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Unit Plan Assignment

Part I: The Big Idea

SPED 595T, Spring 2016

Student Name:

Directions: Fill in the spaces below describing your class, the standards you will be focusing on and your big ideas for the unit. I will make comments to the right of your answers and assign a point total. Go to the Unit Plan webpage link in Moodle for details on Part I and II. See Moodle for due date.

Please note: As you write in this document the boxes will expand. You have as much room as you need for each section, but keeping your descriptions simple is better.

Comments and Grades: I will make comments to the right of each box in a different color and give you a number grade based on the thoughtfulness, quality and completion of each question. The rubric is embedded on the Weebly welcome page and can be downloaded as a document.

|Subject |Comments |Points |

| | |(1) |

|What subject are you writing your Unit Plan for? | | |

|Social and Emotional Development: Relationships and social interactions with peers. |So important for students with and without disabilities. |1 |

| | | |

|Grade Level(s) |Comments |Points |

| | |(1) |

|What are the grade level(s) of the students in the class? | | |

| I work as an after school one-on-one assistant with a 5.5 year old boy who has Down syndrome. His inclusive classroom includes 20 |Great to be in an inclusive setting like this. You’ve probably learned a lot. |1 |

|students from five to six years old. | | |

|Disability Areas |Comments |Points |

| | |(1) |

|What disabilities do your students have? Please include numbers of students and general information about disability types. (EG: 5 | | |

|students with learning disabilities.) | | |

|My student has Down syndrome and a speech and language impairment. |OK |1 |

|Functioning Levels |Comments |Points |

| | |(1) |

|Please include a general statement about the reading, writing, comprehension and math levels of the students in your class. You can write| | |

|it as a range. (EG: Reading levels range from 2nd to 5th grade levels, with the majority of the students functioning at about a third | | |

|grade level.) | | |

| The ECSE teacher uses the Desired Results Developmental Profile (2015) created by the California Department of Education for young |Really well done. You’ve described your student’s functioning levels well. I believe |1 |

|children and their families to be utilized to inform instruction and program improvement. According to the ECSE teacher, the student is |understanding students’ present levels are essential. | |

|working on emergent literacy (i.e., concepts of print and letter/word knowledge). He exhibits emerging knowledge that symbols and print | | |

|carry meaning since he distinguishes his name on the reward chart when placing his gold coin on it. The student is emerging in | | |

|participating during reading time since he is able to listen to a story an adult tells. He also looks at the pictures and uses one to | | |

|two word sentences when asked questions about the story. His writing is also emerging since he is capable of copying marks such as, O, | | |

|horizontal lines, or vertical lines. | | |

|Standards |Comments |Points (2) |

|Please fill in the Five Essential Standards that you will focus on in your Unit Plan (Common Core State Standards) |These are the foundation for a good life for any child. Super important! |2 |

| | | |

|~The student is learning how to initiate interactions and gain attention from peers. | | |

| | | |

|~California Preschool Learning Foundations: Interactions with peers, friendships, and | | |

|group participation. | | |

|At around 48 months of age | | |

|1. Interact easily with peers in shared activities that occasionally become cooperative efforts. | | |

|2. Participate in simple sequences of pretend play. Children may “play” whether or not they are communicating orally, describing the | | |

|play, or motorically participating in tasks. For instance, they may ask an adult or peer to assist in the motor features of play. | | |

|3. Find help in resolving peer conflict, especially when disagree­ments have increased into physical aggression. | | |

|4. Select to play with one or two peers whom they classify as friends. | | |

|5. Participate in group activities and are starting to comprehend and collaborate with social expectations, group rules, and roles. | | |

| | | |

|Big Ideas |Comments |Points |

| | |(4) |

|Please fill in 3 to 5 Big Ideas that you will focus on in your Unit Plan. Big Ideas can be framed as statements or questions. Think about|Very important ideas for children and adults! Play and conflict resolution are essential. |4 |

|the Big Ideas as larger more authentic reasons for learning something. (IE: What were the three most important reasons behind the | | |

|founding of the 13 original colonies? Learning how to subtract numbers with decimals will keep you from getting “ripped off” at Universal| | |

|City Walk. Blending sounds to make words will help you read the directions to Connect Four so your older brother doesn’t cheat; or | | |

|blending sounds helps us figure out unfamiliar words while reading independently. ) | | |

