Content Area Special Education Lesson Plan

Teacher Candidate: Ayasha Bista

Grade Level: Kindergarten

Lesson: My Family
Unit of Study: Myself and Others
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
- RL.K.1: With prompting and support, ask and answer questions about key details in a text.
- Students will be able to describe their family members and label them correctly.
Objectives:
- SWBAT describe what a family is.
- SWBAT name the members of their family by describing their relationship to those members. For example, they will say, I
have a father, mother and a sister.
- SWBAT verbally mention the difference and similarity between their families and their peers family with 80% accuracy.
Vocabulary: Family - group of people that may be made up of partners, children, parents, aunts, uncles, cousins and grandparents.
There should be emphasis on people who care about one another.
Pre-Assessment:
- Students will be asked: What is a family? Are all families alike? Are all families different?
Post-Assessment:
- Students will be asked to describe what a family is.
- Students will be asked to explain their illustrations.
- Students will be asked if all families are alike or if families are different.
- They will answer what similarities and differences they came across when comparing their family to their partners family.
- The teachers will be looking at the work that had been completed during the lesson activity.
Materials:
- Me and My Family Tree by Joan Sweeney
- Pointer
- 20 Blank pieces of paper.

10 Handouts that include both blank space for illustrations and lines for sentences.

Use of Technology:
- The smart board will be used to enlarge the pages from the book. It will also be used later to explain how to use the different types of
handouts. The head teacher and special education teacher will pair up to talk about their family members. They will demonstrate this
by using the smart board. It will also be used at the end to display students works as they share with the rest of the group.
Differentiation:
Higher: Students who are able to write will receive paper that has lines for writing simple sentences under blank space for illustrations.
They will use the lines to write one or two simple sentences about their families. They will also be drawing the members of their
families and labeling by sounding out the words or looking at the word wall on their own. Minimal teacher assistance is required.
Across: Students will be provided with blank paper where they will draw the members of their families. Teacher assistance will be
provided in order to help spell the words by sounding out the letters of the word. These students will be directed towards the word wall
if there is a need or asked to look at the print from the book. At the word wall, the teachers will help the student find the word and spell
the word.
Lower: Students will be prompted and helped by the teachers to draw and label their family members. The teachers will write the
words for these students who will then trace the words. The students will also have access to the words necessary for this activity such
as brother, mother, father, sister, grandfather, grandmother, aunt, uncle available to them at their table on various index cards that
includes pictures as well. The students will require the most assistance from the teachers in the classroom.
Seating Configuration/Use of Physical Space:
- In the whole group lesson, the students will be seated at the rug in rows of 6 with four students in each row. The students will be
sitting with their groups depending on their levels. Students who need extra assistance will be sitting by the teachers.
Teaching roles and collaboration:
- The head teacher will be part of the whole group lesson. During small group work, the special education teacher will work with
groups who will need extra help with the spellings and labeling. The head teacher will be monitoring the rest of the groups and helping
them stay on task and answering questions that come up throughout the activity.
Classroom Management:
- At the rug, the students will be reminded of the rules that are placed on the rug. These include right posture; back straight,

hands on lap, raising hands, eyes on the teacher who is speaking and listening ears. The rug consists the chart that displays rug
behavior where the students can see the visuals while the teacher reviews them.
While working in groups, students will not be placed with others who may initiate behavioral problems.
The teachers will also walk around within the group to make sure everyone is on task.
Students working well in their groups and staying focused will receive verbal praise.
The teacher may use the behavior chart in the classroom during the lesson if necessary. The bee will be moved from green to
yellow to red if the students are not listening to the teacher.

Engagement of students/anticipatory set/Motivation:

- The students will be drawing their family members. These students will be motivated to do so because they will have been
encouraged to talk about themselves throughout the unit. The students will also be motivated to work in smaller groups and learning
about their friends family. They will be encouraged to color their illustrations as well. The teachers will use the smart board to enlarge
the students work while they share with the rest of the classroom. The students will be reminded that their work will be placed on the
bulletin board at the end of the activity.
Connection to Previous lesson/Prior Knowledge:
- The students have been learning about themselves in this unit, Myself and Others. They have been exploring their names, the names
of their teachers and peers. Students have also learned about the classroom and the school in general. Learning about families will be
the next step of this unit. The students will have the knowledge of family members as the teachers will have talked about how the
students get to school, who helps them at home and who brings them to school. This will have already taken place during different
times of the day when the teachers have conversations with the students.
Lesson Presentation:
Estimated Time:
Whole Group 15 minutes
- The teacher will gather the students in the rug area where they will sit in rows of 6.
- The teacher will remind the students of the rules that must be followed in the rug area. This includes sitting straight with good
posture, hands on laps, criss cross apple sauce, looking at the teacher who is speaking, listening, raising hands to answer
questions and waiting to be called on before answering.
- The teacher will begin with the introduction of the title of the book Me and My Family Tree, the author, the front cover, the
back cover and the spine.
- Before beginning the book, the students will be asked to think about their own families as they listen to the book.
- The teacher will read the book aloud. The focus will be on the various family members. As the different family members come

up, the teacher will write the names on the easel next to the smart board.
The students will be asked to spell the names and say the word.
The pictures of the book will be maximized using the smart board so everyone can have a look at words and various members
of the family.
The teacher can ask the students who is in their family. Two students will share their family members.
The teacher will split the students small groups that had been organized before the lesson based on their writing skills.
The students will listen to the instructions for their activity and then make their way to the table.

Guided Practice/Active Involvement/Small group work/Independent Practice:

Estimated Time: 20 minutes
- The students will be working small groups for this lesson.
- They will begin by drawing their families on the blank piece of papers.
- Once the drawing is complete, all the students will label their pictures either with the help of teachers or on their own.
- The students who have the lined paper will form simple sentences about their families. Teachers may assist the students to
minimal extent, allowing them to try and spell the words on their own.
- After the drawing is complete and the pictures have been labeled, the students will continue with coloring their illustrations.
- It is important that the teacher remind the students how much time they have in order to successfully transition into the whole
group sharing time.
Final Summary/Closure:
Estimated Time: 10 minutes
- Students will be asked to stop working on their paper and look up at the ones who will be sharing.
- Students who have completed and want to share their work will be asked to come to the front of the room, two at a time, and
share their drawing. Their drawings will be displayed using the projector.
- The teacher will ask the rest of the classroom if the families are all the same or if they are different when two students are
sharing their work.
- The teacher will ask the students the definition of family at the end.
Extension:
- As an extension activity, the students can turn their drawings into a family tree.
- The students can compare and contrast where they will be comparing their family to the family in the book. They can do this
by using Venn diagrams in the future.

Another comparison can be done by working in pairs and looking at their drawings to see how their family is similar and
different to their partners family.