IFSP/IEP objectives and lesson plan
Lesson Plan Title Special Education Intervention Plan (Rosa)
| Objectives/ Learning Targets | Lesson Summary (what is the lesson about): The usage of adapted spoon in eating soft food I can statement here: ‘’I can eat independently’’. Primary learning target: For the first trimester, Rosa will eat 4 bites independently during lunchtime within 10 minutes by using adapted spoon. Secondary learning target: The lesson also aims to teach the corresponding tools for every step in dining/eating. The lesson aims to teach the importance of using spoon in dining and how to go about this process. Moreover, English will teach Rosa some communication skills. For instance, learning names of utensils such as, spoon and dish. At the end of the lesson, Rosa must be able to:
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| Standards and/or Competencies List all standards and/or competencies used for this lesson here. Use Extended Learning Standards if appropriate or Early Learning Standards if apporpriate Links to Bloom’s Taxonomy and Adapted Bloom’s Taxonomy if appropriate | Topic: Social Communication Attempt to respond to basic forms of social communication with the appropriate facial expression, vocalization and/or gesture. Participate in and often initiate basic communications with family members or familiar others. Participate in and often initiate communication according to commonly accepted expectations with family members and in social groups. With modeling and support follow typical patterns when communicating with others (e.g., listens to others, takes turns talking and speaks about the topic or text being discussed). With modeling and support, continue a conversation through multiple exchanges. | |
| Academic Language & Vocabulary | Basic words like the following:
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| Materials Needed |
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| Procedure Outline your lesson here. Introduction, Middle and Conclusion Include times. Include evidence based practices and cite research | You and Mentor do: Introduction:
Middle:
Conclusion:
| Students do: Introduction:
Middle
Conclusion:
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| Differentiation Strategies Address needs of groups and individuals as needed Maintenance and Generalization Strategies | Since Rosa has low cognitive capacities and is hard to express herself, the coach must pay close attention to her and attend to her strenuously during the process. Also, it must be borne in mind that Rosa is near-sighted and so the coach must also be ready to support Rosa as she does the activities. The sample food must also be appropriate to what Rosa can take at the moment such as mashed potato by using the adapted spoon. Introduction:
Middle:
Conclusion: Supervise the students and correct them if necessary. As needed for Rosa, ask her for more repetitions till master the skill or offer some help. | |
| Assessment How will you assess student learning for this specific lesson? (Pre- Assessment Formative assessing and Post Assessment) Data collection and documentation of data collection. | Pre-Assessment: For the pre-assessment, the question and answer portion could suffice. The coach will see if Rosa already has a prior knowledge of the utensils, i.e. if she knows how they are called and what their uses are. Meanwhile, for the post-assessment, the coach will base this on Rosa’s performance during the activity parts. The collection and documentation of data will rely mainly on class hours activities and exchanges and can be supplemented by relayed information from Rosa’s parents and relatives. | |
| Rationale Including Knowledge of Students and Before & After the Lesson Why are you teaching this? Explain the importance of the lesson, what the students will learn and why you want them to learn this. Explain the relationship to the IEP goals. What came before this lesson? How does this lesson connect to previous lessons? What will come next? How will this lesson lead into the next one? | Given Rosa’s background, there is the need to improve her motor skills, particularly her ability to control and manipulate utensils so as to help herself while eating. This is significant simply because eating is one of the more fundamental activities essential to human life, i.e. in sustaining human functions. Before this lesson, preliminary social skills might have been done in order to acquaint Rosa to the Coach if not create a rapport between the two of them. This can facilitate the conduct of the lessons and Rosa’s learning. Since there is a long-term goal appended to this initial lesson, the activities of demonstrating ability to use utensils will be done repeatedly until Rosa is able to show mastery in doing such and until the goals are met. | |
| Engagement Strategies How does this lesson engage students and help them achieve the goal of the lesson? How will you measure their engagement and time on task? How are you incorporating assistive technology into the lesson? How are you using para professional support in the activity if appropriate? | Rosa is hoped to be engaged once the rapport between her and her coach has been established. In addition to this, the practical tests included as components in the lesson are also hoped to make Rosa more participative in her own learning process. Assistive technologies can come in the form of audio materials – say, songs with instructions on how to sue utensils or songs about eating in general or dining etiquettes in particular – in order to supplement Rosa’s learning. This can work well since Rosa has no reported condition that impairs her hearing. | |
Post – Observation Reflection: (Response/Reflection)
CSU Intern: _____________________________________ Supervisor: _____________________________________
Grade level/subject area: _________________________ Date: ________________ Observation #: ________
Directions: Following the observation and post-conference, interns are to complete the post-observation reflective responses provided below and submit them electronically to their supervisor within 48 hours of the observation. Interns and supervisors should then use the data from the observation, post-conference, and post-observation reflection to formulate next steps for both the intern and supervisor.
| Post-observation Reflective Responses: |
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