Phase II: Preamble Preparation and Lesson Planning (Planning and Preparation)

Preamble
Identify the following aspects of an observed child/client with a diagnosed disability:
Name:
Michael Simmons
Chronological Age (CA):
8
Mental Age (MA):
Depends on setting. Ranges from 6-8
Grade Level:
2nd
Socioeconomic Status:
Middle class ?
Race:
African American
Gender:
Male
Disability:
ADHD. Also has seizures frequently that cause short term memory loss.
Grading Note how the child is graded in relation to the class norm. (May need to discuss with
the teacher or special education teacher). :
Michael has an IEP. He gets pulled twice a day for 30 minute increments to work with the
special Ed teacher one on one. Michael is learning the same concepts the other children are
working on. The special Ed teacher then reviews these concepts with him. For example,
Michael is reading at a level C, but the special Ed teacher is required to go over materials
with him that the rest of the class is working on to keep him integrated in instruction and
what is going on in the classroom.
Assessments formal/informal/district/state. Identify any accommodations or modifications
for the child while participating in assessments. (Can be noted in the IEP).
Michael is allowed extra time on formal assessments such as PALS, Star 360, and more.
Someone is able to read Michael the questions on the assessments as well.
Using a child development framework, identify the typical characteristics of a
comparable normal student. (use Yardsticks or another text. Cite your source
within the discussion.) How does this student compare to the norm?
Discuss what areas of development seem to be different.
Characteristic
Behavioral

Norm Yardsticks ( 8 year olds)

Grow more responsibility beyond

themselves
Do assignments in a hurry
Take ownership of belongings

Case Study

Emotional

Respond well to class projects

Can be easily frustrated with
more complex tasks

Michael lets students know when

they shouldnt be talking. He also
has various jobs around the room to
monitor and keep track of.
Michael never rushes to complete
assignments, but struggles to
complete them in the time given.
He can also struggle when not
prompted.
Michael likes his desk privacy and
his belongings within.
Michael does not always thrive that
well during whole group time. He
often doesnt raise his hand unless

Bounce back quickly from

disappointments

Social

Enjoys playing with the same

gender
Work best with groups, enjoy
sitting in
Pods
Enjoy sharing humor
Like cooperative work
Tend to exaggerate when telling
stories

Academic
Performance in a
content area
Math, Reading,
Science, Art)
May include areas
of difficulty

Math

Writing

Solve problems using all four

operations as well as carrying and
borrowing
Study fractions by measuring,
weighing, and doing pencil and
paper tasks
Explore geometric patterns
Use games to practice strategies
Lengthy stories with descriptive
language
Stories generally entail sports,
animals, friends, and family
Beginning to understand revising
Increasing ability to spell correctly,
learn compound words, and
dictionary use
Handwriting is becoming stronger.
Good pencil grasp with fluid
movement.

prompted by me or another teacher.

When he does know an answer he is
very excited and eager to share.
Michael can get frustrated when
writing. He struggles formulating
sentences because he seems to still
be in the early letter-name
alphabetic stage.
Michael tends to shut down when
he is struggling and puts his head
down, but bounces back in about
ten minutes.
Michael tells me his best friend is
Andrew. He enjoys his partner time
with him.
Michael works better in groups of 2
or 3.
Michael likes to tell stories.
Michael does not always understand
classroom jokes.
Michael does well one-on-one and
enjoys the attention.
Michael always tells me stories and
seems to exaggerate often.

Michael is using addition and

subtraction with single digit
numbers. He uses the counting
method as his primary strategy.
Michael is not yet working with
fractions.
Michael enjoys his time on Odyssey
during math intervention.
Michael struggles to come up with
ideas for his writing and is very
scattered.
Michael is using the letter-name
alphabetic stage. He typically writes
the beginning and final sound to
represent a word.
Michaels fine motor skills are still
developing.

Michaels Strengths:
He is gaining a great sense of responsibility for himself
and his learning. Michael does well during one-on-one
time and really pushes himself to understand by asking
questions and making comments. He cannot be pushed
too far above his zone of proximal development or he
will break down (like most kids.) Michael also works
well when there are a couple peers around. His verbal
skills are great and he is using these skills when it is
appropriate. Even though his spelling needs
development he has many ideas when prompted. He is
developing well in mathematics and is counting objects

often, even when not working on math. Michael is a

sweet boy and will continue to develop socially,
cognitively, behaviorally, and emotionally with
guidance.

Michaels Needs:
He does well when with one or two peers, but struggles
with the whole group. This sense of community will
hopefully grow on him as the year goes on. Michael is
very responsive when prompted, but needs work to
develop these strategies for himself. In his content areas
he needs one-on-one time and review of concepts often.
This will be beneficial to him as he progresses through
the year.

ANSWER each of the following questions separately. (Copy and paste the question prior to the answer).
What are at least 2 individual characteristics from the social, emotional, behavioral or academic areas
that you need to consider in meeting this students needs? What information/evidence do you have that
leads you to believe that these areas need to be taken into consideration in the design/implementation of
the lesson? (Diagnosis)
Two characteristics that I will have to consider when developing this lesson plan are prompting
ideas and frustration level. I will be focusing on comprehension during my lesson. To stray away
from frustration level, I am going to do a read-aloud of a story the children are working on in
class .This book is leveled at a G and Michael is reading at about a C. The teacher still wants
Michael exposed to these books so to diminish frustration level I will read the book for him and
ask questions along the way using manipulatives. The classroom teacher also wants her students
focusing on comprehension. This is a big concept that needs lots of work in the classroom. I will
model along the way and stop and ask Michael questions about the book. When doing a read
aloud of the story I will still use one-to-one match when reading to get Michael to make those
connections between oral language and words. Rather than having Michael fill out a sheet about
what he understood my assessing will be oral. I will use a rubric to see if he met my objectives. I
will help him with prompting by modeling and supportive statements.

What evidence (pre-assessment) do you have that the child needs to meet the lesson objective?
(Diagnosis)
I have created a rubric that will allow me to assess if Michael has met my objectives. Based on
his strengths and weaknesses I have developed objectives appropriate for his needs.

 What strategies/principles have you learned that could assist you in meeting his/her needs in this lesson?
(Conceptualization, Coordination)
I have learned a lot about Michaels strengths and weaknesses when learning. I think it will be
beneficial to point out the pictures as clues to what is going on. Michael does well when looking
at pictures as a cue to know what is going on. This is why I have developed cut-out images to
help him to understand details. I have also learned that Michael does better when answering
orally rather than on paper. While writing is still a skill he needs to focus on, this will not be a
main focus during the lesson. Another strategy that might help is to make sure we are in an area
that is conducive to learning. Michael gets distracted easily.

How will you monitor student learning during the learning segment? (Diagnosis, Integrative
Interaction) If one of your strategies is to ask questions to monitor the learning, write out possible
questions ahead of time and place in lesson plan. Be sure that the strategies will provide you just-in-time
feedback as to how the child is progressing towards meeting the lessons objective(s).
I will monitor student learning by essential questioning. I will have good idea if Michael is
understanding what I am reading by asking these questions along the way. I will have an
informal rubric as well to check off his learning.
Possible Questions:
Look at the cover, what do you think the book will be about?
What are we going to do with the vegetables?
How were the vegetables prepared?

Identify the evaluation criteria that you will use to assess student learning. (You may want to use
Rubistar).
*** see rubric

Identify the academic language for this lesson.

Some terms that will be used: Understand, How, What, Where, When, Why
Create and submit a lesson plan for the DDP performance. Be sure you identify how you will assess to know if
the student has met the objectives (formative or summative assessment). Include any worksheets or other
documents you use with the student.(Scan and upload to the DDP).
(Upload the lesson plan separately from the above Phase II to DDP in WORK).

Lesson Plan Format

NAME: Lauren Checker
Lesson Title: Developing Comprehension Strategies
Grade level:
2nd
Total Time: 12-15 minutes
Learning Goal:
(Content
Standard/Common
Core)

CCSS.2.SL.3
Ask and answer questions about what a speaker says in order to
clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.
CCSS.2.RL.7
Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters,
setting, or plot

Target Goal or Skill:

Essential Question(s):

Student will be able to identify details from the story using

illustrations and text to display awareness and comprehension of
the text.
What do we think the story is about? ( Predicting)
Which vegetable was just chosen to bring to grandmas house?
(Do this with every vegetable in the story.)
What is Grandma going to do with the vegetables? How do we
know? ( inferring)
How did grandma end up preparing the soup? ( making
observations/summarizing)
Can we go back and explain the story using our pictures?
*** Why would Grandma make the soup?
Does your family cook when youre hungry?

