Lesson Plan Format-Annotated Version

Modified for Special & DEAF Education Student Teaching

Name: Brianna Brislin

Date: February 6, 2023

Lesson Title: Reading Time Allotted: 25 Minutes

Unit Title: Resources by Region Lesson Number w/in Unit: Lesson 10 Unit 26

Grade Level(s): 2nd grade autistic support

Subject Area(s)/Subject Content: Phonics/Spelling/Comprehension

I. LESSON FOUNDATION

Standard(s)/Anchors:

Standards- Use letter sound knowledge and patterns to decode words (e.g., vowel digraphs, blends, spelling patterns, word families, etc.) Apply basic phonics skills by
isolating sounds and/or separating them into syllables

Essential Question(s):

- What is the letter M sound?

- Can you identify the letter M?

Instructional Objective(s):

In a small group, students will complete multiple activities that apply letter-sound correspondences or word patterns to read words and identify the letter ‘M’ with
80% accuracy.

Formative Assessment:

Students will complete drag and tap exercises on the board.

Introduce:

Have students watch a video about ‘m’ and write the letter ‘m’ on the white board table

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 During-instruction formative assessments:
Have students tell me what the objects are in the ‘m’ box and write the letter on the white board table.

Summative Assessment:
Have students complete the boom card. Level 1 students will point to the word and or picture and level 2 students will click on the picture that starts with ‘m’ and
tell me what the picture is.

Unit Summative Assessment (if applicable): N/A

II. LESSON BODY

TEACHING PROCEDURES

1. Introduction:

Asking focus question that requires students to categorize sounds. Example: “listen to these words. Which word doesn’t belong: aim, angle, nurse, ape”? Go
through student responses.

Display a letter card for the letter ‘M’ and review the name and sound. Say “we are going to listen for our new letter-sound. Name the words that begin (the
end) with the sound ‘mmm’.

2. Description of Method(s) Used to Present Subject Matter

a. Direct Instruction/Modeling (I do) Procedure:
i. Display a letter sound activity card. Review the letter and picture at the top of the page. “This is the letter ‘Mm’. Go over the sound at the
beginning of the word and go over words that start with that letter.
ii. Display and go over the fill-in picture/word cards. Model identifying other words that begin with “Mm’. “I am looking for words that begin
with ‘Mm’.

b. Was differentiation used in this section?

____ Content (WHAT the student needs to learn or how the student will get ACCESS to the information)
____ Process (HOW will they learn it/engage with the content)
____ Product (How will they DEMONSTRATE what they learned) (BY STUDENT)
Angel: Will tell me what the letter is, match letter to picture, say the sounds
Bryanna: Read words that start with the letter, match letter to picture
Yihanna: Point to the letter
Charlie: Tell me what other words start with that letter
Jayden: “ “
Brian: Say the letter sound and write the letter
Johan: Say the letter/sound, read words that start with the letter

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 Faith: Write words that start with the letter
____ Learning Environment (The way the classroom works and feels)
Small group instruction

3. Guided Practice/ We do
a. Description of Application Activities:
i. Students will complete online activities at the promethean board with assistance from the teacher

b. Was differentiation used in this section?

____ Content (WHAT the student needs to learn or how the student will get ACCESS to the information)
____ Process (HOW will they learn it/engage with the content)
____ Product (How will they DEMONSTRATE what they learned)
Level 1 students will say out loud the answers
Level 2 students will write the words
____ Learning Environment (The way the classroom works and feels)

4. Independent Practice/ You do

a. Description of Application Activities:
i. Students will complete activities on promethean board.

b. Was differentiation used in this section? N/A

5. Closure:
Students will review the letter sounds and words that match the letter by going around saying and repeating words and sounds. Students will also tell me
different objects that start with that letter sound.

III. LESSON ESSENTIALS

Accommodations/Modifications (for individual learners):

Yihanna: Gets a communication device

All students: food/object reinforcement/redirection

Instructional Resources, Materials, and Technology:

- White board table/markers

- Letter ‘M’ object container and items
- Communication board
- Promethean board
- Food reinforcements/bubbles
 All sheets are what the students will see on the board

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Yihannas Communication Boards

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IV. POST-LESSON

REFLECTION (completed after the lesson is taught—including for all lessons included within the unit plan assignment)

Analysis of Student Learning:

For my formative and summative assessments, I struggled coming up with activities that would show their knowledge of what I was teaching them that they were
capable of completing. I revised my assessments to interactive activities on the promethean board that I knew they would be motivated to use. They had to first pronounce
the letter and the sound it made and then they were able to match the letter ‘M’ to pictures that start with ‘M’, point to upper and lower case ‘M’ in a line with other letters,
and click on pictures that start with ‘M’ to show me they understood the letter of the day. For my one girl that is very low, she just had to point to the letter on the white
board table, her communication device, and the board. Below are the results of how they did each time I asked them to complete the activity.

