Instructor: Victoria Rivera

Lesson Title: Identify Setting

Curriculum Area: Reading

Grade Level: 8th

Date: September 15, 2015
Estimated Time: 20 minutes

Standards Connection:
R. ES 8.1 Identify the setting in a story.

Complexity level 2: Identify the setting in a story read aloud or presented in alternative
means.

IEP Goals:

Student J will be able to identify the setting from a story read aloud with 75% accuracy
when given two picture choices on attempts.
Student N will be able two identify the setting in a story read aloud with 50% accuracy
on opportunities.

Learning Objective: Students will be able to correctly identify the setting in a story when given
two picture options.
Kid Friendly Objective: I will be able to identify the setting of the story when looking at two
picture cards.
Evaluation of Learning Objective: The teacher will provide the students with two picture
cards. The students will be asked to pick the correct picture card that matches the setting of the
story. The students will be given two opportunities to get the correct answer.
Engagement:
For the beginning part of the lesson, the teacher will bring in a hat and a cup to go along with the
story that she will be reading in the next section of the lesson. Before we begin, I would like you
all to please be on your best behavior. If you guys are good, I will let you have some free time of
choice at the end of the lesson! The teacher will then put the two objects on the table. The
teacher will place the two objects in front of student J. I have put two objects on the table, one is
a hat and the other is a cup. J, can you please point to the hat on the table? The teacher will
support the students hand while he points to the hat. Very good! Can you say hat for me? The
teacher will pronounce the word hat for the student and see if he can say the word back.
Awesome job! The teacher will then place the objects in front of N. She will then walk behind
where the student is sitting so she can help him respond to the same question on his device. Prior
to the lesson beginning, the teacher will have placed the assistive technology device, the IPad
with the proloquo2go app, in front of the student. N, now it is your turn to give it a try. The
teacher will point to the cup. N, is this a hat? Yes or no? The teacher will pick up his arm and

allow him to guide her to his response on the IPad. The teacher will give him two tries to get the
correct answer. Good job! That is not the hat. The teacher will then point to the hat. Is this the
hat? Yes or no? The teacher will then pick his arm up again and allow him to guide her to his
response. The teacher will give him two tires to get the correct answer on his IPad. Awesome job!
This is the hat. Today we are going to be reading a story that is about a girl that is looking for
her hat!
Design for Learning:
I.

Teaching:
For todays lesson we are going to be talking about setting! The setting of a story is
where it takes place. Now I know that you guys have read this story before but we are
going to read a story titled I Want My Hat. This story is about a little girl that
searches around her house for her missing hat! Since the story takes place inside of a
house, we can say that this is the setting of the story! The setting of the story is inside
a house! As we read the story, we are going to check and see if the setting of the story
changes or if it stays the same. The teacher will then begin reading the story to the
students.

II.

Opportunity for Practice:

The teacher will read the story aloud to the students. After reading the third page of
the story, the teacher will ask the students what the setting of the story is. The teacher
will provide the students with two picture cards, one of a house and one of a park. Ok
friends, so far what is the setting of the story or where does the story take place? Is it
inside of a house or outside in a park? The teacher will ask student N to respond on
his device and student J to respond by pointing. Great job! The setting of the story is
inside of a house! The setting of the story has not changed. If student J is feeling up to
it, the teacher will ask the student to read some of the words from the story out loud.
The teacher will read the page of the story first and then will say each individual word
and ask the student to repeat.

III.

Assessment:
The teacher will have two picture cards, one of a house and one of a park. The teacher
will also have do-a-dot markers for each of the students to use. The teacher will
provide prompting for the two students. Ok friends, I have two picture cards that go
along with our story today. One of the pictures is of a house and the other picture is
of a park. The teacher will point to each of the words on the picture card as she reads
them. She will bring out two colors of do-a-dot markers for the student to choose
from and hold them in front of him. J, I would like you to pick one of these two
colors. The teacher will allow the student time to pick his color. Good Job, J! Can
you say (insert color)? Awesome, buddy! You are doing great, keep up the good work!
The teacher will then unscrew the lid of the marker and will place it in the students

hand. J, can you tell me where the story took place or where it happened? Did it
happen in a house or did it happen in a park? The teacher will point to the words as
she says them. The teacher will support the students hand as he reaches to his
response. Nice! Can you say house? The teacher will allow time for student response.
Awesome! I am so proud of you, J. The teacher will then direct her attention to student
N. Ok N, now it is your turn to give it a try. The teacher will pull out two do-a-dot
markers for the student to choose from. N, which of these colors would you like to
use? The teacher will support the students hand and arm while he reaches for the
color of choice. Awesome job! The teacher will then unscrew the marker and place it
in the students hand. Can you tell me where the story took place? Did it happen
inside a house or did it happen outside in a park? The teacher will guide and support
the students arm and hand. Good job, N! I am so proud of both of you.
IV.

Closure:
The teacher will close the lesson by praising the students for all their hard work and
remind them about what setting is. Great job today! I am so proud of both of you! We
learned about what setting is and what the setting of our story was. Since you all
were on your best behavior, you will receive ten minutes of free time! I will let you all
decide how you wish to spend your free time. The teacher will support student Ns
arm and will allow him to select how he wants to spend his free time using the
proloquo2go app on his IPad. The teacher will suggest activities for student J to do
and will determine his activity of choice based on his hand movements and facial
expressions.

Differentiation Strategies:
Accommodations and Modifications
o Student N will use assistive technology throughout the lesson.
o Student N and J will receive positive reinforcement.
o Student N and J will receive small group instruction at the back table, where they
are usually taught.
o Students will receive different prompting based on varied ability.
Materials and Resources:

Do-a-dot markers
Promethean Board
Two picture cards for each student
Literactive.com story
IPad for nonverbal student, as well as the app proloquo2go to help him communicate.

Reflection:

I believe that this lesson went pretty well. This was my first time teaching to a nonverbal
student and another student that is barely verbal. It was definitely a change from what I had done
in the past with other students. I am used to challenging the students and thinking about Blooms
taxonomy, but this is not applicable to children with special needs. You have to teach to their
level and provide accommodations and modifications for each student in the lesson. I used
assistive technology in this particular lesson as an accommodation for the nonverbal student. The
student uses the app proloquo2go on his IPad. This app provides the student with one-word
responses that he can touch and it will say the word for him so he can participate in the lesson
like the other students. The students arm must be supported by the teacher or an aide in order for
him to be able to push one of the buttons. I think that the use of assistive technology was helpful
for the student, but I believe that the use of switches may have been a more effective choice for
this student. Using a switch would provide the student with only two responses to choose from
and would have given the teacher an opportunity to record certain responses on the switches,
such as house and park instead of yes and no. The student that is somewhat verbal,
student J, was fighting me throughout the whole lesson. He did not want to do any work with me,
which was not that big of a surprise. This student has been known to be unpredictable. Perhaps I
could have provided the students with a more engaging lesson. Overall, I believe that this was a
good lesson. The students met the objective and I think that the students learned information
about setting.

HOUSE

PARK