ST.

JOSEPHS COLLEGE
Special Education Lesson Plan Format
Name of Student: Alexis Libretti

School: Edward J. Bosti Elementary School

Child Study Course #: CS 424

Date of Lesson: April 19th, 2016

Cooperating Teacher: Ms. Allison Weber

Grade and Age: 1st-2nd grade

Size of Group: 4

Special Education Classification(s):

Speech and Language Impairment, Multiple Disabilities, Autism

Curriculum Area or Learning Domain: Science

Specific Lesson/Skill Taught: Labeling a hermit crab diagram
CENTRAL FOCUS: The students will be able to recognize the body parts of a hermit crab and define them by
labeling on a diagram.
BEHAVIORAL OBJECTIVE: Given the closure activity, the students will be able to match five out of the six words
correctly because of the activities done previously before the closure.
CURRICULUM RATIONALE: Previously, the students were reading books about hermit crabs to prepare them for
when they receive their class set of hermit crabs. Currently, they are learning about the parts of a hermit crab through
a diagram, and how a diagram can be helpful in labeling and defining the parts of a hermit crab. In the future, the
students will be able to look at their class set of hermit crabs and recognize the parts because of their prior knowledge.
IEP GOAL(S):
The students will use vocabulary related to the beginning of the 1st grade level content area curriculum through
classification, categorization and association.
The students will attend to and follow multi-step directions.
Given activities that address hand-eye coordination, the students will write selected letters of the alphabet with
assistance.
The students will attend to a task without distraction for five minutes during small group lessons.
NEW YORK STATE COMMON CORE LEARNING STANDARDS:
English Language Arts: SL.1.6- Speaking and Listening
I can use drawings to share what I know.
English Language Arts: W.1.7- Writing
I can record Science observations.
English Language Arts: L.1.5- Language
I can sort words into categories.
Through the New York State Common Core Learning Standards, the students will be able to recognize the body parts
of a hermit crab by understanding how to use a diagram.
ACADEMIC LANGUAGE: labeling, diagram, categories, recognize, hermit crab, hermit crab body parts
MATERIALS: 1) 4 Hermit Crab booklets
2) Hermit crab Smart Board labeling activity
4) 4 Introduction worksheets
5) Pencils
6) YouTube hermit crab video (https://www.youtube.com/watch?v=LhKo-S8QHVQ)
7) Elmo projector
8) Smart Board activity for closure worksheet

