Lesson Title: Special English Learning for Normal and Autism Diagnosed Children at the Pre-school Stage

Central Focus of Lesson

The special training and learning practices aim to empower autism diagnosed children with critical focuses on enriching their sensory skills through slowed learning procedures that6 reflect their learning needs and capacities. Easier to understand learning procedures are preferred for the purpose of enhancing the learners' capabilities to mater understanding and communication as well grasping the essential learning concepts while enabling sound learning in a bid to accelerate skill acquisition, knowledge generation and development, and dealing with the normal learners' mastery capabilities and pace. Learning activities that incorporate playing and family activities are wisely purposed to encourage Natasha's social learning such as friendship development and skill betterment via strongly developed self-esteem and capacities to handle emergent issues that arise from autism hence hindering desired learning standards and alignment of the outcomes to curricula expectations. Effective language adoption and use must be critically taught and sharpened among pre-school learners.

State Standard(s) Addressed

The learning process aims to equip autistic children such as Natasha with the capacities to learn, socially relate with friends and adjacent learners in an attempt to advocate for a continuous learning premise, which is entirely applicable to addressing social limitations and issues to state goal attainment. Further, the lesson plan is strictly designed to enable learning in autism-diagnosed children at the preschool level. This concept is necessary to revamp the state approaches to autism's impacts on learning and education. Therefore, instructors should be vastly aware of the necessities that be inclusively considered in the pre-determined lesson plan and learning activities.

Lesson Objectives and Language Demands

Content/Skill Objectives

At the end of the lesson, learners must be able to communicate effectively and create social partners and friendships within the sociable group of learners.

The distinctive learning lesson is also specially designed to address the limits autisms bring out hence hindering the developmental enhancement of young learners through the desired pace of learning, skill perfection, knowledge mastery, and eased application in real-life situations.

Language Demands

The special learning lesson aims at enriching learners with a remarkable ability to communicate and create a rapport via communication in English. This is built on the premise that the capacity to apply the English language paves the way for easier understanding, smart perception and interpretation, and informed growth toward relational co-existence with a critical focus on operating normally across the social and academic areas that rely on effective use of language to communicate and gather feedback for improvements (Furneaux & Roberts, 2018).

Resources and Materials

Resources

Pediatric learning books, extant literature articles and publications, online-based learning materials from databases and MySQL sites, and encyclopedias to access relevant reading and educative materials.

Materials

Writing materials (notebooks, papers, pencils), information teaching materials such as learners' registers, worksheets, a personal computer (PC), projector, games, smartboard, cards, post-its, and art supplies, and engagement tools such as pieces of chalk for writing in illustrative writing.

Sources

Ausubel's postulates of the Subsumption theory of learning, books such as Cook, Klein, and Chen's "Adapting Early Childhood Curricula for Children with Special Needs," and articles such as Konstantinidis and colleagues' "Using affective avatars and rich multimedia content for the education of children with autism."

Prior Academic Learning and Prerequisite Skills

Some of the essential knowledge and skill areas include pronunciation, reading, and message explanations.

Misconceptions

The major misconception related to this lesson plan is the notion that children with autism are deterred from successfully pursuing their educational dreams as their competitive, healthy counterparts.

Lesson Plan Details

The lesson plans follow a detailed outline that is designed to confine learners and teachers to object-oriented activities that should bring about the desired goals for the learners such as Natasha whose educational needs matter to the entire institution and integrated classrooms (Kauffman et al., 2018). The details of the plan are meant to guide and confine eligible followers to the professional application with an aim to improve Natasha's learning capacities.

Beginning the Lesson/Introduction

Minutes [7]

Develop and tell a story that leads to learners' attentiveness to the issues spoken about in class and captures their learning interests.

Gradually the lesson shifts to addressing the major learning objectives for the lesson. The English lesson is inspired by the need to introduce Natasha and her fellow young learners to the basics of learning how to communicate through English.

Through frequent questions and routine surveys, the teacher will engage the learners while establishing an in-depth understanding and mastery of key concepts. What Teacher Will Do

Teach, create stories, and focus on motivating the learners toward keen concentration, listening, and response to emergent issues during the lesson. What Students Will Do

Provide answers to emergent questions, participate in learning activities such as professional attentiveness to knowledge and facts, and active participation in games and uniting models of learning.

