Professional Documents
Culture Documents
Calendar with the month of April in it (at the beginning of each group, the
students find the month and the date)
Visual schedule of what comes first, second, etc in group instruction
Token board one of the students (she is earning a token about every 3 minutes
for sitting nicely at group, once she earns all of her tokens, she can choose to
stay at group or leave)
The definition of Alive on a big piece of paper that everyone in the group is
able to see, and I am able to refer back to during group instruction
Springfield College
Lesson Plan Template
Laminated sheet with the word alive on it and a small picture of a cat as a
reference- underneath that are three Velcro pieces that also have a pictures of
living things.
Laminated sheet with the word non-living on it, with a picture of desk as a
reference- underneath that are three Velcro pieces that also have pictures of
non living things
*There will be pictures of real living things (ex. dog) and animated living things
(ex dog) to help the students discriminate between things that are real and
living vs not real and living
Enduring Understandings:
Big Ideas: The students will understand that There are living and no
living things in the world
Concepts: Things are classified as living based on certain
characteristics
Essential Questions:
Content
Factual Content:
Tier 2: living
Tier 3:
Action/Instructional Procedures
Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.
Anticipatory Set: (hook) Have the students greet each other at the table, working on eye
contact and audible speech between the students.
Step One: Have the students get our their monthly calendar and work on finding the
month and date, using as few prompts as possible
Step Two: Check the weather outside and have the student report to the class what they
saw by giving them a field of three options to choose from (ex sunny, windy, rainy)
Step Three: Introduce the word of the week (Alive) and have the students practice
pointing to the word and reciting it back to me
Step Four: Begin the activity by having students take turns putting the correct picture
under either Alive or Not alive, trying to get the students to do it as independently as
possible
All other steps: After the activity, the students complete sentence fill ins as part of their
data collection
Closure: Have the students turn to each other and say goodbye. Two of the students may
require verbal prompts and partial prompts to get them to turn to their classmates.
Homework/Extension Activities: This lesson would be the start of a unit about life cycles/
living and non living things. From there I would introduce a flower and how it is living
even though it does not walk or talk. Once the students understood the concept of a
flower having life, I would move on to life cycles, and discuss how all living things have
a life cycle. We would then complete a flower life cycle activity and talk about the
differences between the life cycle of a flower vs the life cycle of a person or animal
Springfield College
Lesson Plan Template
Reflection on Lesson
b. Teaching Skills:
c. The Students: