Molly Craig

Wednesday and Friday

25 February 2015 &
27 February 2015
Terells Calendar Lesson Plans
Note: Any comments in blue were added to the lesson plan for the write up for the
differentiated lesson plan assignment.
Context:
Terell is a second grade math student working at a Kindergarten level at Ralph Waldo
Emerson School 58. His disabilities are listed at Student Learning Disability in math and
reading and Other Health Impairment. He is in the process of being re-evaluated for
Autism Spectrum Disorder. I meet with Terell individually for 30 minutes, 5 days a week.
Focus:
I will teach Terell the days of the week and how to read a calendar.
Standards:
K.M.2: Understand concepts of time, including: morning, afternoon, evening, today,
yesterday, tomorrow, day, week, month, and year. Understand that clocks and
calendars are tools that measure time.
I Can Statements:
I can read the days of the week.
I can say the days of the week in order.
I can read a calendar.
Materials:
Days of the week cards
Days and Months Color Sheet with crayons
Today is, Tomorrow will be, and Yesterday was Worksheet
iPhone camera for documentation
Pencil with eraser
Procedure:
1. We will read through the days of the week together not in order so he becomes familiar
with the words.
2. He will read through the words without my assistance.
3. I will lay out the days of the week and ask him to put them in order. (Pre-test)
4. We will discuss what order the cards go in one at a time. Each time he lays a new card
out, we will start at the beginning and read through them for extra repetition. It will go
like this:

Sunday;
Sunday, Monday;
Sunday, Monday, Tuesday;
Sunday, Monday, Tuesday, Wednesday;
Sunday, Monday, Tuesday, Wednesday, Thursday;
Sunday, Monday Tuesday, Wednesday, Thursday, Friday;
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
-Saying them in order over and over helps him remember.
5. Then we will work on the Days and Months of the Year color sheet as an activity to
practice using the days of the week with a calendar.
6. We will fill out the Today is, Tomorrow will be, and Yesterday was worksheet to practice
the days of the week.
Each day, Terell and I go through his days of the week cards like this. He also fills out the today,
tomorrow, and yesterday worksheet each day. This amount of repetition helps him recall the
order of the days of the week. Two days later on February 27, Terell had improved from his
pretest on February 25. The evidence of this statement is below. Terell skips Thursday and puts
it at the end because he isnt sure where it goes. This shows that the repetition was very
beneficial for Terell.

Pre-assessment: 2/25/15

Assessment: 2/27/15

Assessment:
1. I assessed Terell based on his ability to read and list the days of the week in order.
Eventually, I will assess him on his ability to say them aloud from memory without
reading them or having them in front of him to put in order. Also, I assessed Terell on
how he felt about the lesson (shown below). He put a smiley face to show that he
enjoyed the lesson and signed his name below.

Adaptations:
1. Extra guided practice (repetition).
2. Read words aloud to him the first time he sees them.
3. Allow him to spell by looking at the words and not by memory.
4. Provide auditory representations with visual reinforcement.
5. Avoid penalizing poor penmanship or lack of neatness.
6. Give directions in small, distinct steps.
7. Repeatedly check for understanding.
Strengths of Lesson Plan:
This lesson plan was strong for Terell because it allowed for different ways for him to
practice the days of the week. We practiced them with the cards, on the calendar, and he was
able to see where we were within the days of the week with the today, tomorrow, and
yesterday worksheet. He was able to practice and relate it to his life. The lesson also didnt ask
for a lot of reading or writing on his part, which he struggles with. He reads at a Kindergarten
level and has a hard time writing words. We only have 30 minutes together every day, so I try
to make the lessons user-friendly for Terell, which helped with the behavior aspect. When
Terell struggles with something, he will refuse to do it or give up on it easily. By making the
lesson easily reachable to him, I was preventing negative behaviors. I meet with him
individually, so during the lesson, classroom management is never a problem. Keeping him busy
with activities keeps him learning productively and focused throughout the 30 minutes.

Improvements of Lesson Plan:

This lesson plan could have been better by providing Terell with an extra hands-on or
artistic way to remember the days of the week in order. We could have sang a song, drawn
something, or came up with an acronym or movements to remember the days of the week in
order. This would have helped Terell by adding a sensory way of learning to the lesson, which
he would definitely benefit from. He often takes sensory breaks so he can work with his hands,
so combining this into the lesson would be beneficial in a classroom management sense and
give him an extra way of remembering the days of the week.

Overall Evaluation:
Although Terell has improved, he still does not know his days of the week in order and
he cannot recite them aloud without the help of his cards. Thats what we will continue to work
on. This lesson plan is just a small glimpse of what we work on each week. Eventually, my goals
for Terell are for him to be able to read, recite, and list the days of the week and months of the
year in order without my assistance.
Each week, I work on Terells fact fluency goals and his general education teacher
suggested I teach him the days of the week and months of the year. At the beginning, the
calendar was my highest concern so we focus on the calendar on Monday, Wednesday, and
Friday. On Tuesday and Thursday, we focus on fact fluency. We work on putting the days of the
week in order each day before the start of every lesson so he has repeated practice daily. This
lesson plan includes two days (Wednesday and Friday) of the curriculum I worked on with
Terell.
This lesson plan worked well for this student because he needs a lot of repetition. When
something is repeated constantly, this student really responds and can recall whatever he is
learning. Ive noticed this with his math fact cards and the days of the week. Terell is fully
capable of learning what other students are learning, but he needs more repetition and
practice than he gets in the general education setting. This is a result of his Specific Learning
Disability. The lesson was differentiated in terms of the content and process. The content was

at a kindergarten level because thats the level at which he is learning. The process of learning
was with extra practice and modifications that his general education peers arent exposed to,
so it was differentiated in that sense as well. Also, he gets to work with me individually, which
differentiates the instruction specifically for him.