Teacher Candidate: Heather Ciganek

Grade Level: Pre-kindergarten

Lesson: Big and Little

Unit of Study: Attributes
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
The goal of the lesson is for my student to be able to receptively identify big and little when presented in a 1:1 instructional setting
The context that I teach in, Manhattan Childrens Center, recognizes the need for individualization of student goals and the instructional model
of MCC is deeply rooted in the principles of applied behavior analysis. Thus, we do not follow the Common Core State Standards, as they are
not applicable to our setting.

Objectives:
My student will be able to sit appropriately by staying in her chair, sitting with her hands down, and attending to the book/lesson
With prompting and support, my student will follow simple directions such as give me, point to, etc.
My student will be able to emit selection-based responding to identify the attributes big and little; Her understanding of these terms will be
tested in a variety of ways (on worksheets, with objects, while reading a book, etc.)

Pre-Assessment:
Prior to reading the book, Big Dog, Little Dog, by P. D. Eastman my student will be asked to identify the attributes big and little using various

objects in a 1:1 instructional setting

Objects will be presented in a field of three, and the vocal antecedent will be: Find/Show me/Touch the big/little ____
Data will be recorded in a 1:1 discrete trial teaching session consisting of twenty learning units
Based upon student responding, I will modify the level of prompting and support that is required

Post-Assessment:
After reading the book, Big Dog, Little Dog, by P. D. Eastman, which addresses the terms big and little, a post-assessment will be conducted

similar to the pre-assessment

My student will be asked to identify the attributes big and little using various objects in a 1:1 instructional setting consisting of twenty
learning units
Data will be compared to the pre-assessment if correct rate of responding increased after the lesson

Materials:

Big Dog, Little Dog, by P. D. Eastman

Big and little objects
iPad
Worksheets with pictures exemplifying big and little

Pencil
Dot Art Marker
Data sheet

Use of Technology:
An iPad will be used to read the eBook, Big Dog, Little Dog, by P. D. Eastman
Differentiation:

Worksheets will be used for the independently activity and I will facilitate the activity with my student; prompts will be faded and
implemented accordingly
Pictures of my students favorite characters will be used on the worksheets to make it more reinforcing for my student
A dot art marker will be available for my student to use instead of a pencil while completing the worksheet

Seating Configuration/Use of Physical Space:

My student will be placed into a chair that is appropriate with her height in order to improve concentration on the activity at hand
During 1:1 instruction, each student in the classroom will work at his/her individual working space
Teaching roles and collaboration:
During 1:1 instruction, each staff member in the classroom will be individually paired with one student (1:1). The role of staff

members/instructors during 1:1 instruction is to implement each students individual programming and to provide assistance with least to
most prompting based upon the individual level of each student
Based upon the setting in which I teach, I will work with my student individually (1:1) for the purposes of this lesson

Classroom Management:
In a 1:1 setting such as MCC, the role of the teacher/instructors is to implement individual programming, provide directions, ensure student

safety, and address student behavior if necessary.

Instructors who are working with each student provide prompting and support if necessary.
If any inappropriate behavior occurs, the teacher/instructor working with the student at that time will address the behavior and implement
his/her behavioral intervention plan
In terms of classroom management, each student may have his/her own individual daily schedule to follow, may use a timer for sitting
appropriately, etc.

Engagement of students/anticipatory set/Motivation:

Prior to the pre-assessment being conducted, I will show my student the book that we are going to read on the iPad, and will explain to her the
independent activity we are going to do after we read the book
While conducting the pre-assessment, faced paced instruction and high levels of praise will be delivered to ensure student engagement and

motivation
A token economy system will be used during my lesson and my student will receive reinforcement breaks based upon her reinforcement
schedule

Connection to Previous lesson/Prior Knowledge:

My student has been working on identifying attributes in her 1:1 instructional programming, and big and little are the current targets for
acquisition

Lesson Presentation:

The lesson will begin by conducting the pre-assessment (identifying big/little objects on the table when presented in an array of three; 20
learning units and least to most prompting will be used)
When the book is introduced and read, my student will participate by:
o Following directives such as Turn page (on the iPad), Show me ___, etc.
o Touching or finding big/little items while reading the book
Once the book is finished, the teacher will explain and facilitate the independent activity

Estimated Time: Approximately 15-20 minutes

Guided Practice/Active Involvement/Small group work/Independent Practice:

Worksheets containing pictures of characters with big/little comparisons will be presented to my student
The teacher will facilitate the activity by modeling the first example and will identify the bigger picture in the first example
Following the teacher model, my student will be asked to identify either the big or little pictures in the following examples on the worksheets
My student will use either a pencil or dot art marker to identify the big or little picture in each example
Data will be recorded on student performance and will be analyzed after the lesson is completed

Estimated Time: Approximately 10 minutes

Final Summary/Closure:
Post-assessment will be conducted and data will be taken on student progress
Estimated Time: 5-10 minutes

Extension:
In order to expand upon the skill of receptively identifying big and little in pictures, with objects, etc. the next step to is to expressively identify
these attributes within the 1:1 setting and in the natural environment