Dakota State University

College of Education
LESSON PLAN FORMAT

Name​: Reanna Fitzgerald

Grade Leve​l: 2nd-4th Grade SPED
School​: Woodland Intermediate School
Date​: January 30th, 2019
Time​: 8:40-9:20am (PST)

Reflection from prior lesson ​(if you did not teach the previous lesson, what did you observe that
will help you prepare and teach this lesson?):​
The lesson from today (Tuesday) went pretty well. This lesson was probably the least engaged that I saw
some of the students because there was a lot of talking, and probably not enough visuals for the students
or videos (they really like videos). For the most part, students went along and still showed some solid
expected behaviors. I told them that tomorrow (Wednesday, this lesson) we would be doing an
experiment that relates back to the small problems and big problems that we talked about today. I was
very pleased with how well the students caught on to the concept of big and small problems and how well
the remembered what “Glassman” does when he “gets in our brains”. Glassman is a character from the
social skills curriculum called Superflex, and he makes us have really big reactions to small problems. We
have learned about all the Unthinkables and have continued to learn about each of them as we
progressed through the social skills group.

Lesson Goal(s) / Standards:

“I can tell the difference between a small and big problem.” which can tie in with “I know when it is
appropriate to have a big reaction.”

“I can tell the difference between a small and big reaction.” l

(There are no content state standards for social skills- these goals address more towards these students’
IEP social/emotional and communication goals. I replace that with I can statements or I will statements for
the students.)

Lesson Objectives:
Students will be able to identify a big and small problem and identify the differences between a small and
big problem.
Students will learn strategies to handle big and small problems appropriately and how to regulate their
emotions when faced with these situations.

Materials Needed:
● Baking Soda
● Vinegar
● Food Coloring
● Cups
● Tray
● Spoons
 ● Projector
● Computer
● Calendar Visual/Day of the Week/Weather/Chain

Contextual Factors/ Learner Characteristics:

This class is known as DSP (Diverse Support Program) and there are 12 students in the social group
morning times. The 12 students in this class are all on IEPs some with Autism, one with a Health
Impairment, and some with Developmental Delay. All these students provide a wide range of abilities
which makes it fun to teach this group. This is the first thing the students do in the morning besides eat
breakfast and there is not really a way to know how the social group will go. Sometimes during social
group, there are students who don’t participate because they come in late or because they are having a
hard time with the group and they can be in the break space or back room. It is also important to make
sure I have good management and remind the students how to sit, raise their hand, and other social
expectations. Also, just a note, there are 6 Paras in the room while I teach this lesson to help with
classroom management.

A. The Lesson

1.​ ​Introduction (20 Minutes)

·​ ​getting attention
·​ ​relating to past experience and/or knowledge
·​ ​creating a need to know
·​ ​sharing objective, in general terms

Good morning you guys! How’re you all doing?

Let’s get started with our daily routines here… Who would like to help me with the calendar today?
Thank you for volunteering! Can you ask the class to count with you?
- Students then will count through the days of the month until we reach where we are at. They will
say the month and year as well.
Okay thank you ___ for being an excellent helper!
- Reward the student with Dojo points
Who would like to help me with the day of the week?
- Okay ___ thank you for volunteering! What day is it today?
- Student answers _____ , which means yesterday was ____ and tomorrow will be _____.
- Do you guys agree with ____, on the days of the week?
Thank you for volunteering and being an excellent helper!
Who would like to volunteer to help with the weather?
- Student comes up tells the class what the weather is and asks if they agree. If students have
other opinions, they can share those. Student places weather on the velcro.
- Award student Dojo points and continue.
Who would like to volunteer to help me with the chain?
- Student gets up to place the chain with the other pieces. Student helper asks for the class to
count with them.
- The chain represents the amount of days that the students have been in school.
- Students will count completed pieces of the chain by 10s and the chain that is on the easel by 1s.

We then will listen to our

● Months of the year song
 ● Days of the week song
● Big Numbers Song

“So yesterday we really discussed what things are big problems or small problems. Remember the ‘mole
hill’ or ‘mountain’ that we were talking about?”
“What is a mole hill? Is that a big problem or small problem?”
- Right it is a small problem!

Today we are going to do that science experiment that we were talking about!
At the end of today’s lesson I want you guys to be able to say, “I can recognize a big reaction!”. Let’s get
started and all gather around over here.

2.​ ​Content Delivery (15 minutes & lecture/demonstration/discussion)

This experiment will really help up learn what a BIG reaction is like and what a small reaction is like.
I have some vinegar and baking soda for the experiment.
Let’s say that I was FLYING through my math assignment, then all of a sudden BOOM my pencil breaks.
- Is this a big or small problem that I am having?
- Ask students if they agree with ______ (thumbs up/down)
Why would you think that it’s a small/big problem?
Yeah! Remember that small problems are easily solved and you can solve them by yourself.

