University of West Alabama

COE
5E Lesson Plan

Teacher: Ashley Stanford

Date:

Subject Area / Morning Meeting for students in the self contained Special education classroom
Course /
Grade Level:

Materials: Interactive board, Visuals (pictures, symbols), songs or videos for morning routines (e.g., Calendar
time, weather), Educational apps or games

Standards:

Objectives: -Students will engage in morning meeting activities using the interactive board.

-Students will demonstrate understanding of morning routine concepts (e.g., days of the week,
weather).

-Students will participate in social interactions during morning meeting,

Differentiation -Provide Visuals and symbols to support understanding.

Strategies:
-Offer sensory supports such as fidget toys or weighted blankets for students who may need them.

-Allow for flexibility in participation levels, such as offering choices for responses (e.g., verbal,
pointing, using a communication device).

ENGAGEMENT:
Begin the morning meeting by playing a familiar song or video related to the morning routine, such as a weather song or a days
of the week song. Use the interactive board to display visuals and symbols representing the morning routine activities. Ask
questions like, "What day is it today?" or "What is the weather like outside?" to engage students and activate prior
knowledge.

Assessment
Observe students' responses to questions and their level of engagement with the interactive board and morning routine
materials.
EXPLORATION:
Divide students into small groups and guide them through interactive activities on the interactive board related to the morning
routine. For example, students can take turns dragging and dropping symbols onto a calendar to indicate the current date, or
they can choose clothing items for different weather conditions. Encourage collaboration and communication among students
during these activities.

Assessment
Observe students' participation in group activities and their ability to navigate the interactive board with support.
EXPLANATION:
Review key vocabulary and concepts related to the morning routine, using the interactive board to display visuals and provide

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examples. Ask higher-order thinking questions such as, "Why do we need to know the weather?" or "How can we use the
calendar to help us plan our day?" to encourage critical thinking and comprehension.

Assessment
Ask individual students to explain a concept or answer a question related to the morning routine, assessing their
understanding of the material.
ELABORATION:
Provide opportunities for students to apply what they've learned during morning meeting to real-life situations. For example,
students can use a visual schedule to plan their day, or they can practice identifying weather conditions by looking out the
window. Encourage creativity and problem-solving skills as students engage with the concepts independently.

Assessment
Observe students as they apply morning routine concepts to new situations, providing support and guidance as needed.
EVALUATION:
Assess each student's participation and understanding throughout the lesson, taking note of their engagement with the
interactive board and their ability to grasp morning routine concepts. Use informal assessments such as observation checklists
and anecdotal notes to track progress and identify areas for further support or instruction.

Criteria Excellent Good Fair poor

Objectives Objectives are clear,
specific, and aligned with
learning outcomes. They
address engagement,
understanding of morning
routine concepts, and social
interactions effectively.
Objectives are mostly Objectives are Objectives are unclear
clear and aligned with somewhat clear but or not aligned with
learning outcomes, not fully aligned with learning outcomes,
but may lack learning outcomes, lacking specificity,
specificity or lacking specificity and clarity, and alignment.
alignment in some clarity.
areas.

Differentiation Provides a variety of Offers differentiation Some differentiation Few or no

Strategies effective differentiation
strategies catering to
diverse learner needs,
including visual supports,
sensory supports, and
flexibility in participation
levels.
strategies, but may strategies are differentiation
lack depth or variety, provided, but they strategies provided, or
or may not fully meet may not effectively they are inadequate
all learner needs. meet all learner needs for meeting learner
or lack depth and needs.
variety.

Engagement Engages students Mostly engages Engagement strategies Engagement strategies

effectively through a students through are present, but may are lacking or
familiar song or video various means, but not effectively capture ineffective, failing to
related to the morning may lack consistency students' attention or capture students'
routine, utilizing interactive or depth in activate prior attention or activate
board, visuals, and engagement knowledge prior knowledge.
questions to activate prior strategies. consistently.
knowledge and promote
engagement.

Assessment Systematically observes Observes students' Observation of student Assessment through

(Observation) students' responses, responses and responses and observation is minimal
engagement, and engagement, but may engagement is limited or nonexistent,
participation throughout lack consistency or or not effectively providing little insight

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 the lesson, providing depth in assessment. utilized for assessment into student
insights into student purposes. understanding and
understanding and engagement.
engagement effectively.

Assessment Provides varied and Utilizes a variety of Assessment methods Assessment methods
(Application) appropriate assessment assessment methods, are limited in variety are inadequate or
methods to gauge student but may lack depth or or may not effectively inappropriate for
understanding and consistency in assess student assessing student
application of morning assessing student understanding and understanding and
routine concepts, including understanding and application application.
group activities, individual application. consistently.
questions, and real-life
application.

Evaluation Assess each student's Assess each student's Evaluation of student Evaluation of student
participation and participation and participation and participation and
understanding throughout understanding understanding is understanding is
the lesson effectively, throughout the lesson, limited, lacking minimal or
taking note of their but may lack consistency or depth nonexistent, providing
engagement with the consistency or depth in assessment little insight into
interactive board and their in evaluation methods. methods. student progress or
ability to grasp morning areas for
routine concepts. Uses improvement.
informal assessments such
as observation checklists
and anecdotal notes to
track progress and identify
areas for further support or
instruction.

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

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