EXED Lesson Plan Sample

Description:

Instructor: Samantha Snider

Student(s): Austin
Date of Lesson: 4/15/2014

Standards: SOL
Standards:

N/A

Resources
Resources:

N/A

Details
Related Objectives :

Include IEP Objectives.

Austin will take part in social and academic engagement by:
-Responding to questions, taking turns, and communicating.

Lesson Objectives:

Include Observable & Measurable Verbs: Responding, taking turns, and communicating
Include Evaluation Criteria: Data collection sheet is completed and student responses
will be recorded throughout the lesson.

Materials:

-Mystery bag
-Variety of topics (academic and social) on slips of paper
Steps in Instruction & Advance Organizer
Teaching Methods :

1.

2.

3.

Link to prior learning: Austin has learned how to sit in his seat quietly during
instructional time. He knows what is expected of him. They have been taught to raise
their hand if they have a comment or a question during instructional time. They have
also been taught how to treat their classmates and teachers with respect by speaking
in a calm voice even during times of frustration. Austin, you know how to sit quietly in
your seat during class and you know what your teacher wants you to do, like raising
your hand to speak. You also know to use a calm voice with your classmates even when
you are frustrated. Today you will practice the Listen, think, share way to make
comments during class. Knowing how to make your thoughts and feelings known to
those around you is important and this lesson will help you learn to do this.
Identify learning objectives: Austin will practice the "Listen, think, share" strategy
assist him in making comments during academic and social interactions with peers and
teachers.
Provide meaning for learning skill: Knowing how to make your thoughts and feelings
known to those around you is an important life skill. When individuals are unaware of
how to perform this skill correctly they become frustrated and angry with the
situation and the people involved. It is vital that Austin learns how to communicate
with those around him in a school setting. This will hopefully translate to situations

outside of the classroom as well. All students need to learn to effectively

communicate with others.
Describe/ Model & Check for Understanding
1.

Explicitly describe & model how to perform skill.

2.

-The teacher and Austin will take part in a one on one informal discussion about what
it means to make comments in school.
-"Let's talk about what the word comment means." "What kinds of comments can we
make while we are in school?" "Sometimes can it can be hard to share our thoughts
and feelings with our friends and our teachers at school." "Is it easy to talk to your
friends at recess, lunch, during instructional time, etc.?"
-Student and teacher will talk about each of the above questions.
-Next, the teacher will introduce to the student a strategy that may be helpful.
-"We are going to talk about a strategy that we can use to help us answer questions
during our lessons, talk to our friends and make sure that our thoughts are heard by
our friends and teachers." "When there are times to share in the classroom we can
think about the "Listen, think, share" strategy. First we listen to the person who is
talking to us, this could be our teacher, one of our friends in our class or another
person that works in the building like a cafeteria worker. We listen to what they have
to say and then we THINK about what they are saying and what we would like to say in
return. Then you will answer them. Your response should be positive and relevant to
the conversation that you are having with that person." (Note: You can define relevant
as a response that goes along with the information that is being discussed).
Use strategies such as examples & nonexamples, "think alouds", and cueing.
-The teacher will model how to use the "Listen, think and share" strategy.
- The teacher will demonstrate a non-example with the student.
- "First I will show you what it looks like when someone does not use the strategy
correctly." "Tell me about your weekend, Spiderman, Mindcraft or any topic that is
interesting to you." (The teacher will look around the room as the student speaks, will
make irrelevant comments and/or won't respond at all.)
-"What was wrong with the way that I just interacted in conversation with you?"
"What should have I done?"
-Next, the teacher and student will take part in an example of what it looks like to use
the "Listen, think and share" strategy to comment and or ask questions during
conversations with others.
- "Tell me about your weekend, Spiderman, Mindcraft or any other topic that is
interesting to you." "I will show you how to use this strategy." "As you talk I will listen
to what you are saying. "I will think about what you are saying and what I should say in
response. And then I will comment on what you are saying." "Let's practice"

Guided Practice
-Once the teacher and student have discussed what it means to comment and how to
use the "Listen, think and share" strategy they will take part in an activity.
-The teacher and student will then take part in a short activity.
-"I have a bag of ideas here in my mystery topic bag. Some of these will relate to
school and some will not. We will take turns picking out topics and making comments."
"For example, if I pull out a topic that says multiplication table strategies I could say
"I use my fingers to help me figure out the 9s multiplication facts."" "What could you
say in response to my comment?"
-The student and teacher will go back and forth practicing making comments about a
variety of topics.

