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Lesson Plan Form

(Modified format for Special Education-Multiple Disability)
*To be submitted at least the day before the observation*
Name: Kari Sparks
Date: October 16th, 2014 at 1pm
School and Room #: John Baker Elementary, Ms. Kara Henderson, K-2
nd
ISP Class
Cell Phone # 720-496-7273
Lesson: Thematic Pumpkin Life-Cycle Read-Aloud & Sensory
Grade & Subject: Emergent Literacy, Sensory, Fine Motor and Oral Language/Signing
Common Core State Standards and Performance Objectives:
CCSS.ELA-Literacy.RI.K.1
With prompting and support, ask and answer questions about key details in a text.
NM Content Standards (K-4 Benchmarks)
Strand II: Content of Science Standard II (Life Science):
Understand the properties, structures, and processes of living things and the interdependence
of living things and their environments.
(Extended Common Core State Standards begin at 3
rd
Grade, this is a K-2
nd
)
*Several of the students have sensory diet and sensory exposure included in their IEP goals
Measurable Objectives of Lesson (SWBAT):
Students will be able to:
Further their experience with informational texts
Further their experience with science concepts like that of the life-cycle of the pumpkin
Further strengthen skills of visual attention stamina, oral language and signing
Further strengthen fine motor skills.
Grouping Strategies: (must include at least 3)
Whole Group, Pairs (with EA or Teacher), Individual work
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Modalities: (must include at least 2)
Auditory, Visual, tactile/kinesthetic



Materials:
Story Book:
Rotten Pumpkin: A Rotten Tale in 15 Voices by David M. Schwartz
Physical Materials:
Visual Language Cards for Vocabulary
Corn Syrup
Pumpkin Spice
Red & Yellow Food Coloring
1 Per Student:
Water color paper
Pre-Cut Stems & Leaves
Glue

Key Vocabulary: Red, Yellow, Orange, Pumpkin, Flower, Seed, Carved, Mold, Dirt, Glue, Spice,
Paint
Hook: ( 5-10 Minutes)
I will begin the lesson by bringing the students together to read the storybook, and modeling
the activity.

1. I will begin the lesson by reviewing vocabulary with visual language cards (made by student
teacher)
2. I will have each student touch or communicate verbally or sign the visual language cards.
Teacher Instruction: ( 25-40 Minutes)
1. I will explain and model the activity.
2. I will then pass out supplies sequentially to reduce confusion.

During Sensory activity time:
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Students will be given the water color paper with the pumpkin shape drawn on it & cut-
outs, corn syrup with be poured, yellow and red food coloring placed on opposite sides
of the pumpkin and students will be asked to or assisted to sprinkle pumpkin spice on
to the mixture and then mix with their hands to create an orange color. After mixing,
cut-outs of stem and vine will given to students who will be asked to or assisted place on
their pumpkin.

Student Practice: (20 Minutes)
1. Practice with oral language, signing or visual attention.
2. Practice with color recognition through oral language, signing or visual attention.
3. Practice with strengthening fine motor skills through painting and placing of stem and vine
with individual or with hand-over-hand technique.

Assessment/Student Feedback:
Assessment:
o Assessment will be through observational assessment.
o In the beginning of the lesson, during the "hook" students prior knowledge will be on the
vocabulary using the visual language cards.
o During the Student Practice phase, further observational assessment will be utilized and
tailored to each students individual IEP goals.
Feedback to Students:
o Students will be prompted and provided with feedback throughout the lesson.
Closure: If time permits, Signing-Time October Signs
https://www.youtube.com/watch?v=ODGc1K_tifQ
And a song of the Five Little Pumpkins
https://www.youtube.com/watch?v=cm1qvX1ygOo
Reflections on the Lesson (Student Teacher/Mentor Teacher to complete Post-Lessons:






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Vocabulary Cards:



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