Soup+Recipe

=Soup Recipe =

** 1. Pre Planning: ** ** Objective: ** Given a power point with action pictures and video clips of listening and not listening behaviors, the students will use their own means of communication to label the action in the pictures and express knowledge of behaviors at 100% accuracy. Depending on the student’s skill level, they will be assessed individually according to the communication IEP goals. ** Materials: ** Power Point- nonlinear; but used to teach children the order of a recipe __ The Three Little Pigs __ Video clips

** 2. Lesson Opening: ** I reread the story The Three Little Pigs. We have been reading the story, The Three Little Pigs. What does the last pig do at the end of the story? Yesterday, we made soup for our food unit. We talked about difference between utensils and food we put in the pot. What do you do with food? That’s right! You eat food. What do you do with cooking utensils? Great Job! You use utensils to eat with or make food. Do you eat utensils? No! That's silly. You eat with utensils, and you eat food. How do we remember the order of the food to put in the pot? Way to go! You use a recipe, or a schedule. Just like we use schedules in our classroom to remember what comes next. A recipe is like a schedule so you can remember the order and foods to cook. Also so you can remember what comes next. A recipe can be of pictures or words. Now we are going to look at pictures in the order of our soup recipe from yesterday. At the end of the lesson you will use tell the action in each picture, and use a video clip to label listening and not listening behaviors.

** 4. Lesson body: ** **// Part 1 //** ** MODEL: ** Ingredients or food, which we put in the pot I will say all of the foods first. Listen carefully. (Slide 2 of the power point/smart board review) · Potato, flour, broth, milk, celery, onions, butter, salt and pepper · These are all foods I will say all of the pictures are things you cook with or cooking utensils. (Slide) · Measuring cups, pot, bowl, peeler, spoon, knife, cheese grater, stove, and whisk · These are all things you cook or eat with. The items are utensils. Depending on the children present and responses from the lesson opening, I may discuss the differences in types of utensils (i.e. a spoon you eat with versus a cooking spoon, or a bowl you eat from versus a bowl you mix food in). ** LEAD: ** The children respond chorally using their own means of communication to several different foods and utensils from both slides. I tell the children they did a great job. They labeled the different foods and utensils we used to make potato soup yesterday. **// Part 2 //** ** Model: ** I say this is our potato recipe we used yesterday. It has numbers and pictues to tell us the order of our actions to make the soup. · I touch each picture and say the number and action in order (slide 4) · I model the next three actions independently for the children to see where to touch and how to use the interactive soup presentation. ** LEAD: ** I tell the children the next slides we will say together. When point to the slide say the number and the action together. ** TEST: ** I will say each child’s name to let you know its your turn. Each friend come to the smart board and touch the next action in our recipe. You will tell us what action it is in the recipe. The practice will give each of you an opportunity to name actions you did yesterday when you made potato soup. ** DIFFERENTIATION: ** All students will be paired with a partner or paraprofessional who will be able to assist the children according to their individualized goals for communication. During the lesson, children will have a variety of pictures to show, while each child is independently saying the action. Also one child has an Itouch to assist with verbally saying the number and action.

** 5. Lesson closing: ** ** Closing Power point Slide: ** <span style="background: white; color: black; font-family: 'Comic Sans MS'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">What do we do once the food is cooked/ made? That’s right we eat it. Remember we are working telling the actions of a recipe or our soup recipe. When your schedule has a computer picture on it, you will go to the computer with your friend or paraprofessional to tell eachother the actions occurring on the slide. Remember we always take turns. Let’s go through 2 behavioral clips to say if we are listening or not listening.

** 7. Evaluation: ** <span style="background: white; color: black; font-family: 'Comic Sans MS'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">During the next week we will be reviewing, the story The Three Little Pigs and the power point presentation and video clips of behaviors. I along with my paraprofessionals will record each student’s following direction goals, and communication goals. Objectives will be evaluated based on the IEP goals for each student (i.e. some students may only need to complete the activity 16/20 times to gain 100% accuracy).

Retelling prior experiences || Itouch || /20 || /20 ||
 * || Following Directions (behaviors/listening) || Actions (measuring, cooking, pouring, making, etc.)
 * ** James **
 * ** John ** || /20 || /20 ||
 * ** Jake ** || /20 || /20 ||
 * ** Joe ** || /20 || /20 ||

Power point/ smart board presentation and activity media type="custom" key="8770232"

An example of an appropiate behavior clip media type="custom" key="9094376"