UNIVERSITY OF LA VERNE

SPECIAL EDUCATION LESSON PLAN

TEACHER Ms. Tina SDC School: Mountainview SUBJECT: Language Arts Date: 10/22/13 GRADE: TK - 3 Site Support Provider: Mrs. White LESSON TITLE Nouns LENGTH OF LESSON: 25 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES IEP GOAL: Grade Level State Content Standard:
Written and Oral English Language Conventions 1.2 Identify and correctly use singular and plural nouns. Instructional Strategies: Brain Based Direct Instruction (BBDI)

When given a list of 10 words, student will be able to identify nouns with 70% accuracy in 4/5 trials as measured by teacher-charted records. Instructional Objective: Student will be able to identify nouns that name a person, place, or thing Pre-Requisite skills: Grammar Jammers School House Rocks

ASSESSMENT
PRE ASSESSMENT: Students are asked to recognize picture cards. Visual aides devices will assist in activating prior knowledge and motivating the students. CFU: 1. 2. 3. Q&A: What is this? Who is this? Monitoring students work while moving around the classroom as they identify persons, places, and things. Corrective feedback: Model identifying nouns and then listening to the students as they verbally identify them.

FINAL ASSESSMENT: Students will continue to identify nouns in small groups by completing work sheets for a summative assessment.

LEARNING ENHANCEMENTS
Strategies for Universal Access and Differentiated Instruction: Visual aides/realia, picture cards and YouTube video. White board with BBDI icons highlighting the learning objectives. Small group rotations. Para-educators to assist students. Materials, equipment and adaptive technology: (low) picture cards, white board, different color markers, visual aides/realia, and the computer.

STEPS THROUGH THE LESSON

INTO: Teacher holds up picture cards and asks questions about them to activate prior knowledge. Then she introduces the main idea and tells the students that a noun is a person, place, or thing. Teacher states the objective of the lesson using the BBDI (Brain Based Direct Instruction) method. She will say today you will be able to identify nouns that name a person, place, or thing. Next, the teacher plays a School House Rock video about nouns from YouTube before she transitions into modeling identifying nouns. RATIONALE: Picture cards and visual aids will assist learners in activating prior knowledge, especially ELL students. The use of technology and playing a YouTube video will engage students and promote active learning.

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THROUGH: Teacher explains that they will be identifying nouns together. She will display three picture cards on the board. Then, she will begin modeling by asking which one of these is a person. Next, she will circle the noun that names a person. She will continue to model in this way for place and thing. At this time the teacher will check for understanding and use corrective feedback while modeling as she identifies the nouns. After modeling, the teacher will use guided practice to identify a person, place, or thing. She will display new picture cards and ask the students to identify the nouns together. Then, she will ask for volunteers to come up and circle the nouns as she calls out person, place, or thing. As the teacher gradually releases guided practice, she will check for understanding and clarify any misconceptions by moving around the classroom. Teacher will restate the learning objectives and have students transition to small group rotations. BEYOND: Students will transition to small group using colored transitional blocks. Teacher passes different colored blocks to each student. When the teacher rings the bell the students will stand up and transition to their small groups. In small groups students will do noun worksheets and a noun word sort. As students try to do these activities independently the teacher will provide support while she monitors and and checks for understanding.

RATIONALE: Circling each word on the board is to visually and kinesthetically assist the students in identifying the nouns and to aid in retention.

Monitoring the students identify the nouns will be used as an informal formative assessment to determine whether to continue with guided practice or to move on to independent practice.

RATIONALE: Small group will assist the teacher in differentiating instruction. The teacher may use more prompting or provide more support by modifying and highlighting a students work. The word sort activity and worksheets will be used as a summative assessment to determine whether the teacher should reteach or move on to the next lesson.

Para Professionals Role: They will assist students to sit and attend during whole group. In addition, they will also lead small group rotations and circulate around the classroom to assist specific students. Reflection will be e-mailed tomorrow.

Small Group Assignments

GREEN
Group leader - Tina
Donovan - Sheryl Will Baz Izrael Timothy - Kelsey noun word sort

RED
Group leader - Virginia
Chelsea Sebastian Ose - Kristy Jackson noun worksheets

YELLOW
Group leader - Denise
Leah - Shirley Caloy Kamden Jack - Trish 2nd grade worksheet

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