Adapted Lesson Plan Kimberly Odom SPE 594 Student: Evan Makenzie Lesson Title Charlie Brown and

Our Great Pumpkins Overview/Annotation This is a hands-on activity math lesson. This lesson uses pumpkins in order for students to become aware and acquire math skills. Students will observe pumpkin properties to determine shape and color. Students will also correlate the idea of pumpkins and fall in the overall unit of seasons. The teaching acquisition skills using pumpkins will promote the learning of the generalization between pumpkins and fall. Alabama Content Standards(s) M. ES 11.2 Demonstrate knowledge of properties of geometric shapes by displaying the most efficient way of placing shapes into a given space. Targeted IEP Goal(s) By April 2012, Evan will demonstrate the concept of greater than, less than, and equal to with numbers with assistance three out of five trials over a consecutive four day period. [M.ES. 10.1] Due to Evans need of improvement in consistently identifying objects shapes and colors, M.ES.10.1, complexity one will be focused on for mastery level: Targeted IEP Benchmark(s) BENCHMARKS: 1. BY DECEMBER 2011, EVAN WILL IDENTIFY GREATER THAN WITH OBJECTS TWO OUT OF FOUR TIMES OVER A CONSECUTIVE FOUR DAY PERIOD. [M.ES. 10.1] Short Term Objective(s)(STO) By the end of this lesson, when given choices of shapes, all students will identify the shape of the pumpkin 1 out of 5 times over a consecutive three day period. By the end of the lesson, Evan will choose the larger of pumpkins when given a choice between three, 2 out of 4 times over a consecutive three day period. Approximate Duration of the Lesson 3 days

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Materials and Equipment Small pumpkins for students to decorate Larger pumpkin for teacher to keep in classroom Hand paints Markers Paper towels Newspaper to keep under pumpkins during decorating Cups of water Paint Brushes Technology Resources Needed Television DVD Player Charlie Brown and the Great Pumpkin DVD Background/Preparation Purchasing of pumpkins Purchasing/Locating of hand paints, markers, paint brushes Purchasing/Locating of paper towels Collection of old newspapers Purchasing of plastic cups for water Ask parents, local university students if they want to volunteer with handson activity Procedures/Activities This is a clear, succinct description of the activity. Right up front, specify the following: Instructional methods: I will be using the method forward chaining. The result of the lesson will not be affected if we do not reach the end of the lesson. The end of the lesson is decorated pumpkins. It is in the middle of the lesson (the heart of the lesson) that the learning takes place. The end of the lesson is a reinforcement strategy. We will begin by seeing pumpkins talking about pumpkins, touching pumpkins, then decorating them. If the end of the lesson is not reached, other reinforcement strategies will have to be used, including continuous reinforcement during the heart of the lesson. Teaching strategies: I will be using the strategy of graduated guidance. The teacher will begin by showing the class the pumpkin, then begin letting them touch the pumpkin hand-over-hand. The students will then be given their own pumpkin that they can explore on their own. When it comes to decorating the pumpkin, they will do it hand-over-hand for cleanliness purposes. Reinforcement strategies: Reinforcement will be continuous. As the teacher shows the pumpkin, and goes hand over hand, she will repeat

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circle. Same will go when students are exploring their own pumpkins. When students are asked to respond to choices of what shape a pumpkin is, reinforcement will be immediate when students respond correctly. Plan for fading prompts/Thinning reinforcement: As students continue to respond correctly, reinforcement will be thinned. This will be done by teacher not immediately responding every time students respond correctly. These are the instructional methods implemented by the teacher(s), as well as the student activities. Phase 1: a. Introduction: After the students are positioned (in front of the television), we will begin to watch Charlie Brown and the Great Pumpkin. b. Review and/or review of prior knowledge: After the DVD is finished playing, the teacher will hold up the class pumpkin and we will review that we are talking about the Season Fall. We will then detail that the season fall includes cooler weather; the holiday Halloween; colors like red, yellow and brown and what we will be talking about todayPumpkins. Phase 2: a. Presentation and Demonstration: The teacher will then begin to talk about how a pumpkin is a circle and how it is the color orange. The teacher will then walk the pumpkin around the room so that all the students can see the pumpkin up close and touch the pumpkin hand-over-hand. She will also reiterate to each student the shape of the pumpkin. b. Guided and Independent Practice: Students will then be seated at the table. Students will be given their own smaller pumpkins. Students will be able to explore the pumpkins on their own. Meanwhile, the fact that the pumpkins are circles will be reiterated. *Evan will be taken aside and will be worked with on determining larger than/smaller than with two different sized pumpkins. Phase 3: a. Summary: The students will learn the shape of a pumpkin with a hands-on activity and associate pumpkins with the season of fall while viewing a Charlie Brown show. b. Conclusion: After the students have had time to explore their individual pumpkins, they will be assisted in decorating their pumpkins. There will be markers and paints to do this. Each child will need assistance so some will be working while others wait their turn (I am also hoping some parents will be able to come in and decorate with their child). The class pumpkin will also be decorated. Each child will dip one of their hands (with the assistance of the teacher) into paint and place their handprint onto the pumpkin. The class pumpkin will then be given as a gift to the office. This activity is a modified

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version of pumpkin carving that is enjoyed during the Halloween holiday in October. Attachments: Student data collection sheets; Targeted IEP Benchmark data collection sheet Assessment Strategies: Assessment for all students will be documented on attached data collection tool. Students will be asked to identify the shape of the pumpkin correctly one out of five times on three consecutive days. Students will be given choices between shapes and will be assisted in pointing to the shape of the pumpkin. Evan will be taken aside by the teacher and will be asked to correctly identify the larger pumpkin out of three, 2 out of 4 times on three consecutive days. He will be asked to point to the largest of the three. Students will also be informally assessed on participation on hands-on learning activity. Extension This lesson may be extended for students who can already do the main lesson objective by adding in more shapes that be found in the season of fall. For example, since we would be talking about Halloween, we could bring in the shape of a triangle by using Candy Corn; ghosts as ovals; football fields for rectangles, etc. Remediation/Error Correction Strategies Over-learning would work best with these students. Students who need remediation with these specific skills in learning shapes would learn best by seeing and touching the same shape over and over again until they processed it. Accommodations Extra time will be given to students with vision impairments on handling objects in order to feel their shape. Modifications: Due to Evans IEP requirements, we are adding on to the lesson of shapes for him. He will not only be working on his math skills in dealing with shapes, but also acquiring skills dealing with the concept of greater than. He will be individually worked with by the teacher on these concepts during group instruction time at the table. Sources:

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Alabama Learning Exchange (ALEX) (2007). Retrieved August 30, 2007 from http://alex.state.al.us Mastropieri, M. A., & Scruggs, T. E. (2006). The inclusive classroom: Strategies for effective instruction (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

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DATA COLLECTION TOOL TASK: PUMPKIN SHAPE IDENTIFY DAY: Student Name Attempt One Attempt Two Attempt Three Attempt Four Attempt Five NOTES

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DATA COLLECTION TOOL EVAN MAKENZIE TASK: IDENTIFYING LARGER PUMPKIN BETWEEN CHOICE OF THREE DAY ONE ATTEMPT 1 ATTEMPT 2 ATTEMPT 3 ATTEMPT 4 DAY ONE NOTES

CORRECT

INCORRECT

DAY TWO

DAY TWO NOTES

CORRECT

INCORRECT

DAY THREE

DAY THREE NOTES

CORRECT

INCORRECT

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