, and on their own with some support. The students should also be able to read with
expressions and show that they comprehended what they read. They should be able to read
sentences based on the end punctuation mark to the best of their abilities with some support as
well.
Purpose:

 What is the purpose of this lesson? The purpose of the lesson is to read a grade-level book
orally and do this accurately and smoothly. Also, the purpose is to read sentences with expression
based on the punctuation mark at the end.
 What is its importance to the learning? The importance to the learning is making sure the
students understand everything and that they can read fluently out loud.
 How will it be carried to other environments, settings, subjects, and overall lifespan of
students? This lesson will be helpful for future grades because the students will need to know
how to read sentences based on their end punctuations. If they do not know how to do this, they
might not get any better at reading and they might fall behind. It could also help them get a job in
the future. It will help them when they write because if they do not know how to read a sentence
based on the end punctuation it will be unlikely that they will be able to write sentences with the
correct end punctuation mark. They need to first learn how to read sentences based on the end
punctuation, so they can be able to write correct sentences. It will be crucial that the students not
only know how to read and write sentences based on the end punctuation correctly for reading
and English, but for other subjects as well. After students are out of school, they will still need to
know how read sentences and write them based on the end punctuation mark.
Behavioral Objectives:

 State behavior goals that are needed for the student to achieve the goals of this lesson:
Students will have visual instructions and procedures to make the lesson clearer. The students
will also be able to use sensory sand, from Lakeshore, to help them calm down if they get ramped
up during the lesson and need to touch something to help bring themselves back to the lesson.
 Address unique needs of the learner or learners in the lesson: One of the students has anxiety
and she gets anxious very easily. She also tends to overthink things and is a little bit of a
perfectionist. All of these characteristics is because of her anxiety. There is another student who
is on the autism spectrum and he gets fixated on a certain topic that really interests him, for
example race car drivers. He loves to talk about race car drives and he also loves to talk to others
 about race car drivers. Sometimes he gets so fixated on a topic that he starts to talk really fast and
when that happens sometimes it can be hard for others to understand him. He also lacks the
ability to understand social cues because a lot of times he does not know when to stop talking
about the topic he is fixated on. This means that it is hard for him to understand other people’s
facial expressions and gestures. Also, he sometimes fails to develop peer relationships that are
appropriate to his developmental level.
 Identify cultural, linguistic, and gender differences: The student who is on the autism
spectrum might not be able to speak and be able to process English verbally or nonverbally, very
well. This is because he struggles to communicate to someone else’s timeframe, expectation, and
perspective. The student, who has anxiety, gets nervous really easily especially when put on the
spot. When she needs to read out loud, in her group, she will probably get really anxious, and she
might not want to read out loud. The student who is on the autism spectrum is a boy and the
student who has anxiety is a girl.
 State how behavior objectives reflect high expectations and developmentally appropriate:
The first behavior objective might be a little bit of a high expectation for the students, especially
the student who is on the autism spectrum. This is because he might not be able to speak and be
able to process English verbally very well. Also, this might be hard for the student with anxiety
because she might get nervous reading, out loud, to her peers and teacher. She gets nervous easily
and this might make her more anxious than normal. When the students are reading the sentences
based on the end punctuations, they might have some difficulty with that because it is a new skill
they are trying to master. Even though I demonstrated and modeled it, it still might be hard for
them, but that is why they are practicing it in groups.
Materials:

 Identify high quality scientifically based materials and resources. -List all your materials:
Graphic organizer, writing/reading journals, book that is grade-level appropriate, sensory sand
(Lakeshore.com), and computer.
 Assistive Technology- talk about how use with this lesson and how you would use for
specific learning needs. Our Moodle site has a place to read more about assistive technology
and kids with disabilities to assist you with this part of the lesson plan: If the students cannot
write with their hands, for whatever reason, they will be able to use a computer to do their exit
ticket.
Methods/Strategies:

 Instruction/directions are clear and aligned with academic and behavioral objectives,
sequenced in order, step by step: 1. I will instruct the students to look at the white board and
see what I wrote on it. 2. Then, I will ask the students if they know what the symbols are called
that I wrote on the board. 3. I will instruct the students to have a class discussion about the
symbols after they tell me what they think they are called. During the instructions I will make
sure to give the student with anxiety and the student on the autism spectrum visual instructions to
help them follow along and understand better. 4. After we take a look at the symbols and figure
out that they are end punctions for sentences, I will direct the students to watch me demonstrate
how to read sentences with expression based on the end punctuation marks. 5. The next part will
be reading a grade-level appropriate book in groups. I will make the groups based on the
students’ reading levels and I will direct the students to their group. 6. Then, I will instruct the
students to pick a book about animals, in their groups, based off of their reading levels. I will
 have a pile of books, at each groups’ reading level, at the front of the classroom and then they can
look at the books and pick one. This will also help all the students because they will be able to
hold the book and look at it which is very visual. 6. Once each group has their book, I will
instruct the students to get back into their group and take turns reading the book orally. 7. Once
they everyone has had a turn reading, I will direct the students to go back to their desks and fill
out the exit ticket.
 Procedures are listed in order: We will start out with the teacher drawing, on the board, a
period, question mark, and an exclamation mark. Then, the teacher will ask the students if they
know what those marks are all called (they are all different kinds of punctuations). I will have
them answer my question in their writing/reading journals before I call on one of the students and
start a class discussion. The student with autism will have a teacher assistant help him write in his
journal. Then, I will call on one of the students to give me an answer if they think they know.
Then, we will start a little class discussion about what the symbols were that I wrote on the board.
This portion of the lesson will take about 10-15 minutes. Then, the main part of the lesson will be
about how to read sentences with expression based on the punctuation at the end of the sentences.
I will demonstrate this by reading sentences with expression based on their end punctuations with
a picture book I pick about animals and this will take about 5-10 minutes. When I read the
sentences, I will make sure to show the students how to read the sentences with expression based
on the end punctuation and explain to them how to do it. This should take 5-10 minutes and then I
will model this so the students will help me read the sentences based on the end punctuation
marks. After that, the students will read a grade-level appropriate picture book orally and they
will do this in small groups. The small groups will be based on the students’ reading level
because not all of them will be at the same level. In the small groups, the students can help each
other out when each student reads out loud. In each group, the students will a pick a book, to
read, about animals. When the students read in their groups, they will read a picture book based
on their groups’ reading level and this should take them 10-15 minutes. The student who is on the
autism spectrum will have a teacher assistant to help him read the sentences because he has a hard
time speaking verbally and/or nonverbally. At the end of the lesson, the students will fill out an
exit ticket. They will answer the question: what are question marks, periods, and exclamation
marks called? The exit ticket should take 5-10 minutes to fill out and the student with anxiety and
the student who is on the autism will have extended time filling out the exit ticket and the student
with anxiety can go into the hall or another classroom to fill it out. The student on the autism
spectrum will also have the teacher assistant, that helped him read, help him fill out the exit
ticket, so the teacher assistant will be able to assist him when he answers the exit ticket question.
The student with anxiety gets anxious when she sees other students getting up to turn something
into the teacher, so also allowing her to go into the hall or even another classroom will help so
she does not have to see her other classmates get up to turn in the exit ticket.
 Methods used must be evidence-based practices: When the students with autism and anxiety
get frustrated, I will allow them to go into the hall and walk back and forth. This is a form of
Exercise (ECE) which “can be used to improve the physical fitness of leaners with ASD” and
maybe even anxiety. Exercise can also help the students because it might increase appropriate
behaviors and they might be more likely to finish the task/lesson. It will hopefully then decrease
“negative or inappropriate behaviors.” The child with autism might freak out easily, so allowing
him to go into the hall and walk back and forth could be super helpful.
https://afirm.fpg.unc.edu/node/403 I will also allow the child with autism to wear a backpack
with a lot of books in it when he goes into the hall to walk back and forth. This will help him
come back to reality and will help him feel grounded. Also, like I stated earlier, the students will
 be able to have sensory sand with them during the lesson to hold and touch to help them calm
down and focus.
 State how you Differentiated- “I differentiated by product, content, process (pick one)
according to student interest, readiness, or Learning profile (pick one): I differentiated by
content because I broke the students up into different groups based on their reading levels. This
meant that I was also using reading materials at varying readability levels for the students in each
of the groups. Each group was also able to pick a book that interested them based on animals, so
each group might be reading a different book about animals.
 State any cognitive, cultural, linguistic and gender differences. If none noted, state that so
you still get points for recognizing the rubric piece: The student who is on the autism spectrum
is a boy and the student with anxiety is a girl.
 State the inclusion within the general education classroom of the students getting your
lesson: 1. The students should be able to have visual instructions for the lesson. 2. The students
should be able to have the larger tasks, of the lesson, broken up into smaller segments. 3. They
will also have extended time when they fill out the exit ticket. 4. The student with autism will
have a teacher assistant to help him read and fill out the exit ticket.
 Clearly state methods/strategies that were supported by existing research. (Get this from
the websites used to show evidence-based practices or other quality websites. Department
of Education website might be a good resource for this as well.): When the students with
autism and anxiety get frustrated, I will allow them to go into the hall and walk back and forth.
This is a form of Exercise (ECE) which “can be used to improve the physical fitness of leaners
with ASD” and maybe even anxiety. https://afirm.fpg.unc.edu/node/403 The child with autism
will also be able to wear a backpack with lots of books in it so it is heavy and makes him feel
grounded when he walks back and forth in the hallway. Also, the students will be able to have
sensory sand with them during the lesson to hold and touch because it could help them focus
during the lesson if they have something to do with their hands. It could be like a fidget toy.
Strategies-Student Active Engagement:

 State how you will keep kids engaged during your lesson: I will keep the students engaged by
switching things up in the lesson and making sure we do not do anything for too long. I want to
make sure that the students do not lose focus. The students with autism and anxiety could have
their sensory sand with them to help them stay focused and engaged throughout the lesson.
 How will you model the new skill you want the students to do? -state what you will do: I will
explain to the students that these symbols, in the text, tell us how to read a sentence. I will also
read a book about animals with expression based on the sentences’ end punctuation. I will make
sure to use the Optimal Learning Module by Regie Routman. I will first demonstrate by reading
sentences with expression based on their end punctuations with a picture book I pick about
animals which is the first part of the Optimal Learning Module “I do it.” I will read part of the
book and the read for the demonstration part and then read more of the same book for the model
part. After that, I will model how do it and that means “we do it.” The students and I will take
turns reading sentences with expression based on their end punctuations with the same book I
picked about animals. I will make sure to help the students and guide them.
https://www.regieroutman.com/teachingEssentials/samples/OLM.pdf

Guided and Independent Practice:

 List/Show how you did a lot of (ample) guided practice in your lesson. (Students do and
teacher guides): We used the Optimal Learning Module. First, I demonstrated what I wanted the
students to do which is the “I do it.” Then, we moved onto the part of the Optimal Learning
Module where I model so “we do it.” Lastly, the students got into their small groups and read the
books they picked out loud which is the last part of the Optimal Learning Module: independent
practice “you do it.”
 Show the individualized feedback you will give to your student: For the students with anxiety
and on the autism spectrum, I will make sure to give them visuals for the instructions and
procedures for the lesson. I will also make sure both the students have the larger tasks, of the
lesson, broken up into smaller segments.
 Show multiple activities that you used to guide the student to do the work on their own: I
scaffolded, so I made sure to add support for the students with autism and anxiety. This was also
to make sure I helped them master the lesson. I did this by building on what they already know
and as they were learning the new skill: reading sentences, in a book, based on their end
punctuations. I also made sure to demonstrate and model how to read sentences with expression
based on the end punctuation marks.
 Show multiple activities that show you planned for the students to maintain this learning:
First, I had the students try to figure out what the symbols were that I wrote on the board. I had
them write down, in their reading/writing journals, what they thought the symbols were. We then
had a whole class discussion about the symbols and that they were end punctuations for
sentences. After that, I demonstrated how to read sentences based on their end punctuations from
an animal picture book and then I modeled it as well. Then, I put the class into groups based on
their reading levels. I had each group pick a book, about animals, based on their groups’ reading
level. They were able to hold and look at the book to help them pick it. Once each group had their
book, I had them get back into their groups and they took turns reading the book out load while
using expression based on the end punctuations of the sentences. Once they finished reading the
book and taking turns, I had the students fill out an exit ticket. They were also be able to walk in
the hall if they needed to refocus and they were also able to have sensory sand with them to also
stay focused and help them maintain the learning.
 Show multiple activities that show you planned for the students to generalize this into their
lives: I had the students read picture books about different animals where they could practice
reading the sentences with expression based on the end punctuations. When people read books,
they usually need to read the sentences based on the end punctuations, so practicing this in the
lesson will help the students for future reading.
 Show strategies/activities that facilitate integration into other settings of life and school: I
broke the class up into groups based on their reading levels. In school and other settings in life,
people work together to accomplish a task sometimes. By putting the students into groups, this
could show them that they do not always have to work by themselves and that they could work
with other people in school and in other life settings.
 Share/list how other stakeholders in students’ lives will monitor progress of students: The
students’ parents, caregivers, or other family members could have the children read to them at
home or wherever they go to after school. The students could read out loud to their parents,
caregivers, etc. before bed or really any time that works best. When the children read out loud to
their family members or caregivers, they could listen to the children read and see how they are
reading the sentences based on their end punctuations and help them if needed.
Assessment:

 How will you assess the learning goals? List them: I will use an exit ticket as a form of an
assessment. I will ask the students what a question mark, period, and exclamation point are
called. The students will write the answer on a piece of paper and they will be able to work with
their table mates to answer the exit ticket.
 Are they assessing the objectives you set in your lesson plan? State that…: Yes, the
assessment assesses the objectives in my lesson plan. My lesson plan talks about the students
reading sentences, in books, based off of their end punctuations. The exit ticket question is asking
the students if they know/remember what a question mark, period, and exclamation mark are
called.
 Share how your assessment fits the students’ characteristics-strengths of the learner,
weaknesses of learner: I allowed both the students to use a computer to type their response to
the exit ticket instead of writing their answer if that is something they need. This will help them
both because they might not have the best handwriting, so allowing them to type will not only
help them, but it will help me when I am reading their responses. I also allowed both of them to
have extended time on the exit ticket which will be very helpful. Also, the student with autism
will have a teacher assistant with him to help him with the exit ticket since he sometimes has a
hard time getting his ideas down on paper.
 Discuss how you accommodated the students with your assessment: For the student on the
autism spectrum and the student with anxiety, they will be able to have more time to write their
answers. They will not just have at the end of the period. Since I allowed the student with anxiety
and the student who is on the autism spectrum to have extended time on the exit ticket, this
should help alleviate some stress. This will especially lesson the stress for the student with
anxiety because she gets nervous very easily, so allowing her extra time to fill out the exit ticket
will hopefully make her feel better. She gets anxious when she sees other students getting up to
turn something into the teacher, so also allowing her to go into the hall or even another classroom
will help so she does not have to see her other classmates get up to turn in the exit ticket. She will
then hopefully not feel like she is being rushed to finish and this will also help her do her best on
the exit ticket.
 Discuss how evaluation results will be monitored: I will walk around the class to see how the
students are doing when they fill out the exit ticket and see if they have any questions. After they
turn them in, I will read them and give the students feedback in a timely manner. I want to see if
they remembered that the symbols were called end punctions and if they did not then I will need
to go over that again another time.
 Discuss how the assessment could or is differentiated. (by student interest, readiness or
learning profile.): I grouped the students by reading level and had them choose a book about
different animals. The assessment is also differentiated because I allowed the students to work
with their table mates to fill out the exit ticket. I also allowed the student with anxiety and autism
to have extended time on it. Lastly, the student with autism had a teacher assistant to help him.
Self-Reflection:

 Self-reflect on lesson planning, instruction after teaching lesson, changes make, how lesson
modified, teacher attitude and behaviors influenced your lesson: If I figure out that the lesson
did not go the way I planned or maybe it was too hard or complicated, I will tweak the
 lesson/change it. I will make sure that I make the lesson clearer or take certain things out and
change it up. For example, it might be too hard for the students to read out loud or they might get
too nervous. Instead of them reading out loud all by themselves, I could read with them which is
known as choral reading. This would also be the model part of the Optimal Learning Module. I
have this in my lesson already, but I could just keep it at that and not go any further. I could then
help them read the sentences based on the end punctuations.
 The above ideas plan needs to be documented. How will you do the reflection pieces you
said above: If I need to change the lesson; I will make sure to write down the changes and
highlight what I changed so I can clearly see the differences. This will help me because it will be
a visual and I will be making sure the lesson is the best for the students.
 Self-reflect how students’ progress is monitored and how conduct it: When the students write
down what they think the question mark, exclamation mark, and period are I will walk around to
check what they write. I will monitor what they write and see if they know the symbols. I would
check to see if they knew the symbols at the start of the lesson, at the end, or both.