J. Johncock Mod.

6 SPE 557 |1

Lesson Plans Jessie Johncock Grand Canyon University: SPE557 Jan. 15, 2013

J. Johncock Mod. 5 SPE557|2 Lesson Plans Introduction These lesson plans are designed for a preschool classroom that contains students with developmental delays. These lessons incorporate multiple strategies that encourage learning for preschoolers with developmental delays in the areas of cognitive development, communication development and adaptive behavior. These lessons are designed with instructional strategies that support students with develop delays, such as repetition, modeling, total physical response, hand-over-hand and sensory integration. Within these lessons, there has been modifications and adaptations that have been created to support students with developmental delays per their individualized education plan (IEP). Due to the students specific needs, there will be specialized supports and expectations for the students that are required to be implemented to provide access to education and best support student learning under the Individuals with Disabilities Education Act (IDEA). Since the students with developmental delays are required to receive certain services, the IEP team is responsible for making sure those services is being carried out and implemented within a general education (as required by the students IEP). The following three lesson plans are under the unit: Food for Thought. This unit incorporates multiple sensory activities that will stimulate the young minds and encourage learning through eating. Food can be a highly motivated object and therefore is expected to motive students with developmental delays to learn and mature in their skills.

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LESSON PLAN
Teachers Name: Jessie Johncock Subject: Pre-Reading
Theme Lesson Topic Rationale
Food for Thought: Learning Reading through Eating Printed Awareness: Reading about Yummy and Yucky Foods

Grade: Preschool Date: Jan. 12, 2013

Through daily interaction with printed materials, young children enjoy the process of starting to understand the relationship between spoken and written words. Preschoolers learn to follow printed text as it is read aloud and begin to notice that reading and writing are ways to communicate information and to provide pleasure. Children mature in the comprehension of different forms of text, such as signs, letters, telephone books, storybooks and magazines, and understand that different types of literature have different functions (Horne, 2005).
Print Awareness: The child knows that print carries messages. Students will be able to distinguish between the print and a picture (e.g., using the book Yummy Yucky by Leslie Patricelli). Students will be able to recognize that letters are grouped to form words. Students will know that each spoken word can be written and read. Students will know that print carries messages.

Standards Objectives
(observable and measureable)

Accommodations
(per students IEP)

A student who exhibits developmental delay within this lesson is required to receive the following modifications and accommodations:
The teacher will utilize visuals designed to assist the student (e.g., student name tag, picture icons of yummy and yucky) The teacher will use many examples to deepen the potential application of the skills being learned (e.g., using the written labels of different foods within the book, magazine and their snack/meal). The teacher will utilize modeling within the classroom (pairing the student with developmental delays with other students who are typically developed). Providing extra teacher and/or paraprofessional attention/assistance in completing tasks (to help with hand-over-hand functions and to keep the student on task). Implementing a first/then visual schedule for the student to follow (e.g., FIRST circle time, THEN work).

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Positive reinforcement for completion of task (e.g., awarding the student with development delay free play time with toy cars once their work is accomplished) (Smith, 2004).
The student with development delay will have both their name and picture of themselves included on their name tag on their desk to assist with the association that the letters on the name tag spell out their name. Reducing the task difficulty the student with developmental delay has more appropriate expectations on them (Smith, 2004). On the worksheet assessment the student with developmental delays will only be require to glue 3 pictures on the different section (6 total) instead of being require to do 5 pictures on each section (10 pictures total).

Book Sharing Strategies: The 4 Ss (To implement during Circle Time) SAY LESS: Simplify and shorten the language STRESS key words. Put key words at the end. GO SLOW. Make sure your rate of speech is at a pace that will allow students will developmental delays to process what is being said. SHOW: Utilize visuals, such as pictures, real objects, printed words, act out, gestures and using props (Sussman, 1999).

Anticipatory Set

Procedures
(including instructional models)

To assist in the understanding that print carries messages the teacher will make name tags for all the students prior to the lesson and place them on the students desk. The teacher will ask the students what they think the tags on their desk say and emphasize that the different letters are put together to make a message their name. This anticipatory set will serve as a great visual example/model for the classroom worksheet assessment. To prepare students for Food for Thought: Learning Reading Through Eating, the students will participate in a whole class discussion about food that they like (think are yummy) and foods that they do not like (think are yucky). The teacher will make a chart on the whiteboard divided into two sections: yummy foods and yucky foods. As the students announce different foods and their preference for them, the teacher will both write the word and draw a picture of the food. Throughout this discussion the teacher will emphasize that the text written are words that tell you what the picture. During this discussion the teacher will also have the students do thumbs up or thumbs down as to whether or not they also think a certain food is yummy or yucky, incorporating total physical response.

