SPE 100 Lesson Plan Assignment

Lesson Plan
Name: Brittany Ferguson

Title of Lesson Plan: Description bags

Age/Grade Level: 3rd grade.

Common Core Standard: Get the standards from the Michigan Academic
Standards Page at Michigan.gov.

Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

Lesson Objective: Student will be able to clearly identify the shapes,

letters, animals, items, textures, and colors in the bags by looking, playing,
touching, squeezing, and moving the bag around with their hands. They will
use their language and literacy to explain what they feel, find, and touch.
They should use their physical activity to move the bags around. Some may
be heavy, some are light. Some we can throw and toss to each-other to
guess and some stay on the table.

Description of Lesson: After work time and lunch would be a good time for
this activity. The students need energy, but not too much. To capture
attention I will ask everyone to come to whatever station I set this up at. I
will take out a texture bag and begin to play. I will then ask everyone what
they see in a very loud voice to capture the whole class’s attention. I will
have everyone in class share what they think it is. I will then tell them that I
am holding a texture bag. The bright colors and fun items typically catch
children's eye. When they all say yes or seem interested, I will bring out the
other colored and sized bags. Each bag will have a different look and feel to
it. I will ask the children to get into small groups of two or three (some on
their own if they wish). They may sit or stand for this activity. I will then
give them a basket full of different bags, a piece of paper, a pencil, a white
board, and a marker. From there, I will give them 20 minutes each to write
down as many "describing words" as they can relating to their bags. I will
walk around and help students with vocabulary and pronunciation. This is a
physical activity, so keeping the students engaged is easier with movement.
I will pull vocabulary out by saying things like "how does that feel?" Or
maybe giving them options as in "is that smooth or bumpy?" Or "is this a
liquid or solid?” These words may be said around the children all the time,
yet they don't really know what they mean. This will be a great activity for
language development.
Lesson Assessment: I will have all of the students gather in a circle with
their describing words. I will have them all bring their papers and boards to
the circle to share. Every student will get to share 1 describing word they
like the best or that stood out to them the most. When the student says
their word, we will as a class think of other items that carry that describing
word. So if a student says their favorite word was "silky”, we will then shout
out any item that comes to our brain that is silky. And we will do it
throughout the whole class until we are ready for the next step in our day.

Next Steps (if the entire class doesn’t master the objectives): If the entire class is
not mastering the objective, I will then start to pull out information from them. I
will do this by asking convergent and divergent questions such as (Divergent
Questions: "What do you think about that feeling?” “Can you think of another word
to describe this bag?” "What other colors can you see?" "What does this feel like?"
"What do you think that feels like?" "What's all inside there?" "What do you think
about those bags versus these ones?" "What do you see similar?" "What are the
differences?") (Convergent Questions: “How many items are in the bag?” "How
many dog, cats, rocks etc. - are in the bag" “What color is the dog?” "Is it soft or
hard?" "Can you pick it up over your head?" "Is it sharp or pointed anywhere?"
"Can you pass it to your friends without dropping it?" "Does it feel full or empty?")

Special Needs student:

Profile/Description of student: (Specify what disability the student you
are observing has. This needs to be one of the 13 disabilities. See pages 6-
7 of your text book. Please discuss the characteristics of the disability area.
How does this interfere with their education? List the specific educational
needs of this child.)

The child I am observing will have autism. According to google, “Autism is a

developmental disorder characterized by troubles with social interaction and
communication, and by restricted and repetitive behavior.” This child
struggles with language and communication. This child may not be able to
spell the words out correctly, or even pronounce them correctly. This will
interfere with their education by putting a boundary on what they can
accomplish on paper.

Accommodations for the student: (How is this individual accommodated

in the lesson to meet their educational needs? How does this fit their
disability area? These must match what you have listed in the
profile/description of student. What is/are the reason behind these
accommodations? Are there other accommodations that could be done in
place of what’s being done? DO NOT list paraprofessional as an
accommodation. )
Some students will love this activity and some won't like the feeling of
squishy or hard. I cannot say for sure what the child with autism will feel
comfortable with. This is why we make bags that are full of "magic air" and
"pixie dust". This is a texture bag, with nothing inside it, or some sparkles to
add color. Another thing to remember with children with autism is that there
may be some who do not like touching unknowns. I will create bags with
cardboard, grass, and string. This is easy to hold and understand if they
have seen the objects around often.

Assessment for special needs student: (How is this student assessed?

How is it structured to meet the needs of the student?)

All of the nurotypical students will be writing down their descriptive words on
a piece of paper and given the option to write on a white board. For my
autistic child, I will let him either speak the words he know, or I will say the
word and let him decide if the word fits the description. If he is able to write,
I will give him a white board and a fat tip marker to write whatever words
come to mind. He will receive credit based on effort on the activity.

Next steps (if the special needs student doesn’t master the lesson
objective): If the student was not successful with the lesson, what will the
teacher do differently the next time for the student with the disability?
Why?

If the autistic child cannot seem to master this objective, the teacher will
need to provide a different approach all together. The teacher might want to
use a picture instead of the bag and let the student describe the photo.
Another approach could be to say all of the description words and have the
student think of an object that falls under that description. So if I said “soft
and fluffy” they could respond “a blanket” and still receive the lesson
objective. We will do this to ensure that all children receive a fair chance to
learn the material.