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Name __Leesa Slider_______ Date Lesson Taught


Lesson Plan
1. Descriptive Data
Teacher: _ Mrs. Kimberly Smith _ Class: _ Special Education __ Date: _10/12/17
__ Grade _1, 3, 5_
Topic or Theme:

Rationale: (reason for lesson) __Literacy ______________________

Anticipated noise level (high, moderate, low)

2. Goals and Objectives (Identify 1 DESE Goal)

6-12 Correlation Reading Literary 1A, Reading Informational 1A
Develop and demonstrate reading skills in response to text by: c. summarizing a
storys beginning, middle, and end determining its central message, lesson, or

Specific objectives: (Write 2 specific measurable objectives including

Blooms Taxonomy words)
Blooms Taxonomy in regards to cognitive domain, we can measure the
comprehension with the questions that are posted at the end of the book.
Blooms Taxonomy in regards to affective domain we can gauge how they feel
about the events in the book to see how well they are understanding what is written
and grasping the concepts put before them.

Materials Needed (must include L.Arts): The class books that are their weekly
readers. A book that is of appropriate reading level. Read and Respond worksheet

4. Procedure: (Procedure includes the following: step-by-step plan of action
with materials, modeling examples and planned transitions for each activity)
Include the following part in
your plan: transition, opening, step-by-step, review, transition

Transition: Clean up from the math activity and have student retrieve
their library book or a book from the classroom bookshelf for reading.
While they do that lay out the books for reading for the week.
Opening: Read the title of the book to the students and ask what they
think the book is going to be about.
Steps for lesson
1. Read the front of the book together, the green words, red words and
practice sentences.
2. Read the teacher portions at the top of the page and choose a child to
read the portions intended for the students.
3. At the end of the book we start over and repeat the entire book
starting with a different student to allow them to read a different page.
4. Rereading the book a few times (depending on number of students
present that day).
Review and closure
We (the students and I) answer the questions in the back of the book
and discuss the book together.
Students enjoyed the book and looked forward to reading their page.
They required very little assistance with trouble words.
Alerting the students to the upcoming assignment or lesson was all it
took for them to stop what they were working on clean up and get ready
for the next.
5. Reinforcement (Identify a reinforcement activity for students that
need additional support grasping the concept taught)
I did not have access to (the main teacher was out sick) but on a normal
day they have a website they visit on the SmartBoard that has lessons
that coincide with the book they are reading.
6. Enrichment (Identify an enrichment activity for students that have a
solid connection to the concept taught)
We used the flash cards that come with the book set we read and I
would flash them, and they would read them to see who got it first.

6. Assignments and Reminders of Assignments ( special notes and
reminders to myself) Make sure you are happy to read it, excited
even and the students will be happy about it as well. Read with
passion and do voices to help engage the students.

7. Assessment, Reflection, and Revision

Assessment of student learning. Which of the 10 tools did you

choose to use and how? Flash cards and books
Reflective thoughts about lesson after taught: The books used for
teaching literacy are fun and are a continuation of each other, they are
a series, so the students can feel comfortable knowing it will be
familiar content and they feel confident in reading it.

Suggestions for revision if used again: No suggestions at this time.

For math she left me worksheets, this is one of the math sheets left behind. I
couldnt find the Standards to coincide with it, so I went with the reading lesson
to fill this out on. We did math and reading that day.

(I found the worksheet online, it is the exact sheet we used.)

Written self-reflective: Will you use this again? How did the students and
mentor teacher react? Did you assess retention of information?

After the students arrived from their various classrooms, for

math this was only one student, we sat down to do the worksheet

together. We talked for a moment about his worksheet and what it was

about as well as where Mrs. Smith was. She was out sick for the day

but left me worksheets and books to do with the students under the

supervision of the paras in the room. I explained what the grid was

and why we use them. I talked about how maps use a grid system to

locate places quickly. We talked about the horizontal and vertical axis

and how to trace each to the object in question to get the gird

coordinates for the item. After showing him how to get the answer for

the first item, I only assisted a little on the next one and he finished the

rest on his own very quickly. After the sheet was finished he was very

pleased with his self and I congratulated him on a fantastic job. We

high fived over it and I told him he could use the rest of math time to

play on working on his math. He then went to recess

and when he came back I had him along with another student arrive for

her portion of class.

I greeted them both with smiles and asked how recess went. I

explained again to the new arrival that Mrs. Smith was out sick, and it

was just us for the morning lessons. I told the pair it was time for

reading and asked if they were ready for a new story. We pulled out

the new books and flash cards and went to the carpet. We reviewed old

flashcards and new alike. We did a couple rounds to give each a

chance to read the cards. We high fived a great job and opened our

books. We went over the new red and green words on the inside front

cover and I praised them on each correct word read. I read the top

teacher portion part of the story and asked one of them to read the

bottom portion taking turns. We read the story twice through making

sure each of them got a turn reading each page. After this was done we

talked about the story answering the questions in the back of the book

and talking about some of the events in the story. I told them they did a

great job reading and they were free to play on the computers till lunch

time, but it had to be and they needed to do reading

work. They were pleased and got up to put their things away and get

out the laptops. We had a fun time doing our work and they seemed to

not only treat me as a teacher but as someone they were happy to work

with and learn from. I enjoyed the lessons and feel they would be

beneficial in my class someday. As this was only a snippet of a class

day I dont think there is anything I would change or add. I enjoyed the

lesson as much as the students did and had a wonderful time doing it

and cannot wait until I have a class of my own.

After finishing the lessons for the students, I would gage them as

I had gaged their understanding during the lesson. I watched them and

assisted them as they did their work. The students enjoyed the

worksheet and it is a valuable start to grid plotting in math they will be

doing later in their school life. They will need it to do graphs, charts,

line graphing, etc. They enjoyed the new book we read together and

was quick to catch onto the new red and green sight words. The mentor

teacher was not there as she was out sick and left me with the daily

lessons to complete. When speaking with her later she did comment

that I did fine, as she looked over their work. The students were very

well behaved and reacted as if I were a teacher and I had their attention

and respect. Since it was my last day the closest to retention

assessment I could complete is just a short series of questions at the

end of the book and review of the red and green sight words. They did

well. I enjoyed working with the students and miss them already and

cannot wait to be in a classroom full-time.