Name: Program:
Carson Hope Early Childhood Special Education (K-3)
Lesson Topic/Title:
Interest Inventory: “All About Me”
Lesson Date: Lesson Length:
January 7, 2020 36 minutes
Learning Objective
1) Students will be able to identify
characteristics about themselves by
writing, drawing, and/or dictating.
Content Standards
CCSS.ELA-Literacy.W.1.5:
With guidance and support from adults,
focus on a topic, respond to questions and
suggestions from peers, and add details to
strengthen writing as needed.
MLR Career and Education Development:
A1 - Students identify interests, skills, and
habits of mind that build a positive self-
concept.
A2 - Students identify and demonstrate
the skills, behaviors, and attitudes that
lead to success in schoolwork.
Assessment
This is a pre-assessment activity. This
activity will pre-assess student writing.
Writing will be reviewed and then will be
reflected on with students in individual
conferencing.
Course:
ECH 460
Grade:
1st Grade
Instructional Decisions/Reasoning
1) I will not only use this lesson to gather
information about my students’ interests,
but I will also use this to assess their
writing. By individual conferencing with
the students, I will ask for clarification as I
will be learning their writing
styles/abilities.
Instructional Decisions/Reasoning
1) Students will have Mrs. Nichols’ and
my support to focus on the questions. I
may ask students to provide more detail so
I can gather more information.
2) Students will be prompted to identify
their interests and preferences by the
questions on the “All About Me” form.
3) Students will be prompted to identify
their academic preferences as well as
instruction preferences by the questions
on the “All About Me” form.
Instructional Decisions/Reasoning
This will be one of the first activities I
implement in this classroom, so I will not
only be gathering information about
student interests, but I will also use this as
an opportunity to look at their writing.
Clarifications will be made during
individual conferences.
Materials, Resources, and/or
Technology
1) “All About Me” forms
2) Pencils
3) Coloring utensils
Teaching and Learning Sequence
Introduction
1. Miss Hope will remind students that
she is new to their classroom and is
excited to get to know them. She will
explain that the following activity is a
way for her to learn more about each
of them.
(2 minutes)
Instruction
2. Miss Hope will instruct students to
put their name and date on the top of
the paper.
(1 minute)
3. Miss Hope will inform students that
she will read each of the sentence
starters, and after she reads them, that
she will give the students time to
write their answer.
(1 minute)
4. Miss Hope will read the first prompt
once, and the read it with an example
(using her own information). Miss
Hope will then give students time to
answer.
(5 minutes)
5. Repeat step 4 for each prompt.
(5 minutes x 3 = 15 minutes)
6. Miss Hope will explain that the box at
the top is a place for students to draw
a picture of themselves or something
that might tell Miss Hope more about
them. Miss Hope will give students
time to draw and color their portrait.
Instructional Decisions/Reasoning
1) Students will fill out the form for the
lesson.
2) Students will be asked to write in pencil
so they can erase if needed.
3) Coloring utensils will be provided so
students can add color to the picture they
draw in the space provided.
Instructional Decisions/Reasoning
1) The introduction to the lesson will
provide a reason for the activity (getting to
know students) and why it is being
implemented (I am a new teacher in the
classroom).
2) It is very important for each student to
put their name on this form, as it will be
used to get to know students and obtain
information for the Contextual Factors
Analysis as well as future lesson planning.
3) The students may not be able to
fluently read the prompts on the paper, so
answering them one at a time after being
read the prompt will make the prompts
more accessible to all students.
4) The students will hear the words on the
paper once, and then hear an example of
what an appropriate answer for this
prompt would be. This also gives me the
opportunity to share information with the
students about myself.
5) The same instruction will be used for
each prompt.
6) Students will have the opportunity to
share additional information through
drawing.
7) This conclusion will reiterate the reason
for the activity (to get to know students),
as well as share the next steps with them
(individual conferencing). The conclusion
will also be a way for me to share with
students that their information is
meaningful to me.
(10 minutes)
Conclusion
7. Miss Hope will thank students for
sharing information about themselves
with her. Miss Hope will explain that
she will be reading each of these, and
then would like to get a chance to talk
to each student individually so she can
learn even more about them. Miss
Hope will explain that this
information helps her to be the best
teacher she can for them.
(2 minutes)
Meeting Students’ Needs Instructional Decisions/Reasoning
1) The teacher will read each question to 1) Students may not be able to read the
the students. questions fluently, so they will be read to
2) Students will be able to draw and write students prior to answering each, and
to include information on the form. students may ask to have questions re-
3) Students will be given an opportunity read to them.
to dictate what they wrote/wanted to 2) Students have space to write on the
write during individual conferencing. lines to answer prompts as well as space to
draw a portrait or other image that
provides relevant information.
3) I will conference with each student to
allow them to read what they wrote to me
as well as provide additional information.

Reflection
Before beginning my lesson, I read The One, The Only, Magnificent Me. My mentor teacher
suggested that I read a book before introducing the activity, and I chose this book
because it discusses how individuals are both the same and unique. I used this as an
opportunity to explain that each of them are different in some way, and that I want to
be able to learn more of those things to help them grow.
Overall, I feel that my activity went well. All students were engaged, and every student
completed the activity. While some students took it more seriously than others, this
was actually useful information because it keys into their personalities which was one of
the goals of this activity.
While students worked on their picture, I conferenced with students to learn more
about what they wrote and to gather additional information. I was able to meet with
each student and clarify their responses.
The suggestion my mentor gave me for additional activities is to have a follow-
up/extension activity planned for early finishers. Some students took all of their extra

time to add details to their picture while others needed something else to do. This is
advice I will take into great consideration when planning future lessons!

Teaching Standards and Rationale

CCTS Standard 2: “The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that allow each
learner to reach his/her full potential.”
o In other words, the educator has an understanding of ways that students’
development, background, and strengths may differ and how these
differences affect learning.
• Indicator 2(m):
o Respects learners as individuals with differing personal and family
backgrounds and various skills, abilities, perspectives, talents, and interests.
In order to implement inclusive practices and to meet the needs of all students, the
educator must get to know the students in front of them. This interest inventory was
one way that I gathered information about my students. By knowing students interests
and preferences, I could incorporate them into the classroom routines and activities. I
respected and valued students differing abilities and skills by reading the prompts to
students to set them up to share their thoughts, and providing “space to write […] as
well as space to draw a portrait or other image.” As stated in the conclusion of the
lesson, I also planned time to meet with students as a “next step” to discuss their
answers on the form. This insured I was reading their answers accurately and gave them
an opportunity to share additional information. This allows students to use multiple
means of expression so they can be successful and so I was able to access the most
information possible. I was able to use all of the information the students shared with
me to plan lessons that met their needs and preferences, a huge and important part of
Standard 2.