Lesson Plan and Reflection

Name: Erendira Alatorre

Setting/Grade Level: High school
School: Community Transition Program
Theme/Title: Making Snowflake Pedals
Description of Inclusive Classroom:
Student is at a volunteer site where he goes once a week. He is helping to make
snowflakes using wooden pegs for a holiday project at the volunteer site.
1. Learning Goals/Objectives
What student learning goals/objectives do you have for this lesson?
Student will identify how many pegs to use for one flake.
Student will place 2 wooden pegs on the correct side to put supper glue on.
Students will know how to manage the glue safely and put the right amount on a wooden
peg.
Student will hold the pegs together for 10 seconds to glue them together.
2. Methodology
What specific instructional strategies for students with ASD will you use? (List based
upon your description in your introduction of your teaching portfolio strategies)
I will be using visual supports for this lesson. The student has not done the task before so
I have different visual support strategies that I plan to use to see which one will work
best. First I will model each step of the task very slowly, secondly I will place a paper
with first, second, then written on them and place wooden pegs taken apart next to each
other facing the correct way, then I will have three dots on one peg where the super glue
will be applied to, last, I will have two wooden pegs glued together. If that does not work
for the student, I will arrange pegs already set part in pairs with three dots on them with a
marker, then the student will do sets of either 10 or 15 (he will choose). In addition, the
student will have a checklist of his whole day, and then one for the task that he is
completing. He will check one every time he completes one, then he will take a break.
What general instructional strategies will you use? (check the strategies that apply)
Constructions
Library Research
Cooperative Learning
Peer Editing
Discussion/Questioning
Practicum
Problem Solving
Field Study
Reflection/Response
Graphic Organizers
Independent Learning
Role Playing
Laboratory
Viewing/Listening/Answering
x Practice/Drill
Experiment
Lecture
Discovery
Reporting
Journal
Simulation
Other: crafting

Why did you choose these strategies/methods?

I chose practice/drill because the student will be doing this for the firs time, therefore he
will need a lot of repetition and practice to achieve the task independently with not
prompting. He will do the task several times with me, then together, then he will be
expected to complete the task on his own.
How will you group students for instruction?
The student will be working with another peer mentor and myself, we are all doing the
same task, in the same order that we asked of the student.

List below your activities/steps including how you activate background knowledge, gain
student attention (set induction), demonstrate integration of the strategies used and
desired outcomes, and bring closure to the lesson. Also, articulate how you will evaluate
your lesson/determine if student learning occurred.
Activity/Step
Time Allocated
1. Ask about the holiday the student
1. 2 min
celebrates at home.
2. 2 min
2. Many people celebrate Christmas
3. 2 min
and they decorate trees with
4. 4 min
ornaments.
5. 7 min
3. Present a picture of a snowflake and
6. 2 min
what we are going to do.
7. 1 min
4. I will demonstrate how to make 1
8. NA
snowflake pedal.
9. NA
5. Students and I will do a snowflake
10. 20 min
pedal together.
6. I will present first, second, then
visual support with each step.
7. Student will have a choice of
completing 10 or 15 snowflake
pedals before taking a 3-minute
break.
8. Student will have a checklist to
mark off every pedal he completes.
9. Student will have a wooden pegs
already taken apart in pairs
(depending how many he chooses
to do).
10. Student will complete the checklist.

5. Materials
What materials will you use?
Technology Utilized
Teacher
Student
Cassettes/CDs
CD-ROM
Overhead
Computer
Paper for
Checklist
Slides
Distance
checklist
Visual support
Learning/Webcast
Paper for first, Pencil
Tape
Recorder
Internet
second then
Super glue
TV/VCR/DVD
Laser Disk
Marker
Wooden peg
Assistive Tech.
Smart Board
Super glue
x
Digital/Video
Other
Wooden pegs
Camera
Pencil

4. Assessment/Evaluation
Assessment Alternatives
How will you evaluate each student
(check=process, x=product)
goal/outcome?
I will evaluate the students outcome by
Application
Objective Test
reducing verbal prompts until I do not
Exam
provide any and he is successful with the
Concept
x Observation
task.
Mapping
Parent
Contract
Evaluation
How will you use this information?
x Peer Evaluation x Checklist
Once the student has completed and
Self-Evaluation
Performance
achieved doing the task independently, I
Inventories
Portfolio
will know how to get him started next time
Quantitative
Rating Scales
when doing the same task.
Scales
Rubric
Scored
Discussion
Journals
ProblemSolving
Assessment
Other

5. Reflection after Lesson Implementation

1. To what extent did students learn what you intended? How do you know?
Student was able to complete the task independently, which was the ultimate goal. There
were over 500 snowflake pedals to do, but all three of us were only able to complete 100.
We did not finish all of them, but the student was able to do the task on his own at the
end.
2. Did you do anything differently than what you planned? If so, why?
I completely removed the first, second, last visual support because the student was not
finding it helpful. He seemed to benefit more from repetition and modeling than that. I
ended up placing three marks on the wooden pegs where the super glue would go because
the student was struggling on where to put it. I also had him do three taps on each dot
because when squeezing the super glue bottle, he was putting too much. Lastly. I
completed a pedal every time he did for the first 5 in order to continue visual modeling.
3. If you were going to teach this lesson again to the same students, what would
you do the same? Differently?
I would remove the first, second, last visual support completely, I would probably do a
tasks analysis and break each and every single step in order to make sure that the student
knows what to do. I would also record myself doing the task and for the student to use
when needed.
4. How much time did you actually use? Were transitions smooth?
We were working for 1 hour and a half on the task.

5. Identify a group or individual who did well with the lesson. How do you
account for this? What might you do in the future to ensure their continued
success?
I was really happy with the end result and how excited and proud the student was of
himself for doing it all by himself.
6. Identify a group or individual who had difficulty with this lesson. How do
you account for this? What interventions could you use so that they achieve
the learning goals?
Initially, the student has difficulty putting the pegs in pairs and also adding the glue to the
correct places and the right amount.

7. Are there any other comments, reactions, or questions about the lesson? Was
there anything you felt especially good, frustrated, or confused about?
The student had not used super glue before and I was scared he was going to glue his
fingers together, so I had him put his palm out and hands up to mid body when he felt he
got glue on his hands. It was a bit scary.