Running head: APA TYPING TEMPLATE



Title

Lorna Terrell

Grand Canyon University: SPE 226

April 20, 2016

Teaching for Exceptionalities

Young Female Student with Down syndrome

This student, “Perry Rose,” (4th grade) has strengths in social skills and in math, able to put numbers in sequence as well as completing three digit addition. In addition she is learning about money, using manipulatives, however has trouble staying on task and focusing. Her weaknesses are, short term memory, she learns new objectives but needs constant reminding of what she has learned in previous lessons which coincide with the entire objective. Student did well during reading center; listening to the story “You Don’t Need It” however, when working on assigned worksheet that went with the story, she had trouble cutting out pictures, matching what the character needs vs. her wants. She had to be reminded about sequencing the events, differentiating the character’s needs vs. wants. She displayed difficulty understanding the difference between wants and needs. During math she understood the value of each of the three coins including: penny, dime and nickel. While matching the value of coins that totaled on each work sheet, she struggled with adding the total value when preparing the addition of each coin, (place value). Perry Rose enjoyed reading the story and the discussion that followed, but appeared annoyed when other students in the group offered discussion. She has been retained once, while in an inclusion classroom, rapidly feel behind her peers. She was placed in special needs classroom mid- year 2014-2015, school year, and currently remains. Perry Rose’s preferred mobility is frequent and repetitive, visual instruction, seemingly due to short term memory. She continues to make gains, developing new skills and understandings. Perry Rose has the ability to work independently with occasional supervision. She has the ability to read stories independently however, may not effectively recall sequencing of entire story. She currently reads at a higher second grade level to early third grade level. Perry Rose, appears to struggle with confidence in what she is learning, needs constant reassurance to complete tasks. Perry Rose is a kinesthetic and visual learner according to this observation.

GCU LESSON PLAN TEMPLATE

03/2014

|Teacher Candidate: |Lorna Terrell |

|Grade Level: |4th grade |

|Date: |April 20, 2016 |

|Unit/Subject: |Reading |

|Instructional Plan Title |Needs vs. Wants |

|I. Planning |

|Lesson summary and |Students will work with a partner from his or her assigned group completing activity which will assist them to come to |

|focus: |the understanding of the difference between needs and wants. |

|Classroom and student |Small groups are needed to complete activity in order for student/s to have active participation opportunities, needed |

|factors: |to engage student/s. Students will sit at table in small groups, no more than four at each table to ensure less |

| |interference. |

|National / State |CCSS ELA-Literacy RL3.1 Ask and answer questions to demonstrate understanding of text, referring explicitly to the text |

|Learning Standards: |as the basis for the answers. |

| |CCSS ELA-Literacy RL3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the |

| |central message, lesson, or moral and explain how it is conveyed through key details in text. |

| |CCSS ELA-Literacy RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how |

| |their actions contribute to the sequence of events. |

|Specific learning target(s) / objectives: |Teaching notes: |

|Students will be able to explain the difference between wants and |By examining the concept of "wants and needs," students will learn that |

|needs, as well as value and price. |things that may make us happy are not always the things that cost money. |

|Agenda: |Formative assessment: |

|1. Teacher will read story (2) Students will be given worksheet to |Students will be given scissors and glue sticks, cutting out each of the |

|cut and paste corresponding pictures of needs and wants from the |needs and wants, separating them according to his or her recollection. Once |

|story(3) students will place what the character of the story wants |this process has been completed, the students will then glue each need and |

|under the side of wants and needs on the side of needs, from the |want to the designated, corresponding side of which are appropriate for the |

|story. Will then discuss events from the story of which the |story, examining the concept of "wants and needs,". |

|character wanted vs. needed, emphasizing on the costs of things and| |

|whether or not we really need them. This activity should take | |

|approximately thirty minutes. | |

|Academic Language: |Key vocabulary: |Function: |Form: |

| |Topic words: want, need, buy, money and |Defining characters, settings and |Students learn about the economics: |

| |must. |events in a story. Through separating |wants and needs. Introduction of the |

| |Phonemic awareness and Blending |needs and wants, placing them in |concept of wants and needs show how |

| | |correct section of worksheet, students|to follow decision making process in |

