Ashland University Standard Lesson Plan w» Candidate: Marianne Ference Date: 12/10/20 |General information [Subject Speech/Language [Grade 1" grade L JA. Planning Learner Profile his esson will be taught 1 on 1 with an individual girl. She has the following health fone Chromosomal deletion 4/anomaly Atrial septal defect Decreased right cerebellum Kidney concerns Paralyzed vocal chords Adenoids removed Rib graft and tracheal reconstruction Glasses Bilateral hearing aides As weil as receiving academic intervention, this individual attends PT, OT therapy. nd Spe Prior Learning/Pre-assessment his individual has been working on lots ofc use and effect. She works with switches recognizing that when she hits.a button, it wil create-a reaction (turn the toy on). She also is at the beginning stages of moving onto an eye gazing device for communicating. Righ' we use a low-tech choice board and she will have a choice between tw 0 items, Recently when collecting data asking for her to "find the ball” between two fields on the choice board, she was able to correctly look and identity the ball 5/5 trials Research IRead alouds also create a bridge to more complex texis. A 1984 study by Thomas [Sticht showed that a child's reading level doesn't catch up to thelr listening level until Jaround 8th grade. That makes the read aloud a perfect opportunity to exposeludents to texts they can't yet decode for themselves [caze-tased assistive technology (gaze: based AT) has the potential to provide chikiren Jtfected by severe physical impairments with opportunities for communication and [This study indicates that these cildcen with severe physical impairments, who were unable to speak, could improve in eye gaze performance. However, the children needed time to practice on a longterm basis to acquire sills needed to develop fast and accurate eye gaze performance | hups:/www.ncbi.niim.nih.gov/pme/articleyPMC4867850/) ier Profile: Write a description ofthe class demographics: number of males, females, students on 1 or 508 plons, racial and ethnic background, ELL, gifted, academic or physical disabilities, and any other factors that might help you target your lesson to the learners in the Cass, Include relevant student assessment data and add toit as Your lessons progress. [Prior Learning/Pre-assessment: Describe what prior content has been taught. Example: In the last lesson, students learned how to measure the sides of an object accurately, which has now prepared them to find the area of an object. How was pre-assessment data collected? JResearch: As a teacher, you need to be able to connect theary into practice, with other disciplines or read world experiences. Cite educational research that supports your linstructional decisions. This could be in learning theory, findings ie. Ransinski found, that repeated reading improve fluency which can have a positive effect on comprehension. | am having the students do multiple choral readings of a poem while teaching them how close ttention to punctuation and key words willimprove their fluency and comprehension. |B. Objectives [Academic Learning Standard(s) Due to this student's cognitive level, | have included some early learning standards that are Imore developmentally appropriate than the 1" grade standards as well as the extended standards, Early Writing: birth- 8 mos Show ability to transfer and manipulate an object with hands, Reading: 6-18 mosPoint to familiar pictures in books when labeled by adult, Focus She will be using her eyes and hands to both look and hit buttons to communicate [Learning Outcome since this student ison am IEP, these are goals that are related to those ons with 60% accuracy given at least 5 trials Select correct picture from field of 4 but tin at most 1 prompt Use right arm to activate switch at least [Academic Learning Standard: Write the exact working for the appropriate content |standard(s). |central Focus: Narrow down your standard to the specifi focus ofthis lesson that is ldevelopmentally appropriate for your students e.g. Identifying character traits to improve |reading comprehension. lLearning Outcome: Define what the students will be able to do as a result of your lesson. It |should be specificand measurable: identify who, what, when, and how. References to the lobjective should be made at the beginning, middle and end of the lesson. Example:: At the |conclusion of today’s lesson, students will create a three-frame comic strip and use each type lof end punctuation appropriately (period, exclamation point, and question mark) with 100% Jaccuracy. Ic. Assessment Formative Jobservations |Summative Data collection of how many times she Uses her right hand (less dominant hand) Correctly identifies and hits the correct button when asked ‘and record any assessment data from this lesson and use it to respond to these ions: |Formative: Describe how you will informally assess your students throughout the lesson (e.g. questioning, whole class responses)? Keep in mind that you may need to adjust yourIE. Practice and Jplons based upon student feedback you receive. You should provide multiple waysto ee fora |conduct formative assessment. summative: every speci abut he na formal sessment you wile atthe end the |'esson/unit to measure whether you have met your lesson goals. Attach the actual 2 ssessmentif appropriate. This assessment may need to be modified for individual studen |The information gained from your assessment should be used to provide feedback to your [tudents and to guide your future lesson. [Academic Language ‘which one”, "who is that?”, “Where is a SS The lesson will start with an interactive read aloud reading a book designed with her family, *. This help her become engaged to begin the lesson because she loves looking at her family [Activities and Procedures ‘After seviewing her family, we will move onto a communication device with 4 fields to ‘choose trom. (mom, dad, ball, keys) Teacher will begin by asking her to select one of the four items. Then the student will choose what she wants to see/play with The teacher will then pick 2 songs and put the pictures associated with the songs on the eye gaze choice board. ‘Student willlook at card, then look back at the teacher sing to signal what song she wants to That card will then go.on the communication button that haé recorded audio that she will use to participate in the song, EX: in the song Old MacDonald, the recording that she will press when it gets to that part inthe song is "E410" After singing and choosing atleast 2 different songs, we will move onto practicing with the switches. Each visual switch will be placed in front of her as well as a button to activate. [Materials JFamity book, choice board and cards to place on choice board, communication device (4 Fields), communication device for music bal, keys, diferent switches, black felt board is isa one on one session, therefore itis differentiated just to fit ths individual[Opportunities will be given for her to explore and learn at her own pace like when exploring with the switches. There is also a black felt board that is placed on the table where switche will be placed. The idea is so that it will be easier for the student to see the switches whe other visuals are blocked out lLearning Conditions his will be taught in person, one on ane for a 30 minute session. A nurse will be present Jwatching during the entire ency ssion in case of an emer [Closure + of praise, The student will choose if she wants more The session will be ended with playing with the switches or if she is all dane on the choice board. I she is all done, move on, if she wants more she will play for one more minute [academic Language: Identify content-specific words e.g. perimeter, instructional terms e |analyze, general vocabulary: frenetic to be taught in the lesson. These words should be used by both you and the students. Introduction: State the objective for your lesson to the students using developmentally appropriate language (oral and/or written). You should reinforce this objective throughout the lesson. Link this objective to the students’ background knowledge and/ or experiences in |motivating ways to “hook” the learners into your lesson, |activities/Procedures: Describe in detail how you will teach your goal objectives and lacademic language and what methods you will use e.g. demonstration, lecture. Then ldescribe what activites the students will do e.g. small group discussion, experiments. Your plans need to detailed and clear enough for a substitute teacher to follow. Your methods and} activities must be aligned with the goals of your lesson. materials: Include all materials needed for your lesson: books, equipment, technology, student materials. Make sure these are organized and ready to use, Differentiation: Think about the students who need more help and the ones who will grasp ‘material quickly. What will you do to enrich the learning for both groups? Here you night consider Bloom's Taxonomy, Learning Styles, Tomlinson’s Tiering approach, Universal lDesign for Learning, and Multiple Intelligences. Also, be sure to include accommodations. lLearning Conditions: List how the lesson will be delivered e.g. whole class, small group, and any special circumstances: substitute teacher, new student, students on individual behavior plans, safety conditions for lab work et. Iciosure: Describe how you will end your lesson by restating or reinfé land encourage students to use this new learning in other contexts. your lesson goals