Special Education INSTRUCTIONAL LESSON PLAN

Katie Brown & Morwenna Probert-Baker

Subject/Lesson Title: _______The Night Light_____ Grade: __First__

Standards -- Common Core, State, Modified or Alternative Standards:

Reading standards for literature K-5
Key Ideas and Details
1.0 Ask and answer questions about key details in a text
IEP Goals or Benchmarks for Focus Learner (IEP goals must be connected to standards).
By October 1, 2014 when given first grade reading books students will correctly answer 4
questions on two separate readings about key vocabulary by using text details as support.
Two Measurable Learning Targets
-Target is to read the book and fill in a sequence of event charts and number the events on a
worksheet.
-The second target is to learn 5 new vocabulary words.
Measurable Objective(s) for this lesson:
-Lesson Objective: When given key details of the story out of order student will be able to
arrange the key details in order with 100% accuracy.
-Vocabulary objective: Students will demonstrate their knowledge of sleepover, weather,
rumbled, lightning, and thunder by correctly reading them in the story and providing an
example of each word with 100% accuracy.
Communication Skill (Function):
List vocabulary terms
o Sleepoverapartywherechildrenspendthenightatanotherchildshome,orhaveguestsovertotheir
house.
o WeatherThestateofoutsideataplaceandtime.
o RumbledAdeep,rollingsound.
o LightningAflashoflightinthesky.
o ThunderArumblingsoundthatfollowslightning.
State the communication skill and explain how the Focus Learner will use it to participate in the
learning task.
o Receptive communication: visual, auditory, reading, analyze.
Looking at pictures to learn definitions
Listening to the sound of rumble
Reading a story with new vocabulary in it
Analyzing the story to sequence events
o Expressive communication: writing, checks for understanding, speaking.
Write vocabulary sentences
Orally respond to questions
Reading orally
Identify one other communication demand: syntax, social use of communication, and situational
expectations for communication.
o Students have to communicate to each other during pair share activities throughout the
lesson. This is a use of social communication.

 Describe the communication support which will help the Focus Learner understand how to
participate and/or demonstrate learning.
o Keeping pictures of new words with the definition on the wall throughout the lesson.
o Having students write the new words and definition into their vocabulary notebooks.
Students write their new word, definition, sentence, and draw a picture.
Pre-Assessment:
Assessing what words in this book students do know. For example discussing with students if they use
a nightlight. We ask students to think of a time they went on a sleepover. We are asking students to
make connections to the new vocabulary words.
Formative (Informal) Assessment:
Students pair share responses
Checking for understanding with gestures to the events sequence
Have students identify new vocabulary in the reading.
Evaluation, Summative or Formal Assessment:
Worksheet to correctly sequence events in story
Written sentences using new vocab words

INSTRUCTIONAL SEQUENCE

Time

What the Teacher Does and Says

What the Student Does and Says

1 minute

Activating Prior Knowledge

SAY: You have been in this reading
group for a while, and you have read
other books just like this one. This
book is called The Night Light. Did
any of you used to sleep with a
nightlight, or still do?

ASR: students will answer yes or no

SAY: I used to sleep with a night

light. I dont anymore but they can be
very helpful.
1 minute

Learning Target and its

importance

ASR: Students will answer five new

vocabulary words.

Say: Our target for today is read

the book and fill in a sequence of
events chart and number the events
on a worksheet. You will also learn
five new vocabulary words. How
many words will you learn?
Write: Read book, 5
vocabulary words, comprehension
worksheet.

Student Voice
Students write sentences with
new vocabulary words. Students
will be able to say by the end of
lesson, I have learned and used 5
new words.

