Gwynedd Mercy University

School of Business and Education

Name: Bridget Oziminski Grade/Level 7th Grade Autistic Support

Topic: “I don’t want to, but I will anyways..”

PA Core or Academic Standard(s): B-SS 5. Demonstrate ethical decision making and

social responsibility

Big Idea(s): To teach that there is a social responsibility behind our everyday activities,
and even though we may not want to do something we may have too.

Essential Questions: How will the students be able to use this topic, “I don’t want to, but
I will anyways..” within their everyday lives?

Objective/Performance Expectation: What will students know and be able to do as a

result of this lesson?

Students will demonstrate their understanding of the topic, “I don’t want too, but I will
anyway” through several individual and group activities that will get them thinking about
why they have to do certain undesirable tasks, and why those tasks are so important to
their everyday lives

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction).
a. This is a seventh grade Autistic Support classroom. The group that I will have this
day is a group of all boys. To meet the needs of all my learners we will be doing several
different activities. One of the activities will be an individual thinking activity, while
another will be with a group. To make sure all my students needs are met I have pre-
planned with Valerie the groups on who will work best with the group preassigned to
them.

PAGE 4
 2. List the specific standard and expectations as outlined in the PA
Core/Academic Standards (SAS)
a. B-SS 5. Demonstrate ethical decision making and social responsibility.

II. CLASSROOM ENVIRONMENT:

3. Describe the effective classroom routines and procedures resulting in

little or no loss of instructional time.
a. Prior to my lesson I will have everything set up for right before they walk in the
room. This is so there is no downtime for side conversations. I will also go over my own
expectations for the group including group work expectations since this is a group who
does not typically like working in groups. It is also going to be very fast paced teaching
so that the students do not get bored with any of the activities we are doing.

4. Identify what you will do to set clear standards of conduct and behavior
management of student behavior.
a. To set a clear standard of behavior for my students I am going to start my lesson
out with my expectations for them. I am going to explain the types of behavior I want to
see, positive and working together. To get them motivated to do these things I will
motivate them that if they receive 5 tickets during the duration of my lesson they get a
jolly rancher for their good work.

5. Identify what you will do to establish expectations for student

achievement.

III. INSTRUCTION:

List Materials Needed:

● Powerpoint
● Pencils or pen
● Post it notes
● Large Paper
● Access to youtube
● Index cards with prewritten situations written on them
● Tickets
● Jolly Ranchers

6. Motivation Activities/Strategies

PAGE 4
 How will you generate interest or focus your lesson for the students?
I will be motivating them by offering them the opportunity to earn 5 tickets. If
they receive 5 tickets during the duration of my lesson they will then receive a
jolly rancher.

7. Prior Knowledge Activities/Strategies:

How will you activate prior knowledge, build background, or review
previous lessons?
To activate prior knowledge I am doing a “thumbs up, thumbs down” activity. I
am asking the question “Who has even not wanted to do their homework?”
Thumbs up for yes, thumbs down for no they have never had that feeling. Then I
will ask “What happened when you did not/did do your homework?” This will set
the tone prematurely for what I am going to be teaching them that day.

8. Sequence of Lesson: What learning activities/strategies will you use to

engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
(Please use bullets to sequence your lesson
● Opening Slide - Funny photo
● Why we do things we do not want to do
● Prior Knowledge question - Questions about who doesn’t like to do homework
● 3 things that Miss. O does not like to do, explain why to the students
● Explain the groups to the students
● 3 home and 3 school things they do not like to do - 2 minute timer
● Ask a couple people to share
● Have them come up and put them on the board
● Pick 1 off the board and give 1 to each student - have them discuss with the group
why they should do it, and what would happen if you don’t -- Share!!!
● Real life situation activity - 3 minutes - share!
● Consequences
● 4 wrap up questions
● Closure
● Ticket turn in for jolly rancher

9. Level of Learning/Assessment Evidence

PAGE 4
 How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Bloom’s
Taxonomy)? Identify what informal and/or formal assessments you will
use to monitor student learning. Also identify if this will be formative or
summative.
I am going to closely monitor their group work. I want to hear discussion
words about consequences or why they need to do things. I will also go
over 4 discussion questions at the end of my lesson.

10. What will you do to bring closure to the lesson? How will you
summarize this lesson and preview the lesson that will follow?

To bring closure to my lesson they will go over exactly what they accomplished that day.
They will also be able to get a jolly rancher if they earned 5 tickets as their reward for
doing well and working together well.

PAGE 4