Presentation/Assigment
TinaF
657MelissaRiveraPPTofthelessonplan-11.pptx
Literature lesson plan
Student Name: Melissa Rivera
Course Number : EDSN 657
Professor name : Tatyana Ulubabova
5/5/2023
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Lesson Goals
Lesson Title: Incorporating toilet training with literature.
Central Focus of Lesson:
To make connections between self, text, and the world around them from social interaction.
The importance of understanding the concepts to gain acknowledgment between pretend and reality, with prompting, integration, and knowledge ideas, describe the relationship between illustrations and text. With prompting and support, actively engage in group reading activities with purpose and understanding. The overall concept is that the students confirm their understanding of a text read aloud presented orally or through media with prompting and support.
The Preschool special Ed class I teach, is a contained classroom with 10:1:2. their all diagnosed with Autism/Adhd/ Fine/Gross motor delays.
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State Standards addressed
PK.ELAL.4. [PKRF.4.] Displays emergent reading behaviors with purpose and understanding
PK.ELAL.7 [PKR.3] Develops and answers questions about characters, major events, and pieces of information in a text
PK.ELAL.9 [PKR.5] Interacts with a variety of genres (e.g., storybooks, poems, songs)
PK.ELAL.12. [PKR.9] Makes connections between self, text, and the world (e.g., what is familiar, what does an event/picture/character make them think of, what do they remember)
PK.ELAL.20. [PKSL.2] Interacts with diverse formats and texts (e.g., shared read aloud, video clips, oral storytelling) PK.ELAL.21. [PKSL.3] Identifes the speaker Presentation of Knowledge and Ideas PK.ELAL.22. [PKSL.4] Describes familiar people, places, things and events PK.ELAL.23. [PKSL.5] Creates a visual display (e.g., drawing, art work, building, writing) PK.ELAL.24. [PKSL.6] Expresses thoughts, feelings, and ideas (e.g., role-playing, music, drawing, art work, building, writing)
Students with Special Needs or IEPs:
The Teacher and Teacher’s Aide will accommodate students who have difficulty remaining seated by placing them in a defined boundary section in a boxed chair.
The students who are with language barriers will be accommodate with picture cards and sight words.
Students who speak in another language will also be accommodate with picture words both in their language and English.
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Lesson/skill objectives/ language demands
By the end of the Lesson the students will know and be able to, match and sort pictures from the story in sequence, understand the characters, make connections with the story and self, and understand the concept of the story.
With the provided visual site words the students would develop specific language terms with the provided materials for matching and sorting pictures on a visual board.
The materials provided; Plush animals, Diapers, Potty, cutouts, visual cards. Match and sequencing worksheet handouts.
Accommodation/Modification/; for those who are non-verbal they will be asked to wave, for the students with a language barrier i will provide sight words in English/language,
For those who can’t remain seated they will be place in a box chair with the accommodation of a teacher’s aide.
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Prior academic learning
I will provide a trip to the bathroom, ask questions; did you ever try to use the potty? Who is ready to potty train? Who likes a wet diaper? Who is ready for kindergarten? Who wants to grow up and remove their diapers for good? What is a bathroom for? What do in the bathroom?
This is a great strategy before beginning a lesson with the concept of potty training.
Misconceptions:
Not all students may comprehend the story from reality and some students may not feel comfortable to be potty trained.
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Lesson Plan
Lesson Plan Details
The Lesson to be conveyed is to gain the knowledge and understanding of the story and how it can be adapted into the real world, by applying questioning to support children usage of language and reasoning to solve academic and social skills. Provided material will be available on hand; visual support for instruction and communication skills, also to be provided are plush characters, diapers, and potty for visuals to encourage support towards the student’s engagement and incorporate the characters to the story.
Some students would verbally say yes, others who are non-verbal and have developmental delays wouldn’t have any reaction to the question.
Accommodation/modification will ask those students to wave hello.
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Introducing New Content /Skills
I will introduce the book with enthusiasm and excitement, how many of you read “No more Diapers for Ducky”?
What Teacher Will Do:
I will discuss and tell the characters and gain full participation.
What Students Will Do:
Sit down during reading aloud time in their chairs at the reading center and wait
nice and quiet until I begin to read the story.
Modifying/accommodations with full prompting needed for 1/10 of a student.
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Guided Practice
Ducky and piggy plush will be passed around the classroom they will have on a modeled diaper, so they all have a chance to hold them.
What Teacher Will Do:
Use the Toys and visual cards to demonstrate and incorporate the story’s main concept.
What Students Will Do:
The students will then
match the visuals on the board in sequence to the story.
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Independent Practice/Formative Assessment
Independence/What Teacher Will Do:
Will provide the plush with a diaper. The teacher would then emphasize “who wants to use the potty”? and provide support to their individualized needs.
Formative assessment:
The teacher will ask was Ducky potty trained? Was piggy potty trained? Do you wash your hands after using the bathroom?
What Students Will Do: With turn taking the students can remove the diaper from the plush independently. The students will wait patiently for their turn. Respond to whether yes or no for independent potty time. The students will wait until the teacher calls on them to answer the question. Accommodation/modifying. For non-verbal students or foreign language speakers will be provided with visual picture cards and sight words
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Closing the Lesson/ Summative Assessment/ Extension
Closing the lesson:
The teacher will then say goodbye to your friends.
Play a song to end the Lesson.
Summative assessment:
The teacher and Aides will Support the students in labeling cut outs and applying them to work sheets.
Assessment Extension:
We will introduce other dolls.
During the week and put pretend diapers in the bin area so that they can have independent play.
Extension:
Revisit the lesson and revise if necessary.
For the students who was invasive with comprehension, we will continue to work thoroughly with the lesson until they meet their goal.
Closing lesson:
What Students Will Do:
The students will respond
or wave goodbye.
The students will demonstrate movement by dancing to the song.
Modifying/accommodations with full prompting needed for 1/10 of a student.
Summative assessment:
The students will go to the activity table and start the worksheet and cutouts provided.
Modifying/accommodations with full prompting needed for 1/10 of a student.
4/10 verbal prompting
Extension:
The Teacher will continue to work on accommodation/modification with a checklist until the student meets their goal.
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Cited Work
“No More Diaper’s for Ducky” Bernette Ford
Music “In The Potty” (2017)
Work sheets I created my Own with pictures.
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