Gwynedd-Mercy College

School of Education
Valuing Diversity ~ Deepening Community

Name: Deborah Givens

Date: November 29, 2015

School: Easter Seals

Grade/Topic: Pre-K/Fine Motor Skills

STANDARD: PDE ELS: Health, Wellness and Physical Development: Learning

About My Body
10.5 Concepts, Principles and Strategies of Movement:
Fine Motor Development
Approaches to Learning through Play: Constructing,
Organizing and Applying Knowledge
15.1 Constructing and Gathering Knowledge
15.2.1 Organizing and Understanding Information

PERFORMANCE EXPECTATION:
The student will demonstrate improved bilateral coordination skills by using hand,
fingers and wrists to practice stamp-art and demonstrating fine motor skills to cut out
pictures of farm animals.

I.

PLANNING AND PREPARATION:

1.

Briefly describe the students in your class, including those with special
needs; explain how you will meet the needs of all learners.
The class consists of six pre-school students, one girl and five boys, all of
whom have IEPs. During the lesson, I will be working with one student
focusing on her IEP fine motor skill goals of using markers and cutting
with scissors.

2.

What are your expectations for this lesson? What do you want students to
learn and be able to do with the knowledge?
The student will practice holding the markers and will independently use
them to create stamp-art farm pictures. The student will participate in the
bilateral coordination activity of cutting out pictures of farm animals.
By holding the paper with her non-dominant hand she will use her
dominant hand to manipulate the scissors with assistance. She will
practice cutting on a thick straight line with a goal of inch or less
deviation from the line. This activity will enhance her fine motor abilities
and her skills to manipulate the use of scissors.

3.

Why are these expectations suitable for this group of students?

These expectations are based upon the students current Individual
Education Plan student needs and goals. The selected goal is as follows:
The student will demonstrate improved bilateral coordination skills to
independently don scissors and to cut on a six inch straight thick line with
or less deviation from the line as measured monthly for monthly data
collection probes. The IEP notes B has weakness in her fine motor
skills in the areas of the use of school tools, markers and crayons and in
cutting skills. Also it is suggested in the report that sensory songs (Old
Macdonald) should be used during student instruction and learning.

4.

How do these expectations support the school districts curriculum, state

standards, and content standards?
These standards are supported by the Pennsylvania Learning Standards for
Early Childhood.
PA Academic Standards for Health, Wellness and Physical Development
10.5.1 Strength, Coordination and Muscle Control
10.5.2 Eye/Hand Coordination
10.5.2 Use of Tools
PA Academic Standards for Approaches to Learning through Play
15.2.1 Engagement, Attention and Persistence

5.

Explain the psychological principles/theories you used in constructing this

lesson.
I selected Albert Banduras theory of Social Cognitive Modeling for this
lesson, as he believed students learn from modeling the behavior of others.
In this lesson the student will learn as I model the use of the markers and
as I model the use of the scissors.
Areas of learning will include Motivation, Attention, Retention, and Motor
Reproduction. The student will demonstrate motivation during the lesson
when she participates in the stamp-art project, as this is a favorite activity.
She will focus her attention by listening to the project directions and
attending to stamping and cutting activities. Finally, she will process and
retain the skills mastered during the activities.
The National Autistic Society created a framework, SPELL for students
with Autism and I will address part of the structure in my lesson.
Ensure all planned activities are achievable. Explain tasks in small
manageable chunks with a clear start and end point.
I will meet this goal by using constructivist educational theory in using
scaffolding. I will begin the lesson by modeling the activity; I will then
hand over hand assist the student with the activity. Finally, I will observe
the student to ensure she will complete the skill on her own with little to
no support.
(http://autismeducationtrust.org.uk/resources/teachers%20guide.aspx)

II. CLASSROOM ENVIRONMENT:

6.

Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time.
The student will work in a quiet corner of the classroom, minimizing
potential distractions.
Unnecessary materials will be cleared from the workspace and the student
will only be presented with pertinent materials for each activity.
All materials will be selected and stored in separate activity containers.

7.

Identify what you will do to set clear standards of conduct and behavior
management of student behavior.
I will reward the student with positive feedback and reinforcement
(squishy toy or other manipulative) and will consistently redirect the
student when inappropriate behaviors occur.

8.

Identify what you will do to establish expectations for student

achievement.
The student will be expected to participate with her best effort during the
lesson and I expect they will be successful. The student will be rewarded
for good behavior with short breaks and the use of positive reinforcers
(favorite manipulative toys).
The student will sit at the table with assistance from her aide. The student
currently is expected to sit during lessons and understands this
expectation.
The student will sustain focus on the project by working in an uncluttered
environment. I will ensure that at each stage of the project only necessary
current materials will be displayed on the work surface.
I will model each activity for the student and will assist with
implementation of each activity.

III.

INSTRUCTION:
9.

What will you do to motivate students?

I will sing one of her favorite songs, Old MacDonald had a Farm and I
will hold up the picture of the pig that she will use for the stamp-art
project.
After the song, she will select the color of the stamp-art marker she will
use for the project.
I will motivate the student to practice the cutting skills by explaining that
we will hang up her picture in the classroom once it is finished.

10.

What will you do to activate prior knowledge?

I will remind the student that we sing the Old MacDonald song with Mr.
Dan during our music class. I will remind the student that she has created
prior stamp-art pictures with her teacher, Mrs. Riley. I will remind the
student that she has used scissors with her teacher in prior classes.

11.

Materials in Detail

Stamp-Art Markers (various colors)

Animal Stamp-Art Pictures
Scissors
Plastic Animals
Squishy Toy or other Manipulative
Formal Assessment Check List
Clip Board

12.

How do you plan to engage students in the content? What will you do?
What will students do?
1. I will begin the lesson by reminding the student, Last week Mr. Dan
sang, Old MacDonald had a Farm during our music class. You
enjoyed singing along with him. I thought today we would sing the
song again and you can pick an animal for our stamp-art project.
2. The aide will assist with the student as she selects the animal for the
song. We will sing the song (using the selected animal)
3. I will then pull out the selected animal stamp-art sheet for the student.
4. I will offer the stamp-art markers. The student will select the color of
marker she wishes to use.
5. I will model one stamp and the student will begin the project.
6. Once the project is completed, we will begin to cut out the picture
together. If she is able, I will allow her the opportunity to cut the
picture on her own.
7. We will end the lesson by singing the Old MacDonald song.

13.

Describe the use of questioning and discussion strategies that will

encourage students to participate in class.
I will use the mode of questioning as noted in the IEP, What is this?
when identifying the animals, stampers and scissors. The student will
follow my modeling of each activity and I will assist if necessary.

14.

What difficulties do students typically experience in this area, and how do

you plan to adapt/modify to meet their needs?
This lesson may need to be modified when delivered due to the needs of
the student and their level of participation. Autistic students need extra
supports with behavior and I will provide reinforcers as incentive to
redirect behavioral issues.

15.

Identify what informal and/or formal assessments you will use to monitor
student learning?
I will be informally assessing the student as she participates during the
song, animal identification, and color identification and during use of fine
motor skill implementation.
I will use formal assessment when I measure and record the results of her
cutting activities.

16.

What will you do to bring closure to the lesson?

When the student completes the cutting activity, we will sing the song
once more and she can play with the plastic farm animal that she selects. I
will reward her efforts with positive feed back and will transition her to
her next activity.

IV. PROFESSIONAL RESPONSIBILITIES:

17.

Identify Easter Seals policies regarding staff attendance and punctuality

on the job.
Attendance
If there is an absence or tardiness from work, it is your
responsibility to notify your supervisor prior to your start
time. You are to make every effort to directly contact your
supervisor. Tardiness occurs when one arrives ten minutes
later than their start time.
If you are to be absent for any period of time in excess of
five days you will need a note from your physician. An
absence (multiple consecutive days) counts as one
occurrence. If you fail to report to work for a period of time
in excess of three business days, the Agency considers you
have terminated your employment. The only exception to
the rule is if there is an unexpected accident, emergency or
pre-approved absence (FMLA).
There is a tier chart listing absence/tardiness occurrences in a six-month
period where verbal warning, written warnings and termination is
documented.

18.

Identify Easter Seals plan for professional development.

Job related seminars, workshops and training conferences are offered to
the staff. Subject to funding, many of these programs will be preapproved for payment for full or part-time employees who work 900 hours
or more. Many programs are available, not only ones that are directly
required. Attendees are strongly encouraged to share their acquired
knowledge with their department/division and this may determine
eligibility.

19.

Describe what you have done to effectively communicate, both orally and
in writing, with your cooperating teacher, administrative staff, supportive
staff, students and parents.
My first contact with my cooperating teacher was by telephone, due to an
unexpected illness. I have exchanged emails communications with her.
I have had oral conversations with the teacher and her staff members.
They have been welcoming and helpful, as I have become aquatinted with
the program and the students. The staff members have shared personal
experiences both professional and personal, as we have spent time before
and after work getting to know each other.
Engaging with the students has been most enjoyable and I look forward to
my time with them. I try to physically move to their level to establish eye
contact and bond with them during paring activities.
I created a short introductory letter for parents and this was distributed on
my first day of class.

20.

Identify what you have done to participate in and support school building
or district projects and or/ events.
I volunteered to be available for the Halloween parade and it was most
rewarding. It was nice to see the students enjoying their parade and party
activities in the classroom. If time permits, I hope to participate in future
activities.

CITATIONS
A Guide for Teachers." Http://autismeducationtrust.org.uk/resources/teachers
%20guide.aspx. N.p., n.d. Web.
Cherry, Kendra. "Social Learning Theory How People Learn by Observation." About
Health. N.p., 24 Nov. 2014. Web. 29 Nov. 2015.