1. Hall 1
Jordan Hall
January 23, 2014
CI-350-202
A-Analyze
My class is particularly mentally impaired. I have 10 boys and 7 girls, all of mixed
heritage. Nearly half of my class has ADHD. They are 1st graders but since they are Special
Education students, their mental age is below that of a normal 1st grader. They are able to do
small tasks but are not able to understand complex concepts. The kids with ADHD continually
lose focus when not entertained or occupied and can become a distraction to the other students if
they get out of hand.
S-State Objectives
My students will learn the months of the year. However, their mental level is far too low
to memorize the months in order as of now. My students will learn the months and then move
toward putting them in order at a future time. My students will learn how to recognize the
months, associate them with themes, and be able to list at least nine out of twelve seasons from
pure memorization.

2. Hall 2
S-Select Methods, Media, and Materials
*Songs
*Stories
*Posters (with markers)
*Matching Games
U-Utilize Materials
I will use songs, stories, posters, and matching games to explain and teach the months to
my students. The songs are used to put the names of the months into my students’ heads. This
familiarizes them with the names for future reference. The stories will focus on themes
associated with each month. This further helps the students recall the names of the months by
giving them something by which to relate the months (eg. Halloween=October,
Christmas=December). Each child then makes a poster about any month or months that he or she
chooses. They draw pictures that deal with the themes associated with that month. This also
helptheir memory by making them recall the stories. Lastly, we use both board matching games
and computer matching games for the students to put themed items with its specific month. All
this makes the names of the months stick in the students’ heads. The months are also presented in
order which helps for the future when the students must put the months in order themselves.

3. Hall 3
R-Require Learner Participation
My students seem reluctant at first. Most do not like change. The children with ADHD
especially act up and do not want to participate for the most part. My aids and I finally get them
to quiet down, get their attention, and proceed with the lesson. As the lesson progresses
throughout the day, the children seem more intent on participating because of the fun activities.
When a child acts up every now and then however, we quiet them down and make them
continue. The students are rewarded with a smiley face sticker if they behave but receive a
frowney face sticker if they misbehave. This is good incentive for this group of children to
behave and participate.
E-Evaluate and Revise
As the lesson progresses, the students seem quite attentive to what is going on. However,
when a child does act up, my aids and I take note of why the child acted up and try to keep that
from happening again. For example, when singing the songs, one child got bored and started
wandering. We fixed this by letting him sit next to me and help “teach.” We now know to engage
the students more in the future.
After the whole lesson was finished, 13 of the 17 students met my objectives. It is now up
to my aids and I to realize why the other four were not able to do so and to correct the situation if
possible.