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 Before completing this lesson, my students knew the letter ‘M’ so it was more of a review for them, but they still struggled with coming up with different things
that started with the letter. They also sometimes could match the picture to the letter. By the end of my lesson, they were more confident, and I was more confident to
move onto the next letter with them the next day knowing they understood it. Something I can improve on

Analysis of Teaching:
After completing my first lesson in my first ever autistic support classroom, I feel a lot better about continuing into the future in my placement and moving into
my own classroom one day. There were a couple things that I thought I did well and other parts I know I can use some improvement. For planning and preparation, I felt
as if I was very prepared and planned accordingly but once I got into the lesson and different things were happening that I hadn’t planned for I felt overwhelmed at times
and wasn’t sure on what to do. I’m aware I cannot plan for everything, but my one student was throwing himself on the ground and screaming and if I had more
preparation in behavior management in situations like that, I would have felt more comfortable handling it as I was also teaching my other two students. For the classroom
environment something I would have changed was having them sit in front of the white table they were at because it would have resolved them having to get up and come
to the board and then walking back to the table and getting distracted by other things and losing concentration. If they were just sitting in front of me at the board, I could
have controlled the distractions. For professional responsibilities as related to instructional objectives or standards I think I did well, but I could have referred back to the
essential questions that were on the board in the back of the room for this lesson throughout the lesson to see if my students understood what they were supposed to be
learning.

SPECED 488/588 & 489/589 & DEAFHH 491/492 Formal Lesson Plan Assignment Grading Rubric

Directions: Review each Lesson Plan Component and description prior to submission of this assignment. Check off each item once you are
confident you have successfully included it within your lesson plan submission.

*In completing my lesson plan, I reviewed and checked each element of the COE Lesson Plan Rubric to ensure my lesson plan components
“met expectations.”

Check box Lesson Plan Component Description Points

when
completed*
1. Preliminary Lesson Details/Format The lesson is professionally presented with Lesson Title, Unit Title, Grade /0.5 pt
Level(s), Subject Area(s)/Subject Content Explanation, Lesson Number w/in
Unit, and Time Allotted.
2. Proper Spelling/Grammar The narrative components of the lesson are mechanically /0.5 pt
(grammatically/typographically) correct, organized, and clearly described
with 1-2 errors.
LESSON FOUNDATION
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3. Standards/Anchors See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /0.5 pt
Description
4. Essential Questions See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /0.5 pt
Description
5. Instructional Objectives See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /1 pt
Description under Instructional Objectives CAEP 1.1, 3.4/ InTASC 7
(Instructional Planning)
6. Formative Assessment: Lesson Pre- The pre-assessment tool and procedure administered to measure baseline /1 pt
Assessment levels of content knowledge prior to instruction is described and aligned with
instructional objectives and standards.
7. Formative Assessment: During- See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /0.5 pt
instruction Description
8. Summative Assessment: See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /1 pt
Lesson Post-Assessment & Description
Unit Summative Assessment (if applicable)
LESSON BODY
9. Introduction See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /0.5 pt
Description
10. Modeling/Description of Method(s) Detail is provided on modeling procedures, including a variety of examples. /0.5 pt
Used to Present Subject Matter
Explicitly and sequentially describe the opportunities you will provide to /0.5 pt
11. Guided Practice students for practice and application of the concept or skill being taught with
teacher support.
12. Independent Practice Explicitly and sequentially describe the opportunities you will provide to /0.5 pt
students to practice and apply the concept or skill independently.
13. Closure See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /0.5 pt
Description
LESSON ESSENTIALS
14. Differentiated Learning Activities See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /1 pt
Description
15. Accommodations/Modifications See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /0.5 pt
Description
16. Instructional Resources, Materials, and See COE Lesson Plan Scoring Rubric for “Meets Expectations” Element /0.5 pt
Technology Description
* must include all materials/links or screenshots of materials
POST-LESSON REFLECTION
17. Analysis of Student Learning The candidate: /3 pt
1. Organizes and records the data/results for each assessment by item.
2. Compiles the data results for each student learning outcome (including the
pre-assessment and final assessment) using a table and/or a graph.

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 Technology is used to analyze the data.
3. Reports data for each student-by-student learning outcome and then
quantifies the extent to which the learners achieved that objective/goal
4. Summarizes what the data tells about students’ learning in this project and
provides an explanation/analysis of the results. Conclusions drawn from this
analysis are provided.
5. Describe what you will do to improve and/or enhance student performance.
18. Analysis of Teaching Objectively and thoroughly analyzes evidence of teacher performance in each /2 pt
of the 4 Danielson Domains:
1. Planning & Preparation
2. Instructional Delivery
3. Environment
4. Professionalism
Total Points Earned /15 pts
Comments, if needed:

Analysis of Student Learning

1. Organizes and records the data/results for each assessment by item.
2. Compiles the data results for each student learning outcome (including the pre-assessment and final assessment) using a table and/or a graph.
Technology is used to analyze the data.

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3. Reports data for each student-by-student learning outcome and then quantifies the extent to which the learners achieved that objective/goal
4. Summarizes what the data tells about students’ learning in this project and provides an explanation/analysis of the results. Conclusions drawn from
this analysis are provided.
- As shown in my graph above my three students struggle with retention of material. We have done the letter ‘M’ multiple times within the past couple
weeks, and they still struggle when I ask them to give me a word or picture that starts with that letter. For example, I asked Yihanna to point to the letter ‘M’ on the
board multiple times and she couldn’t do it consecutively. Overall Angel and Brian had a basic understanding of the letter and the sounds it makes but Yihanna
didn’t master it at all.
5. Describe what you will do to improve and/or enhance student performance.
There were a couple things that went well during this lesson that helped them understand the lesson I was presenting to them. I changed how I was
presenting the material to them a couple times to see if that would allow them to understand the concept. Something I can try and improve on to enhance their
performance would be to work with them more one on one. It was hard to work with all of them at once and get them the instruction that they needed. If I had
more time just with them by themselves and without distractions it would help me to be able to reinforce them and give them extra support.

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