Title/Unit: (EE-ELA/Math, BCP, Foundational Skill-Self Care, Transition, Rec. Leisure, Comm., Behavior): Red Light, Green Light Warm Up- Stretch Out Arms and legs with opening and closing hands, wrist rolls, elbow bends, arm circles, ankle rolls, knee bends, leg lifts, flutter kicks, criss crosses, and bicycles Content Objective: Warm Up: Student will be able to warm up body and recognize body parts Activity/Swimming: Student will be able to recognize 2 different colors and the concept of "stop and go" Language Objective: Reading: Student will identify their own name on the whiteboard from a field of 2 or more names Speaking: Students will be able to sign, verbally identify, or physically demonstrate the game of "red light green light"
Materials: red sign, green sign, sprinkler
Engagement/Introduction: Welcome student to the backyard Tell the student that they will be learning how to play red light green light
Scaffolding, tell them to show me red and green, demonstrate running and stopping, helping walk, or push wheelchair.
Instructional Strategies (I do, we do, you do):
Teacher Directions: Teacher will warm the child up then explain during the warm up or after that today we will be playing the game red light green light. The teacher will then ask the student to show them how to walk, run and stop.
Student Directions: Students will enter the driveway, receive proper warm up with the teacher, participate in the game "red light green light".
I do: Demonstrate how to stop when there is a red light and go when there is a green light. We do: Teacher working walking with students during the game red light green light. You do: Student performing the game red light green with encouragement by teacher/parent.
Closure: (Review CLO’s and discuss possible extensions)
Review data: Thank student for playing red light green light
Additional instruction/ intervention(s) to support students who need additional support: (I.E. reteach, prompt hierarchy, differentiate materials): Tell the student we can work on washing the car without so much of my help next time. They will be able to hold the red light green light signs and have the parent or sibling go through the sprinklers.
Parent communication to support learning at home: Tell the classroom teacher we worked on the game red light green light.
Cool down: The student earned some free time to play in the sprinklers
Lesson Plan for May 11-15
Title/Unit: (EE-ELA/Math, BCP, Foundational Skill-Self Care, Transition, Rec. Leisure, Comm., Behavior): Washing the car Warm Up- Stretch Out Arms and legs with opening and closing hands, wrist rolls, elbow bends, arm circles, ankle rolls, knee bends, leg lifts, flutter kicks, criss crosses, and bicycles Content Objective: Warm Up: Student will be able to wash the car Activity/Swimming: Student will be able to learn how to wash the car Language Objective: Reading: Student will identify their own name on the whiteboard from a field of 2 or more names Speaking: Students will be able to sign, verbally identify, or physically demonstrate, the motions of washing a car
Materials: Bucket, hose, sponge, soap, car, and towel
Engagement/Introduction: Welcome student to the driveway Tell the student that they will be learning how to wash the car
Scaffolding, tell them to show me how they wash a car, demonstrate how to wash a car, hand over hand washing a car.
Instructional Strategies (I do, we do, you do):
Teacher Directions: Teacher will warm the child up then explain during the warm up or after that today we will be working on washing a car. The teacher will then ask the student to show them how they wash the car and demonstrate washing, if they need assistance washing then the teacher can assist them.
Student Directions: Students will enter the driveway, receive proper warm up with the teacher, participate in the washing of the car .
I do: Demonstrate how to wash the car We do: Teacher working hand over hand teaching how to wash the car You do: Student performing proper washing techniques with encouragement by teacher/parent
Closure: (Review CLO’s and discuss possible extensions) Review data: Thank student for washing the car
Lesson Plan for May 4-8
Title/Unit: (EE-ELA/Math, BCP, Foundational Skill-Self Care, Transition, Rec. Leisure, Comm., Behavior): Washing the dishes Warm Up- Stretch Out Arms and legs with opening and closing hands, wrist rolls, elbow bends, arm circles, ankle rolls, knee bends, leg lifts, flutter kicks, criss crosses, and bicycles Content Objective: Warm Up: Student will be able to wash the dishes Activity/Swimming: Student will be able to learn how to wash the dishes and put them on a drying rack
Language Objective: Reading: Student will identify their own name on the whiteboard from a field of 2 or more names Speaking: Students will be able to sign, verbally identify, or physically demonstrate, the motions of wash a dish
Engagement/Introduction: Welcome student to the kitchen Tell the student that they will be learning how to wash and dry dishes
Scaffolding, tell them to show me how they wash dishes, demonstrate how to wash dishes, hand over hand washing dishes.
Instructional Strategies (I do, we do, you do):
Teacher Directions: Teacher will warm the child up then explain during the warm up or after that today we will be working on washing and drying dishes. The teacher will then ask the student to show them how they wash the dishes, demonstrate washing, if they need assistance washing then the teacher can assist them.
Student Directions: Students will enter the kitchen, receive proper warm up with the teacher, participate in the washing and drying dishes .