Okay so small reaction, small problem.

Watch closely when I put this baking soda in the vinegar…
What happened?! - Did it fizz a lot or just a little bit!?
Someone raise their hand and tell me, what are some appropriate ways to show a small reaction?
- Say Oh no, ______
- Say Oops, I need to _____
- Think for a second to find a solution
- Grab a new _____
- Take a big breath
- And others
And also, what would happen if I had a big reaction to breaking my pencil? How would others around me
feel?
- Red or green thoughts?
- Comfortable or uncomfortable?
- Would they feel safe?

Give me a thumbs up if you could go home and tell your parents what a small problem is.
Give me a sideways thumb if you think you could tell someone a little bit about what a small problem is.
Give me a thumb down if you really need more help understanding what a small problem is.

Let’s say that I was out at recess and I was showing very unexpected behaviors and I was on the monkey
bars STANDING UP on top of the bars. Then I FELL OFF. I broke my arm…
- Is this a BIG problem or a small problem?
Why would this be a small/big problem, why do you think that?
Yes exactly! Big problems are those types of problems where we need adults, we might need to call 911,
or they take longer than a few minutes to solve.
And should I have ever been up on the monkey bars standing up?! No absolutely not. Never should we
do that, it’s super unexpected.
So this is a big problem and it might be necessary to have a bigger reaction.
What do you guys think I should do for us to see a bigger reaction with our experiment?
● If students cannot answer without prompting/guidance then say
○ Should I add more or less baking soda?

** Ask them how their body might feel during a big reaction
Clenched fists, red face, tight body, etc.

Give me a thumbs up if you could go home and tell your parents what a big problem is.
Give me a sideways thumb if you think you could tell someone a little bit about what a big problem is.
Give me a thumb down if you really need more help understanding what a big problem is.

Continue to carry out the conversation naturally with the students. Show them more “explosions” (big
reaction) that occur when you run into a “mountain” (big problem)

3.​ ​Closure (5 minutes)

“Sometimes we might feel very upset when something happens. It’s really important to remember when it
is appropriate to have a big reaction.”
I am looking for those who are sitting appropriately and showing expected behaviors to dismiss for class.
- Excuse students who are sitting with zero voice, whole body listening, and one of the three ways
to sit on the carpet.

If there is spare time I will show social skills videos using Everyday Speech

B. Assessments Used
- Informal assessments: check for understanding (thumbs up, thumbs down, thumbs sideways)
explain to the students what I am looking for when they give their indication

C. Differentiated Instruction
Students who are willing to volunteer to help during the calendar time will and those who might not want
to participate. During the science experiment, I will be controlling most of the experience part but the
students will be the ones that are describing what’s happening, if the reaction would be for a small or big
problem. If a student asks to help I might allow them to do so.
For the students who are less likely to participate, ask them yes or no questions and prompt them to
answer using “yes” or “no”. Ex) ____ do you agree that today is Wednesday? Yes or no?

D. Resources
Experiment Site:
​http://counselinghearts.blogspot.com/2012/02/anger-experiment.html

Everyday Speech?
www.everydayspeech.com
Reflection:
The students really enjoyed participating in this lesson! The reactions from the baking soda and
vinegar really kept them engaged. They were contributing to the lesson by measuring problems
such as a broken pencil and a broken arm. The students really started to understand why
having big reactions to small problems make people uncomfortable. The goal of this lesson was
for students to identify small and big problems and learn some new self-regulation strategies. As
the week continued when students were having big reactions I would ask them what the size of
the problem was, they were able to say that it was a “small problem” and descelate themselves
using previous strategies that were taught to them. During my observation, one student noticed
the computer with my university supervisor watching and decided to approach the computer and
make a face into the screen and became escalated from that.
 Dakota State University ~ College of Education
Scripted Observation
Teacher Candidate: Reanna Fitzgerald Date: 1/30/19
Cooperating Teacher: Sonya Stemkoski Time: 9:40-10:20
Content Area: Social Group Visit # : 1
Grade Level: 2​nd​ –4​th​ grade
Grouping: _____ Individual ____ Small Group ___X___ Whole Class
Conceptual Framework guiding principles addressed during this observation:
__X__ Knowledge (Content/Pedagogy) __X__ Managing the Environment
__X__Planning/Prep
__X___ Technology __X___ Instruction & Assessment
_X__Professionalism

Scripted Observation Notes

Time Observed Behavior Feedback

10:40 Rea welcomed students by visiting with

them as they entered the room, she sat in
chair up front. Students sat on colored mat
in front of her.

10:41 Good Morning guys!! Halfway through the Thanked students for
week! Who woudl like to help with volunteering. Good job
counting. 3 hands raised encouraging desired actions.