- Next the teacher will introduce the "Listen, think, and share" visual reminder to the
student. "Here is a visual reminder for you. Can you read what it says on the
reminder?" Then the student will read "Listen, think and share." One of these will be
placed on your desk as a reminder to share your thoughts and ideas while you are in
Mrs. Mizell's class." "We have a second one that you can carry with you to different
settings including P.E., music, art, library, lunch, and you can even take it with you
when you go back to Mrs. Bailey's classroom." "Try your best to remember to bring
your reminder with you when you leave the classroom."
Independent Practice
Provide opportunities for demonstration & practice: The teacher will provide the student with
a "Listen, think and share" visual reminder. There will be one that will remain at his desk and
one that can be taken with him. The student will use the visual as a reminder to use the
strategy through the day and in all academic and social settings.
- Ensure activities are motivational and provide clear directions: The topics used in the
commenting activity includes topics of interest for Austin. There will be topics ranging from
foods that he enjoys to his favorite games and activities.
- Provide opportunities for generalizing skill to different settings/people: Austin will carry his
visual reminder with him throughout the day to remind him that speaking up and making
comments does not just take place in the classroom. It should be completed in all school
settings.
Closure
1.

2.

Accommodations/Modi
fications,
Differentiation and
diversity
considerations for
Individual Students:

Evaluation of Student
Performance:

Summarize student performance & provide feedback: At the beginning of the second
lesson, the teacher will talk with Austin about the times that he was able to
successfully make comments and ask questions. "When we were learning about ( ) I
loved the way that you said ( ) or "When we were outside for recess I loved the way
that you told your classmate that you were feeling frustrated instead of yelling at
them." Then the teacher will talk with Austin about one or two instances when he
could have made comments but didn't. They will work together to determine how he
could have performed differently. "When were in ( ) class and we were talking about
( ) what could we said during that discussion/during that activity?"
Link skill to future learning: "Remember that no matter what we are learning, what
activity you are doing or where your learning is taking place your thoughts and
comments are important and you should share them."

-The ideas for discussion on the slips of paper will include topics that are of interest to
Austin. They include his favorite foods, his favorite activities and his favorite games and
activities. These topics will hopefully provide motivation for Austin to practice making
comments in academic and social situations. The language used in the topic slips will be
developmentally appropriate for Austin who reads at a third grade level.

1.

Continuous monitoring of student performance: A data collection sheet was created to

record when and where Austin makes comments and/or asks questions during academic
and social situations.

2.

Collect data based on criteria from objectives: Austin will take part in social and
academic engagement by: Responding to questions, taking turns, and communicating. A
recording sheet will allow the teacher to record when and where Austin makes
comments or asks questions. This will help the teacher determine when he feels

comfortable making comments and when he feels uncomfortable doings so. This will
provide the teacher with the information needed to provide extra support for Austin.
Technology:

A Microsoft word document was used to document student performance.

Home Connection:

Professional
Reflection:

At home Austin can practice having conversations with parents. They can discuss a variety of
topics. They will provide Austin will adequate time to use the "Listen, think and share"
strategy. This can be practiced in a variety of settings (dinner, car ride, before bed,
breakfast, etc.)
1.

Analyze overall lesson & student performance.

My student became upset prior to the implementation of the lesson. I
reminded him throughout the day that we would be doing a lesson and
he seemed uneasy but right before the lesson was when he refused and
even cried. One of his aids was with him at the time and she spoke to
him about doing the lesson in the resource room instead of in the
library like I had originally planned. One of his resource teachers Mrs.
Bailey, gave him a slinky to help calm him down during the lesson. She
also sat behind him in the beginning of the lesson. After about a
minute, she faded away and he was able to work with me one on one.
After the initial discomfort with the lesson, Austin became engaged
with the lesson that I was attempting to teach him. He answered the
questions and our discussions were successful. During the activity, he
was interested in picking out the different topics in the bag. He was
curious to find out what the topic was and read the topics easily.
Towards the end of the lesson, I asked him if he would like to keep
going or finish and he said, "Let's do one more." In the past, when he
was asked if he wanted to end he would almost always answer that he
wanted to finish. I felt good about the outcome of the lesson because I
was able to introduce the context of the lesson and the strategy
"Listen, think and share." He was engaged as he became more
comfortable working one on one with me. In the beginning of the
lesson, he did not look me in the eye and concentrated on the slinky
and not what I was saying. As the lesson progressed, he began to look
up at me and the answers to my questions were more detailed.

