Lesson Plan Assignment

Rebecca Wallace
Georgia College & State University

Student Information

5th grade
English Language Arts and Social Studies
Jones County
Mattie Wells Elementary
PEC inclusion class (7 students qualify for PEC services)
Student #2 has been medically diagnosed with Autism.

Student Description

Student #2 does not always understand social cues. She is very

and Student Needs

respectful of her teachers and authority. She has trouble staying on

Class Information

task and she is easily distracted. She has a score of meets in all CRCT
testing subjects. She is working toward her goals in oral expression,
math fluency in multiplication and fractions, and writing in standard
English. She has difficulty recognizing and understanding the
difference in literary genres, using details, and using the conventions
of standard English. Her memory is affected, which makes it difficult
for her to make connections between new information and previously
learned information. In class she tries to stay focused on her work,
however when other students are distracting around her, she finds it
difficult to stay on task. When taking A.R. tests she has difficulty
reading some of the questions as well as remembering the information
from her book. Student #2 is generally a very joyful student. She likes
to answer questions, but she is very embarrassed when she gets a
question wrong. She interacts very well with most students, but she
seems to be friends with three other students.

Accommodations/
Modifications

Student #2 has several accommodations listed in her IEP. She is

allowed extended time to work on assignments and tests. She is given
small group administration. She is allowed to take frequent breaks.
Directions are repeated to her. Any test questions can be read aloud to
her. She is in a regular education classroom with a PEC professional
during math and reading. She is a regular education classroom with a
paraprofessional during science and social studies. She should be in a
regular education classroom around eighty percent of instructional
time.
In our classroom she served in reading by a PEC professional and by
a paraprofessional in social studies. She is allowed to work on
individual work on the carpet away from other students in order for
her to be able to focus. She is seated with students of mixed abilities.
During this lesson she will be served in a regular education
classroom with a PEC professional. She will be in a small reading
group that will be working with the PEC professional after a whole
class mini lesson. The directions will be given in the mini-lesson and
they will be repeated in the small group reading time. The cause and
effect questions will be read aloud to her as needed. The leveled
reading book will be read aloud by all students in the group. Every 20
minutes the students wills stand in order to play a quick game on
Simon says so they can take a break.

Resources

Student #2 will receive a worksheet to complete in order to focus on

the strategy of cause and effect. Her worksheet will have the cause
column filled in with different causes from the leveled text that she
has been working with. This will aid her in directing her focus to
specific details as well as assist her memory in connecting back to the

Student Self-

reading.
From what I have observed, Student #2 is aware of her

Determination

accommodations, however I am have never heard her verbalize that

she is someone with Autism. She does not seem to be frustrated or
embarrassed by her accommodations, however there are times when
she is frustrated with the amount of work she must complete. I have
observed her when she has received passing grades, and she is excited
and proud of her work. She is aware of the goals that she is working

Lesson Plan

towards, and she is determined to work towards and meet those goals.
Subject: English Language Arts, Reading
Topic: Cause and Effect
Time: 60 minutes
Learning Objectives:
1. Students will be able to explain the concepts of cause and
effect.
2. Students will be able to produce causes and effects from their
readings.
Procedures:
First students will be in a whole class setting. The teacher will read
aloud the beginning of the book If You Give and Pig a Pancake by

Laura Numeroff. Using the smart board and document camera, the
class will develop one example of cause and effect from this excerpt
of the book. There will be written definitions for cause and effect as
well as a class discussion on the meaning of cause and effect. (15
minutes)
There will be a stretch break and transition into small groups (5
minutes).
Small groups will be based upon the current reading level of students,
with the exception of the students served by the PEC professional.
These students will be placed according to where the PEC professional
and lead teachers agree that this student should be placed. The PEC
professional will be able to work with the students she serves.
In small groups students will be working with leveled texts (Turn Up
the Radio by Nancy Garhan Attebury, First Family The Roosevelts by
Carl Goode, and Prohibition by Susan Ring. Students will first read
through the books individually or in groups. Students will complete a
worksheet that has places for three examples of causes and effects
from their book. The students will work in their group to complete this
task. (40 minutes with one break at the 20 minute mark)
IEP Accommodations:
During this lesson she will be served in a regular education classroom
with a PEC professional. She will be in a small reading group that will
be working with the PEC professional after a whole class mini lesson.

The directions will be given in the mini-lesson and they will be

repeated in the small group reading time. The cause and effect
questions will be read aloud to her as needed. The leveled reading
book will be read aloud by all students in the group. Every 20 minutes
the students wills stand in order to play a quick game on Simon says
so they can take a break. Student #2 will receive a worksheet to
complete in order to focus on the strategy of cause and effect. Her
worksheet will have the cause column filled in with different causes
from the leveled text that she has been working with. This will aid her
in directing her focus to specific details as well as assist her memory
in connecting back to the reading.
Adjustments:
She will be given the instruction in the least restrictive environment
(regular education classroom) by the lead teacher. She will also be
given the instruction again in her small group by her PEC teacher. This
will allow her to have not only repetition but also different teaching
methods can be utilized. She will also be receiving small group
instruction. The PEC teacher will be able to directly address any
misconceptions or difficulties that she is facing. Student #2 will be
present in the whole class during the mini lesson. The classroom
environment should be collaborative. Students will be called on to
answer questions, but there should not be other talking or noises. Her
environment will change when we transition into small groups. In

order for her focus to be maintained, her group will move to the work
room or PEC teachers room. This room will be smaller, but it will
also be quieter. This environment will allow her to focus and stop her
from getting distracted by other students. The formative assessment
tool used for this lesson will be the worksheet with cause and effect.
This student will be a given a worksheet that has the causes already
filled in. This worksheet will still show the teacher if she understands
the concept of cause and effect, but she will have cues for her memory
and focus. The PEC teacher will also have a checklist of her students.
If she observes student #2 verbally stating the meaning of cause and
effect or giving an example of cause and effect from her book, then the
PEC teacher will check this student off and make a note of the
observation. This checklist can also be a tool for grading. If student #2
is not able to finish her work, then there is still a way to assess her
knowledge of this concept.

References
B. Stevens (personal communication with regular education teacher, October 20, 2014).
R. Ross (personal communication with special education teacher, October 22, 2014).
Student IEP (2014). Unpublished raw data from IEP document.
R.Wallace (in class observations from August 2014 to October 2014).