Viterbo University

Lesson Plan Template

Effective Spring 2016
Copyright Viterbo University Education Department, All Rights Reserved

This lesson plan template includes all the Viterbo Essential Elements.
For full instructions and examples of each of the lesson plan components,
the Viterbo Essential Elements
see posted on Moodle in the Education Majors course. All items below will expand as needed to add text.

Name: Jeryn Waldera Date: 2/22/17 Lesson Title: Dont be a Space Invader Grade Level 7th grade Time Frame: 35-40 minutes

Learner Profile (Classroom) IEP Requirements:

What do you know about your students everyday experiences, cultural
and language backgrounds and practices, and interests? How do you Students will have modified testing procedures, grading procedures, and time
know this? limits. They will also have access to paraprofessional support. Students receive
5 Students social skills instruction in a small group in the special education setting.
All Male
2 Diagnosed with Autism Goal: TSW will identify and understand various non-verbal social
3 Diagnosed with Intellectual Disability communication behaviors (ie. Tone of voice, personal space, vocal
volume, body orientation, facial expressions) by stating their implied
meaning 4/5 opportunities to do so.
Contextual Factors (School)
See the WISEdash public data portal for school district
information-- http://wisedash.dpi.wi.gov.
Middle School
Suburban
53.2% Male
46.8% Female
86.8% Caucasian
9.0% Asian American
2.3% African-American
1.9% Hispanic

Unit Goal/Central Focus Unit Summative Assessment

Students will identify and understand the nonverbal social skill of Students will identify and understand the nonverbal social skill of personal
personal space space by stating the implied meaning and demonstrating understanding when
asked in 4 out of 5 opportunities.
Prior Student Knowledge: Cite evidence of: What do they know? What can they do based on this knowledge? What skills and knowledge are they still
building? What tool did you use to answer this question? Students can initiate and maintain a conversation about preferred topics. They have completed
lessons in a structured social skills class. Students have prior knowledge of the Superflex and the Zones of Regulation Curriculum.

Curriculum Standard
Common Core Essential Elements
(CCEE) English Language Arts
Standard EE.L.4.3. Use language to
achieve desired outcomes when
communicating. a. Use language to
express emotion. b. Not applicable c.
Communicate effectively with peers
and adults.
Lesson Objectives: Defines what the student
will learn, understand, and be able to do upon
completion of the lesson. The instructions for
writing objectives and examples are found in
the Viterbo Essential Elements.
-Learn What is personal space? student understanding. (See VU Essential Elements for more
-identify expected vs unexpected personal
space
-demonstrate understanding of personal space
-demonstrate association of feelings based on
the Zones of Regulation curriculum during
expected vs unexpected personal space
Formative Assessment: How will students demonstrate
understanding of lesson objective(s)? How will you monitor
and/or give feedback? Make sure that each assessment
measures the learning expressed in the objective. Please
indicate the tool that you will use and how you will measure
info.)
Beginning 5 Activity: Focus group on lesson
Discussion: (Vocabulary Predictions) strategy for increasing
use of academic language with peers.
Ending 5 Activity: ensure understanding with closing
activity

Exit Ticket: Allows for students to communicate feedback

and guide the lesson for the following day

Academic Language:
What is the key language demand and or function?
What academic language will you teach and/or develop? What is the key vocabulary and/or symbols?
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?

Key Language demands and Academic Language Practice Support

functions
Demand: Low-vocabulary is Personal Space Students will learn about what Students will have additional
simple and presented at a high Space Invader personal space is through a support from the teacher and
frequency Bubble bubble activity, read about being paraprofessional during all
I feel a space invader through the activities. Lessons can be adjusted
Function: Inform Superflex curriculum, and by
associating personal space with
the Zones of Regulation.
to fit the needs of all students
participating in the activities.
Questions will be written at each
students level to ensure that
students can be successful based
on their individual needs.

Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select a
strategy and justify with research or theory.

Academic Language Discussion: build vocab and grammar, allow for critical thinking, summarizing, respect for peers and their ideas, and
engages students in prediction, analyzing and questioning (Zwiers and Crawford, 2011)

Vocabulary Predictions- Leads students to use prior knowledge, focus on important academic language, and use prediction to build active
thinking (Daniels, H., & Zemelman, S., 2014)

Exit Ticket- ...provides a snapshot of where the kids are (Daniels, H., & Zemelman, S., 2014)

INSTRUCTION

Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment. You
should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the lesson
from the plan.
Time Intro/Motivation/Anticipatory Set: How will you engage your students interest and set the purpose and relevance for the lesson? Use
knowledge of students academic, social, and cultural characteristics.
5-7 Students will be taught a personal space game to begin the lesson. Each student will be given a hula hoop and small area to move in. They will
mins be given directions (like soccer) to kick a ball into a goal. If their hula hoops touch, they will have loose a point. For the students to win, they
must earn 5 points. They will have 5 minutes to play and the remaining 2 will be discussion/vocabulary prediction to lead into the unit focus.

Instructional Procedures/Developmental Lesson/Universal Core: See the VU Essential Elements for a List of Best Teaching Practices to
consider as you plan. Also, consider the questions and/or activities that you will use to engage your students in higher order thinking.
20 Once student have made predictions about the unit focus, I will introduce the topic of personal space. We will read the Superflex book Space
mins Invader and incorporate questions into the story to maintain focus and participation. These questions will tie in past information from the
Zones of Regulation and Expected vs Unexpected.

5 Once the story is completed, the students will share their feelings about personal space and give expected vs unexpected examples based on
mins their individual experiences as a ending 5 activity.

Closure: Verbalize or demonstrate learning or skill one more time. Connect to next steps or future learning.
Students will be given an exit ticket with 3 questions with personal space examples where students will be asked to identify if it is expected vs
unexpected. Upon completion, I will use their answers to guide the lesson for the next day. Personal space will be incorporated (either as review
or lesson focus) for the next 4 lessons to ensure that students reach the mastery criteria.

Differentiation: Remember you can differentiate by content, process, and product (Tomlinson 1999).
Directions will be presented in short phrases to ensure understanding. Pictures will be used to support understanding of word meaning. Staff
prompts will be utilized to ensure the student is successful in learning the focus word.

Classroom Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?
Ensure that the student has access to sensory items during instruction, paraprofessional support, routines to allow for independence, utilizing
seating to ensure the student can access visuals and hear the lesson/instruction. Rules will be presented and enforced during the beginning 5 game.
Resources Materials and People
Chairs and Tables
Superflex Space Invader Curriculum Book
Exit Ticket Slips
Writing Utensils
Ball and Hula Hoops
Sensory Materials
Paraprofessional Support

Analysis: Include quantitative (numerical) and qualitative (descriptive) data which address the questions: Did the students attain each objective?
How do you know? What is your evidence?

Reflection/Future Modifications: Provide specific, evidence-based example, not generalizations.

To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of student learning.
What did you learn about your students?
What will be your next instructional steps?
What have you learned about yourself as a teacher?
Of what missed student learning opportunities are you aware?
If you could reteach the lesson, how would you take advantage of missed opportunities, and how would you improve student
learning?