Topical question(s):

Instructional
Objective(s):

Assessment
(Criteria / Look Fors/
Performance Tasks)

What do we think the story is about? ( Predicting)

Why do we think the story will be about that? ( Inferring)
What vegetables were used to make the soup?
How did grandma end up preparing the soup? ( making
observations/summarizing)
The student will derive information from the text. The student will
sequence different parts in the story using manipulatives to help
him understand the book. This will give the student support in
helping him to understand how to derive details from illustrations
and text to help us comprehend. I will be modeling, asking for
participation, and allowing time to practice.
Formative Assessment:
I will have a rubric to monitor reading comprehension. This will
allow me to assess Michaels abilities.

Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications

Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:

Closure:

Summative Assessment:
There will not be much formal assessing at this time. I am
reviewing the concept of comprehension for Michael to develop
this skill in all content areas. This will be helpful on benchmark and
state wide assessments.
Michaels reading and spelling levels are below average. Because of
this I am adjusting the plan to do a read-aloud so he can focus on
the details in the story. Because Michael has ADHD I am using
manipulatives to make the reading more interactive.
Michaels teacher wants him to get exposure to the vocabulary
found in this story. The school using Journeys for their reading
program. I will read the story to Michael because it is above his
reading level. Michael is at a C, but this book is at a level G. I want
him to focus on comprehension, so this will eliminate getting
caught on words and losing overall meaning. I have created
manipulatives for the story that will help him with the plot. After
each vegetable is picked we will hold it up, then put it aside. This
will help Michael to understand details from the story more
visually.
Introduction- 1 minute
Good morning Michael! Do you remember reading this
book with Mr. Schatch?
As readers we need to be super stars at understanding what
is going on in stories. Today we are going to read it and
along the way we are going to stop and use different parts of
the story I brought to help us understand and remember
what is going on.
During the reading today we are going to be using images
from the story. When were using these images they are only
used for a tool to help us understand. We are not going to
play and were going to keep our hands folded on our desks
unless I ask you to do something. ( expectation setting.)
I am going to be doing the reading and you are going to
follow along with me and try to understand what is going on
in the book!
Modeling/participation- 6 minutes
The Title is called Grandmas Surprise
** I will point out author/illustrator and ask him which does
which role
What do we think the story will be about? How do we
know from looking at this picture?
Read page one and two. Stop and model on page two. The
little girl is going to pick a cabbage to bring to her
grandmas, I see a cabbage right here! Im going to put it off
to the side until something else happens with the cabbage in
the story!
Stop on page 5. It looks like Alan is bringing some sweet
and spicy peppers. Lets pick those out.

Pick squash on page 6

Pick potatoes on page 7.
On page 8 read through. Tell the student we will now be
doing all of these actions.
*** wash ( rub hands), and chop ( use hands as knife)
On page 9 talk to the student about how Grandma filled up
all the vegetables. Do this action with the student
On page 10 ask, What did Grandma do to the veggies?
Why did she make the soup?

Practice- 8 minutes

As good readers we pay attention to details in the story and

see how they will help us to better understand.
Do you think we can go back through the story and use our
pictures to retell or help us understand what happened?
Ask: What vegetables were picked and brought to
grandmas house?
What did Grandma do once she had all of the vegetables?

Clousre-1 minute

Academic
Language/Language
Demands

Details help us to understand what a story is about. We can

use details from the text to help us understand what were
reading.
What we did today helps us to recall those details and ask
ourselves questions about the book.

Function: recall, make observations, describe, tell, construct

Vocabulary: Details, understand,
Syntax: organizing thoughts, sentence and picture making
Discourse: Throughout the read aloud I will be asking Michael
questions. Afterwards we will continue to discuss what the story
was about orally.

5 Leveled Questions
(Bloom or DOK)

What do we think the story is about? ( Predicting)

What vegetables were used to make the soup?
How were the vegetables prepared?
How did grandma end up preparing the soup? ( making
observations/summarizing)
What do you do when youre hungry?

Materials
Grandmas Surprise book, rubric, cut out images
Notes