During the daily Circle Time the teacher will read the book Yummy Yucky by Leslie Patricelli. While reading, the teacher will stop and ask the students (as a group and ask individuals) What do you think this word says? while pointing to the different words. During this time the teacher can verbally assess which students understand the concept of print carrying messages.

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NOTE: The book Yummy, Yucky by Patricelli consist of rhythmic wording and repetition that will assist with engagement with a student with developmental delay and encourage learning.

Materials
(including supplementary and adapted):

Yummy Yucky by Leslie Patricelli Multiple books that include food (enough for the class to break into pairs). Food picture clippings from magazines Scissors Glue Yummy, yucky worksheet Dry erase markers Student name tags (student with developmental delay will have both name and picture, and larger font) First/Then schedule for student with developmental delay Stuffed animals as reading friends Snack/meal with foods that include labels

(Teacher Activities: Building Background)

Activities

The teacher will have the students break into partners and each pair will look at a book that includes various foods and tell their partner what they think the book says. The teacher will ask the students to also let their partner know which foods they like and do not like. After a few minutes the teacher will have the students switch partners, in order for them to receive input from multiple partners.
The students will be verbally assessed through their input on the anticipatory whole group discussion and their partner reading conversation. The students will also be assessed by participating in a worksheet that will have their name on the paper and two columns (one column that says yummy and will have a happy face icon next to it and the other that says yucky and has an icon of a face with its tongue out).The students will be asked to choose pictures previously cut from a magazine and glue five foods they like in the yummy sections and five food they dont like in the yucky section (ten pictures total). The teacher will go around asking the students individually as they glue their different foods what they think each of the words on the paper say (e.g., their name, the word yummy and yucky). The worksheet and the questions that the teacher asks the students during the activity will serve as an assessment to determine if the student understands that print carries messages.

Student Assessment:
(Review Objectives and assess learning)

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Independent Practice
(Including Student Learning Style)

A center that will be implemented for this lesson is a reading friend center. During this time the students will have ten minutes to choose a book from the book shelf and a stuffed animal of their choice and read/tell the book/story to their stuffed animal friend. *When the student who has developmental delay has participating in reading to a friend for 5 minutes they will be able to have free play time with the toy cars.

Closure

To end this lesson the students will eat snack and be asked to point out the labels on the different food items. The Students will point to the label on a milk carton and say, That says milk, ect

LESSON PLAN

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Teachers Name: Jessie Johncock Subject: Pre-Writing Process

Theme Lesson Topic Rationale
Food for Thought: Learning Writing Through Eating Written Expression: Writing with Food

Grade: Preschool Date: Jan. 13, 2013

Standards Objectives (observable and measureable)

Children start to identify the connection between spoken and written messages by engaging in writing, drawing and similar activities that have meaning and purpose for them. Children gain influential messages about literacys rewards and pleasures by observing others reading and writing. Children grow as writers when they are encouraged to write in an environment that has readily accessible writing materials (Horne, 2005). Writing Expression: The child uses writing materials to communicate ideas. The student will use a variety of writing tools, materials and surfaces to create drawings or symbols. The student ill dictate thought, ideas and stories to adults. The student will produce scribble and letter-like forms to represent words, convey ideas or tell a story. The student will organize writing from left to right, indicating an awareness that letters cluster as words and words cluster into phrases or sentences by use of spacing or marks. Students will use inventive writing to convey ideas or to tell a story.

Accommodations
(per students IEP)

A student who exhibits developmental delay within this lesson is required to receive the following modifications and accommodations:
The teacher will utilize visuals designed to assist the student with developmental delay (e.g., ABC poster) The teacher will use many different sensory materials to deepen the potential application of the skills being learned (implementing spaghetti and pudding). The teacher will utilize modeling within the classroom (Teacher modeling how to make different letters and having the students imitate) (Smith, 2004). To support the student with developmental delay who is also a low conceptual learning, extra explicit teacher direction and teacher and/or paraprofessional attention/assistance will be given in completing tasks (to help with hand-over-hand functions and to keep the student on task). The teacher will utilize repetition to support learning for the student with

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developmental delay (e.g., singing A B Cs twice and including air writing of the letter the students name starts with during the reading of Chicka Chicka Boom Boom). Book Sharing Strategies: The 4 Ss (To implement during Circle Time) SAY LESS: Simplify and shorten the language STRESS key words. Put key words at the end. GO SLOW. Make sure your rate of speech is at a pace that will help student students who have developmental delay process what is being said. SHOW: Utilizing visuals, such as pictures, real objects, printed words, act out, gestures and using props (Sussman, 1999).

