LESSON PLAN 11/7/2017- FALCON FRIENDS (MISS HANNA GIBSON)

Part I. Goals
What is the Big Idea?

The goal of this Falcon Friends lesson is for all students to understand that each of them is
unique and has differences, some more obvious than others, but that they also share
similarities that join them together into a community.

How does this Unit address the students IEP/other goals?

Guss IEP includes aspects of social interaction. Lessons like these help him to build
relationships with his peers so these social skills can be practiced.
One of my goals for Gus is that he will listen to his peers and show evidence of this
listening through response, eye contact, etc. We work on this during Falcon Friends.
Guss parents want him to be in the general education classroom so that he can build
genuine relationships with his peers, feel a sense of belonging, and be a member of a
community. Relationship building is key to these goals.

The Learner Will:

Create a puzzle piece that he believes represents him with crayons and markers.
Show his puzzle piece to his peers and explain what it means to him through words or
actions
Listen to his peers explanations of their pieces, as evidenced by eye contact and/or
verbal or non-verbal responses.
Connection to Standards:
N/A

Part IIa. Lesson

Instruction Description
Content:
What is taught? Gus will meet with a group of 4-5 of his peers as well as myself in
Concept to be learned? a group we have called Falcon Friends. This group focuses on
What is the point? how Guss classmates can be better friends to him. This week is
Objective to be reached an introduction lesson to a new group. We will be talking about
similarities and differences in ourselves, followed by how we can
apply this to our classroom and our friendships with each other.
The students will do this by creating puzzle pieces that represent
themselves and sharing them with the group. The teacher will
then explain how the puzzle pieces have similarities and
differences just like us, and how they all fit together like we do
in a community.
 LESSON PLAN 11/7/2017- FALCON FRIENDS (MISS HANNA GIBSON)
Accessible Instruction Teacher Methods/Strategies Student Response
Engagement Welcome students to Falcon
Friends. Ask students if they
remember why we have this
group.
Keep introduction and conclusion
short (2-3 minutes each) to
provide enough time for the
interactive portion of the lesson.
Process/Recognition Introduce the puzzle piece
activity both verbally and visually.
Show the students the puzzle
pieces we will be using. Give
examples of what students might
put on their puzzle pieces (family,
favorite colors, sports, pets,
interests, name, etc.). Offer space
for questions.
Product/Strategic Ask students at the end of their
presentations what some
similarities and differences were
in their puzzle pieces. Explain that
sometimes people have more
noticeable differences than
others. Reaffirm that different
does not mean bad or less than.
Ask them if they have seen
people treating differences as
bad in school and how they can
stand up to that?
Respond verbally to
teacher with opinions on
why we are doing Falcon
Friends
Engage via conversation,
sharing examples of how
they see what they are
learning in their lives,
and creating and
presenting their puzzle
pieces.
Students will receive this
instruction via visual and
auditory networks. They
may ask questions if
there is any confusion.
Engage in conversation
about real-life
applications of lesson
and why what they are
learning is important
(assessed informally by
instructor)
 LESSON PLAN 11/7/2017- FALCON FRIENDS (MISS HANNA GIBSON)

Accommodations & Modifications

There are no adjustments needed for this lesson. Gus will use the same amount of time to
produce the same product as his peers. His product may not be as pretty as his peers, but
they are not being assessed on what their quality of product. Instead, I am looking at their
contribution to the group. I expect Gus to contribute to the group as much as the rest of the
students in the group. He has shown he is capable of doing this in the past, so I have chosen
to remove the section on accommodations and modifications.

Closure
Time Teacher Activity Student Activity
2-3 min. Explain students task for the next
two weeks. Listen to their jobs for the next couple of
Help peers to see differences weeks. Talk together to see when they will
as a good thing! spend time together in the next couple of
Look out for Gus on weeks. Make sure Gus agrees to the plans.
playground/recess
Stand up to people who
might not understand
differences. Help them to
understand

Reflection

This lesson went really well. The kids responded with the excitement and enthusiasm I hoped
for in being a part of this group, and all contributed to the conversation in a productive and
meaningful way. Gus participated even more than I anticipated, which leads me to something
I would change on this plan for next time. I put that there were no modifications or
accommodations for this lesson, and while there were no formal adaptations, I found that I
naturally called on Gus first, prompted him more, and semi-translated or re-worded his
words more than I did for the other students. These helped guide his communication and
participation in the group. If I were to do this lesson again, the only thing I would change
would be to have more time (!!!), because one of the students felt very rushed and didnt
have time to finish his puzzle piece to the extent he wanted to, and I could tell that was very
frustrating for him. I also may keep the puzzle pieces and create a more permanent image of
the completed puzzle, representing the community of the group. All in all, I feel good about
my work and the impact of the lesson within the community of the group. I would definitely
do this lesson again!