Unit Plan

Instructional Program
Name and student number:

Unit Overview
Curriculum English Year level
Area 1 and 2
Content Year level 1:
Descriptor  Discuss characters and events in a range of literary texts and share personal responses
to these texts, making connections with students' own experiences (Australian
Curriculum and Assessment Reporting Authority [ACARA], 2016).
 Discuss features of plot, character and setting in different types of literature and
explore some features of characters in different texts (ACARA, 2016, ACELT1584).
These content descriptors were selected due to the students needing support in these areas.
Reading comprehension is a vital skill to have, students who do not have this required skill do
not understand the meaning of the text, taking away the purpose of reading (Kendeou,
Mcmaster & Christ, 2016). Reading comprehension is required for these students, they need to
understand each sentence and put the sentences together to make meaning using their
phonological awareness and using the rules of syntax (Kendeou et al., 2016).
Developing reading comprehension and discussing the book will enable the students to feel
more confident in their own abilities (McNamara, 2012). putting together different strategies
that the students can use in independent reading time is effective and will motivate and
support their reading (McNamara, 2012). There is a link in both students NEP goals and reading
comprehension, this was a discussion had with both students’ previous teacher, the teacher
has had both students since foundation and has been working on their reading and
comprehension. These students were chosen by the teacher based on the difficulties the
students have with reading comprehension.
Students and Sarah (pseudonym), Year level: 1
their LDs or Sarah is six years old and is currently in year level one within a special education unit that
challenges provides support from reception to year two in a mainstream setting. Sarah has been
diagnosed with Autism Spectrum Disorder (ASD) and Global Development Delay. Sarah needs
support in expressive and receptive language. Sarah will generally use jargon and echolalia
when communicating. Sarah is currently working with an occupational therapist to develop
fine motor skills, sensory processing and communication skills. Sarah needs visual tools to
assist with comprehending.
Sarah is a confident reader and can read most words given to her, however, she can get lost
when reading a storyline. Sarah can engage in conversations, using her listening skills (ACARA,
2016, ACELY1656). Although Sarah is confident in reading she needs to gain the skills of being
able to respond to different texts from different cultures and own experiences (ACARA, 2016,
ACELY1655).
Ryan (pseudonym), Year level: 2
Ryan is seven years old and is currently in year level two within a special education classroom
in a mainstream school. Although he is formally in year two he is currently sitting at year level
one ability. Ryan has been diagnosed with ASD. Ryan is working with an occupational therapist
to develop communication skills. Some visual support is needed when working with Ryan, such
as the daily routine display.
Ryan needs support with his comprehension of ideas in the classroom. Ryan is capable of
reading sentences, however, needs support in comprehending what the sentences or storyline
means. Ryan can write full words independently, yet, is unable to create full sentences. Ryan is
capable of communicating verbally and is able to speak clearly using the appropriate
mannerisms including appropriate volume and pace (ACARA, 2016, ACELY1788).
Sometimes when reading full sentences aloud and communicating with Ryan echolalia will be
created. Echolalia can be a self-stimulatory and is an important aspect of language
development for young individuals with ASD (Arciuli & Brock, 2014). Ryan is confident and
excels in his ability to read yet needs developing in the area of responding to texts and relating
it back to his own experiences (ACARA, 20146, ACELY1655).
Both Ryan and Sarah get easily distracted and off topic, they will begin to have their own
conversations off task. Ryan and Sarah both use English as a second language (ESL). Ryan and
Sarah have regular support from the teacher, Student Support Officer (SSO), Speech
Pathologists (SP) and Occupational Therapist (OT) due to their diagnosis’. Sarah and Ryan are in
different year levels however, they are currently sitting at the same level with their literacy
skills.
Achievement As a result of engaging with the unit, the students “will make connections to personal
standard experience when explaining characters and main events in short texts. They read short texts
ACARA or SACE with images and recall key ideas” (ACARA, 2016).
objective
Learning By the end of this unit, students will understand that… By the end of this unit, students will know …
objectives Language conveys meaning and can be - Students will know a setting is the
connected to personal experiences. location that the story occurred in.
- Students will know that characters
are a person or animal who are in
the book.
- Students will know that books
have a beginning, middle and end.
By the end of this unit, students will be able to (skills) Essential Questions
… Reading comprehension.
- Students will identify and discuss the main - Can you tell me about the book?
ideas and understand what the story is - What happened during the story?
about. - What was your favourite part of the
- Students will discuss and ask questions story?
related to the story. - What will you remember about
- Students will be able to ask for this story tomorrow?
definitions if they do not understand
words or sentences related to the story.
- Students will identify and discuss
relevant connections with their own
experiences.
Summary of lesson sequence for selected Performance Objective
Identified 1. By the end of this unit students will be able to read a story and put the images given to them in
performance sequential order with some details about each image with 90% accuracy.
objective(s) 2. By the end of this unit students will be able to recall the main ideas, setting and characters in
different books. They will achieve this with 90% accuracy.
3. By the end of this unit students will provide relevant information about their personal
experiences related to the books main ideas, they will achieve this with 90% accuracy.
4. By the end of this unit students will discuss and ask relevant questions about the storyline, they
will achieve this with 90% accuracy.
lesson 1 Both students will select their own book. Photos of the images in the book will be taken. Work with both
students to put images in sequential order with discussion about the book.
lesson 2 Selection of book done by the teacher. Working with a sensory tray to discuss the main ideas that occur
in the book and discussion about the sequential order. A drawing activity will allow the students to
understand the sequence and main ideas.
lesson 3 This lesson is related to a future excursion, this lesson will also prepare them, they will know what to
expect during the excursion. Selection of book is done by the teacher, relevant to the excursion. A lot of
questioning is done throughout this lesson and relating it back to personal experiences.
lesson 4 A social story has been written for this lesson to further prepare the children for the excursion. Photos in
the book of the beach they will be attending. The discussion is led by children.
lesson 5 Selection of their own book is done as it will enable them to make personal connections. During this
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lesson the children will read their books to each other. A lot of questioning for both students will be
done throughout the lesson.
lesson 6 Same books from lesson 5 are read. The students read through their books to one another. Children
work with each other and create discussion about the books.
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Lesson Plan
Curriculum Area Year Level 1 and 2 (will be starting off with
English some strands in foundation due to their little amount of reading comprehension).
Learning objectives By the end of this lesson, students will By the end of this lesson, students will
understand that… know …
- Sequence is the order in - Students will know that stories
which things happen. have a beginning, middle and end.
By the end of this lesson, students will Essential Questions open ended - the Big
be able to (skills) … Idea
- Identify the main ideas that What happened in the story?
occurred in the book
- Identify what happens, first,
next and last (beginning, middle
and end).
Performance objective 1. By the end of this unit students will be able to read a story and put the images given to
them in sequential order with some details about each image with 90% accuracy.
2. By the end of this unit students will discuss and ask relevant questions about the
storyline, they will achieve this with 90% accuracy.
Lesson number 1 of 6 Length of lesson 20mins-25mins for each student
Straight after recess
Lesson Sequence content
Working with each student independently, one on one.
Ensure the area is quiet with no distractions.
Use visuals to show the children what is happening next.
Give students time to process instruction.
Ryan and Sarah:

Ask students to choose a quiet area to work in (art space, play room or quiet room- give him the options). Ryan
has picked a book from the day before, ask him to get the book he selected- allowing Ryan to choose keeps him
engaged and motivated.
Have a discussion with students about his morning routine and what they do first, next and last (using this
language). Then have another discussion about what they do during his day at school using the language of
beginning, middle and end. Having this discussion will allow them to understand the concept of things
happening in a sequential order.
Brain break- Ryan 10 jumps on trampoline Sarah may need 5 mins.
1. Ask Ryan to read the book.

- Ask questions related to the book including
- What happened during the story?
- What was your favourite part of the book?
- Who was in the book?
- Where were they in the book?
- What happened at the beginning of the story?
- What happened in the middle of the story?
- What happened at the end of the story?
- If the language of beginning, middle and end is not understood by Ryan use the terms, first, next or
second and last.
3. Ask students to put images in the correct order. The images do not have the sentences underneath. Talk
through the images ask the students what is happening in each image.
4. Ryan will have 6 images of the book to put in sequential order.
5. Sarah will have 3 images of the book to put in sequential order.
6. Have a discussion with both students about what occurred in the book, how they felt about the book and
encourage them to ask questions about the book.
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Both students will have different books due to the level readers they are on.
Curriculum:
Share feelings and thoughts about the events and characters in texts (ACARA, 2016, ACELT1783).
Identify some features of texts including events and characters and retell events from
a text (ACARA, 2016, ACELT1578).
Behaviour Management:
The classroom has a reward system where they get happy faces once they receive 10 happy faces they get a
lucky dip. This will help with motivating the students to finish their work and do it appropriately to receive a
happy face. It is important to support positive behaviour this should be done by building a positive relationship
with each student (Salvia, Ysseldyke, Witmer, Price & Nelson, 2017).
Resources:
- Book (students own choice)
- Images of book
Check for The questions used throughout lesson will enable the teacher to gain an insight into
understanding at each students’ understanding. This is a use of informal assessment. The questions
lesson end related to the book also come from the curriculum and what students should be
i.e. informal, formal learning, it is a curriculum based assessment. (Overton, 2012). Task analysis will also
assessment be used to determine the students understanding, Sarah and Ryan may need the task
to be broken down into parts, this will allow the teacher to understand what aspect
of comprehension is difficult for both students (Overton, 2012).
Both Sarah and Ryan need time to process information, it is important for the teacher
to provide ample amount of time, opportunities and practices that enable them to
process information (Salvia et al., 2017). Checking for students understanding will be
done during the lesson as it will enable the teacher to adapt their instructions if
needed (Salvia et al., 2017).
Visual, verbal, tactile Instructional accommodations
and technological The instructions will need to be very clear to both students, this will mean that
supports/resources further explanation will need to be undertaken as well as a demonstration. Different
images need to be used to ensure the students are not copying what I am doing but
are having an understanding of doing it on their own. Demonstration may be done
before and during the lesson (Salvia et al., 2017).
Visual Supports
Visuals will be used to support Ryan and Sarah with their learning, this will help with
them understanding instruction and clarify all steps undertaken in the lesson (Salvia
et al., 2017).
Language accommodation
Pre-teaching key words will need to be incorporated into this lesson to ensure they
have a deep understanding of the key terms. This is achieved by relating it back to
their personal daily routines and will enable them to have a deeper understanding of
the task. Shorten or reword the sentences or questions if they do not understand the
first time.
Gestures such as pointing will really help Ryan and Sarah.
Instructional This lesson is undertaken with a teacher-centred approach, as it is important for the
approaches teacher to pace the students learning and how the information should be presented.
e.g. teacher directed, Giving the students direct instruction during the lesson is vital to ensure they
strategy instruction, understand what is expected of them. Teacher-centred approach is the students
chunking, student working towards the objectives that the teacher has arranged (Thomas, 2013).
interests … Justified Communication with the students is important, to incorporate their interests the
teacher must ensure that casual conversation is completed with each student to gain
a relationship and trust with them.
Student interest
Student interest is incorporated into the lessons are they are able to choose their
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own books and make connections to their personal life’s, this enables the teacher to
capture the students’ engagement and attention (Salvia et al., 2017).
Learning environment A major aspect of working with Ryan and Sarah is them getting distracted and off
Describe & justify topic. The teacher’s role is to ensure that there are no objects around that will cause
distraction, minimizing the clutter around will allow them concentrate and reduce the
amount of distractions. (Allen, Eileen, Cowder, Edwards & Johnson, 2015).
Informing Ryan and Sarah that they will be working on their reading helps them to
feel comfortable as they know what they will be doing next (Allen et al., 2015). Due to
Ryan and Sarah being diagnosed with ASD it is important that their routine is
consistent to prevent any unwanted behaviours (Allen et al., 2015).
The physical environment needs to be responsive and stimulating, this will be
achieved in a few areas of the classroom including the quiet room, the play
room and the sensory room where they are able to feel comfortable and relaxed
(Salvia et al., 2017).
Active Participation Methods for maintaining student engagement:
strategies (evidence - Reward system was utilized to keep them engaged and participating in the
based) activity.
- Allowing the students to pick their own books enables them to be motivated
and interested in the task.
- Oral responses and nonverbal (use of images)
- Ensure both students are participating allowing each student to respond
- Vary the amount of waiting time with questions,
- Regaining attention- brain break, move onto next question or discuss a
different image or section of the book.
(Salvia et al., 2017).
Lesson Working in a quiet area allowed the students to have full attention on the book and
reflections/Evaluations follow up activity. The use of demonstration I believe enabled the students to have an
understanding of what needed to be done. This lesson worked well however, it needs
to be followed up by another very similar one to further develop their understanding
of sequencing the book. It is evident that Sarah and Ryan need extra support with
sequencing books different activities will need to be developed including more hands
on such as drawing or writing.
The lesson also took longer than planned due to their lack of understanding. It is
recommended that Sarah and Ryan repeat this program with the following changes
because they did not achieve the performance objective.
- More hands-on activities
- Pre-warn Sarah and Ryan that they will be doing a different task soon (10
mins prior)
- Behaviour management: Sarah does not have a long attention span she may
need a longer brain break or use a timer.
- Book selection to be done by the teacher with more main ideas and key
events.
- Closing the lesson needs to be more engaging
It is evident that both students need more support in the performance objectives-
embedding them into each lesson will be important however, do not overload.
Although Ryan did not achieve the performance objective he is really close to
achieving this therefore introduction to recalling the main ideas and settings of the
book will be embedded into the next lesson for him.
Environment needs to be changed: quiet area.
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Lesson Plan
Curriculum Area Year Level 1 and 2 (will be starting off with
English some strands in foundation due to their little amount of reading comprehension).
- Sequence is the order in - Students will know that stories
which things happen. have a beginning, middle and end.
- Students will know a setting is the
location that the story occurred
in.
- Identify the main ideas that - What happened in the story?
occurred in the book - What was your favourite part of the
- Identify what happens, first, story?
and end).
the main ideas and understand
what the story is about.
Performance objective Sarah:
- By the end of this unit students will be able to read a story and put the images given
to them in sequential order with some details about each image with 90% accuracy.
Ryan:
- By the end of this unit students will be able to read a story and put the images given
to them in sequential order with some details about each image with 90% accuracy.
- By the end of this unit students will be able to recall the main ideas, setting and
characters in different books. They will achieve this with 90% accuracy.
Lesson number 2 of 6 Length of lesson 30 mins before recess.
Verbal prompts.
Before lesson ensure that Ryan and Sarah are given 10-15 minutes warning about the lesson and working with
them one on one.
Book selected by teacher- We’re going on a bear hunt by Michael Rosen And Helen Oxenbury.
Introduction:
1. Explain to the students what will occur during the lesson to ensure they know what to expect.
- Explain that they will need to try and remember what happens in the book and that we will have a
discussion at the end when they have finished reading.
- Explain that they can use the images in the book to help them comprehend the story.
- Show an example of work that they will be completing.
2. Ask the students to read the book aloud.
Main activity
3. Questions to ask the students about the book:
Questions for Sarah:

- Were the children scared to go on a bear hunt?
- Did the children find a bear? When did this happen in the book?
- What happened first?
- What happened next?
- What happened last?
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Questions for Ryan:
- What happened in this story?
- Who is going on the bear hunt in the story?
- Whose idea do you think it was to go on the bear hunt?
- What happened at the beginning of the story?

- What happened in the middle of the story?
- What happened at the end of the story?
Give Ryan cards that say Who, where, what, when- this will allow him to create a habit to use every time he
reads a book.
Brain break- Jump on trampoline both students, give them time limit and a timer so they know when their time
is up. Give Sarah a longer break- 10 mins. Ryan- 5 minutes.
4. Give the task to the students to complete, the book will be in front of them to guide them through the
drawing of the different locations.
5. Once the students have drawn their images in the location boxes to establish sequential order,
discussion about image will need to be done.
6. They can work with a sensory tray (not to be shown until they have finished their drawing task). The
sensory tray has grass, mud, water, cotton etc. to show the sequential order of the hunt.
Another brain break may be needed for both students. Use timer again.
7. Sensory tray discussion. Questions whilst they are looking and working with the tray:
- What did they go through first?
- What did they go through next?
- What did they go through after?
- Then what did they go through?
Allow students time to answer questions.
Have a discussion with both students about what occurred in the book, how they felt about the book and
encourage them to ask questions about the book.
Closing the lesson
8. Watch youtube video.
https://www.youtube.com/watch?v=0gyI6ykDwds
This video is the author reading the book to the students, this may help them to develop a stronger
understanding of the storyline. Children may ask questions about the video.
Resources:
- We’re going on a bear hunt.
- Pencil for students
- Task sheet
- Sensory tray- dirt, water, cotton buds, grass, cave (cardboard)
Curriculum:
Share feelings and thoughts about the events and characters in texts (ACARA, 2016, ACELT1783).
Identify some features of texts including events and characters and retell events from
a text (ACARA, 2016, ACELT1578).
Behaviour management:
For Sarah, a timer will be placed to ensure how much longer she has for the activity. The classroom has a
reward system where they get happy faces once they receive 10 happy faces they get a lucky dip. This will help
with motivating the students to finish their work and do it appropriately to receive a happy face. It is important
to support positive behaviour this should be done by building a positive relationship with each student (Salvia
et al., 2017).
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Check for Refer to lesson 1. A major aspect of this lesson is the use of formative assessment
understanding at through their drawings and understanding of what they need to draw in each box.
lesson end They enjoy drawing and this allows me to understand their comprehension of the
i.e. informal, formal book and the sequencing. The questions being asked during the lesson will enable
assessment the teacher to check for understanding.
Visual, verbal, tactile Refer to lesson 1.
and technological Tactile
supports/resources Using the sensory tray enables the students to have a hands-on experience.
Technology support.
The iPad was used to show the children a YouTube video the teacher believes that
this supported the students to have a further understanding of the story.
Tactile
Instructional Refer to lesson 1.
approaches
Learning environment Refer to lesson 1. The teacher has decided that working in the sensory room may be
Describe & justify the best option due to the noise levels in other areas of the school, the play room is
very quiet and will enable the students to concentrate.
Active Participation Refer to lesson 1.
strategies
Lesson This lesson enabled both students to have a further understanding of beginning,
reflections/Evaluations middle and end (sequencing) of books. This book was selected as it has locations that
they need to remember and where they went first. Discussion with both students
about what happened allowed me to understand what they learned. Sarah was more
engaged in this task, I believe it was due to the classroom area that was chosen as
well as the task that was planned for this lesson (sensory room). Sarah and Ryan both
had different performance objectives for this lesson as I believe that Sarah needed
extra focus on the idea of sequencing. Ryan was able to answer more complex
questions and shows evidence of understanding the story. When asking Ryan “What
happened in the story?” he was able to tell me all of the main ideas of the book.
Too much was planned for this lesson and needed to be shortened, the YouTube
video was not necessary but observations that were made were that the students
enjoyed watching this as it was engaging. Using the timer for Sarah really help her
engage and focus on the task. Ryan is becoming confident in telling me what happens
in the story, although a lot of what he is saying are not the main ideas, it is evident
that he is starting to engage and comprehend the books he is reading.
It is recommended that Sarah and Ryan work on performance objective of
understanding the main ideas, setting and characters of a book as they have achieved
the performance objective of sequencing for this program. Although sequencing has
been achieved it will still need to be embedded into lessons to form a habit for their
independent thinking. Sarah will still require a small number of images and Ryan can
work with more.
Although Ryan has already been working on Main ideas it is important that activities
are still planned for this to show his understanding.
It is recommended that Sarah and Ryan also work on performance objective of
connecting to their personal experiences.
This task may have been too much drawing, they enjoyed it but have a short
attention span. Informal assessment may be used for the next lesson such as an exit
card. Discussion of exit card worked well for this lesson therefore, it will be used for
lesson 3.
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Lesson Plan
Curriculum Area English Year Level 1 and 2 (Both students working
towards foundation/year 1 level of achievement of reading comprehension).
- Students will know that stories
- Language conveys meaning and have a beginning, middle and
can be connected to personal end.
experiences. - Students will know a setting is the
location that the story occurred
in.
- Identify what happens, first, story? (Personal experiences).
and end).
- Students will discuss and ask
questions related to the story.
- Students will identify and
discuss relevant connections
with their own experiences.
Performance objective
Sarah and Ryan:
By the end of this unit students will be able to recall the main ideas, setting and characters
in different books. They will achieve this with 90% accuracy.
By the end of this unit students will provide relevant information about their personal
Lesson number 3 of 6 Length of lesson 20 minutes.

Verbal prompts.
Sensory Room.
In one week students will be going to the beach for an excursion to see what they can find on the beach. This
will help them to develop ideas about their personal experience. Due to both students needing to know routine
and know what will happen this is a good opportunity to talk about the excursion and what they might see.
Introduction
- Talk about the activities they enjoy, at home or at school.
- Explain activity-simple terms.
- A book called “A day at the beach” will be read by both students.
Main activity:
- Students will be given pictures to sequence the book (Beginning, middle and end)
Sarah- 3 images
Ryan- 6 images
Discussion with students about what happens in the book, ask them questions about the main ideas that occur
in the book.
- This will also be linked with beginning, middle and end.
- Can you tell me what happened in the story?
- What happened first?
- What happened next?
- What happened last? 11
If students verbalise a part of the story that is not a main idea a phrase that may be used is “Is that a very
important part of the book?”
Sarah may look at the images and pick something unrelated ensure that she is on task and focused on the book.
Lesson Plan
- Students will know a setting is
Language conveys meaning and can be the location that the story
connected to personal experiences. occurred in.
- -
- Students will identify and discuss story? (Personal experiences).
- Students will identify and
discuss relevant connections
with their own experiences.
Sarah and Ryan:
By the end of this unit students will be able to recall the main ideas, setting and characters
in different books. They will achieve this with 90% accuracy.

Verbal prompts.
Sensory Room.
Inform the students of what will occur during the lesson.

The excursion is on Friday.
1. Read the social story about going to the beach
The book includes:
- Mrs Gell’s Class is going to the beach on Friday.
- Gell, Dianne, Lisa, Sarah, Sebastian, Troy, Brody, Ryan, Oscar and Sonny will go to the beach together.
- We will walk to the beach together.
- What do you think we might see? (allow Ryan and Sarah time to visualize and respond to the question)
- We will see the ocean.
- We will see shells
- We might see other people walking on the beach.
- We will see the jetty.
- We might see some other animals.
- Don’t get your shoes and clothes wet!
- It is ok if you get sand on your shoes.
- The beach is fun!
Discussion about the book:

- Ryan and Sarah are to respond to each other.
Pre-made question cards for Sarah to ask Ryan:
- Can you tell me what happened in the book? (Ryan to list main ideas, setting and characters- assistance
from teacher only if required).
- Who was in the book?
- Where were they going? 12
- What did they see at the beach?
- What do you like about the beach?
- What are you excited about to see at the beach when we go with our class?
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Lesson Plan
- Students will know how to ask
Language conveys meaning and can be relevant questions about the
connected to personal experiences. book
- Students will know how to make
connections with a book to their
own experiences.
-
- Students will identify and - What happened in the story?
discuss relevant connections - What was your favourite part of the
with their own experiences. story? (Personal experiences).
Sarah and Ryan:
By the end of this unit students will discuss and ask relevant questions about the storyline,
they will achieve this with 90% accuracy.

Verbal prompts.
Sensory Room.
Ensure the students are aware of activities for the lesson.

Introduction:
Ryan and Sarah to discuss their book with one another.
Pre-made question cards that they can ask one another,
- Why do you like this book?
- What’s your favourite part of this book?
- Why did you choose this book?
- Who is in the book?
Activities
Sarah chose “I love you to the moon and back”
- Ask Sarah to read the book to Ryan
- Lead discussion around Relationships- mum or dad
Ryan chose “The very hungry Caterpillar”
- Ask Ryan to read the book to Sarah
- Lead discussion about days of the week- what they do during the week.
Encourage students to interact and ask relevant questions.
Brain break- 5 minutes
The very hungry caterpillar activity

- A3 page with days of the week and match the foods that the caterpillar eats to the correct day, again
led discussion about what they would do during the week. Independent task.
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I love you to the moon and back activity
- Get them to draw a picture of them and their mum independently, share with one another what they
Lesson Plan
Language conveys meaning and can be - Students will know how to ask
connected to personal experiences. relevant questions about the
- . book
- Students will know how to make
connections with a book to their
own experiences.
be able to (skills) … Ideas
- Students will identify and - What happened in the story?
discuss relevant connections What was your favourite part of the story?
with their own experiences. (Personal experiences
Key:
11- Cannot do it independently
22- Beginning to understand
Performance needs someBy
33- objective
the end of this unit students will provide relevant information about their personal
improvement
44- can do it with some little mistakes
55- Successful By
with very
the end little
of this unithelp needed
students will discuss and ask relevant questions about the storyline,
they will achieve this with 90% accuracy.
66- Has a strong understanding, does not need any skill
Lesson numberdevelopment
6 of 6 in this area Length of lesson 20 minutes
Verbal prompts.
Sensory Room.
Ensure the students are aware of activities for the lesson.
Read same books as the students read in lesson 5.

Get children to read the book to one another.
Allow the children to ask questions to each other about the book. This will get them thinking about what types
of questions that need to be asked to find out relevant information about the book.
- Ryan will be able to use cards with who, what, where, when and why to help them produce their
questions.
- Sarah will use the what and when cards as when given too many she becomes stressed and anxious.
- Allow the students to form discussion, talking about the main ideas.
- Remind the students to discuss the important parts of the book.
Ask the students to have a discussion about what they like to eat and what they do on each day- the very
hungry caterpillar.
Ask the students to have a discussion about why they love their mum.
The very hungry caterpillar activity

- A3 page with days of the week and match the foods that the caterpillar eats to the correct day, again
lead discussion about what they do during the week. Independent task.
I love you to the moon and back activity
- Get them to draw a picture of them and their mum independently, share with one another what they
drew.
Behaviour management: 15
For Sarah, a timer will be placed to ensure how much longer she has for the activity. The classroom has a
reward system where they get happy faces once they receive 10 happy faces they get a lucky dip. This will help
with motivating the students to finish their work and do it appropriately to receive a happy face. It is important
References
Allen, Eileen,k., Cowdery, Edwards & Johnson. (2015). Arranging the learning environment. The
exceptional child: inclusion in early childhood education. USA: Cengage learning. 329-359.
Retrieved from https://flex.flinders.edu.au/file/6fe88e24-022f-44b5-bc57-
1a6cd2fe7ce1/1/Arranging%20the%20learning%20environment.pdf
Arciuli, J. & Brock, J. (2014). Communication in autism. Amsterdam: John Benjamins Publishing
Company.
Australian Curriculum and Assessment Reporting Authority [ACARA]. (2016). Australian Curriculum,
Version 8.3. Retrieved from http://www.australiancurriculum.edu.au/
Broadfoot, P. (2007). Introducing assessment. An introduction to assessment,

