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APPENDIX F.

LESSON PREPARATION AND EVALUATION


Lesson Preparation Teacher Candidate: Andrea Maier Title of Lesson: The Schedule System Grade Level: 6th Grade Subject Area: Behavioral Lesson Topic (What is the big idea?): The student will be given a card with his daily work schedule on it. The student will follow the schedule to prevent meltdowns throughout the morning. The schedule will let the student know what work needs to be complete, before he can go on a field service trip into the community. What standard(s) and/or IEP goal(s) will it address? The goal goes along with the students IEP goal, with controlling his outburst when not doing a preferred activity. This goal goes with his behavioral goals in the student IEP. Main Objective of Instruction (What do you want the student(s) to learn?): The student will read the card that pertains to the day, and the work that needs to be done for that day. The teacher will go over with the student on what he needs to complete for the day. When the student finish with the page, he will inform the teacher to "please mark it off". The teacher will then point to the next subject on the card, and the student will perform the task. Supporting Objectives: The student will be taught what the cards are for and how he will earn his breaks on the card. The student will be read the items on the card once. After that the student will have to read them himself. The teacher will only point to them. The teacher will engage with the student as little as possible, so the student can stay on task. Specific Strategies to be taught/modeled: The student will be taught how to use the cards properly, so he can use the card correctly. This will be done by showing the student the schedule for the week. Then from their break it down to each day of the week, so the student can get a visual of the schedule. The student will be reminded to inform the teacher that he is done, so the teacher can check his work. The last thing that will be touched upon is break time for the student. He will be informed that if he sits there and does not get his work done the break can be taken away. He will be told by sitting there not doing any work is his break, so he cannot have a break unless he does his work. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? The accommodations for this lesson are breaking down the weekly schedule into daily schedules for the student. This will keep him from getting over whelmed, with the work he needs to get done for the day. The student will be taught the schedule, so that he can be independent in marking off his own schedule. What background knowledge do the students have? How will you assess students learning pre, during and post? I will ask my student why would a daily schedule be better than a weekly?

The student will learn how to use a daily schedule and how to follow it during the morning subjects. The student will read the card that pertains to the day, and the work that needs to be done for that day. The teacher will go over with the student on what he needs to complete for the day. When the student finish with the page he will inform the teacher to "please mark it off". The teacher will then point to the next subject on the card, and the student will perform the task. What management/grouping issues do you need to consider? The student will be given small reminders, but will receive little to no engagement from the teacher. The student will be given a social story, about his schedule by his mother the evening before school and right before he gets on the bus. I have to make sure the students knows what the acceptations' are for the day. Materials and Resources: index cards, dry erases marker, timer, and social story. How/where will students be able to integrate (generalize) this learning? The student can use this when in other classes, if he has extra work to do. He can see how much work he has to do in order to participate in afternoon cooking groups or activities. How will you evaluate the lesson (judicious review)? The student will read the card that pertains to the day, and the work that needs to be done for that day. The teacher will go over with the student on what he needs to complete for the day. When the student finish with the page he will inform the teacher to "please mark it off". The teacher will then point to the next subject on the card, and the student will perform the task. Lesson Title: The Schedule System Main Objective of this lesson: The student will read the card that pertains to the day, and the work that needs to be done for that day. The teacher will go over with the student on what he needs to complete for the day. When the student finish with the page he will inform the teacher to "please mark it off". The teacher will then point to the next subject on the card, and the student will perform the task. Anticipatory Set- How will you get the student(s)' attention?) Relate lesson to prior learning. I will ask my student why would a daily schedule be better than a weekly? The student will learn how to use a daily schedule and how to follow it during morning subjects. Teaching: (Is this an informal presentation, direct presentation, or structured discovery?) What strategies will you be using? Be sure to include differentiation. The lesson will be a direct presentation. The student will be learning, about this system and how to use it during class time. I do... I will go over the daily schedule with the student. I will read the different items on the card and look at what I have to do for that class period. I will then complete my page of work and ask the teacher, if she can mark off that item on the checklist. I will use my manners when doing this to model for the student. We do... The student and I will go over the daily schedule. We will read the different items on the card and look at what we will have to do for that class period. We will then complete our

page of work and ask the teacher, if she can mark off that item on the checklist. We will use our manners when asking the teacher to mark off our check list. You do... The student will read the card that pertains to the day, and the work that needs to be done for that day. The teacher will go over with the student on what he needs to complete for the day. When the student finish with the page he will inform the teacher to "please mark it off". The teacher will then point to the next subject on the card, and the student will perform the task.

Checking for Understanding- What questions will you ask your students? Do you think this will help you to stay on task with your work. How can this help you with your behavior? Being able to complete his checklist with little to no help. Guided Practice or Discovery: The lesson will be guided practice and the student will have, some help staying on task throughout this lesson. The student will be guided through the lesson, so he can get a good idea about how to complete the checklist. Closure: Student(s) summarize, demonstrate learning of lesson. The student will read the card that pertains to the day, and the work that needs to be done for that day. The teacher will go over with the student on what he needs to complete for the day. When the student finish with the page he will inform the teacher to "please mark it off". The teacher will then point to the next subject on the card, and the student will perform the task. Independent Practice: What will this look like? Is it homework? Completion of a product independently? The student will complete the checklist in class, with little to no help from the teacher. The student will ask the teacher to mark of his checklist to complete his daily schedule. (Formally END the lesson)

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