SPED 413

Lesson Plan Two

Student: CJ
Teacher: Jennifer Lease
Date 10/13/2015
Lesson Goals: During a spelling lesson, CJ will get teachers attention appropriately and will
follow instructions right away.
Logistics:

CJ needs high interest activities to hold his attention that do not last too long.
CJ responds well to praise and encouragement.
CJ loves Pokemon trading cards and likes to talk about them whenever he
can.
CJ enjoys working on the computer and doing Fast Forward; he does not enjoy
activities where he has to express himself creatively.

Lesson Objectives: CJ will get the teachers attention by raising his hand and waiting to be
called upon when he has a question without prompts 4 out of 5 times. When given an
assignment, CJ will begin without argument or prompts within 20 seconds.
Other Information:

Materials needed:
o Spelling list
o Spelling words word search
o Spelling words flash cards
o White board, dry erase markers and eraser
Time needed:
o 5 minutes for getting attention review
o 10 minutes for flash card spelling word review
o 5-10 minutes for word search

Procedures:
Getting attention instruction:
o I will start by reminding CJ that well be working on the skill of
acquiring the teachers attention in an appropriate and calm
manner. I will draw our stick figure on the board and remind him
that every time he speaks out of turn or off topic we will be
erasing an arm or leg.
o We will do one practice round of my talking like Im teaching and
him raising his hand for my attention. I will wait 30 seconds to
respond, pretending I am finishing my instruction before calling
on him.
o The reinforcement throughout this lesson will be a prompt
response from the teacher to get the help he needs, so during
actual instruction I will stop to help him right away.
o If he does not raise his hand as appropriate, I will give him a
gentle reminder that he needs to raise his hand instead of

blurting things out. If it is something he continually does, we will

stop the lesson and do additional role playing like we did in our
first lesson.
Flash card review:
o I will get out the flash cards I brought and will go through them
quickly, allowing him to see the word, and read it to me.
o I will then ask CJ to get a dry erase marker for use on the table
top (this classroom has dry erase tabletops). I will say the word
and will have CJ write it. I will remind him to listen for the
schwas as we discussed the previous week.
o For each word he misspells, I will underline what was incorrect on
his flashcard as a prompt for him when he is practicing
independently. I will also write the correctly spelled word next to
his incorrect word so he has a visual image of how it should be.
o I will send the flash cards home with him to use for review prior
to the test. He can practice with his family or during his study
time.
Word search:
o I will give CJ the word search and will have him complete it. If he
struggles to stay on task, I will lay out the flashcards above his
paper so he has a larger visual cue of what he is looking for.
Each time he finds a word, I will offer praise and will remove the
flashcard so he sees them disappearing and it encourages him to
continue.

Lesson Reflection:
CJ did well when I asked him to read the words from the flash cards to me. When I had him
spell them for me, he only missed two words, vs. the 5 he had missed initially. He did start
talking about a Pokemon trade he had made on the bus that morning in the middle of the flash
card portion of the lesson, so he lost a leg for getting off task. During the word search, he
stopped and gazed into space for about 1 minute before I prompted him to continue working. He
did it again a couple minutes later, so I erased another leg. He was not excited about the word
search initially as he said they are hard, but when he finished he said, That wasnt hard after
all.
Task Analysis: Staying on Task
Skill
10/13/15
Notes to Explain
Get attention by raising hand.
CJ raised his hand each time
he had a question.
Begin task within 20 seconds.
CJ was able to begin his tasks
in a prompt manner, however
he got off task three times in
the middle of the tasks.

Week 1 spelling
Q
P
G
D
S
A
N
Q
D
M

COLLEGE
DRANK
LIQUID
SOLID

E
E
F
O
N
N
F
E
O
D

T
M
L
A
O
A
T
V
E
L

COMMON
DRIPPED
METHOD

J
I
E
M
V
N
M
P
Z
I

D
Z
M
T
I
O
P
E
K
Q

L
O
H
A
H
I
R
N
D
U

C
E
P
F
R
O
A
I
N
I

N R
E I
Y F
D S
WD
R L
D Q
X G
T A
D E

C
O
L
L
E
G
E
Y
B
A

DEMAND
FAVORITE
REPAINTED

(these words I printed and then cut out so they were like flash cards)

Common
Method
Favorite
College
Demand
Drank
Dripped

Repainted
Solid
Liquid