Lesson Plan Format-Blank

Modified for Special& DEAF Education Program Student Teaching

Name: Brianna Brislin

Date: February 21, 2022

Lesson Title: Reading Time Allotted: 25 minutes

Unit Title (if applicable): Resources by Region Lesson Number w/in Unit: Lesson 11 Unit 26

Grade Level(s): 2nd Grade Autistic Support

Subject Area(s)/Subject Content Explanation/Rationale: Phonics/Letter Sounds

I. LESSON FOUNDATION

Standard(s)/Anchors:
1. Recognize and produce capital letters of the alphabet. Recognize and produce lowercase letters of the
alphabet
2. Distinguish initial, medial, and final sounds in words
3. Use letter- sound matches to decode words. Identify the sound for a single consonant. Identify sounds for
long and short vowels and vowel teams. Identify the sound for common consonant digraphs.

Essential Question(s):
1. What is the letter ‘N’ sound?
2. What is the letter ‘C’ sound?
3. How do I pronounce the onset of a word?

Instructional Objective(s):
In small group instruction, students will be able to correctly identify and name the letter sounds /n/ and /c/ along
with matching corresponding words that start with those letters with 80% accuracy.
Formative Assessment:
Students will complete drag and drop activity on the board correlated with their curriculum

During instruction formative assessments:

Have students name properly each item in the corresponding letter bin and match the object to the correct bin.

Summative Assessment:
Lesson Post-Assessment:

Students will be asked to complete a boom card activity and letter n video YouTube game to test
their understanding of the information.

Unit Summative Assessment (if applicable): N/A

II. LESSON BODY

TEACHING PROCEDURES

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1. Introduction/Opening:
a. Students will watch a video on the letter’s ‘C’ and ‘N’ along with naming the objects in the
letter bins.
b. Display the Letter card for the target letter-sound and review the name and sound.

2. Description of Method(s) Used to Present Subject Matter

A. Direct Instruction/Modeling (I do) Procedure:

a. Display the letter sound activity mat for students on the promethean board. (Level 1)
Review the letter sound at the top of the page.
b. Display the fill in picture/word cards. Model other words that start with the letter sound
presented to them.
c. Model dragging the correct picture to the letter sound.

B. Was differentiation used in this section? If so, indicate which type and DESCRIBE how you
embedded it, including use of research-based strategies:
____ Content (WHAT the student needs to learn or how the student will get ACCESS to the
information)
____ Process (HOW will they learn it/engage with the content)
X Product (How will they DEMONSTRATE what they learned)
- Bryan and Angel will match the picture to the letter indepdently
- Yihanna will point to the letter and picture that I ask
____ Learning Environment (The way the classroom works and feels)

3. Guided Practice (We do)

A. Description of Application Activities:

a. Have students select words that have the same beginning sound to match and place words
that begin with the target letter-sound on the mat. Visual supports and prompting will be
used.
b. Students will write their letters on the board or white board with assistance if needed

B. Was differentiation used in this section? If so, indicate which type and DESCRIBE how you
embedded it, including use of research-based strategies:
____ Content (WHAT the student needs to learn or how the student will get ACCESS to
the information)
____ Process (HOW will they learn it/engage with the content)
X Product (How will they DEMONSTRATE what they learned)
- Bryan and Angel will answer out loud and write independently on the board
- Yihanna will point to the letter and pictures
____ Learning Environment (The way the classroom works and feels)

4. Independent Practice (You do)

A. Description of Application Activities:
a. Students will complete boom card activities and other activities on the board for the letter
‘C’ and ‘N’
B. Was differentiation used in this section? N/A

5. Closure:
a. Students will review letter sounds and words that start with the letter. They will also do a
boom card activity along with a YouTube video game about letters.

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III. LESSON ESSENTIALS

Accommodations/Modifications (for individual

learners):
Yihanna: Gets a communication device
All students receive food as reinforcers
Instructional Resources, Materials, and
Technology:

Yihannas communication device:

Materials and resources:

- White board table/markers/erasers
- Letter ‘C’ and ‘N’ object bins
- Communication device
- Smart board
- Food reinforcers

IV. POST-LESSON REFLECTION (completed after the lesson is taught)

Analysis of Student Learning:

For my second lesson plan, I was supposed to have 4 students with me, but I ended up only having one,
so it made my lesson go a lot quicker than anticipated. Knowing how Angel learns I changed my lesson a little bit,
so it was more focused on him and his learning needs. I had him first tell me the correct letter sounds and showed
him different objects that start with that letter, and he did that very well. He struggles with pronouncing certain
words but gets the beginning sounds. He was able to drag words that started with the letter sound and was able to
write his letters with some help.

Activity Pronunciation Matching words with Writing letters Choose picture with correct
starting letter starting letter
Complete or not
complete 3/6 times correct
(needs assistance)

Before completing the lesson, Angel has seen these letter sounds before but has not mastered
understanding and using them to choose pictures with the corresponding first letter sound. By the end of the
lesson, he was a little better at it, but still hasn’t mastered it completely.

Analysis of Teaching:

1. Organizes and records the data/results for each assessment by item.

2. Compiles the data results for each student learning outcome (including the pre-assessment and final
assessment) using a table and/or a graph. Technology is used to analyze the data.
a. As shown above, student data is graphed the best way possible for the lesson
3. Reports data for each student-by-student learning outcome and then quantifies the extent to which
the learners achieved that objective/goal

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 4. Summarizes what the data tells about students’ learning in this project and provides an
explanation/analysis of the results. Conclusions drawn from this analysis are provided.
As shown in the table above, Angel did very well on three out of the four different categories he was assessed
in throughout the lesson. He struggles with remembering the information that is taught to him since we have done
these letters repeatedly in class with him. Angel understands what letter and the sounds is that it makes but he
can’t choose a picture that starts with that said letter. Overall, he understands the concept but hasn’t mastered it
yet.
5. Describe what you will do to improve and/or enhance student performance.

In the future to help Angel understand what pictures start with the correct letter I will minimize the
options I am giving to him. If I start off with two pictures instead of three at first, he might have a better chance of
getting the correct picture and then once he starts to understand I will give him more options. I might also make it
easier and give him more options that start with that letter, so he has more of a chance to get it correct.