Part I Unit/Big Idea

Part I. Unit/Big Idea

What is the Big Idea (of the Unit/month, etc.)?

The big idea is sequencing- being able to retell the main story line using
first, next, last.

How does this Unit address students IEP/PCP?

The Learner Will (your objectives):

Listen as I read a book aloud
Be able to identify the two main characters in the book Fish is Fish
Be able to state how the tadpole changed into a frog- grew legs, lost tail,
became frog
Be able to state how the fish changed throughout the book- simply go
bigger, no other physical change

Connection to Standards (Common Core, GLCES, Extended GLCES)

Part IIa Lesson

Content Description

Lesson: Sequencing is being taught in this lesson. The concept

What is taught? students will understand is that event can be described
Concept to be in order by using the words first next last.
learned?
What is the point?
Objective to be
reached.

Accessible Instruction Teacher Student Response

Methods/Strategies

Engagement: Show students the cover of Students give ideas

Accounting for the book. Ask them to look
Interest and at it and think about what
Commitment the book might be about.
Provides way to
Internalize Read the book aloud with a
Plan for Motivation lot of expression. Use hand
Affective Network motions to indicate the two
characters and to enhance
emotions that are being
shown in the book
about what the book
may be about.
Student will listen as the
book is being read.
They will examine the
picture that goes along
with each page being
read.
Process/Recognition: Ask the students to tell what Students recap the
How the lesson is the book was about. Ask story, answering
received. them questions such as questions that the
Mode of reception. Who were the 2 teacher asks
Recognition Network characters?
How were they
alike/different
What happened to them
throughout the story

Product/Strategic: Divide a plain piece of paper

How learning is into three vertical sections.
shown. Hand the paper to a student
Interaction with the and ask him/her to explain Student explains
concept. how the tadpole changed
Mode of expression into a frog. Ask them to use
Strategic Network the words first, next, last, as
they talk.

After confirming that they

have the sequence correct
(help them fix if needed), Student draws (with
ask them to draw the assistance if necessary)
tadpole, the tadpole with
legs, and the frog in each of
the sections.

Then, ask which section Student points to the

must have the word first correct section that
above it. And so on, with corresponds with the
next and last. words

Part IIb Lesson

Content ND Accommodations and Modifications

Lesson: AC Size
MEM
What is O:SP This is only the first half of the lesson, which is normally
taught? O:TS taught it one sitting. This is broken up into 2 parts to make it
Concept to be HOT
more manageable.
learned? NMF

Difficulty
 What is the LANG The is a kindergarten level lesson, even though the
SOC
point? students being taught are between 2nd and 4th grade
Objective to be
reached.
Alternate Goals
The goal for these students is to be able to do 3-part sequencing

Substitute Curriculum
Kindergarten level instead of 2nd, 3rd, or 4th grade level

Accessible ND Accommodations and Modifications

Instruction

Engagement: AC Environment
MEM
Accounting for O:SP One or two students meet at a semi-circle table with limited
Interest, O:TS distractions.
Commitment HOT
Affective NMF
LANG
Network SOC
Interest
Effort/Regulation

Process/Recogniti AC Input
MEM
on: O:SP
Instructions are repeated as needed. Behavior is managed using
How the lesson O:TS the behavior chart and small rewards (you get a cube if youre
is received. HOT working well- cubes are collected at the end of the lesson)
NMF
Mode of
LANG Level of Support
reception. SOC
Recognition Time is given for students to process, think, and come up with an
answer. Questions are rephrased into simpler sentences. Alternate
Network
questions (yes/no questions) can also be asked.
Perception
Language & Time
Symbols This lesson occurs during a 10 minute rotation- students are given
Comprehension adequate time to think before a response is expected.

Participation
One or two students are working with one teacher. If two students
are working, each are given equal opportunity to answer questions
and give ideas

Product/Strategic: AC Time
MEM
How learning is O:SP
shown. O:TS
Interaction with HOT Output
the concept. NMF Most responses are given verbally
LANG
Mode of SOC
expression
Format
Production Network Verbal
Action
Expression
Executive
Function

Part III Lesson

Closure

Time Parts Teacher Activity Student Activity

Closure The closure to this

lesson will occur the
Assessmen next day, since the
t lesson is divided into 2
sections. To end this 10
minute session, the
teacher should give a
quick recap of the story,
and the reasons for
using the words First
Next Last

Part IV Lesson
Reflection

Reflection on the lesson and student learning. Did you follow the
plan? Was the plan effective? What evidence do you have that the
plan did or did not accomplish your Objectives? What will you change
for the next lesson Access options, Materials, the Activity, the
Assessment?