ST.

JOSEPH’S COLLEGE
Special Education Lesson Plan Format

Name of Student: Alyssa Ribaudo School: R.J.O. Intermediate School

Child Study Course #: 424 Date of Lesson: 4/28/2022

Cooperating Teacher: Nina Fingerhut Grade and/or Age: Fourth Grade

Size of Group: 15:1:1 (8 students) Special Education Classification(s): Speech

and Language Impaired, LD, OHI, and
Autism Spectrum

Curriculum Area or Learning Domain: ELA Specific Lesson/Skill Taught: Summarizing

CENTRAL FOCUS: Summarizing stories

BEHAVIORAL OBJECTIVE: Given sentence strips, the students will be able to correctly
identify the specific parts of a story to summarize the book and write it on their sentence strip.

CURRICULUM RATIONALE:
In the past, the students have been learning how to summarize by using the “Somebody, Wanted,
But, So, Then” method. Students have also been learning about recycling in correlation to Earth
Day. Currently, students are reading a book about recycling, and summarizing the story by
identifying the main events. In the future, students will be able to write the summary as a
paragraph independently.

IEP or IFSP GOAL(S):

1. Student will write an informational / explanatory text, of up to one paragraph with four facts to
develop points.
2. When given a writing assignment, the student will use correct capitalization and punctuation.
3. When given a narrative, student will be able to summarize the text.
4. Students will participate in reciprocal conversations and communicate ideas with their peers.

NEW YORK STATE COMMON CORE LEARNING STANDARDS:

Reading: Literature
RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words, or actions).

Writing
W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
W.4.4.: Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.

Speaking & Listening

SL.4.1.: Engage effectively in a range of collaborative discussions with diverse partners on grade
4 and texts, building on other’s ideas and expressing their own clearly.
SL.4.2.: Paraphrase portions of a text read aloud, or information presented in diverse media and
formats, including visually, quantitatively, and orally.
SL.4.4.: Report on a topic or text, tell a story, or recount and experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.

ACADEMIC LANGUAGE: Reduce, Reuse, Recycle, Earth Day, summarize, anchor chart,
sentence strips, and Quiver.

MATERIALS:
-Susan Hood. (2016). Ada’s Violin. Simon & Schuster
-Easel
-Reduce, Reuse, Recycle anchor chart
-Summarizing anchor chart
-sentence strips
-pencils
-tape
-crayons
-computer
-Smart Board
-camera
-phone
-Quiver app downloaded on phone

DEVELOPMENT/PROCEDURES:

INTRODUCTION/MOTIVATION:
I will begin the lesson by making sure the students are in good learner’s position and
ready to learn. I will then start off the lesson by activating prior knowledge to the past couple of
days to talk about what we have been learning about Earth Day. Good morning boys and girls,
can anyone tell me what important day we’ve been talking about the past couple of days? Yes, it
was Earth Day! Can anyone tell me the importance of Earth Day? Good job, it’s a day to
celebrate the Earth and we want to make sure we treat the Earth with respect. Now we’ve been
discussing three important words these past couple days, can anyone remember? Correct,
reduce, reuse, recycle. I will then refer to the easel that contains the “Reduce, Reuse, recycle”
anchor chart that I made with the students in the previous days. I will briefly go over the
definitions and examples we came up with prior. I will then get their minds to focus on the idea
that we can take something old and make something new out of it. When we recycle, we are
taking something old and turning it into something new. I want you to keep this in mind as we
read our story today. Now before we read our story, we are going to be summarizing the book at
the end. Can anyone tell me our acronym we use when summarizing? Good we are looking for
“somebody, wanted, but, so, then.” This helps us pick out the important details in events in the
story so that we can describe it to someone who has never read this book before. Are you guys
ready to read this book?