| | |will demonstrate his or her |deciding on a purchase. |

| | |understanding of wants and needs, as | |

| | |well as understanding of characters, | |

| | |settings and events in a story. | |

| | | | |

| | | | |

|Instructional |Worksheet of wants and needs, scissors, glue stick, story “You don’t need it”. Add or attach copies of ALL printed and |

|Materials, Equipment |online materials at the end of this template. Be sure to address how you will teach the students to use the technology |

|and Technology: |in Section II. INSTRUCTION. |

|Grouping: |Student will pair in groups of two discussing wants vs. needs from the story as well in her daily living. |

|II. Instruction |

|A. Opening |

|Prior knowledge |Student will use prior knowledge of reading stories, identifying: characters, plots, settings, title, author and |

|connection: |illustrator. Through prior knowledge student will reflect on the plot of wants and needs. |

|Anticipatory set: |Student will be introduced to the concept of wants and needs show how to follow decision making process in deciding on a |

| |purchase, when out shopping with family and eventually when shopping independently. |

|B. Learning and Teaching Activities (Teaching and Guided Practice): |

|I Do |Students Do |Differentiation |

|I will read aloud the story “I don’t need it. I| |Discuss with student the difference |

|then will openly discuss with student what |Student will cut out pictures, using scissors. |between needs and wants, having student |

|wants are vs. needs in our culture, giving |Student will use glue, placing “her recollection of |give examples of each. Will discuss the |

|examples on the whiteboard. |corresponding pictures in correct column, according |needs and wants of character in story so |

|Vocabulary words: |to the story. |that student can gain a clearer |

|-wants |Student will explain why each picture is in the |understanding of what is being asked. |

|-needs |“wants” column as well as the “needs column. |Allowing student to partake in discussion |

|1.) I will pass out worksheet, scissors and |Student will go back to the story, with help, making |and the use of her understanding of the |

|glue-stick/s to student/s |any changes needed. |task. |

|2.) Instruct student/s to cut out pictures, | |I will use the story to reflect back to as|

|placing the correct pictures in the wants | |student has short term memory loss. |

|column and the needs pictures in the correct | |Repetition is key with her. I will have |

|corresponding column. | |students who have completed the assignment|

|3.) I will review back to the story as needed | |do the following, |

|(student has short term memory loss). | | |

|4.) Review what student has done, going over | |Students will discuss in groups of two, |

|pictures she placed in the wrong column. | |making personal lists of wants and lists |

| | |of needs, discussing why they chose each. |

| | |Each group will discuss with class and |

| | |myself the differences between the two. |

| | | |

| | | |

|III. ASSESSMENT |

|Summative |Will have each student complete “wants and needs” worksheet, individually, |Accommodations and Differentiation: |

|Assessment: |assessing each students mastery if comprehension, grading accordingly, while |Will reflect to the story “ I don’t need |

| |explaining to me why he or she chose each one. |that”, so that student may reflect on what|

| | |she has learned about needs and wants, |

| | |repetitive reading and discussion in order|

| | |for student to achieve the objective. |

|Closure: |Through discussion/s, worksheets and assessments, student will be able to identify the difference between wants and needs in |

| |our culture and real life settings. |

|Homework: |Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and |

| |explain how the homework assignment supports the learning targets / objectives. Attach any copies of homework. |

Please note that the following is NOT a lesson plan: Do not include anything that appears to be a daily schedule!!!!!!

|8:00-9:00 |Reading: predictions w/ chapter 7 |

|9:00-10:00 |Math: dividing fractions, page 127 |

|10:00-10:45 |Science: page 4 workbook |

|10:45-11:25 |Lunch and recess |

|11:25-12:15 |Spelling and grammar: page 82 |

|12:15-1:15 |Specials |

|1:15-2:15 |Writing: final drafts |

|2:15-2:45 |Reading Centers |

Reflective Analysis

Evaluation of Accommodations

Which accommodations and modifications were successful?

Considerations for Next Time

If you taught this lesson again, would you do it the same/different? Explain.

Cooperating Teacher Feedback

What other accommodations/modifications might the student’s special education classroom teacher make?

Suggestions for Related Services Personnel and other Staff

What other accommodations/modifications might related service specialists make (where applicable.)

References

Activity and Observation Logs

After the references, please include the activity logs from your practicum. It should be signed by both you and the cooperating teachers and should include the teacher’s comments.

Two logs one from each setting!

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