Lesson Plans on Safety, Laundry and Food Preparation, Communication

📄 Words:	1716
📝 Subject:	Curriculum Development
📑 Pages:	3
📚 Topics:	Lesson Plan

Safety and Self-management Skills Lesson

Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:	Plan 1: Safety and self-management skills
Lesson Summary and Focus:	A lesson on how a child can live and support themselves while living separately from their parents. Outlines some of the proper methods of self-management and promotes safety in independent living.
Classroom and Student Factors/Grouping:	Different groups of students will be present on the lesson, and accommodations will be made for gifted children, those learning the English language, fast students and students with developmental disabilities. The environment of a standard classroom will be utilized, and the potential demographic for the lesson is high-school children.
National/State Learning Standards:	–
Specific Learning Target(s)/Objectives:	Presented with being alone in the household, the students are able to find operate basic appliances and are aware of what they should do Student independence, self-support skills will be accessed and improved, allowing them to be better prepared Students are aware of all the potential dangers and hazards of daily life, and know how to properly engage with them
Academic Language	Routine – will list the various examples of repetitive activities in their lives and explain the importance of following a routine Necessities – will differentiate between leisure activities and necessary activities, focusing on the need to pay attention to particular types of behaviors.
Resources, Materials, Equipment, and Technology:	A presentation of some of the self-management skills and competencies students of the particular age range should have developed, as well as safety considerations one needs to keep in mind when living alone; A computer and a projector to showcase the presentation; A matching game for children to play; a test to measure the success of the game

Section 2: Instructional Planning

Anticipatory Set I will start by asking the children about the kinds of activities they do around the house during the day Then I will ask them to divide them into the things they always do and things that they choose to do Highlighting the use of routine practices in the household, I will further emphasize the need for proper planning in their current and future lives I will then list some of the basic safety practices and considerations children should be able to recognize at that stage, showing visual representationsof the types of behavior I am discussing Proper self-management techniques for dealing with simple situations will be then explained	Time Needed 30 minutes
Multiple Means of Representation I will use a visual presentationto showcase some of the safety practices children must be accustomed too, giving them a simplified representation and verbally discussing it I will also personally engage with children by asking their opinion on the matters and actively promoting feedback Those ahead of their peers can be used to set examples of proper behaviors and provide examples of self-management at home Students with additional needs will be further instructed on some of the differences between their daily life and the lives of others English learners will be provided with breakdowns of all the possible complex vocabulary, and short summaries of major lessons	Time Needed 5 minutes
Multiple Means of Engagement I will engage students by providing them with an ability to discuss differences among themselves and witness the differences between their life routines A matching game will be included to engage children of various levels of development and English proficiency in interactive learning. Possible danger situations will have to be matched to proper responses and emergency services Those students that finish faster or are more advanced will be engaged in helping their peers English learners will be able to use pictures to navigate more quickly Those with delayed development will be offered the assistance of their advanced peers and a summary of the information discussed during this section	Time Needed 10-20 minutes
Multiple Means of Expression Children will be allowed to submit their feedback in all possible forms of expression, including verbal responses, drawn images, simple sign responses and asking questions on the materials discussed A short testwill be issued to reinforce the results of the matching game, presenting the same materials in the form of an assessment	Time Needed 5 minutes

Extension Activity and/or Homework The extension activity will include children having to document the instances where they have managed to do things by themselves, or recognized a need for a particular response in the face of uncertainty. It can be submitted both verbally and in written form. Based on the results of this homework, children with developmental disabilities and their parents will be further engaged in supporting the child’s independence and self-governance.	Time Needed 5 minutes

Laundry and Food Preparation Lesson

Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:	Plan 2: Laundry and Food preparation
Lesson Summary and Focus:	A lesson on both the importance of laundry/food preparation and their mastery in a child’s life.
Classroom and Student Factors/Grouping:	Different groups of students will be present on the lesson, and accommodations will be made for gifted children, those learning the English language, fast students and students with developmental disabilities. The environment of a standard classroom will be utilized, and the potential demographic for the lesson is high-school children.
National/State Learning Standards:	–
Specific Learning Target(s)/Objectives:	Children are able to prepare simple meals, use kitchen appliances and safely operate them Possible health and safety hazards are recognized and children know how to handle them Children know how to do laundry and the use of the washing machine Children realize the importance of both activities
Academic Language	Nutrition – will compare the body to a big machine that needs different parts to work properly, and emphasize the need to eat different foods
Resources, Materials, Equipment, and Technology:	A video of a person doing laundry and demonstrating proper actions to take A presentation on kitchen safety Either model foods or actual foods like fruit and small snacks to improve engagement and provide examples

