Houston Baptist University
Department of Education and Kinesiology
Lesson Plan Format
_____________________________________________________________
Modifications: Special Education Students
Subject: Language Arts and Reading
Grade Level: 1st Grade Bilingual
Time Estimate: 1 hr
Unit: Things I like to do
Topic: Things I like to do: Imagine
Goal(s): The students will appreciate the importance of making predictions.
The students will learn the open syllables with p.
Objective(s):
TLW name the characters in the short story.
TLW explain what is occurring in the story.
TLW demonstrate what is occurring in the story in small groups.
TLW infer what will happen next various times throughout the story.
TLW combine different parts of the story with their previous knowledge in order to
support their predictions.
TLW recall the open syllables with m.
TLW explain in their own words how the open syllables with m and p look alike.
TLW pronounce the open syllables with p and list words with the syllables in the second
transparency.
TLW will look at the words in “El dia de papa” and copy the words that have the open
syllables with p.
TLW name the vowels.
TLW identify the vowels in different words presented by the teacher.
TLW say in his own words the directions of the worksheet to ensure understanding.
TLW demonstrate understanding by completing the worksheets about vowels.
TEKS: 128.12 1A,B,D; 3A, B, E (i); 4A,B; 9; 22A,F; 27
Materials/Resources/Technology needs:
Lectura, Guia del maestro con multimedia Grado 1 volumen uno by Scott Foresman
Pictures of dog, cat, bird, horse, and rabbit
“La travesura de mi mascota” p. 40
“El dia de papá” and modified books with highlighted words
Vowels worksheets from Cuaderno de práctica p. 3, 4, 6
Modified worksheets for Special Needs Students
Projector
Transparency of open syllables with p
Instructional Procedures
Focusing Event:
Display pictures of animals that could be pets: dog, cat, bird, horse, and rabbit.
Ask students if they have any pets as the ones displayed on the board. As some will
probably not have one, tell them that today they are going to “imagine” or pretend that
they have one for the next part of the lesson.
Teaching/ Learning Procedures:
Reading:
1. The teacher reads the title of the short story: “La travesura de mi mascota” and
ask students what they think or imagine will be the mischief of the pet.
2. Make sure that special needs students are sitting closer to the teacher than
others. The teacher will have to read slower than normal and often ask
students to review what just occurred to develop their listening
comprehension. Then read the story, but make the necessary pauses as marked in
the text to allow students to guess what will happen next in the story.
3. The students will be asked to identify the characters.
4. Have students in each group to demonstrate what the pet is doing and how the
owner of the pet would react.
5. Tell students that as they guess what will happen next in the story is called
predicting. As the students say their predictions ask them “Why do you think__ ?”
so that they can justify their ideas.
Phonics:
6. The teacher will ask students to recall the open syllables with m by showing them
the transparency of open syllables with m (but cover the top of the transparency
so they are not able to see the syllables).
7. The teacher will write the open syllables with m (ma, me, mi, mo, mu) on the
board, and right below them write the open syllables with p (pa, pe, pi, po, pu).
Ask students for the similarities between the two.
8. Present to students the transparency for open syllables with p and ask students to
name the pictures. Demonstrate to students how they can insert the syllable from
the top line into the word to complete the word.
9. Ask students for other words that they can think of or see around the room that
have the open syllables with p.
10. As the students name the words ask them to categorize under what column it
would go under.
11. Ask students to take out their phonics book, “El dia de papá,” and look through it
to copy any words with the syllables in their notebook. The books for special
needs students will have the words they need to copy highlighted and bolded,
which will make it easier for them to recognize. They will not be required to
copy all the words, as each student will have a different requirement based
on what they are able to do.
12. After giving them about 4-5 minutes to do this, ask students to share the words.
13. Write all of the words on the board, and then ask students to categorize them as
the teacher writes them on the transparency.
Phonemic Awareness:
14. Ask students to name the vowels and write them on the board.
15. The teacher writes words on the board and asks students to identify the vowels in
the words. The words can include: mochila, lápiz, borrador, pizarrón, maestro,
hola, mamá, papá, libro.
16. Show students the worksheets that they will work on and after having a student
helper pass out worksheets, ask students to explain the directions with their
seating partner. The special needs students will receive different worksheets
with fewer questions, yet with the same directions so that they can still
interact with their seating partner.
17. After they have discussed, the teacher does the first question together with the
students.
18. As the students work on the worksheets, the teacher walks and monitors. Pass out
to the students the take home worksheet for homework.
Formative Check(ongoing or specific):
1. As the students give ideas of their prediction, question them and ask them to
elaborate and justify their ideas.
2. As the students work on the worksheets, the teacher monitors their progress. As
she does this, she will keep an eye on the progress of special needs students. If
they are not working, the teacher can orally ask them the question they
might be stuck on to make sure that they comprehend the content.
Reteach (alternative used as needed):
1. When teaching predictions have a visual representation of the story and have
possible events that the students can choose from to help them in predicting.
2. If there are problems with learning the open syllables with p, provide more
examples.
3. If there are problems with learning and identifying vowels, provide more words as
examples.
Closure:
1. Ask students why imagining or predicting is important.
Assessment/Summative Evaluation:
The worksheets will be taken up to check their understanding of vowels. The assessment
of special needs students includes the oral and written answers, their overall
progress on their IEP goals, and gains made during their tutoring sessions.
Modifications/Notes:
For those students with disabilities, have a tutoring session to review vowels and
open syllables with m and p.
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Special Education Modified - Houston Baptist University