2.

Identify areas of strength & areas in need of improvement.

The area that Austin needs the most support to improve is in the area
of communication during times of frustration. When it was time to do
the lesson he refused by walking around the classroom. He stared at
his feet. When I walked over to talk to him he began to cry and went
over to the area of the room with the couch and the pillows. He decided
to lay on the floor and put the pillows on his head because it was a
change in routine and was unable verbalize his frustration. Austin also
needs to work on looking people in the eye while he is making
comments and asking questions. He does listen because he makes
relevant comments and understands exactly what is said to him but the
verbal presentation of his thoughts still needs work. He did an
excellent job reading the strategy and explaining in his own words how
to use it. He is able to verbalize his thoughts but when he is in new
environments and/or new situations he is hesitant to communicate. He
often keeps thoughts to himself unless he is specifically asked a
question. He understands the expectations of different individuals
during times of communication. He does not interrupt others when
they are speaking and knows when it is polite to respond but this
understand is sometimes weakened during times of frustration. This is
often brought on by his peers. When Austin is engaged in an task like

the topic activity he is much more likely to make questions and

comments.
As for me, I feel that I need to practice my lesson and review the
questions and order of tasks written in the lesson plan more prior to
the lesson. For the most part, I was able to stick to the lesson plan but
there were times when I did things out of order to missed them
(examples and non-examples). I did review the questions prior but it
would have been helpful to read over the entire lesson prior to actually
completing it with Austin because it was a bit fragmented at times. But
for the most part I was able to recover and work off of the responses
that Austin was able to give me. Because Austin was so engaged with
the physical task I think that in the second lesson it would benefit both
him and I to include another task that keeps him engaged. He enjoyed
the surprise of not knowing what was in bag. He liked reading what he
had picked. In the second lesson, I think it would benefit Austin to
work on some specific examples of situations that could possibly come
up in the school setting. He did very well with making comments about
the topics from the activity but they were more broad. Because he was
successful with the activity I think that he would benefit from working
on different school scenarios that I come up with and seeing what he
could specifically say. He will still be able to use the "Listen, Think, and
Share" strategy because he was very receptive to using it. He
understood what it meant and how he could use it. So for the second
lesson I will create different scenarios that could happen or have
happened and we will talk through how he could act physically and
how he can respond verbally in those different situations. This will
allow him to see the task of asking questions and making comments in
a more "real life" way.
3.

Identify specific methods to improve instruction/ management.

It took a little bit of time and support from the other teachers that
work with Austin for him to become comfortable with me working one
on one with him. Austin struggles with coming to school on days when
there is inclement weather (rain, snow etc.) so there have been many
days that I visited John Wayland and Austin did not come to school.
This made it hard to form the kind of relationship that would make this
type of lesson easy. He had only seen me a handful of times and it was
hard for him to be comfortable enough with me to take part in a lesson
that required him to alter his regular routine. In order to eliminate this,
I would have prepared him more in the weeks leading up to the lesson.
Austin and I were both taking part in tasks that were outside of our
comfort zones. This one on one lesson was something new for both of
us. I am sure that it will come easier and become more comfortable as
I have the opportunity to take part in more lessons like this one. I will
also do the lesson in the resource room. Originally, we were going to
do the lesson in the library but that was overwhelming for him. After
seeing his reaction to the change in schedule and location of learning I
will make the instructional decision to do the second lesson in the
resource room. Austin will be more comfortable. He was uneasy and
upset in the beginning of the lesson and I am thinking that with a
change in location from the beginning will eliminate much of the
insecurities that he has about doing a lesson with me.