I do: Demonstrate how to wash dishes We do: Teacher working hand over hand teaching how to wash dishes You do: Student performing proper washing techniques with encouragement by teacher/parent
Closure: (Review CLO’s and discuss possible extensions)
Review data: Thank student for washing the dishes
Additional instruction/ intervention(s) to support students who need additional support: (I.E. reteach, prompt hierarchy, differentiate materials): Tell the student we can work on washing the dishes without so much of my help next time. They will be able to dry the dishes without so much help.
Parent communication to support learning at home: Tell the classroom teacher we worked on washing and drying dishes.
Cool down: The student earned some free time
Lesson Plan for April 27 - April 30
Title/Unit: (EE-ELA/Math, BCP, Foundational Skill-Self Care, Transition, Rec. Leisure, Comm., Behavior): Pet or Personal Bathing Skills Warm Up- Stretch Out Arms and legs with opening and closing hands, wrist rolls, elbow bends, arm circles, ankle rolls, knee bends, leg lifts, flutter kicks, criss crosses, and bicycles Content Objective: Warm Up: Students will be able to identify body parts while warming up Activity/Swimming: Students will be able to learn to give a pet a bath and learn to wash the body parts of their pet
Language Objective: Reading: Students will identify their own name on the whiteboard from a field of 2 or more names and identify what type of animal their pet is Speaking: Students will be able to sign, verbally identify, or physically demonstrate, the motions of washing body parts Materials: Bathtub, Adjustable shower head, Pet, Pet shampoo, Bucket or cup to rinse, Drying towel, blow dryer, Whiteboard or piece of paper and pen/pencil to write child’s name
Engagement/Introduction: Welcome student to the bathroom Tell the student that they will be bathing their pet and learning body parts Scaffolding, tell them to show me how they wash their body and hair, demonstrate how to wash body and hair, hand over hand washing body and hair.
Instructional Strategies (I do, we do, you do):
Teacher Directions: Teacher will warm the child up then explain during the warm up or after that today we will be working on giving your pet a bath and working on identifying body parts of pet. The teacher will then ask student to show them how they wash their hair and body, demonstrate washing, if they need assistance washing then the teacher can assist them.
Student Directions: Students will enter the bathroom, receive proper warm up with the teacher, participate in the bathing and drying of the pet .
I do: Demonstrate how to use shampoo on pet We do: Teacher working hand over hand teaching how to apply shampoo on pet You do: Student performing proper washing techniques with encouragement by teacher/parent
Closure: (Review CLO’s and discuss possible extensions)
Review data: Thank student for washing their pet
Additional instruction/ intervention(s) to support students who need additional support: (I.E. reteach, prompt hierarchy, differentiate materials): Tell the student we can work on washing the dog without so much of my help next time. They will be able to lather the shampoo without me
Parent communication to support learning at home: Tell classroom teacher we worked on identifying body parts and washing and drying our pet.
Cool down: The student earned some free time with the blow dryer
Lesson Plan for April 20-24
Title/Unit: (EE-ELA/Math, BCP, Foundational Skill-Self Care, Transition, Rec. Leisure, Comm., Behavior): Swimming Skills Warm Up-Stretching out fingers, hands, wrists, elbows, arms, neck, hips, legs, knees, ankles, feet and toes. Content Objective: Warm Up:Students will be able to identify modes of transportation while playing in the bathtub. Activity/Swimming: Students will be able to touch the transportation toys during the lesson.
Language Objective: Reading:Students will identify their own name at check in from a field of 2 or more names. Speaking:Students will be able to sign, verbally identify, or physically touch, the modes of transportation while in the bathtub.
Materials: Bathtub Swim trunks Whiteboard for name recognition
Engagement/Introduction: Welcome the student to the bathroom. Tell the student will be learning about modes of transportation
Scaffolding, tell them to point to different modes of transportation to see what they currently know. If they know all the modes of transportation ask them what each does.
Instructional Strategies (I do, we do, you do):
Teacher Directions:The teacher will meet the child at home and walk them into the bathroom. You can have the bathtub filled already or fill it during the warm up. Ask the student to touch the car, airplane, taxicab, etc., if they don’t respond, use the hand over hand method to help them recognize those modes of transportation. After 2-3 times of going through those basic modes of transportation at a slow pace increase to see if they can recognize them quicker. Continue adding in more and more modes of transportation depending on your child’s ability and interest. During bath time, the teacher will positively reinforcing the student for identifying modes of transportation.
Student Directions: Students will enter the bathroom, warm up with the teacher, identify modes of transportation while playing in the tub.
I do: Demonstrate modes of transportation We do: Teacher working hand over hand teaching modes of transportation You do:Student performs proper modes of transportation recognition with teacher encouragement.
Closure: (Review CLO’s and discuss possible extensions)
Review data: Thank the student for playing in the tub today and working so hard on learning modes of transportation.
Additional instruction/ intervention(s) to support students who need additional support: (I.E. reteach, prompt hierarchy, differentiate materials): Tell the student we recognized (ex. 4 modes of transportation and we will try for 6 next time)
Cool down: The student earned some free time in the bathtub.
