1. Rebekah May
CI-350 – Assure Method Assignment
A - This lesson plan will be taught to a diverse group of first graders. This group will
include 10 boys, 7 girls, special education students, 70% White, 20% African American,
and 10% Hispanic. There will also be multiple students who are diagnosed with ADHD.
As the teacher and manager of the classroom, the lesson plan will need to be engaging,
interesting, and contained with guidelines for such a contrasting group. Boys tend to be
more competitive and aggressive. Girls tend to be more quiet and withdrawn (This is
merely typical; not every single case). The children with special needs will possibly need
instruction explained to them more than one time and may potentially need
accommodations or modifications for the assignment/lesson. The students with ADHD
will be tempted to be hyper active, loud, distracted, etc… The activity needs to be
exciting, but controlled in order to keep them acting in an appropriate manner. Race will
not play a particular role in this lesson on the months of the year. This activity will
address visual, hearing, and hands on learning styles. This first grade class already has
knowledge in the four seasons and has completed a unit plan on weather. The diversity of
the class makes group work, inclusion, and hands on activities the most effective for
learning.
S – Students will discover and relay the twelve months of the year by matching twelve
corresponding items/props with their appropriate month. Each item will have a direct
correlation with the specific month and will aid in comprehension and memorization of

2. the annual calendar. Students will view power point presentation conducted by instructor
that will give more visual stimulation for the twelve months. There will be a 90%
accuracy over a three day period. Each student will be actively involved in the learning
process.
S – This particular lesson plan will require one calendar (provided by teacher) and twelve
items that will correspond to each month and trigger memory for first grade students.
These items are as follows:
 January – party hat/balloon (New Years Day)
 February – Valentines Day card (Valentines Day)
 March – paper cutout of green St. Patricks Day four leaf clover (St. Patrick’s Day)
 April – stuffed animal of the Easter bunny (Easter)
 May – a flower (arrival of spring/warm weather)
 June – a sand bucket and shovel (hot weather;beach)
 July – an American flag (4th
of July)
 August – plastic ice cream cone (typical summer food)
 September – a package of pencils (arrival of a new school year)
 October – pumpkin (Haloween;fall)
 November – stuffed animal of a turkey (Thanksgiving)
 December – Christmas tree ornament (Christmas)
Additionally, a Smart Board would be helpful in order to work through power point and
potentially look up images on Google of other month related connections.

3. U – As the instructor, I need to make sure that I am completely prepared to teach this
lesson plan. All props need to be hidden from students in order to ensure that a true
surprise element will be experienced. The Smart Board should be working with Google
images ready to be utilized. The calendar selected for the matching (prop with month)
should have large font and be easy for every child (despite disability) to be able to read
and comprehend. A large space needs to be cleared on the floor towards the front of the
classroom. There needs to be ample room for every child to have sitting room and
potential wheel chairs to fit comfortably.
 Day 1 – A simple, yet direct explanation of each of the months. Their order
chronologically and how to pronounce each month. Students will sit on the mat
with the instructor and hold the calendar.
 Day 2 – Matching props with each month.
 Day 3 – Classroom involvement by looking at WebQuest activities that deal with
the months of the year and searching images on the internet to find other items
that are commonly associated with each month.
R – Each student will be observed during the classroom activity. There will be no test,
but participation points will be taken. The lesson plan will be connected and tied back to
the units on weather and seasons.
E – Teacher will figure out …. Does this lesson work? Is it worth using again for future
classes?
 Were the ADHD students able to contain their hyperness/distraction level/etc ..?

4.  Did the special needs students reap the same academic benefits as the other
students?
 Who responded better: boys or girls? We are shooting for both to learn and
experience the lesson plan equally!
There may need to be more technology integrated into the lesson plan. The lesson is
strong and contains many strengths, however, it is always up for tweaking and
modifying.