Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 1 Note for students: This lesson plan template

matches the model that is recommended in Preparing to Use Technology: A Practical Guide for Technology Integration. For support, consult your book to develop an original lesson plan. Lesson Title: Taking Turns Lesson Author: Kayla Cox Grade Level: K-5th Grade (Autistic students) Subject Area: Taking Turns at School Time Allotted for the Lesson: Express in number of class meetings and/or number of hours. There will be no set time for this lesson. The lesson will be presented every time the child needs to learn how to take turns whether its getting a drink of water or playing a game. Short Description of Lesson: Write a brief, yet concise, description of what occurs in this lesson (50 words). This lesson is suited for autistic students who are having difficulty with taking turns. The child will read this story every time they need help in taking turns. Classroom Layout and Grouping of Students: Where will learning take place? How will the room be organized? How will students be grouped? (whole group, individuals, pairs, small groups, etc). Since my autistic student is in the classroom he will be with the class most of the time and pulled out for certain things. He will be pulled out for social stories time, time to cool -off, and time to create and look at visuals that will help the student. All the students in the classroom have their own assigned seat at a table. State Curriculum Standards met in this lesson: Go to the state curriculum standards at http://state.tn.us/education/ci/curriculum.shtml (use state standards where you are in preparation) and select the grade content/level appropriate standards that are being met in this lesson. Copy and paste below: According to state standards, autistic students will go through an evaluation to see if they qualify for special education. There will be an IEP meeting on that student to discuss the evaluation and decide if the student will receive special education services and what other modifications the student needs. After that meeting the student will be placed where they need to be. The autistic student I work with will have a one-on-one behavior support person with that child at all times. The student is allowed to participate in the regular classroom, and have the chance to participate in anything that the other students get to participate in. The student will be able to do this as long as his behavior doesnt become violent. If his behavior gets worse he will be pulled out and put in a room by himself and will be taught one-on-one by an instructor.

National Education Technology Standards for Students (NETSS) met in this lesson: Go to the http://cnets.iste.org/index.html and select NETSS 2007 grade level profile (K-2, 3-5, 6-8, 912) the appropriate indicator(s) and standard) that are being met in this lesson. Copy and paste below. 1. Illustrate and communicate original ideas and stories using digital tools and mediarich resources. (1,2) 2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1,3,4) Instructional Objective(s): Each instructional objective [learning outcome] for this lesson should identify the A, B, C and D. 1. The student will see how to learn the proper way to take turns. 2. The student will see what they need to do to take turns. Materials, Resources and Technology: List all materials (textbook, other books, maps, crayons, research guides) technology resources (computers, printer, scanner, internet connection, cameras, etc) and web addresses that are needed for this lesson. If you are using copyrighted materials, you must include title, author, date, city and publisher. Materials and resources needed for this lesson. 1. Computer with Microsoft Word 2. Printer 3. Internet Technology resources needed for this lesson 1. Computer with Microsoft Word 2. Printer 3. Internet Web Addresses needed for this lesson: Website name (e.g. Yahoo), followed by the sites complete web address http://www.yahoo.com,

1. 2. 3. Students Present level of Performance and Knowledge: Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite skills must the students have to complete the lesson content? Include technology skills. The student needs to be able to sit still and look at the social story and be able to understand it. The child does not have to read the story as he/she will always have someone with them to help them read it. The child will be able to look at the story and the pictures. Instructional Procedures Lesson Set:

How will you open the lesson to motivate the students? How will you relate this lesson to previous learning & to real life experiences, to explain the importance of the learning to the students? All these lessons will be directly linked to real life experiences, particularly social situations that children face on a daily basis. These situations are harder for children with autism so these lessons are designed to help them understand the social world and be able to learn how to do things appropriately. When a student does something inappropriate or does not understand a certain social situation, he will have to leave the classroom and read a social about that particular situation. Once they do that the child can go back into the classroom. The child will eventually learn and keep learning how to handle situations appropriately rather than have a melt-down or act out. Techniques and Activities: List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the learning is included. 1. After the student has left the room, they will look at the appropriate social story. 2. The teacher will help the student read the social story and look at the pictures. 3. After the story has been read the child and teacher will discuss the story, and talk about a more appropriate way of handling the situation. 4. Then student will then be allowed to go back to the classroom with his one-on-one aide. Lesson Closure: How will the lesson come to a close? The content should be summarized and related to future lessons, and actively involve the students). After the child and teacher have read the story they will discuss it. Adaptations for Special Learners: How will you adapt the learning/equipment for students with special needs? This whole lesson is for students with special needs, more specifically autistic students. Everything will be modified for their learning. Supplemental Activities: Extension and remediation: Extensions are additional activities to expand learning on the lesson content. Remediation activities include methods to reteach the learning for students who need more instruction/practice. The student will not need any extensions or remediation with this unit. If the student continues to have problems taking turns then the teacher will take the student out of the class and go over the particular social story on taking turns, discuss it again, and take the student back to class. Assessment/Evaluation: How will you measure the students success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion. This section should contain a description of the assessment process, the criteria for achievement, and performance levels. The criteria

should directly align to objectives and instruction. Describe your plan for providing feedback to your students. The students success will be measured informally. The teacher will keep track of each melt-down and every time the student has to be taken out of the class. The teacher will also keep track how many times the student acts inappropriately in the classroom. The students behavior will be discussed at each ASD meeting, which meets twice a month. Student Products: What artifact(s) or products will result from the lesson? (such as a report, newsletter, diagram, slideshow, drawing, etc.) There really wont be any student products. Each resource created will be kept at the school for other autistic students to use.