Introducing New Content/Skills

Minutes [15]

New information and data will be introduced through questions and engagement talks to capture the attention of rendered readers and learners. What Teacher Will Do

Creatively formulate ideas as questions to capture the learners' interests and attention to learn new ideas and concepts. What Students Will Do

Cooperate with the teacher through listening and routine questions to seek clarifications and explanations.

Guided Practice

Minutes [10]

Engagement in lesson-oriented games that are purposed to educate and enlighten learners regarding the newly emergent issues that must be prioritized to understand and master English as a communicative language (Konstantinidis et al., 2009).

Formative Assessment

The teacher is entitled to observational and monitored evaluation during the lesson to gauge Natasha's ability to follow the guidelines and skills taught through classroom teaching and games. What Teacher Will Do

Introduce and guide the engagement in games with an aim to ensure that the significant outcomes are inclined to lesson plans and learning objectives.

Gauges the learners' compliance with the rules and requirements of the learning procedures with an aim to enhance development for the sake of understanding and mastery of learning essentialities. What Students Will Do

Actively participate in lesson-planned games while concentrating on what skills and knowledge to learn from the teacher-guided games (Konstantinidis et al., 2009).

Adhere to the predetermined rules and directives that indicate the learning capacities at individual levels for useful improvements.

Independent Practice

Minutes [10]

Through classroom guidelines and rules to practice, the skills and knowledge understood and mastered are gauged in class conversational attempts using the English language.

Formative Assessment: Assign practical exercises to individuals and groups formed within the class. What Teacher Will Do

Focus on analytical teaching of individuals in light of the essentially benchmarked requirements to polish the use of English in individual-centered communication.

Focus on the honest evaluation of the individual learners' capacities by the learning objectives and outcomes for the English language lesson. What Students Will Do:

Stick to the regulations and rules applied in the individual communication exercises that incorporate the whole class.

Remain honest with the assessment results to indicate the exact progress attained so far.

Closing the Lesson

Minutes [13]

Use questions and explanations to recapture the key learning points and introduce engaging reflections among the learners.

Summative Assessment: Short continuous assessment test to monitor the learners' capacity to reflect, remember, and apply learned concepts in real-life situations without necessarily informational references.

What Teacher Will Do

Guide and direct the learners toward a critically thought ending of the lesson with reflective ideas and beliefs.

Manage the learners to ensure honest answers to gauge their level of understanding and mastery of essential skills and information in English written and spoken communication. What Students Will Do

Honestly show the teacher how much understanding and mastery of the key concepts have been achieved through questions and honest answers.

Obey the teacher's resolutions, decisions, and attempt to evaluate their understanding honestly.

Extension

Invite questions and clarification areas and provide a further assessment exercise for the learners to adjust in terms of skills and knowledge acquired. What Teacher Will Do

Strive to exhaust information and analytical data regarding the topic of study that revolves around the use of English language in autism-related learning crew What Students Will Do

Students like Natasha should strive to indicate to the teacher how far they have understood when it comes to matters use of English for communication.

Accommodations/Differentiation

Students with Special Needs or IEPs

While attending to Natasha and her fellow autism diagnosed learners, the teachers and instructors are entitled to ensure the special students are capable of catching up with the learning process in light of the outlined learning outcomes in the chosen learning activities. Individualized education programs (IEP) will be designed with the help of parents, learners, and educational practitioners when it comes to expressing feasibly considerable opinions that help in aligning the factors addressed. It takes place via the alignment of the lesson to the critical learning needs among the autism diagnosed needs and feasible opinions that help in aligning the lesson's learning outcomes to the curricular requirements (Cook, Klein, & Chen, 2015). Notably, the learning system allows for the use of integrated classrooms to address the learning needs of a wider room of learning needs and requirements. Special learning activities such as game songs, athletic activities, and mind-challenging questions will be used to address Natasha's problems, and other autism diagnosed learners to address some of the challenges Autism Spectrum Disorder (ASD) renders them vulnerable to (Furneaux & Roberts, 2018). For example, a lower IQ is one of the anticipated characteristics of Natasha and her friends.

English Learners

During the special lesson to teach and empower learners that have been previously diagnosed with autism, instructors and teachers in the pre-school stage have the mandate to adjust learning activities in favor of the understanding pace for each one of them. Natasha and her friends are entitled to reliable ways of learning through game-based learning and practices that are centered on families to ensure effective development toward self-esteem and reliable mastery of knowledge for the sake of skill acquisition and better development....