Reynaldo Vazquez

Sul Ross State University – Rio Grande College

EDSR 4306: Survey of Exceptional Children

Professor Tresslar

October 21, 2023

 Lesson Plan Project

I. State Standards (TEKS): https://tea.texas.gov/academics/curriculum-standards/teks/grade2-

teks-082022.pdf

(9) Geometry and measurement. The student applies mathematical process standards to select and

use units to describe length, area, and time. The student is expected to:

(A) find the length of objects using concrete models for standard units of length

Make sure to add the TEKS numeration for example, 113. 15. Social Studies:(3)….(C)….

Grade Level and Content Area:

2nd grade and mathematics.

Student Learning Objective(s) for the lesson:

By the end of the lesson, 2nd grade mathematics students will be able to find the lengths of certain

objects using units.

This is good, but at what percentage? What do you expect for them to get an 80? 85? 90? Make sure to

include with what proficiency you expect them to understand this lesson.

Materials: rulers, yardsticks, meter sticks, or measuring tape. Pencil, and journal as well for note

taking.

Materials needed for accommodation: Wide area of open space, and a partner.
Any other materials? Remember the student with cerebral palsy cannot communicate as well as

others maybe adding some type of communication material for him would be good for the lesson.

Pre-lesson Teacher Preparation:

Have materials ready for each team. Place materials on the table, and objects around the room

ready for measurement.

Maybe this could be a little more specific.

Pre-lesson Preparation for access for learning for all:

I will place students with partners and objects around the room so the student with cerebral palsy

will be able to move around the classroom, have space, and students with disabilities will be

monitored. I will make sure all the students have what they need, and space. I will partner them up

myself so they can communicate and help each other together. Most of the teams will be general

education students together. Other teams will be general education students with either a gifted

and talented student, or a student with a reading disability. The last team will consist of a student

with intellectual disability, and cerebral palsy which will be supervised by the teacher or assistant.

Instructional Accommodation (specific to teaching):

I will visually show the classroom when they gather around so it will help the students with reading

disabilities and developmental disabilities understand what we are going to work on. The assistant

or aid will be there to aid them during the activity if they need help. I will also provide an example of

what the students will do with each object. The gifted students will be given objects that require
precise measurement. The student with cerebral palsy will be given extra time and help with

movement so they would participate in the activity, and be motivated, or engaged.

Assessment Accommodation:

For students that have a disability, they will be assisted by the teacher or assistant. If general

education students complete the task before them, then they will be given extra time to complete

the activity as the assistant or aid will be with them supervising.

Explanation of inclusion for the class:

The meaning of inclusion is when every student has equality in the classroom. They each will get

what they need, equal participation so they can learn together, and equal opportunities. The

classroom is not only a learning environment, but also an environment where they are safe,

engaged, and where they all enjoy the activities while they learn. In these classrooms, teachers need

to be there for student's needs, for example, making free space for children with cerebral palsy,

providing visuals for the students who are unable to read, and providing any kinds of assistance to

the students where they can learn. When students realize we are all the same on the inside, as our

heart and soul are the same, they will understand to be respectful to each other.

Modifications to curriculum that were needed (not all TEKS addressed):

I will ensure that I have some fun objects they will be able to measure, and that my demonstration is

engaging. I will pair a student with reading disabilities with a gifted and talented student, while the

assistant, aid, or teacher will be with each pair. After I have demonstrated the lesson, I will ask the

students if they have questions, or if they are unclear about anything I have demonstrated.
Classroom Management:

I will organize the classroom by spreading out the objects in different areas of the classroom. Tables

or desks may have to be moved around as the student with cerebral palsy will need space to move

around. I will have the activities in order so the students will know what we will be doing. There will

always be a poster that mentions the rules they need to follow every day. The teacher will remind

the students about these rules every day, and they can repeat together as a class to ensure they

understand. There will be a basket on the teacher's desk so the students will turn in their

assignment/activity sheet.

Disabilities addressed and Rationale:

The students will be explained that every student in the classroom learns differently, and that they

are each on different levels. The reason I will have them as partners is for the reason that they will

be able to learn together. They will also be able to help and learn from each other. Some students

may know more than others, or some students learn in different ways so they can also be teachers

themselves when working on the activity. To support success to students with disabilities, they will

be given assistance as the other students as well.

Engage: (Provide background information, activate background knowledge, or link to previous

lessons. Students want to know, “Why am I learning this?”.

I will ask the students if they have ever used rulers before, whether it's at home, or in public. I can

ask them “did yall know many objects have different measurements?” or “did yall know we can use

measurements to help us determine how long they are?”. I will show them a ruler, meter, or yard

stick, to measure objects around the classroom and identify the lengths of them.
Explore: (Provide an experiment, activity, or procedure for students.)

Before beginning the activity, I will show them a PowerPoint that shows how tall buildings are, or

how long certain objects are. I will also show the students the numbers and symbols that are on the

measuring tools in case they do not know.

Explain: (Provide more opportunities for learning. For example, students might have a partner for

some activity that further explains the lesson.)

I will show the students how many inches in a foot, or how many feet in a yard, and how to convert

them.

They will have something like what is listed below:

12 inches = 1 foot

3 feet = 1 yard

They will also demonstrate what each line represents in a ruler between inches or between

centimeters.

Extend: (Provide opportunities to reinforce the lesson. For example, students might write questions

on their journal, or ask the teacher themselves anything they did not get a clear understanding of.)

Students will go around the classroom after the teacher demonstration and will measure the objects

the teacher has provided. The students will go to the table and collect the materials, but they will be

handed to them, so they do not all go running and get crowded. The reason they are in pairs is so

they will be able to assist each other and will not be alone. Me and the teacher aid will be walking

around the classroom monitoring the students, and if we notice any body behavior where they

might seem confused, we will ask them if they are confused about something.
Evaluate: (Provide opportunities for students to demonstrate mastery. This can be formal or

informal evaluation. For example, students may receive one more object to measure before they

leave class that they will each do on their own. Once each student demonstrates, I will be able to

see if any student still needs assistance or if there is a specific area I need to target.

I think overall the lesson is good I would just add some other materials for accommodations. I would

also think of maybe creating a different type of assignment for my student with cerebral palsy.