Field Experience: Self-Contained Lessons for 7-8 grade Autism

Below are the lessons I've created for a classroom I did my special education field experience in. I had nine boys all on the spectrum. Four non-verbal students, three with very limited speech, and two very verbal students. Each lesson was created to meet the needs of their learning style and IEP goals.

My first lesson was about George Washington. I did not use any technology.

My second lesson was about Clara Barton. I had just purchased my personal projector to bring into the classroom as they did not have any technology besides an old fashioned chalkboard that was 4'x4'. I created a PowerPoint presentation and included actual images of Clara Barton and war images that were related to the Red Cross.

My Projector.

My third lesson was a review lesson on American Heroes through the Unique learning system. I created Trading Cards for each of the heroes. Then I used my differentiation cubes and put in the faces of the heroes for the students to name or identify. Then I used other pictures that related to the hero's for them to associate who they belonged with.

My fourth lesson was about grocery shopping. All sort of materials were used such as play food, play register, play money, baskets and plastic bags, four videos, assessments that matched each student's IEP goals, and much more. It was WONDERFUL!

My fifth lesson was about My Climate. I introduced weather from various states. I created fake snow out of shaving cream and glue. The ugliest rain stick and vocabulary cards. I made a PowerPoint presentation to accompany the story that was very vague. Every time I said the word snow I held up  the container with snow and the same for rain, I held up the rain stick. At the end, the students got to feel the snow.



My sixth lesson was about Pete the Cat and the New Guy. The purpose of the lesson was to infer the theme of the story using details. This lesson went really well. I had to video tape this lesson and a few students could not be included but I did so without them in the shot or using their names. The flip assessment took a few hours to create...yes, a few hours. The portable whiteboard I brought in because we all sat around a large table and not in their desks. Assistive technology was used for those who are non-verbal to answer questions either with a response I loaded in or type in their own.

I had taught two other impromptu lessons during my field experience as there was a substitute in the room that day and the paraprofessional asked me to teach the lessons. Those lessons I could not incorporate assistive technology or the projector into those lessons but made due with what I had at the moment.

Featured Article

Back when I was a student at Milwaukee Area Technical College I took part in a service learning project. Below is the article that was written about it and a quote from me! Article was written by a classmate, Chris G.

Teacher Education Program collaborates with NCLI
by Christian Guerrero • February 10, 2011

The No Child Left Inside (NCLI) program is a project designed to partner students in the Teacher Education Program with local teenagers and reconnect them with our natural world.

The project, started in the 2010 Spring semester, it’s organized and overseen by MATC Instructor Eva Hagenhofer. One of the purposes behind the project is to help reduce “Nature Deficit Disorder”. Nature Deficit Disorder is the result of countless hours spent by teenagers in front of a television set or computer without any exercise or outdoor activity. It can lead to problems such as obesity, short term attention span and lack of knowledge about nature. Recent studies concluded that interaction with nature reduces stress and helps individuals perform better at school and work.The NCLI project not only allows Teacher Ed students to work as mentors to teens but also help them interact with nature to discover the beauty undistracted by TV monitors and IPods.

MATC partnered with the Urban Ecology Center, Our Next Generation, and Pathfinders for the Fall 2010 semester.The NCLI project gave students the opportunity to complete ten service hours alongside the youth from Pathfinders and Our Next Generation.The project involved having the students and teens weeding the paths, picking up the garbage around the park, planting seeds, etc. As the Project progressed, students developed an interest in the Urban Ecology Center and continued to attend even after their required hours were completed.The brightest spot of the project came midway through the semester when the Pathfinders staff committed to the project by offering to shuttle the teenagers to and from the Urban Ecology Center. This action greatly increased the participation of the teenagers and the students greeted them with open arms.As the project neared its end, nothing but positive remarks continued to generate from students and teens as well as staff at the organizations.