DEVELOPMENT/PROCEDURES:
INTRODUCTION/MOTIVATION: Have the students sit at the U-shaped table facing the Smart Board.
Grab the students attention by saying, Ms. Weber told me that last year you had hermit crabs in your
classroom, is that correct? The students will answer by saying yes. Can anyone tell me something that they
remember about hermit crabs? Have each student share one thing that they remember. Then explain to the
students how you are going to be showing them a quick video that describes five facts about hermit crabs.
You are going to like this video because it is two boys around your age that will be teaching you the facts
about hermit crabs! After you watch the video, pass out the Hermit Crab Can, Are and Have worksheet to
each student. Explain to the students how we are going to list four things that hermit crabs CAN do (e.g.,
walk, change shells), four things that they HAVE (e.g., legs, eyes), and four details that describe them. (ARE)
(e.g., are small, are animals) You will have your example on the Elmo so that it is projected on the Smart
Board.
INSTRUCTIONAL STRATEGIES:
1. After the Introduction activity, pass out the Hermit Crab booklets. Ask the students to please write
their name and the date.
2. Next you will open up the Smart Board slide and ask the students to open up to the first page of
their book.
3. You will say to the students, We are going to learn the parts of a hermit crab by labeling a
diagram. A diagram is a drawing that explains the parts or operation of something. Point to the
diagram on the Smart Board and explain how the lines are there to point out each part individually.
That is where the name of the body parts will go. Then you will point to the definitions and say
how not all diagrams will give you the definitions, but this diagram on the board provides the
definitions for you.
4. Next you will say the names of each body part. You will ask the students, Which body parts do
you recognize, or may be similar to our body parts? The students should answer by saying the
walking legs and the eyes (eye stalks). When the students say the eye stalks, you will say, Do we
have eye stalks or eyes? Explain how the eye stalks pop out of the hermit crab while our eyes do
not.
5. Have one student come up to the board and label the eyes and read the definition, and then you will
have another student come up and repeat the same directions for the legs. Have the students label
their parts in their book after it is labeled on the board.
6. Next you will move on to the abdomen. Do we have an abdomen? Some of the students may say
no. Point to where the abdomen is located on our bodies. Do hermit crabs have belly buttons like
we do? The students will laugh and answer no. Have a student come up and label where they
think the abdomen is located on the crab.
7. After the definition is read and labeled on the board, have the students label in their booklets where
the abdomen goes.
8. Repeat the directions stated above for the rest of the hermit crab body parts. The body parts that are
left are the cheliped, hard shell and antennae. Always have a student come up to the board and
drag the body part to its correct spot. Make sure the definition is always read after the body part is
labeled.
9. Once the hermit crab is labeled, turn to the next page which is the Closure activity.
ADAPTIVE PROCEDURES:
1. For the student who has difficulty with vision, highlight the lines that the student needs to write on and
highlight the important information so that it stands out for the student.
2. Differentiating with cloze sentences will help the students to be able to understand at their level of
what is being asked of them to do.
3. A Token Economy system is implemented prior to the development of a behavior intervention plan to
address behaviors that impede the students learning as a mean to improve overall attending and selfmonitoring. Every four minutes if the student is on task, the timer goes off and the student receives a
token. (If the student becomes off task, the timer is reset back to four minutes). Once the student
receives five tokens in a row, the student gets to move their favorite Pacman character on their board,
since that is their favorite game. Once the student receives a total of five Pacman characters, the

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student is allowed to take a break and play with what they earned. The student picks what they want to
earn before they start any task.
A vision board is used for a student to reduce calling out, to implement positive behavior, and to
improve overall attending and self-monitoring.
If any students are having difficulty, take them to the back table and re-teach the lesson and steps
together.
For the student who has trouble hearing, an Auditory FM system is used. A mini microphone is worn
around the neck for your voice to project through. It is connected to a speaker which projects your
voice throughout the classroom.
A one to one teachers aide support is provided for the students who have the requirement on their IEP.

CLOSURE: The last page in the hermit crab booklet is a matching activity. The students will have to match the body
part of the hermit crab to its correct definition. I will have a slide up on the Smart Board that is very similar to the
slide from the activity, but this time only the parts will be labeled and there will be no definitions on the board. As a
class you will do the first few together, and you will ask the students Who can tell me the first body part that we
need to match? The students will tell you the body part, and then you will ask Look up at the board, who
remembers the definition for that body part? The students should be able to briefly explain from what they
remember, and you will try and come up with a definition together that best matches the correct definition. Do this for
the first few examples and then have the students try and work independently. If the students need help, do the rest of
the worksheet together as a class.
TECHNOLOGY COMPONENT: The Smart Board is used to show the YouTube videos and for the Smart Board
activities. The Elmo projector is used so that your work during the Instructional Strategies will be projected on the
Smart Board. This will help the students because they can follow along while it is projected on a larger screen.
ASSESSMENT:
SHORT TERM ASSESSMENT: By collecting the students worksheets and closure activity after the lesson,
you are able to see how well they understood the given material. Check and correct the worksheets
individually so that you are able to see what the students understood and what they did not understand.
LONG TERM ASSESSMENT: When the class set of hermit crabs come in, give the students a worksheet of
a hermit crab with a word bank of the body parts at the top. Have the students look at the class set of hermit
crabs and have them identify the parts of the hermit crab and then write them down on their worksheet.
SELF-EVALUATION: I will provide a written summary after I teach my lesson.
RE-ENGAGEMENT: The next day for morning work there will be a hermit crab diagram that needs to be labeled.
There will be a word bank with definitions to help the students. Here you will be able to see if the activity from the
day before was beneficial in helping the students remember the parts of a hermit crab.