Lesson Plan

Teacher Candidate’s Name: Amanda Pedi

Date: February 14, 2019
Lesson Title: Direct Instruction, Student Individualized Programs
Context:
 Grade Level/Subject: 2-3 grade
 Disability Categories represented-Autism
 Type of classroom (continuum of placements)- Self-Contained Autism

Central Focus: Student will complete program goals listed in their program books. Their program goals are
based on IEPs and students complete these goals on a daily basis in a direct instruction environment. Students
will work with their teacher to complete their goals.

Essential Questions: Based on each program, these are the essential questions asked:
What skills are necessary to be a functional member of a community? Why is it important to know how to
subtract and add?
NJCCCS Standards:
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
1.OA.B.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known,
then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers
can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not
use formal terms for these properties)
NJPST 5.i.1 The teacher develop and implements projects that guide learners in analyzing the complexities of
an issue or question using perspectives from varied disciplines and cross disciplinary skills (for example, a
water quality study that draws upon biology and chemistry to look at factual information and social studies to
examine policy implications)
ii. Essential Knowledge (1) The teacher utilizes resources related to educational strategies for instruction and
methods of teaching to accommodate individual differences and to employ positive behavioral intervention
techniques for students with autism and other developmental disabilities.
Learning Goals: SWBAT complete six subtraction problems with 80% accuracy.
SWBAT read 10 formerly taught vocabulary words along with five additional new words.
SWBAT read with 80% accuracy in a leveled reader.
SWBAT spell and form four words using alphabet click blocks to follow a CVC pattern.
SWBAT sequence scenes from “The Forest” in chronological order using sequence cards from the story.

Academic Language:
Examine the learning goals to complete the chart below. Plan supports for at least 2 identified demands.

Identified Language Demands Planned Language Supports

Vocabulary (Spell, Sequence, Subtract, Read, Match) Spell-JC has emerging expressive skills
Sequence-JC has emerging sequencing skills and
this is taught through verbal and visual
instruction
Subtract-JC has emerging subtraction mathematic
skills and this is taught through repetition of
subtraction skills
Read-JC has emerging literacy skills, and this is
communicated through leveled readers.
Match-JC's matching skills are exceptional and
he is achieving mastery through matching
exercises.
Language Function Direct Instruction through ABA
Syntax
Discourse

Procedure:
Examine the learning goals, essential questions, and NJCCCS Standards to complete the chart below.
Duration Instructional Strategies and Learning Tasks Assessment
9:00-9:10 Subtraction using touch math. Teacher will model the touch math, then Check for
using a fading prompt, the student will gradually perform the task understanding.
independently (AFIRM 2019). Marking
Materials: Math program book student’s
overall
 performance
on program
goal sheet
9:10-9:20 Read: Student will read their vocabulary cards in program goal and teacher Check for
will use verbal prompt to help encourage student (AFIRM 2019). understanding.
Materials: Flashcards in program goal Marking
student’s
overall
performance
on program
goal sheet

9:20-9:30 Spelling: Student will spell three letter words using individual click blocks Check for
(AFIRM 2019). Teacher will scaffold by sounding out the letters of each understanding.
word. Marking
Materials: Program goal book and click blocks. student’s
overall
performance
on program
goal sheet

9:30-9:40 Sequencing: Student will sequence the events from their story “The Check for
Forest”, and sequence the events in chronological order. Teacher will use understanding.
task analysis to break up the task into smaller steps. Marking
Materials: “The Forest” story book and sequencing cards with story student’s
events, in order for the student to develop sequencing skills. (AFIRM overall
2019) performance
on program
goal sheet

Accommodations:
Include adaptive and assistive tech/software/web-supported learning with specific skill areas.
Day 1
 Identified Support for ……
(ELL, advanced student, struggling
student, student with IEP or 504).
Put one student per box below.
JC
Specific Characteristic(s) Planned Accommodation(s)
(Strength/Need) These are the changes to “how” the
student learns the content. The
student achieves the learning goal
of the lesson.
Strengths: Learns with visuals, and verbal
 Learning Styles cues. Student also uses token
economy to show progress towards
rewards related to goals. JC will
JC is a visual and
choose an item from his token
kinesthetic learner who
economy board that he would like
benefits from repeated
to work for, then after he earns five
practice of skills and the
pennies, he is able to earn the
use of visual
reward he selected.
manipulatives.
 Motivation
At this time, JC requests
to work for the sensory
ball and stool as well as
the independent work
centers