Anticipatory Set

Procedures
(including instructional models)

The students will sing the A B C Song as a whole group at a slow rate. As the letter of the students first name is song they are required to stand up and represent the first letter of their name. The teacher will facilitate and make sure that each student stands at the correct time. This activity incorporates total physical response which will also help with student engagement and can serve as an assessment for student understanding of what letter their name starts with. The teacher will have the students sitting at their desks and hand out three spaghetti noodles and then demonstrate to the students (using a projector is ideal for this activity) how to make the letter A out of their three noodles. Once the teacher has demonstrated how to make the letter A, the students will be asked to imitate and make the letter A also. The teacher will be going around and making sure that the students are creating the letter A and assisting when needed. The teacher will then have the students participate in Circle Time, where they will read Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault. During the reading of the story the teacher will point out the different letters, model how to write a few specific letters (e.g., A, Z and the first letter of the student who has developmental delay name) in the air using their finger and then have the student imitate writing the letters in the air. Cooked spaghetti noodles Projector The A B C Song Chocolate Pudding Markers Paper

Materials
(including supplementary and adapted):

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Whiteboard Dry erase markers Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault ABC poster Coloring sheets of various familiar foods (e.g., hamburger, pizza, ect.) Crayons

Activities
(Teacher Activities: Building Background)

The teacher will set up four different writing stations. The first station will consist of the cooked spaghetti noodles and the students will have outlines of different letters in which they will be asked to place the noodles over the outlines to create the different letters with their spaghetti. The second station will be the chocolate pudding station, which will consist of the students writing in the chocolate pudding with their fingers. The third station will be markers and paper, in which the students will draw a picture of whatever they want. The last station will consist of tracing lines on the white board. All of the different stations are designed to assist with developing pre-writing skills. The students will participate in these different stations demonstrating their writing abilities and being exposed to different sensory activities that will encourage engagement and learning.

(Review Objectives and assess learning)

Student Assessment:

The students will be assessed based on their physical and verbal participation and accuracy of the different stations.

(Including Student Learning Style)

Independent Practice

For more independent practice the students will be given coloring sheets of different familiar foods (e.g., hamburger, pizza, ect), that includes both the picture of the food and its label. The students will be asked to color the sheet using crayons. This can also serve as a visual assessment for the students ability to use a writing utensil.

Closure

The students will participate in singing the A B Cs one more time. This time the teacher will point to the different letters on an ABC poster and ask the students to attempt to air spell the different letters like they did in Circle Time.

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LESSON PLAN
Teachers Name: Jessie Johncock Subject: Mathematics
Theme Lesson Topic Rationale
Math: Geometry and measurement

Grade: Preschool Date: Jan. 13, 2013

Food for Thought: Learning Math Through Eating

Geometry for young children includes observing, playing with and purposefully investigating shapes that are found in their environment. Children spontaneously make spatial comparisons. This familiarity is a foundation for more complex learning experiences involving shape, position, and orientation in space (Horne, 2005).
The child demonstrates an understanding of spatial relationships and recognizes attributes of common shapes. The student will demonstrate understating of positional terms (e.g., between, inside, under, behind). The student will identify or name basic shapes (e.g., circles, cylinders, squares, cubes, triangles) found in their environment. The student will compare and describe attributes of two- and threedimensional objects using their own vocabulary. The student will describe the position or location of objects in relations to self or to other objects.

Standards Objectives (observable and measureable)

Accommodations
(per students IEP)

A student who exhibits developmental delay within this lesson is required to receive the following modifications and accommodations:
The teacher will utilize visuals designed to assist the student (e.g., visual schedule of the cooking ingredients and order of direction, labels for the button sorting activity, etc.). The teacher will use many examples to deepen the potential application of the skills being learned (e.g., teaching the students how to cook). Utilizing modeling within the classroom (e.g., The Hokey Pokey song and the cooking process) (Smith, 2004). Providing extra teacher and/or paraprofessional attention/assistance in completing tasks (to help with hand-over-hand functions and to keep the student on task). Implementing a first/then visual schedule for the student to follow (e.g., FIRST circle time, THEN work).

