Part I Unit/Big Idea Part I. Unit/Big Idea

Part I Unit/Big Idea
Part I. Unit/Big Idea
What is the Big Idea (of the Unit/month, etc.)?

Sequencing
How does this Unit address students IEP/PCP?
The Learner Will (your objectives):

verbally explain how the tadpole changed into a frog
verbally explain how the fish changed throughout the story
verbally explain how he/she has changed since he/she was a baby
draw how he/she has changed- using three stages
point to which picture represents first, next, last
Connection to Standards (Common Core, GLCES, Extended GLCES)
Part IIa Lesson

Content Description
Lesson: Sequencing is being taught in this lesson. The

What is taught? concept students will understand is that event can be
Concept to be described in order by using the words first next
learned? last.
What is the point?
Objective to be
reached.
Accessible Instruction Teacher Student Response

Methods/Strategies
Engagement: Flip through the book that Student looks at

Accounting for was read aloud yesterday. pictures, offering other
Interest and Give a quick recap on what details they remember
Commitment the story was about- make from the story
Provides way to sure to use the words first,
Internalize next, last.
Plan for Motivation
Affective Network Ask the student to explain Student explains that
how the tadpole changed the tadpole grew legs
into a frog and lost its tail
Ask the student to explain Student explains that

how the fish changed the fish looked the
throughout the story same, but grew bigger
Process/Recognition: Ask the question, In what Students respond

How the lesson is ways are we similar to the saying, weve grown up
received. characters in our book? from when we were
Mode of reception. Allow students think time babies
Recognition Network
Ask student to think about
what they may have looked
like when they were born. Students talk about
Were they born as big as things that have
they are now? Did they have changed as theyve
as much hair? grown up
Ask these questions to

prompt student discussion
Product/Strategic: Divide a piece of paper into Students draw the three

How learning is three vertical sections. stages and help label
shown. Ask the student to draw them.
Interaction with the what they looked like when
concept. they were born- as best they
Mode of expression can. (assist when needed)
Strategic Network
Then ask them to think
about when they were 4
years old- how did they look
different? Ask them to draw
it. (assist when needed)
Finally, ask them to draw

what they look like now
(assist when needed)
After they are finished

drawing, ask them to help
you label the pictures using
the words first, next, last.
Part IIb Lesson

Content ND Accommodations and Modifications
Lesson: AC Size
MEM
What is O:SP This is the 2nd half of the lesson. It was split into two parts
taught? O:TS in order to accommodate for those who do not focus for
Concept to be HOT
long periods of time
learned? NMF
What is the Difficulty

LANG
point? SOC The is a kindergarten level lesson, even though the
Objective to be students being taught are between 2nd and 4th grade
reached.
Alternate Goals
The goal for these students is to be able to do 3-part sequencing
Substitute Curriculum
Kindergarten level instead of 2nd, 3rd, or 4th grade level
Accessible ND Accommodations and Modifications

Instruction
Engagement: AC Environment
MEM
Accounting for O:SP One or two students meet at a semi-circle table with limited
Interest, O:TS distractions.
Commitment HOT
Affective NMF
LANG
Network SOC
Interest
Effort/Regulation
Process/Recogniti AC Input
MEM
on: O:SP
Instructions are repeated as needed. Behavior is managed using
How the lesson O:TS the behavior chart and small rewards (you get a cube if youre
is received. HOT working well- cubes are collected at the end of the lesson)
NMF
Mode of
LANG
reception. SOC
Recognition Level of Support
Network Time is given for students to process, think, and come up with an
Perception answer. Questions are rephrased into simpler sentences. Alternate
Language & questions (yes/no questions) can also be asked.
Symbols
Comprehension
Time
This lesson occurs during a 10 minute rotation- students are
given adequate time to think before a response is expected.
Participation
One or two students are working with one teacher. If two students
are working, each are given equal opportunity to answer questions
and give ideas
Product/Strategic: AC Time
MEM
How learning is O:SP
shown. O:TS
Interaction with HOT Output
the concept. NMF Most responses are given verbally
LANG
Mode of SOC
Format
expression
Verbal
Production Network
Action
Expression
Executive
Function
Part III Lesson

Closure
Time Parts Teacher Activity Student Activity
Closure

Assessmen
t
Part IV Lesson
Reflection
Reflection on the lesson and student learning. Did you follow the
plan? Was the plan effective? What evidence do you have that the
plan did or did not accomplish your Objectives? What will you change
for the next lesson Access options, Materials, the Activity, the
Assessment?

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Part I Unit/Big Idea

Part I. Unit/Big Idea

What is the Big Idea (of the Unit/month, etc.)?

How does this Unit address students IEP/PCP?

The Learner Will (your objectives):

Connection to Standards (Common Core, GLCES, Extended GLCES)

Part IIa Lesson

Lesson: Sequencing is being taught in this lesson. The

Accessible Instruction Teacher Student Response

Engagement: Flip through the book that Student looks at

Ask the student to explain Student explains that

Process/Recognition: Ask the question, In what Students respond

Ask these questions to

Product/Strategic: Divide a piece of paper into Students draw the three

Finally, ask them to draw

After they are finished

Part IIb Lesson

What is the Difficulty

Accessible ND Accommodations and Modifications

Part III Lesson

Time Parts Teacher Activity Student Activity

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