Modifications for Students with Disabilities:

Identified Support for ……
(see list above and include
ONLY those with disabilities)
JC
Specific Planned Modification(s)
Characteristic(s)
(Strength/Need)
Strengths: SWBAT complete program goals with 80%
 Learning Styles accuracy.
JC is a visual and Goals IEP
kinesthetic learner who Across varied content areas, JC will
benefits from repeated demonstrate understanding of vocabulary
practice of skills and the words.
use of visual JC will expressively label pictures using
manipulatives. lesson vocabulary for 5 vocabulary words
 Motivation
At this time, JC
requests to work for the
sensory ball and stool as
well as the independent
work centers
 Mastered Skills
JC is able to follow the
morning classroom
routine to enter the
classroom, unpack his
backpack and put items
away in appropriate
place. He can transition
throughout the
classroom to retrieve
items needed for work,
lunch, and leisure time
activities. Justin is able
to skip count, identify
coins and bills, identify
money by value.
Needs: (relate to goals
and objectives, can be
bulleted, not content
driven)
 Reading
 Writing
 Math
 To
develop/improve
reading
 comprehension
skills
 To improve
basic spelling
skills
 To develop math
computation
skills
 To develop
independent
work/leisure
skills
 To expand sight
vocabulary

Materials / Use of Instructional Technology:

 Teacher Materials-Program goal book.
 Student Materials- “The Forest” story and story sequence cards, vocabulary flashcards, subtraction
worksheet, alphabet click blocks, PEC communication board.

Homework / Assignment for Next Class:

None
Lesson Reflection
The direct instruction lesson plan was successful overall. I thought the activities were appropriate for
the student and helped him to work on mastering his skills. If I was to edit the lesson and make changes to it,
then I would choose to edit the materials of the lesson. While the materials appropriately encompassed and
captured the content of the lesson plan, I could edit materials such as the vocabulary flashcards and provide a
real-world example, followed by a picture. I would also like to include a lesson that uses technology and open
the student up to a broader field of information and resources. However, I will need to make sure the
technology is monitored because I know that my student likes to press buttons and get drastically off task.

NJPST Standard Selection

I would like to focus on standard five-application of content, and be able to gain a deeper understanding
of the content and how to connect the content from the classroom to the real world. When I worked with my
student, I know that he was grasping the concepts and understanding them, but I would like to provide him with
more activities that will link him to the real world. By choosing to develop this standard, I will be able to
provide my student with a deeper, more meaningful lesson plan. With the application of content, I will be able
to discover new ways to apply the content across multiple settings and help the student relate the material to
different lessons. By mastering this content standard, I will be able to help the student gather their prior
knowledge and help them assimilate it into their new knowledge. This standard will not only benefit me, but it
will benefit my student. I aspire to be able to provide my student with long lasting, meaningful knowledge that
they will be able to use throughout their entire lives.

Professional Development Goal

For my professional development goal, I would like to focus on ii. Essential Knowledge (1) The teacher
utilizes resources related to educational strategies for instruction and methods of teaching to accommodate
individual differences and to employ positive behavioral intervention techniques for students with autism and
other developmental disabilities. (2004 NJ Std 7.2). I choose to focus on this goal because in my experience
working with a self-contained classroom, I have seen the different levels of student performance. Despite the
fact that all of the children are classified under the Autism spectrum, they all have their own unique needs and
learning styles. For example, one child likes to read and write, while another child dislikes reading and would
prefer to do math activities. Aside from their learning preferences, the information is tailored to each child
based on their IEP’s and their program goals. I want to develop this goal because as a future educator with a
special education endorsement, I want to provide my students with meaningful learning opportunities. In order
for me to do this, I will need to have more experience in the field of special education and I intend to gain this
experience by working alongside students with special needs.
 References
AFIRM Modules. National Professional Development Center. Retrieved February 14, 2019, from
https://afirm.fpg.unc.edu/afirm-modules