Alternate Lesson Plan Format Student Teaching

Name:

Rebekah Hall

Cooperating Teacher:
Lisa Arnold
Cooperating Teacher Initial Here________
School:
PFE
Grade Level: 4-5

Lesson Date: 10/19/16

W.B.: By the end of the 1st 9 weeks of the 2016-2017 school year, when given behavioral interventions
and occupational support, W will be able to demonstrate self-regulation by utilizing two pre-taught
strategies (ie: self-talk and deep breathing) to decrease ritualistic behaviors during academic periods in
80% of observed trails.
H.G.: By the end of the 1st 9 weeks of the 2016-2017 school year, when given scenarios, use of role
playing and prompting, H will be able to understand the intentions and perspectives of others, and how
to react, 4 out of 5 times.
K.O.: By the end of the 1 st 9 weeks of the 2016-2017 school year, in a small group social interactive
setting, K will allow others to state an opinion which may be different from her own (such as: I know
you think differently than I do and that is OK., or I will respect your opinion even though it is different
from mine.), with no more than 2 verbal prompts, in 7/10 trials.
By the end of the 1st 9 weeks in the 2016-2017 school year, when given a task analysis sheet, K will
focus on the steps needed to complete a given task, so as to minimize distractions, with no more than
2 verbal prompts, in 7/10 trials.
T.P.: By the end of the 1st 9 weeks of the 2016-2017 school year, with visual/verbal prompting, T will
use calming strategies (deep breaths, self-talk, cool-down area), to remain in his designated area,
when becoming frustrated, with no more than 1 prompt, in 8/10 trials.
By the end of the 1st 9 weeks of the 2016-2017 school year, T will respect the property of others, by
asking before touching or taking what belongs to someone else, with no more than 1 visual/verbal
prompt, in 8/10 trials.
CA.P.: By the end of the 1st 9 weeks of the 2016-2017 school year, when given pre-taught and learned
verbal phrases, C will be able to accept feedback from others (both peers and authority figures), 70%
of the time.
By the end of the 1st 9 weeks of the 2016-2017 school year, when given scenarios, C will be able to
identify and understand all roles during group work and/or partner work in 4 out of 5 trials.
A.B.: By the end of the 1st 9 weeks of the 2016-2017 school year, when given direct/indirect instruction,
opportunities to practice, and positive behavioral supports, A will learn and demonstrate at least 1
strategy to increase focus when experiencing anxiety over academic demands/expectations in 5 out of
10 opportunities.
By the end of the 1st 9 weeks of the 2016-2017 school year, when given instruction and practice, A will
identify at least 2 different categories of topics often used to initiate conversations and use these to
initiate conversation in 2 out of 3 opportunities

T.T.: By the end of the 1st 9 weeks of the 2016-2017 school year, when given 2 verbal prompts, T will
engage in conversational turn-taking with others (both peers and adults) across 3-4 conversational
turns, on a non-preferred topic by 1) initiating conversation and 2) asking questions of others related
to the topic in 3/5 opportunities provided.

TEKS:
Health Education 4.b 9
(9) Personal/interpersonal skills. The student uses social skills for building and
maintaining healthy relationships throughout the life span.
Background Information:
Students have created about me person (project of person cutout with magazine
clippings of things that describe them)
Students have tried to guess which person belongs to which student
Students know each others names
Materials:
About me person project (manila cutout of a person with magazine clippings that
describe them pasted on)
Equipment:
n/a
Classroom Management/Environment:
Small group lesson, all students at one table, raise hands and be called on to speak
Engagement/Focus:
Good afternoon!! Do you all remember your about me person that we made at the
beginning of the year? Im going to hand those back and were going to share them with the
class!
Student Objective (Today you will be able to___.):

Today, you will be able to share your about me person with the class. Once you have
shared, we are all going to try to find at least one thing we have in common with
you. We will go around and each person will share what we have in common with
the person that just presented their project.
Purpose of the Lesson (This information is important because___.):
Why do you think were doing this? Its important to find similarities among each
other because that is important in creating a positive, healthy environment and
building relationships. As weve talked about before, this is a safe, encouraging
place where we might have to share difficult things. In order to be comfortable
sharing difficult things, we need to learn more about each other and try to build
positive relationships among each other.
Explanation/Procedures (Relate to prior knowledge; describe what you will teach & model,
what the students are to do with you, and what they are to do independently (I do, We do, You
do); must include higher level questions you will answer) :

Relate to prior knowledge

person is talking.
We are all going to take turns getting in front of the classroom and sharing our
reasoning for using the pictures we did. Afterwards, the people listening are
going to raise their hands and share at least one thing they have in common with
the person that just shared. If we have something to say, we will wait until after
the person is finished talking and share while were sharing what we have in
common with them. I will model what were going to do by sharing my person
first.
o My name is Miss. Hall. I chose to put heart shaped chocolate on my person
because I love chocolate. I put a picture of the Eiffel Tower because I got
to see it this summer and Ive always loved the idea of Paris and France. I
put pictures of lavender because its my favorite plant; I got to see the
lavender fields of Southern France and it was really special, like a sea of
lavender. I also got lavender ice cream and its probably been the best ice
cream Ive ever had! I put the Disney symbol over my heart because I love
Disney. I put an alarm clock because Im not a morning person. I put a
kitten and a lab puppy because I have two kittens and two lab puppies
(their names are Cher, Tiger Lilly, Goldie, and Darcy). I put a block of
cheese because I would be so happy if I could eat just cheese for the rest
of my life. I put red lipstick because I love red lipstick and all things
vintage. I put the word love on my foot because I think that we should
all walk in love.
o Now I will model how you should share what we have in common,
Miss. Hall, thank you for sharing! I also love chocolate, Paris,
lavender, and red lipstick! I also have two kittens and two puppies.
Its so cool that we have those things in common!
o Now, think for a second about what you might have in common with me.
Raise your hands and share at least one thing you have in common with
me.
Who wants to go next? (repeat until all students have shared)
Modifications (what are the modifications needed in each part of the lesson) :
Throughout lesson
o Oral administration and responses (W.B., H.G., T.P. ,T.T.)
o Feedback/praise (K.O., CA.P., T.T.)
o Access to sensory items (W.B., T.P., E.W.)
o Redirect to task (all)
Extension (what will you do to go deeper into this topic):
Students will make a list of things they learned about their classmates that they
didnt know before.
Elaboration (what else might you need to do/say to teach this skill/concept):
Students will point to pictures on their classmates person that they identify with.
Closure (objective & purpose are restated; address how are you going to include the students in
this):
You all did a wonderful job of listening well and remaining interested in your
classmates! Today, we shared our about me people and found out what we had in

common with our classmates. Why was this important? Because we need to build
relationships and learn more about each other in order to create a safe place and
be comfortable with sharing difficult things. This will serve us well as we continue
to talk about things that might be difficult to share!
Assessment (how will you know when the student knows the information or can do the skill youve
taught):
Students will verbally state at least one thing they have in common with their
classmates.
Resources: n/a