Lesson Plan for April 13-17
Title/Unit: (EE-ELA/Math, BCP, Foundational Skill-Self Care, Transition, Rec. Leisure, Comm., Behavior): Swimming Skills Warm Up- Stretching out fingers, hands, wrists, elbows, arms, neck, hips, legs, knees, ankles, feet and toes. Content Objective: Warm Up: Students will be able to identify body parts while playing in the bathtub. Activity/Swimming: Students will be able to touch the body parts during the lesson.
Language Objective: Reading: Students will identify their own name at check in from a field of 2 or more names. Speaking: Students will be able to sign, verbally identify, or physically touch, the body parts while in the bathtub.
Materials: Bathtub Swim trunks Whiteboard for name recognition
Engagement/Introduction: Welcome the student to the bathroom. Tell the student will be learning about body parts
Scaffolding, tell them to point to different body parts to see what they currently know. If they know all the body parts ask them what each body part does.
Instructional Strategies (I do, we do, you do):
Teacher Directions: Teacher will meet the child at home and walk them into the bathroom. You can have the bathtub filled already or fill it during the warm up. Ask the student to touch their head, shoulders, knees and toes, if they don’t respond use the hand over hand method to help them recognize those body parts. After 2-3 times of going through those basic body parts at a slow pace, sing the song “head, shoulder, knees and toes” to them. If they are understanding the 1st part of the song, you can advance to the second part of the song “eyes and ears and mouth and nose.” If they can understand those advanced body parts you can move on to elbows, knees, bottom or bum, stomach, chest, arm pit, ankles, wrists, neck, etc. During bath time, the teacher will positively reinforcing the student for identifying body parts.
Student Directions: Students will enter bathroom, warm up with the teacher, identify body parts while playing in tub.
I do: Demonstrate body parts We do: Teacher working hand over hand teaching body parts You do: Student performing proper body part recognition with teacher encouragement.
Closure: (Review CLO’s and discuss possible extensions)
Review data: Thank the student for playing in the tub today and working so hard on learning body parts.
Additional instruction/ intervention(s) to support students who need additional support: (I.E. reteach, prompt hierarchy, differentiate materials): Tell the student we recognized (ex. 4 body parts and we will try for 6 body parts next time)
Cool down: The student earned some free time in the bathtub.
Lesson Plan for April 6-10
Hartvigsen Lesson Plan Title/Unit: (EE-ELA/Math, BCP, Foundational Skill-Self Care, Transition, Rec. Leisure, Comm., Behavior): Throwing and Catching Skills Warm Up- Stretch Out Arms and legs with opening and closing hands, wrist rolls, elbow bends, arm circles, ankle rolls, knee bends, leg lifts, flutter kicks, criss crosses, and bicycles Content Objective: Throwing and Catching, Counting and Color Identification Warm Up: Students will be able to count with instructor for each ball the throw or receive Activity/Swimming: Students will be able to throw balls out of kiddie pool and receive ball from instructor while in the kiddie pool
Language Objective:Student will learn the terms throw, catch and counting from 1-5 as well as the different colors of the balls Reading: Students will identify their own name on the whiteboard from a field of 2 or more names and identify the number of balls they have thrown out of the pool or received back into the pool. Speaking:Students will be able to sign, verbally identify, or physically demonstrate, the motions of throwing a ball before we begin the activity.
Materials: Kiddie pool or towels and blanket to make a pool Whiteboard or piece of paper and pen/pencil to write child’s name Play balls or balled up socks
Engagement/Introduction: Welcome students to the pool Tell the student that they will be throwing and catching balls in a pool today and practicing counting and identifying colors.
Scaffolding, tell them to show me a throw and catch, demonstrate a throw and catch, hand over hand throw and catch.
Instructional Strategies (I do, we do, you do):
Teacher Directions: Teacher will warm the child up then explain during the warm up or after that today we will be working on throwing and receiving a ball and working on counting and identifying colors of balls. The teacher will then ask student to show them how they throw a ball, demonstrate throwing and catching a ball and if they need assistance throwing and catching then the teacher can assist them.
Student Directions: Students will enter the kiddie pool, receive proper, warm up with the teacher, participate in the throwing/catching and identifying color and counting of balls.
I do: Demonstrate how to use proper breastroke arm technique We do: Teacher working hand over hand teaching breastroke technique with teacher You do:Student performing proper breastroke technique with encouragement by teacher
Closure: (Review CLO’s and discuss possible extensions)
Review data: Thank student for playing in the kiddie pool with the teacher
Additional instruction/ intervention(s) to support students who need additional support: (I.E. reteach, prompt hierarchy, differentiate materials): Tell the student we can work on subtracting the amount of balls being taken out of the pool for the next activity.
Parent communication to support learning at home: Tell classroom teacher we worked on catching/ throwing and counting and color identification
Cool down: The student earned some free time in kiddie pool with the balls.