INSTRUCTIONAL STRATEGIES:
1. After introducing what we will be doing in this lesson, I will go over some basic pre-
reading steps such as pointing out the title, illustrator, looking at the cover, and having
the students make predications of what the book will be about.
2. I will then begin to read the book. Please note that this is a long book, so I am going to
stop at one point and skip to the end. This allows me to have the students focus on the
important information relevant to this lesson. I will explain to the students that I can go
back and read the rest of the story at the end of the day to them.
3. After the reading is over, I will ask the students what they thought of the book and if their
predications were accurate. As we are going over the book, I will touch upon the
somebody in the book, what they wanted, the problem, and how they fixed it. This is tied
around our acronym and will help the students get the main idea of the story before they
summarize.
4. Great job reading boys and girls! So, we were talking about the key elements that we can
use to summarize this story. So, we are going to take all our ideas and form them into
sentences. I am going to set you guys up in groups of 2, and you and your partner are
going to be assigned one of the parts of the acronym. Then, with your partner, you are
going to come up with a sentence to contribute to your part of the summarizing, and you
are going to write it on your sentence strips. I will then model an example first. So, for
example, I am going to do the ‘somebody’ with you. Can anyone tell me who the person
in the story was? Correct, it was Ada. So, I am going to write on my sentence strip, “in
the story, Ada is the main character. Now you and your partner will get a topic and write
your sentence. So, for example, Sarai and Ceci will be working on the ‘wanted. They are
going to talk about the story with each other and will write a sentence about what Ada
wanted. The students will finish their sentence for their specific part. The teacher, aides,
and I will circulate the room to ensure the students are on task and assist them if they
need help.
5. Once everyone has finished their sentences, we will then go over it as a class. The group
with ‘somebody’ will come up to the board and read us their sentence. We will then tape
their sentence strip on the anchor chart next to somebody. I will repeat this for each group
to present their sentence strips. Great job boys and girls, so if I were to read this as a
paragraph, I would be able to get the summary of the story without reading the book. We
just summarized our story!
6. After the students are praised for their hard work, I will then tie the lesson back into the
science portion. In the story we read about Ada and how she made her own recycled
violin our of trash. She turned something old into something new. Can anyone think of a
word that describes what she did? Yes, she recycled! She was helping her planet
especially because there was a lot of waste where she lives. Do you think Ada doing this
was a good thing for the Earth or bad? It was a good thing, correct! She was helping to
 make music, but also was helping to save the earth at the same time. I will then go into
the closure activity.
7. So, what we are going to do now is we are going to draw and write a way that we would
help the earth. These past days we have been brainstorming some ideas to help the earth
like plant a tree or pick up trash. Once you have picked a way you want to write about,
you will then get an Earth Day paper. You are going to draw a picture of what you are
going to do to save the earth. For example, I am going to draw a picture of a tree and
picking up garbage. Then, after my picture is drawn, a teacher will come around and
scan the QR code that you guys have on the bottom of your paper. The teacher will go on
their phone and pull up the Quiver app. I will then scan the code and watch as the app
turns my earth picture into a 3D Earth. The earth will be spinning, and it is a great way
for the students to get excited about their activity. I will model an example to the whole
class first. So, let’s go ahead and get to coloring so you can make your picture 3D.
8. After all the students completed their pictures and got to see it in 3D version, I will then
praise their students for all their hard work. I will wrap up the lesson completely by
encouraging them to recycle and even make something from old items just like Ada did.

CLOSURE: To wrap up this book and lesson, I will follow steps 7 and 8 to close the lesson.
These steps provide a fun activity for the students but also ensures that they understand the goal
of the lesson.

TECHNOLOGY COMPONENT: In this lesson, we will be using the Smart Board and the
camera for everyone to see the paper. We will also be using a Smart phone and the app called
Quiver to make these images come to life.

ADAPTIVE PROCEDURES: For students with learning disabilities, we will be focusing on

cooperative learning groups where students are paired according to their abilities. I will also
utilize the support of staff in the classroom to redirect and prompt students,

ASSESSMENT: I will be informally assessing the students throughout the whole lesson,
especially when they write on their sentence strips. This will allow me to see which students are
comprehending the story correctly by being able to re-tell it themselves. I will also review their
drawing to make sure the students know how they can help to save the earth.

SELF-EVALUATION:

Classroom Culture (question #4)

Are my students aware and supportive of the classroom rules and expectations?
Classroom management including rules and expectations in the classroom are both very
important to myself as well as very important in the classroom I have been student teaching with.
Similar to other classes and students, this class can tend to get off topic and have a hard time
resetting and reeling it in. In order to remain focused throughout the lesson, I started the lesson
off my making sure everyone was quiet, hands are ready to learn, and eyes are on the speaker.
This sets the tone for the rest of the lesson, and I will often refer to this throughout the lesson. In
order to reinforce this positive behavior, I gave out the reward system in this class called “class
dojo.” I also made sure that before we broke out and worked with partners that I made sure
everyone knew the rules to working with partners. I asked the students what working with
partners looked like and sounded like. This allowed me to have the opportunity to ensure they
were ready to work with partners. They gave examples that included working together but
quietly, no pushing and taking turns. Overall, the students in the class are aware of the rules and
expectations and know that they are supported by both me and the other teachers in the
classroom.

Planning (question #5)

Did I consider prior learning when creating this lesson?
While creating this lesson, I made sure to recall prior knowledge and incorporate it into
the lesson. As we have been creating summaries in the classroom, we were also learning about
Earth Day. In order to introduce the lesson, I took some time to back track and recall information
about Earth Day. We referenced our anchor chart that we made prior to recall specific
information. I then turned it around to recalling their information on summarizing. This included
having them recall the “somebody, wanted, but, so and then.” We also used an anchor chart to
recall this information. This lesson allows the students to use their schema and add on
information to their prior knowledge.

Modeling Reflection-Questions to as my students/myself (questions #3)

Which part of the lesson was the most interesting…why?
Throughout the lesson, I made it important to set the purpose of reading. This included
them using their knowledge on recycling to summarize the story. Another goal of mine was to
keep the students engaged in the lesson. In order to do this, I had the students write the sentences
on their own sentences. Then, at the end of the lesson I used the app called Quiver to make their
drawings come to life. This was very interesting because it allowed them to take the story and
their background information to come together into one activity. The students absolutely loved
this activity and wanted to do more pieces like it.

RE-ENGAGEMENT:
For any students that do not understand this lesson, I will pull them aside in an individual or
small group and take out the science portion of the lesson. This new lesson will focus just on the
book, and the summarizing of the book. This book can be the student’s choice as long as it is
grade level appropriate. The students will read the book with the teacher and pause throughout
the read aloud to discuss the important information and details. The students will be provided
with their own mini anchor charts with the “somebody, wanted, but, so, then.” After the book is
read, we will slowly identify the main parts verbally. Then the students will match the provided
sentences with the correct title. For example, the student will be given the sentence “Ada is the
main character in the story,” and the student will have to match the sentence to the “somebody.”
Book:

Closure, quiver worksheet:

Student work: