Running Head: THEMATIC UNIT Pedi 1

Thematic Unit Plan

Monmouth University
Amanda Pedi
THEMATIC UNIT PLAN Pedi 2

Table of Contents
Best Practices………………………………………………………………………………….3
Contextual Factors…………………………………………………………………………….4
Classroom Setting…………………………………………………………………………….6
Unit Lesson Plan…………………………………………………………………………….11
Lesson Reflection…………………………………………………………………………….31
Family and Transition………………………………………………………………………...36
Appendix A………………………………………………………………………………….39
Appendix B………………………………………………………………………………….40
Appendix C………………………………………………………………………………….42
Appendix D…………………………………………………………………………………..44
Appendix E…………………………………………………………………………………..45
Appendix F…………………………………………………………………………………..46
References……………………………………………………………………………………47
THEMATIC UNIT PLAN Pedi 3

Three Finger Prompt

I intend to use the three finger prompt strategy with my students with disabilities because,

finger prompts are a strategy commonly used in language and communication and is linked to the

cognitive development and spatial awareness of students (Berteletti, Booth. 2014). Teachers use

fingers to prompt the student to say the correct answer and to help the student re-focus their train of

thought from cognitive to visual. For example, “using fingers for 1, 2, 3 and to assist with relating

stories or events in sequence” (Appalachia 2019). By providing students with a finger prompt, this

offers students an opportunity to have a physical model to organize their thoughts and project them

onto the fingers. The three finger prompt can also be used to guide the student towards a correct

response. Brenda Deskin states when “the student is about to respond with an incorrect

response (e.g. you see him reaching for the wrong object, start uttering the incorrect answer, etc.)

then the teacher should use the prompt for to guide the student” (Deskin 2013). The finger prompt

can be adjusted based on the student’s level of function, but the most common usage of this

strategy is to use three fingers and prompt the student using non-verbal communication.

The three finger prompt is a form of non-verbal communication between student and

teacher. By using non-verbal communication and the finger prompt with students with disabilities,

I will be able to communicate without any verbal direction . “Through the use of non-verbal

language, teachers draw the student’s attention to more understanding and motivates the students”

(Bambaeeroo & Shokrpour 2017). Non-verbal communication plays a large part in cultures as well

as the classroom. For instance, in certain cultures, such as Italian, they count with fingers other

than the pointer, the index and the ring finger (De La Cruz, 2014). I must be aware of the cultural

implications with this strategy if I am to successfully implement this strategy in the classroom. For

example, when counting on their fingers some cultures start from their pinky finger and count in
THEMATIC UNIT PLAN Pedi 4

reverse from the American way of counting. Overall, communication as a whole is crucial to the

long term development of the student and by using this strategy, I will be contributing to their long

term communication development.

State/County:

New Jersey is a state on the east coast of America. The demographics of this state are as

follows. Some prominent immigrant groups in New Jersey are Hispanic/Latino which make up

19.6% of the population, Hindu which makes up 15.2% of the population, white which makes

up 72.6% and African American which makes up 13.6% of the population (insert citation). The

impact these immigrant groups have on schools has resulted in a greater demand for ESL

services and more accommodations in the classroom. Additionally, with the increase of

additional programs and need for services, the state budget is becoming tighter in order to

maintain and provide services (Infoplease 2017). The services are still in place, but it will

become increasingly difficult for the state to fund these programs as time progresses.

Community:

Middletown Township is one of the largest townships in Monmouth county. Based on the

Census of 2016 the “Total Population (66,522) Educational Attainment: Percent high school

graduate or higher (95.2%), Total housing units (24,740) Median Household Income (102,563)

Foreign Born Population (4,653) Individuals below poverty level (4.6%). Race and Hispanic

Origin White alone (61,658) Black or African American alone (701) American Indian and

Alaska Native alone (52) Asian alone (2,124) Native Hawaiian and Other Pacific Islander alone

(0) Two or More Races (921) Hispanic or Latino (of any race) (4,081) White alone, Not

Hispanic or Latino (58,380), Veterans (3,71) (Finder 2017). Based on the demographics of the

area, we can see that the area is predominantly upper middle class, considering only 4% of the
THEMATIC UNIT PLAN Pedi 5

population is in poverty. Middletown is a predominantly white county and the immigration

rates are low. The area itself is very nice and well kept which shows the upper middle class.

School Setting

Based on the school report card, I see that New Monmouth Elementary School “s academic

performance is high when compared to schools across the state. Additionally, its academic

performance is high when compared to its peers” (State of New Jersey 2014). New Monmouth

Elementary is known for it’s high academic standards amongst its students. New Monmouth

Elementary School is a school that has a variety of education, and special education opportunities

for it’s students. The school features seven autism focused classrooms, along with speech therapy,

occupational therapy, specialized services and behavior therapists on site and ready to assist their

students in the classroom. New Monmouth Elementary has a well prepared program to

accommodate it’s students. Along with the programs, are the personnel that manage them. Some

of the personnel that reside in the building are the behaviorist who visits the school on a daily basis

to check on the student’s and their behavior plans, the OT instructor who has a large classroom to

educate students in functional support skills, and the guidance counselor who offers support for

students and teachers alike. In terms of other supports that the students can receive, there is the

“Middletown Township Friends of Diverse Leaders (MTFODL) is an organization of parents

established to: Promote inclusion and acceptance of students with special needs and learning

difficulties in school and extracurricular activities. They collaborate with district administrators to

positively affect policies, practices, and programs for students with IEPs and 504s” (Middletown

K-12).

Family
THEMATIC UNIT PLAN Pedi 6

The classroom teacher keeps the families of the students well involved in the classroom.

Since each child in the classroom has and IEP, the parents and guardians of the children are kept up

to date with the child’s progress and achievements in the classroom. At the end of every school

day, each child is sent home with a program sheet outlining what programs were accomplished

during the school day, what the child ate for lunch, one thing they did that was unique in the

classroom, and any additional comments that the teacher needs to make with the parents. In terms

of diverse parents, they are greatly encouraged to become involved with the school through open

house and back to school nights to visit the teachers of their students and monitor their progress.

Teachers of this school go to great lengths to ensure that positive communication is in place with

the parents of all students. Outside of the classroom, the parents of the school are very involved

with the other teachers and show their appreciation of the other teachers by sponsoring events for

them and by sending in treats and little tokens of appreciation towards the teachers. For example,

in the teacher’s lounge, the PTA re-decorated it and filled it with snacks, instant coffee, and other

small treats for the teachers throughout the day.

Classroom:

In my classroom, when you first walk in through the main door, there are cubby shelves to

the left, each are labeled with the student’s name. Their IEP’s and program goals are stored next to

the brown table. Teachers and paraprofessionals get their program goals out of the cabinet and

work with the students every day on their program goals. Students then meet at their assigned

tables, which they are assigned to on a daily basis. Similar to desk seating the students go to the

same table every day and is typically one student per table and one or two paraprofessionals.

Students do not work at the yellow table because that table is reserved for their lunch. After

students complete their work at the colored tables, they then all meet at the yellow table for lunch.
THEMATIC UNIT PLAN Pedi 7

Paraprofessionals heat up and prepare any food that the students bring in with them by using the

microwave and the counter space. For indoor recess, the students are allowed to read books from

the library, and bounce on the MT (mini-trampoline) during recess.

Smart Board Library C Sink and Fridge

o
u
Supply n
cabinet t
Blue Table e
r
Red Table

Program Goal Shelf

Carpet
MT
Yellow
Table

IEP
Cabinet
Brown Table Centers shelf

Main
door
Coat rack and cubby
Student 1:

Student 1 is a girl on a second grade level. Her present level of performance is below average on

second grade. She is verbal, but she cannot hold a conversation and can only speak in sentences of

2-3 words. Her classification under her IEP is under the autism spectrum. Her modifications are:

break down learning into manageable units, individualized instruction, provide success-oriented

experiences, clearly define limits and expectations, use social reinforcers, provide positive
THEMATIC UNIT PLAN Pedi 8

reinforcement, obtain eye contact before giving directions, praise attempts at independence,

develop more positive on-task behavior. Student 1 also has social skills modifications, which

include: Provide guidance and supervision in attempts at establishing peer relationships and

provide opportunities for student to interact with peers in structured and less structured situations.

Along with encouraging participation in supervised social situations while responding to social

cues.

Student 2:

Student 2 (S2) is a boy who is on a third grade level, however he is behind a year and is nine years

old. He is non-verbal and classified with an IEP. His IEP classification is under the autism

spectrum. His modifications in his IEP are: Provide drill and repetition of letter names and their

correct order while also providing opportunities for student to see words in written form. Provide

listening activities that require student to identify rhyming and nonrhyming words and for the

student to hear a variety of books read out loud. S2’s math modifications are: use games to provide

reinforcement of math skills through manipulatives. His emotional supports are: provide success-

oriented experiences by clearly defining limits and expectations. Introduce small changes in

student's routine by using everyday experiences in order to teach and reinforce concepts. S3 learns

best with active learning experiences rather than passive. Help student initiate activities but require

independent completion and praise attempts at independence. Classroom and school behavior

modifications are: Use a behavior modification system. Provide positive reinforcement for

improved behavioral controls in the classroom using tangible rewards, e.g., prizes, food, etc.

Social skills modifications: Provide guidance and supervision in attempts at establishing peer

relationships. Provide opportunities for student to interact with peers in structured and less
THEMATIC UNIT PLAN Pedi 9

structured situations. Encourage participation in social situations and supervise, encourage social

interaction.

Student 3:

Student 3(S3) is a boy who is second grade and classified under the autism spectrum. His

modifications include: Activity based instruction with demonstration, simulation, role playing and

games, individual/small group instruction based on academic level, discrete trial instruction to

increase skill acquisition, concrete to abstract methods of learning using a multi-sensory approach,

pair verbal information (auditory) with modeling (visual) and physical cues to maintain his interest

level and eye contact, obtain eye contact before giving directions, hand over hand assistance,

positive reinforcements to reward and reinforce compliant behaviors, modify activities by breaking

tasks into smaller steps, repetition, review and the use of modeling for skill acquisition. Student 3

needs time to allow time to adjust to new people and situations in order to emphasize and

encourage social interactions across multiple settings.

Student 4:

Student 4 (S4) is a boy, who is classified under the autism spectrum. His modifications include:

Get eye contact before giving directions, but allow additional processing time. Provide verbal

praise for the student. Simplify directions, and break down tasks into manageable units. When S4

is presented with fast pace instruction, direct S4 to his AAC device to have him communicate his

needs and wants. Prepare S4 to work by gaining his attention and preparing him to begin work by

giving him the directions of "hands on lap, feet on the floor".

Reflection:
THEMATIC UNIT PLAN Pedi 10

Based on the information that I have gathered from the contextual factors, I can conclude

that this school is well equipped to meet the needs of its students. Considering that each student has

different needs, the classroom as a whole has many different resources and is well equipped to

provide the students with a fruitful and meaningful education. Some of the students have

behavioral issues along with their IEP classifications, but the overall preparedness of the teachers

and paraprofessionals is apparent in the interactions they have with the students. While the

students are all classified under autism, they are all functioning on different grade levels, but they

all manage to work together and occasionally play games together. In terms of effective teaching,

the classroom is well organized as are the teachers and paraprofessionals. This classroom is more

than adequately equipped to educate these students.

Running Head: THEMATIC STRATEGY Pedi 11

Lesson Plan

Teacher Candidate’s Name: Amanda Pedi

Date: March 14-March 17, 2019
Lesson Title: Sink or Float
Context:
 Grade Level/Subject: 2-3 grade science
 Disability Categories represented-Autism
 Type of classroom (continuum of placements)- Self-Contained Autism

Central Focus: The purpose of this lesson is to build upon the student’s prior knowledge of the
weights of certain items. Purpose: Students will understand physical properties of objects and
how they can be used to describe and categorize objects. The students will learn what kinds of
objects will sink and which ones will float by first examining the objects and describing them,
then conducting an experiment and making a prediction to see if the objects will float or not sink.
At the end of the experiment the students will compare their original predictions to the results
gathered from the data.

Essential Questions: What is a solid object? What is a liquid? Why do you think this object
will float? Why do you think this object will sink? Why do some objects sink and others float?
Why did you make that prediction? Why did the object sink? What object is heavy? What object
is light?

NJCCCS Standards:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties.
Thematic Unit Pedi 12

Learning Goals:
Day 1 SWBAT explore textured objects through a sensory touch and classify pictures of
different objects as either a solid or a liquid using the smart board and their own T-chart.
Day 2 SWBAT make predictions as a group, then identify which objects will sink or float after
placing them into a bin of water.
Day 3 SWBAT determine why the objects from yesterday’s experiment sank or floated by
weighing them on a scale.
Academic Language:

Day 1 SWBAT explore textured objects through a sensory touch and classify pictures of
different objects as either a solid or a liquid.
Identified Language Demands Planned Language Supports
Vocabulary (explore, textured, classify, solids, Prompt cards, picture supports, verbal
liquids,) prompting and cueing.
Language Function Group discussion and smart board activity
Syntax Three finger prompt, prompt cards
Discourse Group discussion and one on one teacher
instruction.

Day 2 SWBAT make predictions, then identify which objects will sink or float after placing
them into a bin of water.

Identified Language Demands Planned Language Supports

Vocabulary (predictions, identify, sink, float)
Language Function
Syntax (The language will be used to help the
students form sentences of their own)
Discourse (I predict that…, I think that…)
Prompt cards, three finger prompt.
Predictions as a group, individual sorting
using a t-chart, post experiment.
Sentence starter cards to help students
make predictions.
Sharing their thoughts and ideas with
teachers, paraprofessionals and other
students through prompting and cueing.
Thematic Unit Pedi 13

Day 3 SWBAT determine why the objects from yesterday’s experiment sank or floated by
weighing them on a scale.
Identified Language Demands Planned Language Supports
Vocabulary (identify, sank, floated, weighing, Flash cards with pictures of a scale, and
scale) with examples of float or sink.
Language Function (identify) Small group instruction.
Syntax Smart board with predictions from
previous lesson.
Discourse Whole group participation.

Procedure:
Duration Instructional Strategies and Learning Tasks Assessment
2:00-2:05 Pre-Assessment: Using a checklist, teacher will verbally Formative:
assess the students and collect data on a checklist about items Teacher will
that will sink or float. collect data
Anticipatory Set: Teacher will pass around some of the using a
objects that we will be classifying, and have students begin to checklist, and
hold and touch them and feel the difference in their weights. verbal, or
PEC
responses
from the
students.

2:05-2:30 Procedure: Teacher will introduce the topic of solids and

liquids and guide the students through discussion about solids
and liquids. Teacher will model, using the objects, that a
solid is something that has mass and can be held, and a liquid
is something that cannot be held. Teacher will then pass
around different objects (sponge, rock, plastic boat, cork,
marble) and have each student feel them and classify how
Thematic Unit Pedi 14

they feel (rough, smooth, bumpy). Liquids take shape of

container, solids hold shape. Teacher will use three finger
prompting to prompt and prompt cards to prompt students to
use descriptive words.
Guided Practice: Then students will take a cup of water and
describe how the water feels (warm, cold, wet). Students will
then use the smart board to classify the objects as either a
solid or a liquid and then copy the data from the smart board
onto their own data sheets. (AFIRM 2019)
Independent practice: Students will continue to play with the
objects and the water and describe how each object feels and
what they think about the object. Teacher will use a fading
prompt.

2:30-2:40 Closure: Teacher will ask the student how one object felt and
prompt the student to answer using three fingers.

Day 2
Duration Instructional Strategies and Learning Tasks Assessment
2:00-2:05 Anticipatory set: Teacher will review the predictions from
yesterday and discuss why they made those predictions.

2:05-2:20 Procedure: Teacher, with assistance from a student, will fill

up the tub with water and students will gather around the red
table. Teacher will use the Sink or Float SMART board
presentation and the class will make predictions together as a
whole group.
Guided Practice: Using hand over hand and modeling,
students will take turns placing objects in the water and
teachers will prompt students to communicate what is
happening. Using scripting, teacher will help students
Thematic Unit Pedi 15

express ‘my turn’ and ‘your turn’. Non-verbal students will

use their PEC boards to communicate along with prompt
cards. (AFIRM 2019). Throughout the experiment, teacher
will discuss the concept of heavy and light and demonstrate
that heavy objects sink and light objects float. Students will
then take their prediction sheets from yesterday and correct
the data on their new sheet. Teacher will use three finger
prompting to prompt the students to verbalize what they
observe.
2:20-2:30 Closure: Teacher will ask the students about what sank and
what floated. Using prompting, the students will answer
basic questions about the experiment. (What object sank?
What object floated?)

Day 3
Duration Instructional Strategies and Learning Tasks Assessment
2:00-2:05 Anticipatory Set: Teacher will discuss yesterday’s experiment
with the students. “What happened yesterday?” “What sank
and what floated?”

2:05-2:20 Procedure: Teacher will gather the students at the red table
along with their corrected prediction charts from the
experiment. Teacher will use the items from the previous
day’s experiment and work with the students to weigh the
objects from yesterday’s experiment on a scale. Teacher will
use the prompt cards to remind the students about heavy and
light and reiterate that heavy objects sink and light objects
float. Teachers and paraprofessionals will model this task and
will use scaffolding to help the students complete the task
with a fading prompt (AFIRM 2019).
Thematic Unit Pedi 16

2:20-2:30 Closure: Teacher will use a checklist to assess the students Formative:
and record the results. Use the
checklist to
collect the
results and
compare to
the pre-
assessment.

Accommodations:
Identified Support for …… Specific Planned Accommodation(s)
(ELL, advanced student, struggling Characteristic(s)
student, student with IEP or 504). (Strength/Need)
ML - Repeated directions, visual Strengths: Day 1-ML will have visual
cue cards Vocalization, aids of the items to sort and
independency, glue to her t-chart.
emerging reading. Day 2-ML will have sentence
Needs: starter cards and will be
PECS assists her rewarded for saying a sentence
during frustrating and for waiting her turn.
moments to get her to Day 3-ML will be rewarded
calm and soothe. for waiting patiently to weigh
Visuals are good the items, and for expressing
transitional guides for turn taking skills.
her and reduce any
stress that
accompanies
demands or requests
Break down learning
into manageable
Thematic Unit Pedi 17

units, Individualized
instruction
Provide success-
oriented experiences.
Clearly define limits
and expectations.
Use social
reinforcers.
Provide positive
reinforcement.
Obtain eye contact
before giving
directions.
Praise attempts at
independence.
Develop more
positive on-task
behavior.
JC- communication board Strengths: Verbal, Day 1-JC will touch at least 5
memorization, objects and describe 3 of them
sequencing, with finger prompts. JC will
comprehension and also have pictures to glue to
matching the t-chart.
Needs: Day 2-JC will have a t-chart of
•Learning Styles the objects.
JC is a visual and Day 3-JC will have visual
kinesthetic learner supports and rewards for quiet
who benefits from hands and quiet body.
repeated practice of
skills and the use of
visual manipulatives.
Thematic Unit Pedi 18

• Motivation
At this time, JC
requests to work for
the sensory ball and
stool as well as the
independent work
centers
BM- iPad AAC device Strengths: attention Day 1 BM will use prompt
maintaining, cards with different texture
concentration. definitions.
Needs: Day 2 BM will have a
Get eye contact modified T-chart with pictures
before giving that can be glued onto the
directions page.
Allow additional Day 3 BM will wait patiently
processing time and express ‘my turn’ or ‘your
Provide verbal praise turn’ when weighing objects.
Simplify directions
Break down tasks into
manageable units
BM will be presented
with fast pace
instruction
Direct BM to his
AAC device to have
him communicate his
needs and wants
Prepare BM to work
by gaining his
attention and
preparing him to
Thematic Unit Pedi 19

begin work by giving

him the directions of
"hands on lap, feet on
the floor"
MV- PECS binder Strengths: Day 1-MV will have objects
*Activity based with multiple textures, and on
instruction with his PEC board, he will have
demonstration, description words.
simulation, role Day 2-MV will have a t-chart
playing and games with pictures that can be glued.
*Individual/small Day 3-MV will have pictures
group instruction for his PEC board that he can
based on MV's use to communicate his
academic level responses.
*Discrete trial
instruction to increase
MV's skill acquisition
*Concrete to abstract
methods of learning
using a multi-sensory
approach
*Pair verbal
information
(auditory) with
modeling (visual) and
physical cues to
maintain MV’s
interest level and eye
contact
Thematic Unit Pedi 20

*Obtain eye contact

before giving
directions
*Hand over hand
assistance
*Positive
reinforcements to
reward and reinforce
compliant behaviors
*Modify activities by
breaking tasks into
smaller steps
*Repetition, review
and the use of
modeling for skill
acquisition
*Allow time to adjust
to new people and
situations
*Emphasize
socialization skills
and encourage social
interactions,
cooperative groups,
and turn-taking with
peers
*Assist with self-help
tasks, while
promoting
independence
Thematic Unit Pedi 21

*Activities that focus

on improving
fine/perceptual motor
skills and sensory
awareness

Modifications for Students with Disabilities:

Identified Support for …… Specific Planned Modification(s)
(see list above and include Characteristic(s) These are changes to “what” the student
ONLY those with (Strength/Need) learns. The learning goal is changed to
disabilities) meet the learner’s strengths or needs.
Put one student per box
below.
ML Strengths: Day 1 SWBAT touch different textured
Vocalization, objects.
independency, Day 2 SWBAT-make a prediction and
emerging reading. place the object into a bin of water.
Needs: Day 3-SWBAT weigh the objects and
PECS assists her recognize the changes in the t-chart.
during frustrating
moments to get her
to calm and soothe.
Visuals are good
transitional guides
for her and reduce
any stress that
accompanies
demands or
requests
Thematic Unit Pedi 22

Break down
learning into
manageable units,
Individualized
instruction
Provide success-
oriented
experiences.
Clearly define
limits and
expectations.
Use social
reinforcers.
Provide positive
reinforcement.
Obtain eye contact
before giving
directions.
Praise attempts at
independence.
Develop more
positive on-task
behavior.
JC Strengths: Verbal, Day 1-SWBAT touch the objects and
memorization, wait for instructions.
sequencing, Day 2- SWBAT make a prediction and
comprehension and correct new t-chart.
matching Day 3-SWBAT weigh the object and
Needs: understand heavy and light.
•Learning Styles
Thematic Unit Pedi 23

JC is a visual and
kinesthetic learner
who benefits from
repeated practice of
skills and the use of
visual
manipulatives.
• Motivation
At this time, JC
requests to work
for the sensory ball
and stool as well as
the independent
work centers
BM Strengths: attention Day 1-SWBAT touch the objects with
maintaining, minimal prompting.
concentration. Day 2- SWBAT distinguish between
Needs: items that sank or didn’t float.
Get eye contact Day 3-SWBAT communicate using his
before giving AAC about what was heavy and what
directions was light.
Allow additional
processing time
Provide verbal
praise
Simplify directions
Break down tasks
into manageable
units
Thematic Unit Pedi 24

BM will be
presented with fast
pace instruction
Direct BM to his
AAC device to
have him
communicate his
needs and wants
Prepare BM to
work by gaining his
attention and
preparing him to
begin work by
giving him the
directions of
"hands on lap, feet
on the floor"
MV Strengths: Day 1-SWBAT follow a model of a
*Activity based direction and complete.
instruction with Day 2-SWBAT follow concrete
demonstration, directions
simulation, role Day 3-SWBAT pair verbal directions
playing and games with concrete tools.
*Individual/small
group instruction
based on Max's
academic level
*Discrete trial
instruction to
increase MV's skill
acquisition
Thematic Unit Pedi 25

*Concrete to
abstract methods of
learning using a
multi-sensory
approach
*Pair verbal
information
(auditory) with
modeling (visual)
and physical cues
to maintain MV's
interest level and
eye contact
*Obtain eye contact
before giving
directions
*Hand over hand
assistance
*Positive
reinforcements to
reward and
reinforce compliant
behaviors
*Modify activities
by breaking tasks
into smaller steps
*Repetition, review
and the use of
modeling for skill
acquisition
Thematic Unit Pedi 26

*Allow time to
adjust to new
people and
situations
*Emphasize
socialization skills
and encourage
social interactions,
cooperative groups,
and turn-taking
with peers
*Assist with self-
help tasks, while
promoting
independence
*Activities that
focus on improving
fine/perceptual
motor skills and
sensory awareness

Materials / Use of Instructional Technology:

 Teacher Materials-checklist for pre and post assessment, bin of objects that will sink or
float, smart board, prompt cards, .
 Student Materials-modified t-chart, glue, pencil.
 Technology-SMART board Sink or Float presentation.

Homework / Assignment for Next Class:

Day 1-None
Thematic Unit Pedi 27

Day 2-None

Day 3-None
Thematic Unit Pedi 28

Instructional Strategy
The Instructional Strategy I chose for my sink or float lesson plan was the three-finger

prompt. The purpose of using this prompt in my lesson plan was to encourage my verbal

students to use their verbal skills to communicate with their peers and teachers. Considering my

science lesson involved turn taking, passing materials and reading words on cue cards, I feel that

the three-finger prompt was an appropriate selection for my lesson. In order to modify the three-

finger prompt for my non-verbal students, I used cue cards to prompt the answer from them by

having them select from the cue cards. Overall, the main focus of my strategy was to prompt

communication from the students.

Data Collection:

Communication Responses with/without Prompting

8

6
Number of Responses

0
ML MV BM JC
Name of Student

Pre Assessment Post Assessment

Results:
Thematic Unit Pedi 29

The instructional strategy I chose for this activity was the three-finger prompt for the

verbal students and a prompt card prompt for the nonverbal students. Before the strategy was

implemented into the classroom, I can see that the number of times the students responded

unassisted was low for all of the students except ML because she is high functioning and verbal.

For the post assessment, all of the students improved and the numbers of responses increased due

to the implementation of the strategy. Based on the data provided from the pre-assessment and

the post-assessment, I can see that the students have improved their communication skills

through the use of the instructional intervention. By using the data from the pre-assessment, it is

shown that the students have a difficult time communicating on their own, with no prompt. This

is understandable considering the students are in a self-contained autism classroom and have

difficulties communicating. By providing the verbal students with the three finger prompt, I

noticed that the students had an easier time responding to questions and seemed more confident

in their responses. The non-verbal students were given prompt cards and verbal directions in

order to prompt their response to the question and they too seemed more confident in answering.

Occasionally the verbal students were given the prompt cards and this helped them organize their

ideas and thoughts in order to provide an answer. I could tell that the verbal students benefitted

from the prompt cards, but I found that they seemed to only respond to certain questions when

given the prompt cards.

Interpretation:

Before the lesson was taught, I provided the students with a brief mini lesson reminding them of

the sink or float concepts we went over in the previous class. Once I refreshed their knowledge,

then I began to see the students respond to the learning activity and become more engaged in the

topic. I observed an understanding of sink or float, based on how the students responded as we
Thematic Unit Pedi 30

proceeded through the lesson. The students understood seemed to understand the concept of sink

more than float and I believe this is due to the fact that they liked watching the sinking objects go

under water. They understood float better when I used more interesting objects, such as the

sailboat and a multicolored sponge. I noticed that in order to really communicate sink or float

with the students, I should have expressed more about how heavier objects are more likely to

sink as opposed to lighter objects, considering I touched upon this briefly in the mini-lesson. I

believe that if I had gone deeper into the concepts of weight, then this would have provided a

better understanding of the concept of sink or float. But overall, just by observing that the

students were actively engaged in the lesson and participating to their best extent was showing

me that they understood the communication prompt and that they were understanding the

concept of sink or float by actively using the manipulatives. Throughout the lesson the only

collateral effects I did not plan for was the movement of the tank of water from student to

student. I had misjudged the placement of the table and I found it a bit distracting for me to

constantly pick up the water tank and move it from student to student. The distraction of moving

the tank and water occasionally spilling over was distracting for the students and they were eager

to stimulate with the water. In the future, I will need to find a better way to move the tank or

find a more ideal table placement. However, I needed the SMART board to do the opening of

my lesson, so I will have to understand the classroom placement a little better. In order to

implement a more effective strategy, I would have more opportunities for the communication

prompt to be used. For example, I would have prompted the students to tell me more about the

objects, the water and what happened when the objects went under the water. I would have liked

more opportunities for the students to communicate as a whole group as well and I can do this by
Thematic Unit Pedi 31

redirecting my focus on the whole group as opposed to focusing on a set group of students at a

time.

Lesson Reflection:

Throughout the lesson planning process, the biggest factor I took into consideration was

keeping the students engaged. In a special education lesson, the students need to be presented

with activities that reflect their interests and spark a drive to be engaged in the lesson. When

considering what type of lesson I wanted to teach the students, I knew that science would be

beneficial in both context and engagement level, so I chose Sink or Float because it had plenty of

manipulatives and all the students could equally participate. When considering the classroom

environment, I chose to use specific locations in the room because I felt that it optimized space,

and the students were using certain tables throughout their daily routine, and I wanted to keep

their daily routine in their schedule. The design of the lesson reflects effective teaching because

aside from using the child’s IEP to guide instruction, I used the document to select appropriate

activities that can be easily adapted for students with special needs in the classroom.

Alignment to CEC Standards

Throughout the year, I have been working to enhance my professional development as a teacher

and my classroom efficiency with students of different age groups and ability levels. The focus

of my development has entailed working on the Thematic Unit Plan, which encompasses various

strategies, evidence-based practices, and research to back the ideas I will be teaching my

students. The crucial component of the Thematic Unit Lesson was the video portion of the

project. I recorded day two of my Thematic Unit Lesson and later viewed the video with

feedback from my placement teacher and points I could work on to improve. There are specific
Thematic Unit Pedi 32

portions throughout the semester and in the video that address the CEC standards that have been

presented to me as a candidate and I will elaborate on these points now. To address CEC Initial

Preparation Standard 1 which states, “Standard 1 1.0 Beginning special education professionals

understand how exceptionalities may interact with development and learning and use this

knowledge to provide meaningful and challenging learning experiences for individuals with

exceptionalities” (Council for Exceptional Children). Within my 100 hours of field work, I spent

this time working with my special needs students and understanding their needs and individual

challenges. I have adapted my instruction to their IEP’s and I have had the opportunity to work

with these students in their classroom and in their adapted classroom activities. My knowledge

of the students stems from spending countless hours with them and learning their ways. I used

this knowledge to apply it to my lesson plans. To address CEC Standard 2, which reads

“Beginning special education professionals create safe, inclusive, culturally responsive learning

environments so that individuals with exceptionalities become active and effective learners and

develop emotional well being, positive social interactions, and self-determination.” Within 0.01,

the starting point of my video, I address my students with enthusiasm and invite them up to the

board with me to participate in the activity. Although it is not seen in the video, I invited all four

of the students up to the SMART board with me to participate in the prediction making activity.

Every student received a turn and one was not given more of a turn over the others. To address

CEC Standard 3 which states “Beginning special education professionals use knowledge of

general and specialized curricula to individualize learning for individuals with exceptionalities.”

(Council for Exceptional Children), in my video at 6:15, you will see me using a differentiated

instruction technique to communicate the concept of sink or float to one of my students. The

student was having difficulty with the three finger prompt, so I switched to my prompt cards to
Thematic Unit Pedi 33

provide a more meaningful explanation of him. By doing this, I have learned to individualize the

lesson for my students and to realize that one specific strategy will not work for all of my

students. With the mention of strategies, this brings me to CEC standard 5 which reads

“Beginning special education professionals select, adapt, and use a repertoire of evidence-based

instructional strategies to advance learning of individuals with exceptionalities.” (Council for

Exceptional Children). When I selected my strategy of the three finger prompt, I selected it

based on data I had collected on my students, then I modified the strategy to using prompt cards

because I had non-verbal students in the classroom. Notice at 7:02, I am reaching for my prompt

cards to use with my non-verbal student and after I use the prompt cards, I make my student

touch the water once again to understand what cold water feels like. By using my prompt cards,

I provide the student with possible options to answer questions with and give them an

opportunity to participate in the lesson despite the communication barrier. In closing, I feel that

the lesson was carried out effectively and orderly. I was satisfied with the lesson plan, but I want

to continue to improve my teaching methods to be able to implement more effective strategies.

Two Personal Professional Development Goals

For my professional development goal, I would like to focus on Performance, under

standard i.6. The teacher accesses resources, supports, and specialized assistance and services to

meet particular learning differences or needs and participates in the design and implementation

of the IEP, where appropriate through curriculum planning and curricular and instructional

modifications, adaptations and specialized strategies and techniques, including the use of

assistive technology. (from 2004 NJ Standard 7.6 and 7.8). I feel that by having the child’s IEP

as my primary focus, I will be able to use differentiated instruction in the classroom to have

lesson plans that are more personalized to the child’s needs.

Thematic Unit Pedi 34

The next professional development goal, I would like to focus on is ii. Essential

Knowledge (1) The teacher utilizes resources related to educational strategies for instruction and

methods of teaching to accommodate individual differences and to employ positive behavioral

intervention techniques for students with autism and other developmental disabilities. (2004 NJ

Std 7.2). I choose to focus on this goal because in my experience working with a self-contained

classroom, I have seen the different levels of student performance. Despite the fact that all of the

children are classified under the Autism spectrum, they all have their own unique needs and

learning styles. For example, one child likes to read and write, while another child dislikes

reading and would prefer to do math activities. Aside from their learning preferences, the

information is tailored to each child based on their IEP’s and their program goals. I want to

develop this goal because as a future educator with a special education endorsement, I want to

provide my students with meaningful learning opportunities. In order for me to do this, I will

need to have more experience in the field of special education and I intend to gain this

experience by working alongside students with special needs.

Two Steps to Improve Teaching Performance by Meeting These Goals

In order to meet the professional goals that have been aforementioned, the first step I will

take to improve my teaching performance is to have a vaster knowledge of different types of

strategies that can be used in the classroom. By knowing different strategies, I will be able to

differentiate instruction amongst the students and provide a more optimal learning environment.

Based on the results of my video, I see that while my strategy was effective, I wish I could find

more diverse strategies to implement in future lesson plans. I would like to have a vaster

knowledge of these strategies in order to be able to implement a more meaningful lesson plan for

my students. The second step I will take is placing more emphasis on studying the student’s IEP
Thematic Unit Pedi 35

and collecting data as the school year goes by. As I collect data and focus on the student, I will

be able to By taking this step, I will study the student’s IEP and collect data with the child to

ensure that I am creating the most optimal learning environment. The IEP is the most crucial

document of a special education classroom, and in order for lesson plans and activities to operate

smoothly, I want to be able to utilize this document to the fullest possible way.

How Do These Steps Contribute To Lifelong Learning and Effective Teaching?

These steps that I have identified demonstrate a desire for lifelong learning and the drive

to continue to develop my efficiency as an educator. A teacher is constantly learning and

growing with their students, and by working with IEP’s and different strategies of my students

this will contribute to my experience as an educator. With the integration of reflection and new

knowledge into my classroom and lesson plans, I will be able to further develop as an educator

and provide a more meaningful curriculum for my students.

In terms of effective teaching, having a new, constant influx of information on the student

will help me to understand their needs and be able to provide more effective lesson plans. Since

I want to focus more on the IEP of the student, I will work to find a way to have the student’s

IEP in a place where it can be easily accessed by the teacher and paraprofessionals. Once I

receive an IEP I will work to pull the essential information from the document and simplify it to

be easily adapted to the classroom. Along with effective teaching, I will listen to feedback from

my students and their parents. With this information, I will be bringing a sense of family

involvement into the classroom and creating a personalized classroom environment. I will also

include the parents in classroom activities so they can have a glimpse into their child’s working

environment.
Thematic Unit Pedi 36

Family:

Within my school system, I notice that family is a major component. Families are

constantly encouraged to come into the school and read a story to their child’s class during their

library time. During class parties and schoolwide events, such as field day, holiday parties, book

fairs and pop up shops the parents are encouraged to volunteer at these events to ensure they run

smoothly and to support their child. If the school system was to encourage parents to participate

in their child’s educational activities, then I would suggest that the school participate in daily

readings from the parents and not just weekly readings. By having daily story readings, the

children can be exposed to more literacy events and the students will feel more comfortable

having their parents as a regular part of their schedule. When inviting the parents of students

into the classroom, I would recommend that the cultural beliefs of the students and the parents

are taken into consideration upon inviting them into the classroom. Also, offer parents of

different cultural backgrounds some ideas of activities to offer to the students during their

visitation.

Collaboration:

Within my classroom, I have worked with both teachers and paraprofessionals to ensure a

productive learning environment for my students. Within my classroom, there is one special

education teacher and two paraprofessionals. Typically, the paraprofessionals work with the

teacher and the student to go through their daily program goals. As they progress through the

goals, the paraprofessionals record data on the students and they consult the teacher in order to

accommodate the student’s needs for the goal. During group instruction, the paraprofessionals

provide support to the student throughout the group lesson. For instance, when the teacher tells

the students to write their name on the top of a worksheet, the paraprofessional will write the
Thematic Unit Pedi 37

student’s name in yellow highlighter and prompt them to trace. While another paraprofessional

will be doing hand over hand writing with another student. The paraprofessionals in my

classroom also redirect the student’s behavior and offer corrections when they have a negative

behavior. Essentially, the paraprofessionals in the classroom are providing constant prompting

and support to the students throughout the lesson and the day. When volunteer tutors and peers

enter the classroom to work with the students, the paraprofessionals will instruct them and the

teacher will offer directions to them to help activities function more smoothly. When volunteers

enter the classroom and want to work with some of the more challenging students, I show the

volunteers ways to gain the student’s attention and methods and tricks they can use to keep the

student positively engaged with them. However, the teacher and paraprofessionals are always

close by when the student is having a behavior and they will act quickly to defuse a behavioral

situation regarding the student.

Crisis Management

Whenever a student in the building is having a behavioral crisis, there are teachers that

are professionally trained in CPI and have a variety of non-violent, appropriate procedures and

plans in place to de-escalate a behavioral situation. Along with the professionalism of staff, New

Monmouth Elementary school is also equipped with multiple occupational therapy rooms that

are close by and ready for a student to be safely placed in. Teachers and staff are professionally

trained for managing a behavior crisis and the school has the more than proficient tools to de-

escalate a situation. In terms of community crises, New Monmouth Elementary school has a

variety of plans that are always kept ready to use. Each classroom door has a lock block, in

place which can be easily slipped out of the door and the door will lock instantly. On the

backside of every door is a fire escape plan that teachers are required to follow and practice at
Thematic Unit Pedi 38

least once a month. Each classroom also has a red drawstring bag that teachers must carry with

them every time the students leave the classroom in a group. The red drawstring bag contains

colored cards to check for student attendance, an emergency escape plan and a walkie talkie near

by so that the teachers may communicate with the principal, nurse and other important personnel.

Transition Plans:

Throughout the day, the students are practicing appropriate behaviors and skills that they will

apply to environments outside the classroom. Students learn functional counting skills involving

money, social behaviors such as please and thank you, and self-sufficiency skills. The lesson I

have taught them was science based and focuses around sinking or floating objects. This is a

critical lesson to learn because by understanding what sinks and what floats, the students will

have an understanding of what happens to certain objects when they submerge them in water.

This is important to understand because some objects do not float or can break when submerged

in water and can be difficult to retrieve. While this activity is simple and fun for the students,

they are gaining social skills, science understanding and sensory engagement. The skills that the

students are gaining from this activity will help them outside of the classroom with regards to

situations and scenarios in real life regarding water. By understanding mass and its properties,

students will become more aware of the scientific components that make up their world and will

gain a deeper understanding of classifying objects by their states of matter.

Thematic Unit Pedi 39

Appendix A
Thematic Unit Pedi 40

Appendix B

Object What do you What happened?

think will
happen?
Seashell Sink Float Sink Float

Mini-basketball

Marble

Coin
Thematic Unit Pedi 41

Rock

Cork

Key

Sailboat
Thematic Unit Pedi 42

Appendix C

Seashell

Mini-basketball

Marble

Coin

Rock
Thematic Unit Pedi 43

Cork

Key

Sailboat
Thematic Unit Pedi 44

Appendix D
Thematic Unit Pedi 45

Appendix E
Thematic Unit Pedi 46

Appendix F
Thematic Unit Pedi 47

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Thematic Unit Pedi 48

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