5
minutes

List the sequence of complete and

detailed instructional steps.
-SAY: Lets look at the front cover, I
want you to notice a few things that I
think maybe this book is about. I
notice a boy is in bed, there is a
bright night light, and the title is The
Night Light. I think maybe this book
will be about this boy and his
nightlight.
-SAY: Before we read the story we
need to go over some of the
vocabulary you will see in the book.
The first word is Sleepover.
-Show: Paper with definition of
sleepover and picture of it.
SAY: Sleepover means a party where
people spend the night at another
persons house, or a friend spends the
night at yours. If you have ever been
on a sleepover please raise your hand.
Please turn to your partner and share
with them when you when on a
sleepover and if you liked it or not.
Say: Hands up, thank you for sharing
that. The next word is weather.
Show: Paper with word and
definition on it, with pictures.
Say: Weather means what is it like
outside. Please turn to your partner
and tell them what the weather is
like today.
Say: Hands up. The next word is
rumbled. This word is kind of
different, its a sound.
Show: Paper with word, definition
and picture on it.
Say: Rumbled means a deep rolling
sound. I drew a picture of a person
holding their tummy, with a thumbs
up or down show me if your tummy
has ever rumbled.
Say: great, I am going to have you
listen to this clip of thunder
rumbling so we can all hear what

Response: Students will share with

their partner about a time they went
on a sleepover. (ASR)

Response: Students will tell partner

what the weather is like. (ASR)

Response: Students will hold thumbs

up or thumbs down. (ASR)

rumbling sounds like.

Show: Show clip of thunder rumbling
from this link:
http://www.youtube.com/watch?v=fd
j0N3iP_EE&list=RD02fdj0N3iP_EE
start at 2:00 minutes and end at 2:20.
Say: I want you right now to think of
something else that rumbles, when
you have an idea please put your
finger on your nose and we will share Response: Students will put finger
some ideas.
to nose. (ASR)
Say: You will quickly tell me your
idea of something that rumbles then
we will move on to the other words,
starting with (student name).
Say: The next vocabulary word is
lightning, lightning is a flash of light
in the sky.
Show: Page with definition, word
and picture on it.
Say: Our last word goes with
lightning, its thunder.
Show: Page with word, definition,
and picture on it.
Say: Thunder is a rumbling sound
that follows lightning. Please hold
your thumb up or down if you have
ever heard thunder and seen
lightning.
Say: I see a lot of us have seen
thunder and seen lighting. These are
our vocabulary words today. (Show:
point to pages) we will be reading
this book and it will have these words
in it so when we come across them we
will know what they are. I will now
add our vocabulary words, the
definition and the picture onto our
word wall. You need to write these
words into your vocabulary
notebooks.
12
minutes

Supervised Practice (or activity

middle & sequence of
activities)
Say: We are now going to

Response: Students will share

ideas of something that rumbles.
(ASR)

Response: Students will hold

thumbs up or down. (ASR)

Response: Students will write

vocabulary words and definitions into
their vocabulary notebooks. (ASR)

Response: Students will read book.

(ASR) (CFU when they get to the

read the book. We will start with

(student name) and go in a circle, you
will each read a page.
Say: We have now read the whole
book. I am now going to ask you the
questions in the back of the book.
Question one say Why is Jerry afraid
to go on a sleepover? Please tell your
partner the answer.
Say: Great, (student name) please
you share with the group what you
and your partner though.
Say: Yes, Jerry was afraid of the
dark. The next question is How does
Jerry get over being afraid of the
dark? I want you to think of the
answer, then share it with your
partner.
Say: Thank you, (student name)
please share what you and your
partner talked about.
Say: Wonderful. The next question
is How did Jerrys grandfather know
how to help Jerry? Please think of the
answer, then share with your
partner.
Say: I heard a lot of great answers.
(student name) what did you say?

Say: Yes! The last question is do

you think Jerry will enjoy the
camping trip now? Why or why not?
Please think of your answer. When
you have an answer please tell your
partner.
Say: I hear you say you think Jerry
would. (student name) tell us why?
Say: Great. Next you will fill out
this worksheet independently. The
worksheet is the sequence of events
list. Some key details from the story

vocabulary words)

Response: Students will share their

answers. (ASR)
Response: Student will say that Jerry
was afraid of the dark.

Response: Students will share

answer with partners. (ASR)

Response: Student will say, Jerrys

grandfather tells him to think of the
moon as a nightlight.
Response: Student will share
answers with partners. (ASR)
Response: Student will say the
grandfather was afraid of the dark
when he was little.
Response: Students will share
answers. (ASR)

Response: Student will say, he is not

afraid any more, or in the picture
Jerry is smiling.
Response: Students will fill out
worksheet. (ASR) When they are done
they will flip their worksheet over.

are written here, they are out of

order. Your job is to put them in
order by numbering them one
through six. Please do this now. When
you are done please flip your work
sheet over.

Say: I am now going to go down the

list, you will hold your fingers up
with the number you gave it,
remember we hold our fingers up
right in front of our chests. Lets
begin with Jerry decides to go on a
camping trip with his scout group.
With your fingers show me what
number you gave it.
Say: Three was right, the next one.
Fingers up.

Response: Students will hold three

fingers up. (ASR/CFU)

Response: Students will hold six

fingers up. (ASR/CFU)
Response: Students will hold up five
fingers. (ASR/CFU)

Say: Great, six is the correct answer.

The next one, fingers up.

Response: Students will hold up two

fingers. (ASR/CFU)

Say: Five. The next one, fingers up.

Response: Students will hold up one

finger. (ASR/CFU)

Say: Yes two is correct. The next

one, fingers up.

Response: Students will hold up four

fingers. (ASR/CFU)

Say: One! Great. The last one,

fingers up.
Say: Four is right. Right now I have
my sheet completed the way yours
should look. If yours does not look
like this please make any changes
now.

Say: I will now hand out your

vocabulary notebooks, your job is to
write the vocabulary words we
learned today in your own sentences.
You will have five sentences. I will
then collect them and hand them back
to you tomorrow.

Response: Students will write five

sentences with the new vocabulary.
(CFU)

2
minutes

Plan for additional practice or

extension

Response: Students will say,

beginning, middle, end.

Say: Tonight your homework will

be this worksheet. Your job is to fill
out the parts of the story. You will
see here that the paper is broken into
three parts. Please say with me what
the three parts are, out loud. We start
with what?

Include:
How does the student reflect upon
and communicate his/her own
progress?
o By keeping a notebook of
all the new words students
have used. Students can
acknowledge the progress
they have made.
How can he/she explain what
resources are available to improve
performance?
o The word wall is a resource
o Their vocab notebooks are a
resource

Say: Great, beginning, middle, end.

You will have to re-read the book and
fill out the missing information. Next
week you will get a new reading book
and you can practice the parts of the
story, beginning, middle and end
with that book. Every book you read
will have these three parts in it.
3
minutes

Lesson Closing:
1. Statement of review:
Say: Today we read the
book The Night Light by Winston
White. You filled out a
comprehension worksheet where you
put key details in order, you also
learned some new vocabulary words.
You all worked really hard today, that
was one of the behavior expectations,
to give 100% effort. Thank you.
2. Checks for Understanding:
Say: Please whisper you
answer to me to this question, at the
end of the book what was Jerrys
night light?
3. Transition statement:
Say: We are now done in
the hallway, you will walk as quietly
as you can back into the classroom,
you will put your reading bag in your
backpack and join the class.
4. Homework or Evaluation:

Response: Students will say the

moon. (ASR)

Say: Dont forget for

homework you have to complete this
sequence of events chart, please put
the chart in your book bag. You will
have to read the story again while
you do this. The worksheet is due
Monday November fourth.

Classroom Management:
Set clear behavioral expectations
Have smooth transitions
Give student points for following behavior expectations
Give students specific praise
Instructional & Assessment Modifications/Accommodations (list and/or attach):
Visual of the word (photo/picture)
Student friendly definition
We differentiated student activities with call and response, written worksheet, and an auditory
engagement.

Instructional Materials and Resources (list and/or attach):

Materials:
Teacher:
Teachers guide to The Night Light
Book-The Night Light
Worksheet page 6, sequence of events chart
Worksheet page 7, comprehension
Pen
Vocabulary words with definitions and pictures
Students:
Worksheet page 6, sequence of events chart
Worksheet page 7, comprehension
Pencil
Book-The Night Light
Resources (List Curriculum if applicable)
Teachers guide from Leveled Readers, Houghton Mifflin, 2.5.4, pages 2-8
Next Steps: Include next steps for further instruction, maintenance, or generalization of
skill(s)
Worksheet for students to do independently. Worksheet is an event chart.
Use new vocabulary words in conversations throughout the week.
Write definitions of new words on the white board and review a few times
Have students use the new words when practicing sentence writing, possibly have students
write their own story.