Soma s RPM Lesson Plan Volume 1 HALO 2004

Transcription

1 Soma s RPM Lesson Plan Volume 1 Lesson Plan for a beginner 4 to 6 years old with first exposure to RPM: (approx. 30 minutes) Aim: To teach the child what to choose and how to choose. To assess the movement and hand controls of the child. To assess the open channels of learning. To assess the language skills of the child. To teach the child to be more aware towards my speech. Objectives: To teach the child what to choose and how to choose using his hands. To make him aware of his hands, which are now the most important tools of communication and response. To work on the hand joint/ joints that are functioning well and making the child aware of them so that the child realizes what to do (pick choices/circle choices/point). To redirect the open learning channels auditory, tactile, visual or kinesthetic towards the learning by redirecting them from immediate attention. To get the child used to listening to a free flow of talking and allowing him to realize that s the way people talk to each other. And finally, to direct the child towards hearing my speech by blocking out other environmental distractions by competing with his stims through the speed and intensity of my voice. Since it is the first exposure to the RPM session, material of teaching and assessing may be extracted from the immediate surroundings of the child or from the immediate attention of the child. Sensory Activities: It is necessary to start a dialogue describing how impressed the teacher is with the dress the child is wearing or the book the child is holding (trying to reach the auditory sense of the child) So what was I telling you? (saying this aloud while writing the spelled choices) About your D-R-E-S-S dress or M-U-S-I-C music? mailing: PO BOX , AUSTIN, TX tele: toll free: fax: web:

2 page 2, Lesson Plan Vol. 1 (The teacher needs to give the pencil to the child and show him how to circle the right answer the first few times because the child may not know how to choose) So let us now see how we can circle the answer.(a background talking is done by the teacher so that the child gets used to her voice because the auditory channel is as important as the visual channel towards learning) Lets hold this pencil like this and there we circle together.. See..how well we can circle! (Sometimes a child may not be able to hold then pencil properly. If so, the teacher can ask the child to pick up the answer. At first, it needs to be a collaborated work. Not a test. The teacher should keep in mind that the child is here to learn What to choose and How to choose and not answer a test.) You are WEARING the shirt. The teacher may take the child s hands and make him feel the shirt. ( tactile sense) What did I say? (saying this aloud while writing the spelled choices) You are E-A-T-I-N-G eating or W-E-A-R-I-N-G, wearing the shirt? Yes, lets hold the pencil again together and see what we are doing with our shirt. (the teacher circles again with the child s hand which holds the pencil) If the child is not distracted at this point, the teacher may continue with another question with a dialogue.. So you wear a shirt I see. Then what do you think you eat? An A-P-P-L-E, apple or a B-A- S-K-E-T, basket. Thus the teacher gives out the answer in her statement and asks immediately. This allows the child WHAT to choose. If the child is distracted, the teacher changes the topic. An apple is a fruit. The teacher stresses the word fruit because that is the answer to her next question and it is easy for the child to learn WHAT to choose. Sensory activity: The teacher may take the child s hands and draw an apple sketch together or write the word apple together ( tactile sense). For a tactile defensive person, the teacher needs to keep the touch away and rather concentrate on the vocal talk more ( auditory sense) like.. there are many fruits..bananas, oranges, pineapples So what did we say? An apple is a F-R-U-I-T, fruit, or is it a T-O-Y, toy? And what else is a fruit? B-O-O-K, book or B-A-N-A-N-A, banana?

3 page 3, Lesson Plan Vol. 1 There may be chances that the child chooses the incorrect answer. There may be chances that the child chooses both answers. In either case, the teacher needs to repeat the statement again. Lets hear it again an Apple is a fruit. What did I say? An apple is a F-R-U-I-T, fruit or a H-A-T, hat? The teacher continues to STATE and ASK, several times. Example, The sky is blue. What did I say? It is Y-E-L-L-O-W or B-L-U-E? You are sitting on a chair. Where are you sitting? On a C-H-A-I-R or B-E-D? So what are you doing on the chair? J-U-M-P-I-N-G or S-I-T-T-I-N-G? The teacher continues this with more STATE and ASK, till the child gets to know WHAT TO CHOOSE. Once satisfied, she continues Now lets fill up some blanks Here the teacher needs to do some assessment of the child s previously acquired knowledge. The teacher begins to say and write.. on a plain sheet of paper. A, B, C, D..and.. What comes next after D? E or M? If the child is previously exposed to alphabet letters, the child might know. If not the teacher needs to teach. Remember, the one objective of the first session is to assess the student. The teacher continues F,G,H,.. The teacher says and writes simultaneously on the paper. What do you think comes next? O or I? The teacher continues till all the alphabet letter blanks are filled up. Then she turns to numbers to find out how much the child has previously learned. She needs to avoid asking the child to count in the first session. She would get more success, if she went this way Now lets see how many fingers we can count in our hands. She takes the fingers of the child and counts out loud This is 1, this is 2, this is 3, this is 4 and this is.

4 page 4, Lesson Plan Vol. 1 And this is.68 or 5? It does not matter if the child is exposed to 68 or not. He can use the principle of elimination and choose the number 5. If the child makes a wrong choice, the teacher can teach like this.. She says it aloud Lets learn the numbers 1,2,3,4,5,6. Writing the numbers on the paper.(visual sense) If the child is not looking, then the teacher can take the child s hands (tactile sense) and make him write together (kinesthetic sense) with her. That would feed the child s tactile sense and help him to learn. So, what did we learn? 1,2 and..9 or 3? And 1,2,3,4 and.5 or7? Now 1,2,3,4,5 and.32 or6? The teacher may continue numbers till 20 with the STATE and ASK IMMEDIATELY method and come back to the letters to see if the child remembers them or not. So lets see how we fill this up K,L,M and A or N? The teacher keeps a dialogue going. Remember, she is competing with the stim and trying to become the stim Now lets see what happened to Jack and Jill She recites Jack and Jill went up the went up the..t-r-e-e, tree or H-I-L-L, hill? To fetch a.pail of water or BOWL of water? The child may know it or may not know it. If not, the teacher needs to teach with the same TEACH and ASK IMMEDIATELY method. The teacher may continue to assess and teach the child and may want to come back to numbers to find out whether the learning took place or not. Lets see how we wrote eighteen Do you think eighteen should be written as 18 or 47? And what did we see comes after eighteen? 14 or 19? Thus the teacher might want to find whether the child knows his week days or not. finding out whether the child knows about week days and/or months if time allows it.

5 page 5 (final), Lesson Plan Vol. 1 Today is Monday.she writes MONDAY on the paper. Again if the child is not looking, she takes the child s hand and writes together.. MONDAY. So what should be tomorrow A-P-P-L-E apple, or T-U-E-S-D-A-Y Tuesday? Monday, Tuesday..what comes next? F-R-I-D-A-Y Friday or W-E-D-N-E-S-D-A-Y Wednesday? Again chances are that the child may or may not know. If the child does not know, teaching is necessary teaching the days of the week. The teacher recites rhymically the days of the week. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Lets hear it again Monday. Tuesday.learn it. So what did we learn? Monday, Tuesday, What comes next? F-R-I-D-A-Y Friday or W-E-D-N-E-S-D-A-Y Wednesday? The teacher may go back to Jack and Jill, numbers, alphabet letters or body part labeling if she did that and wrap up the lesson. By the end of the session, the student should be able to choose, and know how to choose.