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Positive reinforcement by praising student when attending to task. The teacher will incorporate total physical responses to encourage engagement and learning (e.g., Hokey Pokey and the carpet shape activity). Providing hands-on activities to encourage student engagement (Do2Learn, 2005).

Anticipatory Set

The students will participate with sing and acting out the The Hokey Pokey. This activity includes total physical response (TPR), which will encourage student engagement and learning. Also, The Hokey Pokey contains spatial language (e.g., in, out and round) that will encourage the development of spatial relationships.

(including instructional models)

Procedures

The teacher will break the class into three groups: a cooking group, a geoboard group and cars in the city group. COOKING GROUP: To help students develop their awareness of spatial relationships and shapes, the class will make cookies. The teacher will create a visual schedule of the different ingredients and the different steps in the order that needs to happen. During this time the teacher and students will use spatial language (e.g., The eggs go in the bowl, The milk is next to the bowl, etc.). After the students make the dough, they will chose a basic shape cookie cutter and make a cookie. The students will then place the different shapes in a specific location (e.g., the circle cookies go on the red plate, the star cookies go on the green plate, etc.).This activity also serves as a matching activity and can be used as an assessment as to whether or not the students can match similar shapes. GEO-BOARD GROUP: This group will be setting in their seats working on geo-boards. By allowing the students to have freedom to make whatever shapes they want with the rubber bands, the students are interacting with math and spatial awareness. CARS IN THE CITY GROUP: This group will have different foam shapes in which they will use to build a city for the different cars to travel through. This group will encourage the students to become more familiar with the different shapes and have fun at the same time.

(including supplementary and adapted):

Materials

The Hokey Pokey lyrics Cookie ingredients

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Cookie cutters of basic shapes Button sorting materials (buttons of basic shapes and plastic cups with labels) Geo-boards plus rubber bands Cars Various foam shapes Shape bingo Bingo dotters

Activities
(Teacher Activities: Building Background)

While the cookies are cooking, the class will participate in a game of shape bingo. Each student will receive a bingo playing board that has different basic shapes on them and a bingo dotter. The teacher will call out a shape and draw it on the board, in order to provide a visual for the students. This activity will assist in helping the students to become familiar with the different basic shapes.
The students are asked to match the shape of their cookie on the correct plate. The students will be assessed verbal as they interact with the ingredients. The

(Review Objectives and assess learning)

Student Assessment:

Independent Practice
(Including Student Learning Style)

Closure

student assessment designed for the student with developmental delay will be based on classroom observation. The student will need to place their cookie in the correct spot and also grab the correct cookie (e.g., Timmy, you made a circle cookie so you get to eat a circle cookie. Come and get a circle cookie.). For the closing activity the students will be asked to draw a shape. This drawing will serve as an assessment for both fine motor skills and geometry. For additional independent practice students with developmental delay will participate in button sorting. The student will be given plastic buttons of various basic shapes. These buttons will be used for math because they will be great for sorting shapes. The students will sort each shape into clear plastic cups that will have labels (that include both the print and a picture of the shape) of specific shapes. Once the cookies have cooled down each student will get the same shape cookie they made and participate in snack. Afterwards the teacher hand out a piece of paper and pencil to eat student. The teacher then will ask the class What shapes task the best? The teacher will have a poster of the different shapes used for cooking making and take a class vote. Then the teacher will ask the students to draw on their piece of paper what shape they think tasted the best.

J . J o h n c o c k M o d . 6 S P E 5 5 7 | 13 References Banerji, M. & Dailey, R.A. (1995). A Study of the Effects of an Inclusion Model on Students with Specific Learning Disabilities. Learning Disabilities, vol. 28, 511522. Do2Learn. (1999). Characteristics and strategies. Retrieved on Jan. 6 from http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/Developme ntalDelay_Strategies.html Horne, T. 2005. Arizona Early Learning Standards 9/2005. Retrieved on Jan. 3, 2012 from http://www.azed.gov/wpcontent/uploads/PDF/EarlyLearningStandards.pdf Smith, C. R. 2004. Learning Disabilities: The Interaction of Students and Their Environment. 5th Edition. Allyn and Bacon, Pearson Education Inc. Boston, MA ISBN 0-205-31952-1. Sussman, F. (1999). More Than Words. 2nd Edition. Hanen Centre. ISBN 0921145411