Continuum. London. 3- 15. Retrieved from
https://flex.flinders.edu.au/file/44a5ec00-7d1c-4794-8737-
67b2d03b6357/1/Introducing%20assessment.pdf
Cooper, David J & Kieger, Nancy D. (2011). A framework for effective literacy instruction. Literacy
assessment: helping teachers plan instruction. Belmont: Cengage Learning. 3-17. Retrieved
from https://flex.flinders.edu.au/file/2e6dc130-5c69-4c21-97a4- 0ddae78bdccc/1/A
%20framework%20for%20effective%20literary%20instruction.pdf
Dempsey, I., & Arthur-Kelly, M. (2007). A research base for effective teaching in
the diverse classroom. Maximising learning outcomes in diverse classrooms.
South Melbourne: Thomson Learning. 23-44. Retrieved from
https://flex.flinders.edu.au/file/403f6a28-614f-4dcc-8aee- b3f7fc2b8ca6/1/A
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verse%20classroom.pdf
Gonderman, G., & Hedin, L. (2014). Differentiating instruction in co-taught classrooms for students
with emotional/behaviour difficulties. Emotional and Behavioural Difficulties, 20(4), 349-
361. Doi:10.1080/13632752.2014.976918
Hinton, L., & Kern, L. (1999). Increasing Homework Completion by incorporating

Student Interests. Journal of Positive Behaviour Interventions, 1(4), 231-241.
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https://flex.flinders.edu.au/file/584e4bc5-f4e7-453a-aac8-217531c65135/1/Curriculum-
based%20assessment%20and%20other%20informal%20measures.pdf
Hyde, M., Carpenter, L., & Dole, S. (2010). Diversity, inclusion and engagement (2nd ed., p. 118).
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Kendeou, P., McMaster, K., & Christ, T. (2016). Reading Comprehension. Policy insights From The
Behavioural And Brain Sciences, 3(1), 62-69. Retrieved from
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Leaf, J. Handbook of social skills and autism spectrum disorder.
McNamara, D. (2012). Reading Comprehension Strategies. London: Taylor and Francis.
Overton, T. (2012). Curriculum-based assessment and other informal methods. Assessing learners
with special needs: an applied approach. New Jersey: Pearson Education. 164-203.
Retrieved from https://flex.flinders.edu.au/file/584e4bc5-f4e7-453a-aac8-
16
217531c65135/1/Curriculum- based%20assessment%20and%20other%20informal
%20measures.pdf
Salvia, J., Ysseldyke, J. E., Witmer, S., Price L.M., & Nelson, K. L. (2017). Assessment in Special
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Thomas, M. (2013). Teachers’ Beliefs about Classroom Teaching – Teachers’ Knowledge and
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thinking, Engaged Listening, Deep thinking. Hawker Brownlow Education.
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Appendix 2
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Appendix 3
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Appendix 4
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Unit Plan

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Instructional Program

Name and student number:

Ryan and Sarah:

1. Ask Ryan to read the book.

Questions for Sarah:

- Whose idea do you think it was to go on the bear hunt?

- What happened at the beginning of the story?

Lesson number 3 of 6 Length of lesson 20 minutes.

Lesson number 4 of 6 Length of lesson 20 minutes.

Inform the students of what will occur during the lesson.

Discussion about the book:

Lesson number 5 of 6 Length of lesson 20 minutes.

Ensure the students are aware of activities for the lesson.

The very hungry caterpillar activity

Read same books as the students read in lesson 5.

The very hungry caterpillar activity

Broadfoot, P. (2007). Introducing assessment. An introduction to assessment,

Hinton, L., & Kern, L. (1999). Increasing Homework Completion by incorporating

Leaf, J. Handbook of social skills and autism spectrum disorder.

McNamara, D. (2012). Reading Comprehension Strategies. London: Taylor and Francis.

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