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III. COLLABORATE Work effectively with others to broaden perspectives and work
toward common goals.
A. THINK 2. Developing new understandings through engagement in a learning
group.
IV. CURATE Make meaning for oneself and others by collecting, organizing, and sharing
resources of personal relevance.
Learners Analysis
Include general characteristics of the target learners
The students ages range from 15-18 years old. There are 8 students in the
classroom. There are 7 males and 1 female. All of the students have been diagnosis with
Autism Spectrum Disorder. The school is a Title 1 school. The students do not attend
school in their destinated school. Students are bused to this school on SPED buses. The
majority of the students come from households with two parents. The income of the
families ranges from lower to middle class. Her class have the following nationality, 2
students are African-American, 1 student is mixed, and 5 students are Caucasian. There
are 3 paraprofessionals in the classroom with Mrs. Guiton. All of the students lack the
ability to communicate efficiently. Three of the students are non-verbal and the rest of
the students have a very limited vocabulary. All of the students exhibit the symptoms of
Autism. All of the students have IEPs and are on the GAA track for graduation. The
very short. Students must be directed often I order to regain their attention.
events that happen in sequential order. The students will have to put events in
sequential order after the story is read to them. On the second day, the students will use
technology to listen to the story. They will listen to a story with animation. They will
followed in order to insure maximal learning potential. Because of the students lack of
listening and comprehension skills, the teacher will model, redirect, and guide during
the lesson. Paraprofessional will provide support throughout the lesson, as well.
Discuss with the teacher the information literacy skills in which the
students are weak. Those skills will be addressed in your lesson.
Mrs. Guiton and I decided to work on her students’ reading comprehension skills.
We also decided to work on there listening skills, also. We concluded that they go hand
in hand. In the lesson we will use two listening strategies to teach comprehension and
listening skills.
DAY 1
15-20 Minutes
Learning Targets:
I can recall the sequence of events in a story.
I can listen to a story.
Objective:
Students will be able to sequence a story using the words first, second, next,
then, and last.
Materials:
There Was An Old Lady Who Swallowed A Rose! By Lucille Colandro
Cards with pictures of the objects that she swallowed-sequence cards
Can with a picture of the old lady with her mouth open
Sequence Cards
Crayons
Opening to Lesson:
Do you like Valentines Days?
Do you like to eat?
Explain that you are going to read a story about an old lady who like to swallow
things. She swallows one thing after another. In a row one by one. Use gestures
Modeling
Read the focus story, “There Was An Old Lady Who Swallowed A Rose!”
Use the pre-made story/picture cards to sequence the events in the story. After
reading the story take the sequence card and the can and show the order that
each object goes in. The teacher will say each one and I will put them in the can.
Guided Practice
Students will be given a sequence card.
The teacher will read the story leaving out the event. Students will have to decide
if it is their turn to come up and put their sequence card in the old lady’s mouth.
(with supportive help)
Independent Practice
Students will color their own sequence cards.
Closing/Assessment
Students will put their cards in a zip-lock bag in sequence and put them in their
container for tomorrow. (following directions)
Differentiation: Para support
Day 2
15-20 Minutes
Learning Targets:
I can recall the sequence of events in a story.
I can listen to a story.
Objective:
Students will be able to sequence a story using the words first, second, next,
then, and last.
Materials:
There Was An Old Lady Who Swallowed A Rose! By Lucille Colandro YouTube
Video
Cards with pictures of the objects that she swallowed-sequence cards
Can with a picture of the old lady with her mouth open
Opening to Lesson: (repetition for Autistic students work best for teaching lessons)
Do you like Valentines Days?
Do you like to eat?
Explain that you are going to read a story about an old lady who like to swallow
things. She swallows one thing after another. In a row one by one. Use gestures
Modeling
Students will watch the YouTube video “There Was An Old Lady Who Swallowed A
Rose!”
After watching the story take the sequence card and the can and show the order
that each object goes in. The teacher will say each one and I will put them in the
can.
Guided Practice
Students will get their own sequence cards that they made.
Students will sit at the table.
The teacher will read the story leaving out the event.
Students will put the cards in sequence
Students will glue cards in order on construction paper.
Independent Practice
Students will watch the video on the computer.
Students will point to each card when listening to the story.
Closing/Assessment
Students will be accessed by observing their listening/comprehension skills while
on the computer.
Differentiation: Para support
Instructional Design Summary
Reflection
I enjoyed collaborating with Mrs. Guiton. I did not realize how difficulty it is to teach to
nonverbal students. It was a challenge. When I first presented my lesson to Mrs. Guiton,
she explained that it was great, but not for her students. She explained to me that my
lessons needed to teach the same concept and it needed to be as repetitious as possible.
She said that her students learn best with scripted repetitive teaching. She said that I
could use the book and the YouTube video for comprehension and listening skills, but I
should keep my lessons similar. They retain repetitive information better than changing
the way that I deliver the lesson.
I did what she said, and they enjoyed the story and the video. I deliver the lesson using
the same hook, the same demonstrations, and the same gestures. They really caught on
when I delivered the 2nd lesson and it was not the next day, due to several days of
behavioral issues.
I feel that as a media specialist it is very important to collaborate with your teachers. As
I stated previously, I was not aware of the difficulties of teaching special needs students
with behavioral and communication deficits. Being in Mrs. Guiton made me appreciate
her gift for providing an education to very low functioning students. She provided me
with positive feedback, but she also explained why I needed to modify it to reach her
students. Collaborating with other teachers give you an opportunity to walk in their
shoes.