Grade: K-8th Subject: Special Education
1. Topic-
Animals Around Us
2. Content-
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RI.1) (AZ CCS)

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (4.RI.7) (AZ CCS)

Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information. (6.SL.5) (AZ CCS)

2.MD.D.10. (AZ CCS) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Thinking Maps - Flow Map
I chose this map because this map is used for sequencing. The flow map will be used to put the different animals in the order in which they were seen. It also allows the students to recall details from the story. The students can also reflect on their prior knowledge and real life because some of them have similar pets.
3. Goals: Aims/Outcomes-
1. Student #1 will reach or eye gaze to make choices.
2. Student #2 will identify the color red.
3. Student #3 will activate a voice activated switch with hand over hand assistance.
4. Student #4 will press voice activated name switch to engage in classroom activities.
5. Student #5 will press a switch to engage in classroom activities.
4. Objectives-
1.Students will identify the animals and their colors from the book "Brown Bear, Brown Bear"
2.Students will sort and graph colored M&M's to color of matching characters from book.
3.Students will create a classroom book "teacher, Teacher, What Do You See?"
5. Materials and Aids-
Voice activated devices, Proxtalker, Wireless switch, Step by Step switch, and small button switches. M&M's, Sorting mat, graph, crayons, mirrors, instruments, Brown Bear flannel graph set, and worksheets.
6. Procedures/Methods-

A. Introduction-

1. Teacher will tell the class the title of the book "Brown Bear, Brown Bear, What Do You See?" She will briefly go over the five senses, especially focusing on sight, because the animals used their eyes to see each other. The teacher will read the book.
2.The class will watch the story on smart board.
3.Teacher will tell the story again using flannel graph.

B. Development-

1.As the story is read the students will take turns pressing voice activated switches to say the name and color of the different animals (brown bear, red bird, blue horse, etc.)Students will be prompted to press the switch independently, (PCA's will provide hand over hand assistance if needed.) Jose will use hand over hand assistance to press the voice activated switch.
2.Students will be shown actual pictures of animals from the book.
3.Students will be shown pictures of themselves, classmates, and teachers.

C. Practice-

1.Students will practice the sequential order of the animals as they were seen while engaging in the story and using flannel graph.
2.Students will use communication devices to answer the name and color of each animal.
3. Students will be provided with pictures of the animals and classmates.

D. Independent Practice-

Students will be able to practice skills throughout the day during one on one activities and during mealtimes.

E. Accommodations (Differentiated Instruction)-

All students are expected to participate in lessons.
1. I use music
2. Visuals - Pictures from the book and pictures of everyone in the classroom.
3.Communication devices/ switches and other assistive technology are used to allow students of all levels of abilities to participate and engage in the lesson.
4. Allow ample response time.

F. Checking for understanding-

1.I will observe my students for even the smallest levels of understanding of content and independent participation through eye gaze, movement of hands, smiles, gestures, and vocalizations.

G. Closure-

1. Teacher will review the animals from the story.
2. Students will add pictures of animals in sequential order to flow map with hand over hand assistance.
7. Evaluation-
2. PCA'S collect real time assessment data throughout the lesson.
8. Teacher Reflection-
I have assigned a PCA to help me redirect any students that becomes agitated during the teaching of a lesson. I try to keep each activity about 15 minutes so that the students don't become bored and begin to act out.

This Lesson Plan is available at (