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UNT Lesson Plan Template (Madeline Hunter)

Observation #3

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):

Sarah McMillon N/A University of North Texas // Donald Elementary

Mentor Teacher: Charlene Orsini

Subject area(s): Unit Topic/Theme: Lesson Title:

Communications Classroom
(8 students ranging from
kindergarten to 4th grade - 1
girl and 7 boys)
IEP goals for the next Direct instruction of IEP goals with two different
grading period or next students
Annual ARD

Relevant TEKS: Relevant ELPS: Relevant TX CCRS:

Note: R is a Kindergartener
and B is in Second grade. I N/A N/A
have picked a few vertical
alignment STAAR Alternate
prek-kindergarten TEKS.
These align closest to some of
their IEP goals and what I will
be working with them on.

 Show understanding by
responding
appropriately (Pre-K)

 Follow oral directions

that involve a short
related sequence of
actions (K)
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 Count 1-10 items, with

one count per item
(Pre-K)

 Verbally identify,
without counting, the
number of objects from
1 to 5 (Pre-K)

 Identify U.S. coins by

name, including
pennies, nickels,
dimes, and quarters (K)

 Examine evidence that

living organisms have
basic needs such as
food, water, and shelter
for animals and air,
water, nutrients,
sunlight, and space for
plants (K)

Lesson Objective(s)/Performance Outcomes

 By the next annual ARD or end of the grading period (depending on the goal) the student will be able to
master their set IEP goals.
 By the end of the direct instruction session, the students will have furthered their understanding of their
set IEP goals; getting closer to mastery.

** Note: Objectives for each goal are written in the document under the lesson plan. **

Assessment (Description/Criteria)

N/A

Materials and Resources

 IEP goal binder (data sheets)
 R and B’s individual Bins
 Pen and Pencil
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Each individual bin contains:

 Items needed for goals
Examples: books, small ball, money, small animals, dry erase board/marker, etc. (dependent upon the
student and their goals)
 Reinforcements - each student has a variety of reinforcements depending on what they enjoy/like (ex:
snacks/candy, Legos, bracelets, bugs, etc.).

Management of the Instructional Environment

When working one on one, the teacher will be sitting at the table with the student next to them at the end of the
table. By doing this, the teacher is able to keep the student from getting up and leaving the area.

Technology Integration
When working with B, he uses a visual schedule that tells him what he is doing throughout his day and how
much time he gets for each item on the schedule. When working with the teacher on goals, B has a timer set for
30 minutes that he starts when we begin. Once the timer goes off, he moves to the next item on his schedule.

**There is no specific technology included during direct instruction of the IEP goals. **

Diversity and Equity (Accommodations, Modifications, Adaptations)

When working with R, he loves to play with his reinforcers between working. His favorites are Legos and
superhero figurines.
When working with B, he loves when you smile, give him positive praise, and tickle him. If you show that
working with you is a fun time, he will tend to have a better time and get less frustrated. His favorite reinforcers
are bugs that he earns and puts into a frogs mouth (frog container). Along with this, there is an “egg spinner,”
fidget cube, and edible reinforcers such as cookies that he likes.

Activities/Procedures
** The IEP goals for both students are listed under the lesson plan. The goals that are worked on depend on the
student and the goals they have worked on previously in the week. We typically only get to two to four
pages/goals a session depending on the goal and how compliant the student is. Therefore, we will not get to
each goal listed. I have listed all of the goals that are in each student’s binder in order to show an overall view
of their goals. **

Anticipatory Set
Prior to the student sitting down, the teacher will make sure to have everything ready. Once the teacher is
ready, the student will join them at the table for direct instruction (The teacher will either to go up to the student
and direct them to the table, or simply call the students name and prompt them to join them at the table
(dependent on the student).). The student will sit at the end of the table to the side of the teacher (or in front of
the teacher; each person likes to work differently). The student will get a choice of the reinforcer they would
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like to play with (each student has different reinforcers depending on what they like). The student will get to
play with their chosen item for a few minutes before they begin direct instruction with the teacher.

Input/Modeling
Across the IEP goals, students are following instructions, reading, identifying pictures, writing, counting,
matching pictures, or labeling. For an example of one of these, the teacher can show the student a paper that has
an array of ten different pictures on it. The teacher will ask the student a question (ex: What do you wear on
your wrist? What goes tic tic tic? What is an animal? What says meow?), in which they will answer by pointing
to the correct picture (sometimes the student will also label the picture as they point, but for this specific goal,
they don’t have to). The teacher may need to use different items such as coins, books, balls, small animals,
picture cards, etc. to work on some of the goals.

Guided Practice
The teacher will work through each goal with the students one on one (each student has a scheduled time for
direct instruction with the teacher throughout the day). For each goal, the teacher will be marking the student’s
results (circling yes or no) on the data sheets. As the teacher is working with the students, they will give them
verbal praise throughout so they know you acknowledge how they are doing/that they are doing well. By doing
this, it will motivate them to continue working. Overall, it is important to remember to have fun while working
with each student.

Independent Practice
All of the goals require the student to work with the teacher in some way (no specific independent work).

Closure
When time with the student is coming to an end, the teacher will find a stopping point and finish up with the
current goal they are on. The teacher will pick up where the left off in the next session. The goal is to get
through direct instruction of each IEP goal in the students binder at least once during every week.

Reflections and Documentation/Evidence of Lesson Effectiveness

Be sure that this is specific.
What happened during the lesson? (Brief summary --- help the reader know how you were able to follow
your lesson plan.)
During the lesson, I was giving two different students direct instruction over their IEP goals during their
designated time with the teacher. As I was working through each goal with the students, I was documenting
how they were doing on a data sheet (There are data sheets for each goal; circle Y or N depending on if the
student followed the instruction correctly or not (whether this be answering a question, following direction,
responding to a prompt, etc. - dependent upon what the goal is)). By documenting student progress on data
sheets, I will be able to look at how each student is doing on their goals. I can also see if instruction needs to be
changed in order to help them reach mastery.
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What parts of the lesson led to engagement and student learning?

Engagement and student learning took place as I was giving direct instruction to each student. While working
with both students, I would also interact and play with them and their reinforcements (students get to choose
which items to play with). Some students stick with the same item during the whole session, and some students
switch and play with a variety of items throughout. This led to engagement and student learning as the students
were able to take a break between instruction. By doing this, it helped them not get overwhelmed and stressed
during their session. Additionally, it helped them stay in a positive mood when working on their goals. Breaks
are very important to incorporate when giving direct instruction.

In thinking about your first two responses --- So What does it mean about your planning? So What does
it mean about student learning? So What does it mean about your learning to teach?
When planning direct instruction for students in a communications classroom, it is very important to have fun
while still focusing on reaching mastery of each goal. If the student is not having a good time when working,
they are less likely to be compliant and willing to get through their direct instruction time. When planning ways
for students to master their IEP goals, it is also important to look at each student as an individual. By doing this,
it will allow you to make sure the way you are helping them reach their goals is attainable. These are all very
important factors when thinking about student learning. When looking at my learning to teach, I will make sure
to look at how each student is progressing towards their goals. By doing this, I can see if the set approach
towards a goal may need to be changed, and if the student will meet mastery by the end of the grading period or
by their next annual ARD (depending on the goal and the student).

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply
what you learned from teaching this lesson to your teaching of future lessons?
Considering this was my first observation in my special ed. rotation, what I learned from teaching this lesson
that can apply to other lessons is how to work with each student as an individual. Along with this, I am learning
how to handle any behaviors that may come up during instruction. Each student works differently; Therefore, it
is important to understand what to do when a student may be upset or non-compliant. Additionally, it is
important to know how to keep each of your student’s attention when teaching. If you are able to keep their
attention throughout, it will led to their learning and engagement. Overall, I will take all of this with me as I am
planning for lessons in the future.
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IEP Goals for students R and B

R’s IEP goals

 Science
Goal 10 LR 9

By the next annual ARD, Given an array of 8 items, R will follow at least 25 two-component
verb-noun and/or noun-verb instructions for 3 consecutive first trial probes each.

Ex: Make the airplane fly

 Language Arts
Goal 9 Tact 10

By the next annual ARD, upon request, R will label 250 nouns (including at least 40 parts of
objectives) and/or verbs for 3 consecutive first trial probes each. *Speech integrated*

Ex: What is this? What is he/she doing? *The teacher will point to what is on the picture*
Eyebrow, towel, jello

 Language Arts
Goal 5 Intraverbal 10

By the next annual ARD, upon request, R will answer 25 different “Who” or “Where” questions
for 3 consecutive first trial probes.

Ex: Who says ho ho ho? Who drives the bat mobile?

 Math
Annual goal- Goal 3
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By the next annual ARD, given a row of identical items (objects and/or pictures - using numbers
1-5), and an array of 5 printed number cards, R will count the items with 1:1 correspondence and
match to the correct number card for 70% of trials for 5 consecutive probe days.

 Math
Annual goal - Goal 4

By the next annual ARD, given a set items (10-15), upon request, R will count out a specified
number (1-5) from the group with 1:1 correspondence for at least 70% of trials for 5 consecutive
probe days.

B’s IEP goals

 Math
Annual goal - Goal 2

By the next annual ARD, given two examples, B will ID as a listener 8 different comparisons
involving measurement for 3 consecutive first trial probes each.

Ex: more, less, big, little, short, full, empty, quiet

Ex: Find hot, where is more, show me big

 Science
Annual goal - Goal 4 LRFFC 9

By the next annual ARD, given an array of 10 or a book, B will select the correct item for at least
12 different items when given 3 different verbal statements in mixed order for 3 consecutive first
trial probes each target (total 36 targets) *speech integrated*

Ex: What tells time? What do you wear on your wrist? Which has numbers? What sounds like tic
tic tic? *watch*
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 Reading
Goal 3 (Reading/Vocabulary Development / Tact 15)

By the next annual ARD, B will identify new vocabulary words using a variety of strategies by
increasing labels (ex: common objects, features, actions) from 200 (tested) to at least 275 for 3
consecutive first trial probes each.

Ex: My Big World Book:

What is this? This is a… (The teacher will point to the picture, he will tell you what that picture
is)

 Science
Annual Goal - Goal 6

By the next annual ARD, upon request, B will follow directions to locate parts of his own body,
increasing from 5 (tested) to at least 10 body parts for 3 consecutive first trial probes each.

Ex: Show me your ankle. Where is your thumb? Touch your shoulders.

 Reading
Short-Term Objective 3B (Vocabulary skills / Listener Responding 10)

Within 3 grading periods, B will demonstrate an understanding of instructional language used in

the classroom by selecting the correct item in the natural environment, book, or scene, when the
item is named, increasing from 150 to 225 items (including features of items) for 3 consecutive
first trial proves each. *speech integrated*

 Reading
Short-Term objective 3A (Reading / beginning reading skills / phonics)
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Within 2 grading periods, given an array of 8, B will read, write, and match (to an array of 8
pictures) at least 24 base words with and without inflectional plural ending, for 3 consecutive
first trial probes each.

Ex: Read car, write car (with a wipe board and dry erase marker), match car

 Math
Short - Term objective 1A

Within 2 grading periods, given an array of 4 U.S. coins, B will receptively identify the coins as
names by the instructor for 3 consecutive first trial proves each coin.

Ex: Show me the quarter. Where is the dime? Find the penny.