10:42 Take the counter and help us count. Included students as

How many days in January. . ask friends. helpers, asked if they
.let them call on each other . . . wanted to help , problem
solving, how many days in
January . .

10:43 Who wants to help with day of week? invited participation ,

What day is it today? repeated answers,
Asked students do you agree with her? encouraged further thinking
with what was yesterday,
what's tomorrow. .

10:44 maybe give red thoughts. . .well see Good job listening,
acknowledging, and keeping
students on task.
10:45 What season? Included a lot of kids . .
listened to all. Moved
student so all could see.

10:46 What’s weather .. asked student to ask Good job of empowering

students what they thought , asked several students and getting all to
students, repeated answers .. talk.

10:47 Thank you for helping, you are a really good Good praise of students
helper

10:48 Silas you did this yesterday, someone else. Good job redirecting
I'd call on you if you were showing students and pointing out
appropriate behavior. good behavior

10:48 Remember to show expected behaviors, Good job of being specific of

get points, like the way student is sitting, noting behaviors needed

10:49 Counted together Good choral counting

10:49 How many days? 180 Good recollection of days.

That's ok, (when answered incorrectly) .bringing back prior learning
Encouraged student
answers even when not
correct

10:50 Time for songs, remember when sing, we clear expectations

sing with the songs

10:51 Song Days of the week , noted Good job of dealing with
that you went and spoke to one students incident privately, no other
kids were involved in
When you are showing desired behaviors, redirection
then I can start song Good wait time until
students were ready.
Showing mastery of
technology/screen/songs ..
cute songs :)
10:52 Months of the year song Obvious they know what is
Students sang and watched video . . expected of them at this
time, routine is well
developed

10:53 Went and sat by students in front to keep Good use of proximity and
them on task redirection as needed

10:54 Last song: remember to sing the song Good reminder of

nicely, appropriately, and with the numbers expectations They are good
at theses! :) Noted aides in
back and to the side, helping
keep a few students on
track. Evident that you are
all working as a team to best
serve the students.
Classroom management is
more successful in this way
with all engaged, aides and
students. Well done

10:56 One aide helped student in front and moved This song was longer and
him to the back. they began to lose interest
towards the end . Rea
noted that they had had 2 3
days weekends and
henceforth had lost a little
focus on this song.

10:57 Reminder: earning points to meet goal. still Good reminder to help
trying to get to class award. . be sure to act modify behavior. Worked!
your best

10:58 Thank you for raising your hand . . restates Recapped prior learning.
what the students say. . big problems and Used pictures to remind
small problems .. reviewed what covered students of lesson.
yesterday .. mole hill, mountain. .showed
pictures . . need adult for big problems ..
remember. . raise your hand. . thank you
10:59 Student shared about touching electric wire Good connection building.
in a game /book. . . Rea acknowledged that Listened but kept on track
it made sense, but she didn't know a lot
about it, but could discuss later.

11:00 What is an example. . student shared mom Managed student chatter

fell off house. . breaking bone. .injury . . while keeping the focus of
Talking is making it hard to teach, may have discussion moving in the
to keep stopping pausing, right direction.

11:01 Gave example of injury-- paper cut. . vs. Good example.

broken bone. Ok, stand up .. lot of talking, Good pause for students to
need to stop. Please don't touch at the focus . Could consider
table. moving students to the
tables to increase movement
in students and create a
natural barrier between the
students and the
experiment.

11:02 Shared big and small problems. Must Good job of stating
control how you react. Gave example of objective. Could write
breaking pencil. objective on the board as
reminder.

11:03 Breaking pencil is mountain?. . big problem, Good job making student
referred to picture. . why? Can you solve it think through if it really is big
alone or need help? or small. Good job of
providing framework by
which students could think
through evaluating if the
problem was big or small.

11:04 Want to ask a friend if big or small? Small Good job staying focused
problem, because you can sharpen and despite aide helping
then it's fixed. Aide helped students. students.
That's a small problem, should I have a big
reaction. . what does that feel like? Could be more specific or
direct in making a list of how
to react with big problem or
small problem. Could then
refer back to it.
11:05 Watch carefully . . big reaction.. Students were very excited
OOOOOHhhh!!!!!!!! WOW!! SO cool!! by experiment! Great
Bring it back. . looks like a fizzy potion!!! job! Creative way to make
your point.

11:06 Remember, only one person talks, because Nice job of reminding
they raised their hand and I called on them. students of expectations.
What did you see? Thanks for being Good positive reinforcement
patient for me to call on you.
Student told: when baking soda went in,
caused bubbles . . it went up . . "good
words" . .

11:07 Can we try that again? Let's talk about Good job of transitioning to
big problems. . I was climbing all over play next point.
system, slipped, and broke a bone. . raise Still reminding students of
hands expectations.

11:08 Big! If someone hurts their leg or arm, they

may break their bones super bad . . can you
solve that by yourself?

11:09 Aide moved student, but you kept teaching. Well done.
Students shared broken bone stories. . .got
students back on track with. . can you solve
that by yourself?. .

11:10 Since it's a big problem, should I have a big Could possibly have
reaction. . crying ? maybe yell. . now students act out those
remember. .one person talks at a time. . . emotions (get tense, cry,
how would body feel? stress, tight. ask for help).

11:11 Wait for big reaction until ready .. . . Maintained control of

whoa!!!!! !!!!!!! . . big reaction. . what students
did I do? added more baking soda. . .can i
do this? nope, I'm going to run this. . back
up , in my space . . so, no . not fair for
others.
11:12 Other scenarios. . Miss Rea breaks her Good job ignoring behavior,
pencil and runs around with big reactions,
what are her friends feeling .
Student had small meltdown towards
computer, aide dealt with it .

11:13 Did experiment again, if too strong, plug

nose. . so maybe if small problem and have
big reaction,

11:14 What are strategies? raise hand wait Good job of asking for
patiently like Ozzie is doing, not strategy student responses even
we could practice here . . pull fingers . . it's from those not raising
satsifying. . Lucian, what do you do? hands.

11:15 Repeat that so everyone can here it. . I Could list these on the board
don't think everyone was listening . . or have similar ideas already
repeated idea. . take deep breaths. .. what listed on paper strips that
else.. silence. . count. . . you could pass out so all
students would have an
answer to share.

11:16 Back to big reaction, fell off play structure. May benefit from new
Would that give friends red or green student seating or
thoughts. .raise hand and tell me why . . . configuration when
discussing. Could create a
take away rhyme to help
students remember ideas.

11:17 showed one more small explosion... want to Good job of telling students
see one more big one. . I'm just going to the next step. After
wait .. then we'll sit down on carpet . experiment, go to the carpet.

11:18 How do you feel. . thumbs up, thumbs Assessment. May want to
sideways, or thumbs down. . went to each start this process earlier to
kid.. have more time to check
with each students. Could
try students talking to each
other or aide to review main
point.
11:19 Did another experiment.. . . waited.. Maybe have students
OOOOOHhh!!!!!!! brainstorm what would merit
big reaction vs small one . . .
then tell them to try to stop
and think each day, many
times of day.

11:20 3 ways to sit, listening. .now dismissed, Good job dismissing. They
after sitting nicely….. you may go . knew what was expected.
Could have directed
students back to the rug and
then recapped main
objective, positive ways to
react, and the need to
control emotions.

DOMAIN 1: PLANNING AND -Good grasp of students and their needs.

PREPARATION Very varied group of students with diverse
-Content & Pedagogical Knowledge behavioral and emotional needs.
-Knowledge of students -Had one clear objective: differentiate
-Setting Instructional Outcomes between big and small reactions.
--Knowledge of Resource -Had calendar/songs prepared.
-Designing Coherent Instruction
-Designing Student Assessments

Tools: LP &Observation

DOMAIN 2: CLASSROOM ENVIRONMENT -Routines well established.

-​Environment of Respect & Rapport -Managed student behaviors yourself and
-Culture of Learning in Classroom taught through aides intervening well.
-Managing Classroom Procedures -Moved students from floor, up to the easel,
-Managing Student Behavior then to the experiment, and back to the
-Organizing Physical Space floor.
-Used point system to award individual
Tools: Observation points and class points. Sounds alert
students that points are awarded and posts
in the room for students to see and why.
 DOMAIN3: INSTRUCTION -Relationships evident with students. Good
-​Communicating with Students knowledge of student behaviors.
-Using Questioning & Discussion -Used multiple questions to engage
Techniques students.
-Engaging Students in Learning -Students loved experiment!
-Using Assessment in Instruction -Thumbs up/down/ sideways.
-Demonstrating Flexibility & Responsiveness -Adjusted pace of lesson based on students’
behavior
Tools: Observation

DOMAIN 4: Professional Responsibilities -Very professional in her teaching, in

-Reflecting on Teaching interacting with students, and with other
-Maintaining Accurate Records teachers in the room.
-Communicating with Families
-Participating in Professional Community
-Growing and Developing Professionally
-Showing Professionalism

Tools: Portfolio, Interaction & Observation

Action Items:
1. add visuals --maybe have pictures of things that happen and decide if big or small problem
2. add take away. .song/diddy/ rhyme etc to take home or post
3. maybe move students to another seating arrangement to keep attention
4. spend more time on assessment and closure
4. excellent support from all staff, could incorporate them in a one teach/one assist way vs they
just observe.