Section 2: Instructional Planning

Anticipatory Set I will start by asking the children about the kinds of activities they do around the house during the day The types of food they eat and like to eat will be discussed The need to take care of one’s nutrition will be empathized I will discuss some simple food choices they could prepare, as well as go over the limitations their age gives them The operation of kitchen utensils and possible safety hazards will also be discussed	Time Needed 10 minutes
Multiple Means of Representation I will use a online videoto showcase a proper way to do laundry Students with developmental disabilities and English learners will be able to watch the visuals of the video, while fast learners and gifted children will be able to answer some of the possible questions the other two groups will have A presentationwill be used to discuss kitchen-related risks and problems Physical objects will be used to demonstrate different types of food, and ways of preparing them	Time Needed 30 minutes
Multiple Means of Engagement Children will be engaged though interacting with physical objects and through listening to my explanations Those that are ahead of the program will be able to plan for possible meals or foods they could make using their current skill level English learning children will be shown examples of proper vocabulary for food preparation and washing one’s clothes Children with additional needs will be better engaged using fruit and other foods in the process	Time Needed 15 minutes
Multiple Means of Expression Children will be allowed to submit their feedback in all possible forms of expression, including verbal responses, drawn images, simple sign responses and asking questions on the materials discussed A testwill be issued to understand how well the children have understood how to operate a washing machine	Time Needed 15 minutes
Extension Activity and/or Homework Children will have to prepare a meal for themselves and bring back a photo of it to tell about it. The discussion can be performed in both the written and verbal form, a as well as with answers to my questions.	Time Needed 5 minutes

Communication Skills Lesson

Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:	Plan 3: Communication skills
Lesson Summary and Focus:	A lesson on different ways of communicating with others, as well as the importance it has in life
Classroom and Student Factors/Grouping:	Different groups of students will be present on the lesson, and accommodations will be made for gifted children, those learning the English language, fast students and students with developmental disabilities. The environment of a standard classroom will be utilized, and the potential demographic for the lesson is high-school children.
National/State Learning Standards:	–
Specific Learning Target(s)/Objectives:	Children are able to communicate verbally and non-verbally Children differentiate between different types of communication and their purpose Children are able to listen to others and respond accordingly
Academic Language	Verbal – will be referred as spoken communication, the primary ways that people interact Nonverbal – another way people interact, that can be used to help one make themselves more clear or explain something more easy
Resources, Materials, Equipment, and Technology:	A visual aid in the form of a presentation

Section 2: Instructional Planning

Anticipatory Set The discussion will start by asking the children about the different ways they interact with others Verbal and nonverbal communication will be showcased by the teacher, with children having to explain and find the benefits and detriments of each Each will be asked about their preferred ways of communication, as well as how they interact with family	Time Needed 15 minutes
Multiple Means of Representation I will use either a presentationor a collection of imagesto demonstrate communication, as well as provide spoken examples of different communication types Children with limited English knowledge and developmental disabilities will be able to better understand the materials using images and slides as an guide Fast learners will be able to be kept at the same pace as everyone else, as the speed of the presentation is controlled by the teacher	Time Needed 10 minutes
Multiple Means of Engagement Children will be engaged through relating their experiences, as well as by seeing the differences between the ways each of them communicates. All children, including those that finish first, those with special needs and those better developed will participate in the joined discussion and train their communication skills	Time Needed 20 minutes
Multiple Means of Expression Children will be allowed to submit their feedback in all possible forms of expression, including verbal responses, drawn images, simple sign responses and asking questions on the materials discussed	Time Needed 10 minutes
Extension Activity and/or Homework	Time Needed

Safety and Self-management Skills Lesson

Section 1: Lesson Preparation

Section 2: Instructional Planning

Laundry and Food Preparation Lesson

Section 1: Lesson Preparation

Section 2: Instructional Planning

Communication Skills Lesson

Section 1: Lesson Preparation

Section 2: Instructional Planning

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