Differentiated Instruction & Understanding By Design Lesson Plan Format

Transcription

1 Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Life Skills for Independent Cooking Subject Matter Emphasis and Level: Independent Cooking for High School Special Education Students Author: Paula Sanderson School District: Sanborn Central Brief Description of the Lesson/Unit: The objective of this lesson is to teach high school special education students the steps necessary in preparing daily meals. SD Content Standards: Goal 1: Students are able to read at increasing levels of complexity for a variety of reasons. Indicator 1: Applying various reading strategies to comprehend and interpret text. E.R.1.3. Applying understanding of stimulus, patterns, environment and written work to form inferences. Target Skills For some students, target skills need to be applied and practiced within the context of instructional activities to allow students to reach the extended standard of Applying understanding of stimulus, patterns, environment and written work to from inferences. (E.R.1.3.) Extended Standard

2 Standards: Students will know and be able to do Identifies relevant sources of information and use the information for his/her personal benefit Uses visual organizers to remember pertinent information Follows a picture recipe to make a meal Uses picture cards for grocery shopping Uses picture recipes to prepare simple foods Seeks appropriate adult help when experiencing difficulties with written materials. Stage 1 Identify Desired Results 1. What enduring understandings are desired? High School special education students will understand that it takes many skills to be able to prepare a meal independently. 2. What essential questions will guide this unit and focus teaching/learning? Why is it important to know how to cook? Why is it important to eat a meal everyday? How do you follow a recipe? Where do you go to buy food to cook? 3. What key knowledge and skills will students acquire as a result of this unit? Students will learn where to buy food. Students will be able to read simple directions for preparing food. Students will learn how to prepare a simple healthy meal. Students will learn how to read/locate simple recipes in cookbooks, Internet, etc. 4. What prior learning, interests, misconceptions, and conceptual difficulties might be brought to this unit? Students may not know how to plan, shop for, and prepare a meal for themselves due to learning disabilities.

3 Students may have weaknesses in reading comprehension, math skills for measuring ingredients, or have difficulty staying on task for short periods of time. Stage 2: Determine Acceptable Evidence 1. What evidence will show that students understand? Performance Tasks: Students will be required to plan a simple meal, shop for the ingredients for their meal, and prepare the meal for themselves. Students will measure appropriate amounts of ingredients. Students will read directions and then retell the directions to their teacher. Students will be assessed using a rubrics system. Other Evidence: Quizzes, Tests, Prompts, Work Samples (summarized): matching activities for measurement tool identification stove/microwave activities guided instruction for reading recipes meal-planning activities list-making activities for grocery list preparation (may use store ads from daily newspaper) shopping for items on grocery list (mock grocery store) utilizing recipes to make simplistic recipes Unprompted Evidence: (observations, dialogues, etc.) Unprompted Evidence: Observations, dialogue, assisting student with the task

4 Student Self-Assessment creating a healthy desired meal completion of performance task rubric Stage 3: Plan Learning Experiences and Instruction 1. What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Major Learning Activities: Demonstration of following a simplistic recipe from beginning to completion. Learning labs that include measurement tools, cooking ingredients, microwave, etc. for students to manipulate. Developing healthy, simplistic meals Create shopping lists Materials & Resources (technology & print): visual organizers picture recipes microwave South Dakota Extended Content Standards Management: Teacher assistance * highlighter Task pictures Self-talk (pep talk) Support Services and Special Teacher Notes: This lesson will be beneficial for special needs students who are looking towards a future of independent living. It is hands-on learning with experiences to assist in the transfer of knowledge from school to home.

5 Extensions and Adaptation: Student will invite parents to classroom to eat a meal. Student will create a meal for self and parents Pre-teach vocabulary words Color code directions - Ex: Use a highlighter to highlight words like mix, etc. Use a focus frame Visual aides Pair up other students to work with students in the special education classroom Stage 4: Plan Differentiation 2. What differentiated instruction strategies are being used in this lesson/unit? Differentiated Process: Visual aides Color Coding Pre-teach vocabulary words Differentiated Content: Use simplistic versions of recipes Example: boxed macaroni vs. homemade Internet Resources Process - Hands on materials Start with shorter time frames and work towards extending the time frames. Books on tape Differentiated Product: Readiness Interest Learning Profile