The NCLI program culminated with a grand tour of MATC in December in which the teenagers toured the Downtown campus in hopes of gaining their enrollment in the near future.The participants of the project were also recognized and awarded Learn and Serve certificates for their participation. There was food and drinks accompanied with many laughs and greets during this two hour get-together.Jeanette Nowak, a Teacher Education Track student, commented on her experience in the NCLI project: “I really enjoyed this experience and because of it I am continuing to volunteer every other Saturday at the Washington Park location. I felt the most connected there and enjoy the energy the kids have.. I felt this was an awesome opportunity and not just mandatory attendance.. Thank you for giving me this rewarding experience that I will forever carry with me.” Joel Springsteen, an Urban Ecology Center staff who worked closely with the project posted the following on the NCLI Facebook page: “Thanks for all your help this semester everyone. Your contribution will have a ripple effect on the whole community -kids, adults, forests, prairies, animals, river, lagoon etc.” There is no doubt that this program is having a good impact not only on the neighborhoods but it’s also allowing the MATC students the opportunity to get a glimpse of the out of school lives of urban teenagers and kids.The ultimate goal is to promote nature interaction, and with the positive results so far, the goal is generating results.

You can follow the No Child Left Inside Project on Facebook:Search for the phrase “Pathfinder Generation. - See more at: http://matctimes360.com/101092/uncategorized/teacher-education-program-collaborates-with-ncli/#sthash.tkH0RCK5.dpuf


http://matctimes360.com/101092/uncategorized/teacher-education-program-collaborates-with-ncli/

Literature Circles Lesson

Literature Circle Lesson

I created a lesson but was never able to implement it during my field class as I ran out of time. In the future I would like to implement this into my reading block and have students engaged with one another though meaningful conversation. Literature Circles can be implemented at any grade level as long as it is modeled, scaffolded, and guided with practice from the teachers end.



Here are some materials to consider for the lesson:

Text Codes Lesson

Text Codes Lesson

Here are bits of a lesson I created to teach 4th grade students the importance of using Text Codes when reading. This will help with their reading comprehension as well as a great tool for when students are writing opinion pieces, persuasion pieces, or informational pieces. 

The hook/engagement strategy used was that I had the symbols drawn on the whiteboard. Each student had a post-it and was to pick a symbol and write what they think it meant. We went though each definition that the students wrote for the symbols. Then, I turned over the anchor chart and told them what each of them really meant when it related to reading.

The one symbol the students has the most trouble with was the @ symbol. The majority kept thinking it was for an email address. I stood in front of the class and did a "real world" and "reading" symbol comparison with funny voices and body movements. This helped build a funny visual for the students to understand that the symbols have multiple meanings just like multiple meaning words.

Text Codes are used for reading purposes. They help in place of highlighting, underlining, or tabs to mark words or phrases of importance. 

You can use this with any story being read and have students apply the Text Codes. A good challenge would be to have them apply the Text Codes in the books they are reading individually for fun.

Common Core State Standards for Language Arts & Literacy that are being met      RL.4.3   Key Ideas and Details            Describe in depth a character setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

OR....


RL.4.1 Reading Literature:  Key Ideas and Details

      Refer to details and examples in a text when explaining what the text says explicitly and when    drawing inferences from the text.

 

Here is a bookmark I made for the students to use as a helpful reminder.

 

 

Here is the Anchor Chart I displayed after the engagement activity.

 

 

 

 

 

  

Persuasive Lesson

Persuasive Lesson

This lesson is created by using the text Open Very Carefully- A Book with Bite By Nick Bromley and Nicola O’Byrne. Students are to write an opinion piece and persuade why something is good or bad. 

Common Core State Standards for Language Arts and Literacy that are being met

W.2.1 Writing

     Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section.

 

Lesson Goal/Objective

Goal:

 Learner and task- Second grade students will apply their understanding of the story Open Very Carefully- A Book with Bite by

Objective:

Observable Performance- Choosing one topic from a list of suggested ideas and then completing a persuasive  graphic organizer by stating their opinion

 Conditions- By working individually at their assigned seats 

 Criteria- Having listed three main reasons by starting each sentence with capital letters, including 5-7 words with at least one persuasive vocabulary word from the anchor chart in each sentence, while incorporating appropriate spaces between each word, and ending with correct punctuation.