Student Teaching Lesson Plan - Turn Taking

Teacher Candidate: Heather Ciganek
Grade Level: Pre-kindergarten
Lesson: Polar Bear, Polar Bear

Unit of Study: Turn-Taking
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
The context that I teach in, Manhattan Childrens Center (MCC), recognizes the need for individualization of student goals and the instructional
model of MCC is deeply rooted in the principles of applied behavior analysis. Thus, we do not follow the Common Core State Standards, as they
are not applicable to our setting.
The goal of this lesson is for my student to participate in a turn-taking activity with a peer while playing the game Bingo
Objectives:
My student will be able to sit appropriately by staying in her chair, sitting with her hands down, and attending to the book/lesson
My student will be able to match identical pictures when presented in an array of three pictures on the table top for a total of twenty learning
units
With prompting and support, my student will follow the rules of a turn-taking activity (Bingo)
With prompting and support, my student will play Bingo first with an adult as practice and then with a peer in the classroom
With prompting and support, my student will make age-appropriate comments while playing the game with her peer such as, Its your turn, I
like this game, Bingo!
When prompted by an adult, my student will tell her peer when she has Bingo!
o It is important to note that based upon the setting in which I work in and the level of my student, the goal of the lesson is focused upon
the social turn-taking aspect of a game while playing with a peer, not the rules of the game, Bingo specifically (My student will not be
required to independently understand when she has Bingo and will be prompted by myself upon the occurrence of this while playing
the game)
Pre-Assessment:
After reading, Polar Bear, Polar Bear What do you hear? By Bill Martin, Jr. with my student, the pre-assessment will be conducted
In a 1:1 instructional setting, my student will participate in a matching activity using pictures of the animals discussed in the book. She will be
required to match identical pictures when presented in an array of three pictures on the tabletop for a total of 20 learning units (data will be
recorded on a separate data sheet)
Post-Assessment:
For the duration of the lesson, I will work 1:1 with my student.
During the small group activity when my student is playing Bingo with her peer, data will be recorded on her ability to take her turn by
picking up a card and matching it on her board (one learning unit), and then saying, Its your turn when provided with a vocal prompt (one
learning unit)
Assessment questions posed by the teacher after the lesson may include:
o With prompting and support, is my student able to take her turn by picking up a card and matching it to her board (if applicable) or
placing it in the discard pile if she does not have a match?
o With prompting and support, is my student able to tell her peer, Its your turn after her turn is completed?
o With prompting and support, is my student able to make age-appropriate comments to her peer such as, I like this game or This is
fun?
Materials:
Polar Bear, Polar Bear What do you hear? By Bill Martin, Jr.
Pencil
Data sheet
Pictures for matching activity and Bingo
2 sets of Bingo board
Use of Technology:
Technology will not be used, as it is does not contribute to the goals and objectives for this lesson.
Differentiation:
A visual communication board will be utilized as a prompt used for the purposes of the turn-taking activity while playing Bingo
Prompting and support will be provided during the small group activity based upon student performance during the lesson
Seating Configuration/Use of Physical Space:
My student will be placed into a chair that is appropriate with her height in order to improve concentration on the activity at hand
During 1:1 instruction, each student in the classroom will work at his/her individual working space
For the small group activity, my student will sit at the group table in the classroom with her peer to play the game
Teaching roles and collaboration:
During 1:1 instruction, each staff member in the classroom will be individually paired with one student (1:1). The role of staff
members/instructors during 1:1 instruction is to implement each students individual programming and to provide assistance with least to
most prompting based upon the individual level of each student
Based upon the setting in which I teach, I will work with my student individually (1:1) for the purposes of this lesson
During the small group activity, 1:1 support will be provided for each student
Classroom Management:
In a 1:1 setting such as MCC, the role of the teacher/instructors is to implement individual programming, provide directions, ensure student
safety, and address student behavior if necessary.

Instructors who are working with each student provide prompting and support if necessary.
If any inappropriate behavior occurs, the teacher/instructor working with the student at that time will address the behavior and implement
his/her behavioral intervention plan
In terms of classroom management, each student may have his/her own individual daily schedule to follow, may use a timer for sitting
appropriately, etc.
Engagement of students/anticipatory set/Motivation:

Polar Bear, Polar Bear What do you hear? By Bill Martin, Jr. will be read to my student at the beginning of the lesson in order to engage her in
the activity and familiarize her with the animals discussed in the book
Connection to Previous lesson/Prior Knowledge:
My student has mastered the ability to match pictures when presented in an array of three pictures on the tabletop
This game build upon this skill by requiring her to match pictures when presented in an array of nine on a Bingo board
My student is also working on social skills in the classroom such as turn-taking while playing a game with a peer, and this lesson focuses upon
this skill
Lesson Presentation:
I will introduce Bingo to my student by explaining the directions and modeling how to play the game
I will then play a few rounds of Bingo with my student so that she has the ability to practice how to play before playing with her peer
Data will be recorded on my students ability to take her turn by picking up a card and matching it on her board (one learning unit), and then
saying, Its your turn when provided with a vocal prompt (one learning unit)
Least to most prompting will be used, and the prompt level for the small group activity will be determined based upon my students
performance during this lesson
Estimated Time: 10-15 minutes
Guided Practice/Active Involvement/Small group work/Independent Practice:
Students will greet one another and sit at the group table for the purposes of the activity
My student and her peer will play Bingo and data will be recorded on their ability to take their turn by picking up a card and matching it on
the board (one learning unit), and then saying, Its your turn when provided with a vocal prompt (one learning unit)
Estimated Time: 10-20 minutes
Final Summary/Closure:
My student will be prompted to say, Good game to her peer and she will say good-bye
Post-assessment will be conducted and data will be taken on student progress with turn-taking
Estimated Time: 5 minutes
Extension:
The next lesson would focus on fading 1:1 support so that my student would play Bingo independently with a peer
Post-Assessment Data Tally each correct/incorrect response below

During the small group activity playing Bingo, is my student able to take her turn by picking up a card and matching it on her board (one learning unit),
or placing it in the discard pile if she does not have a match?
Yes
No
Takes Turn
- Match
Takes Turn
- Discard
With prompting and support, is my student able to tell her peer, Its your turn after her turn is completed?
Yes
No
Its your
turn
With prompting and support, is my student able to make age-appropriate comments to her peer such as, I like this game or This is fun?
Yes
I like this
game
This is
fun
No
Program: Matching pre-assessment

S D and target: Match
Reinforcement schedule: FR 1
Prompt: Independent
20 LU
Initials: ________
Date: _________
Total: ________

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Teacher Candidate: Heather Ciganek

Grade Level: Pre-kindergarten

Lesson: Polar Bear, Polar Bear

placing it in the discard pile if she does not have a match?

safety, and address student behavior if necessary.

Engagement of students/anticipatory set/Motivation:

Connection to Previous lesson/Prior Knowledge:

Estimated Time: 10-15 minutes

Guided Practice/Active Involvement/Small group work/Independent Practice:

Estimated Time: 10-20 minutes

Estimated Time: 5 minutes

Post-Assessment Data Tally each correct/incorrect response below

Program: Matching pre-assessment

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