|1. Learning how to initiate an interaction with a peer is essential for a child to develop communication and positive relationships with | | |

|peers. | | |

|2. To initiate peer interactions, the ultimate goal is for the child to be able to obtain a peer’s attention in a positive manner. | | |

|3. Learning develops only when the child is interacting with individuals in his environment and in cooperation with his peers. | | |

|4. Children are more collaborative and share play with friends than with other children. | | |

|5. Peer interaction is significant for language, cognitive, physical, and social development. | | |

|6. When playing with peers, children learn appropriate social behaviors (i.e., sharing and cooperating). | | |

| |Total Points for Part I |10 |

Unit Plan Assignment

Part II: The Project

SPED 595T, Spring 2016

Directions: Describe and explain two project ideas for your Unit Plan. Keep in mind the big ideas and standards you will be covering and assessing during the unit. Next, list all key vocabulary (general, academic or content specific) that needs to be taught. In addition to your projects and key vocabulary, consider all the content and materials you will need to teach your unit.

Go to the Unit Plan web page link in Moodle for details on Part II. See Moodle for due date.

|Project Idea #1 |Comments |Points |

| | |(7) |

|In one to two sentences, describe your first student project idea. | | |

| The first project will implement the use of a social story to address a student’s inappropriate behavior (i.e., pushing peers with |Social stories have shown a lot of promise and success for students. It looks like you’ll be |7 |

|an open hand and pulling peers’ hair) to obtain a peer’s attention. Inappropriate behavior among students with disabilities can disrupt |developing and writing your own social story. | |

|their ability to access services, participate in activities, learn, and develop relationships. Therefore, I am going to use the social | | |

|story intervention to decrease the challenging behavior in order for the student to learn how to appropriately obtain a peer’s attention | | |

|(i.e., tapping a peer on the shoulder and/or saying the peer’s name) so he can develop positive relationships with his peers. | | |

|In a narrative format, please elaborate on why you chose this project. How does it allow your students to show that they understand the | | |

|standards and big ideas of your Unit Plan? Explain your thinking about how this will be an effective summative assessment and/or | | |

|addresses the standards you have chosen. Finally, what kind of technology would your students use to demonstrate proficiency or how might| | |

|you as the teacher use technology to share students’ projects? | | |

| Challenging behaviors can negatively affect an individual’s capability to partake in family and community life and to access |Excellent use of the ipad and good rationale throughout your project. You’ve explained the use|7 |

|educational opportunities. Interventions that decrease challenging behaviors, such as a student hitting a peer with an open hand to get |of the social story and how it will help the student have more positive interactions with | |

|his attention, can create improvements in the quality of life for individuals with challenging behaviors and others in society. Thus, |peers really well. It also shows how you and your student can be motivated by the use of the | |

|learning how to initiate an interaction with a peer is essential for a child to foster language and positive connections with peers. To |ipad. | |

|initiate peer interactions, the ultimate goal is for the child to be able to acquire a peer’s attention in a positive way (e.g., tapping | | |

|a peer on the shoulder to get her attention) in order for the student to be able to interact with the peer and develop a friendship. The| | |

|more a student learns about how to initiate interactions and gain attention, the more he will enhance his social development. | | |

| | | |

|The project addresses two standards: 48 months of age the student will be able to (1) interact easily with peers in shared activities | | |

|that occasionally become cooperative efforts and (2) participate in group activities and are beginning to understand and cooperate with | | |

|social expectations, group rules, and roles. The project will help the student interact with peers while reading the social story | | |

|together and share the material (i.e., iPAD). | | |

| | | |

|I will use an application on the iPAD that will help me develop the social story in order to motivate the student to read the story. He | | |

|enjoys reading stories and using the iPAD, so I decided to combine both components to engage the student. Peers in his class will also | | |

|have the opportunity to read the story with the student, which will help them develop a mutual interest and interact with one another in | | |

|a positive manner. The iPAD social story will help the student learn how to obtain a peer’s attention in a positive manner to help him | | |

|develop friendships. | | |

|Project Idea #2 |Comments |Points |

| | |(7) |

|In one to two sentences, describe your second student project idea. | | |

| My second project will assess how the student interacts in simple ways with familiar peers as they play side by side. |Good. Assessment will be important to evaluate the relative success of the social stories. Use|7 |

| |this project as one of your assessments in the next section. | |

|In a narrative format, please elaborate on why you chose this project. How does it allow your students to show that they understand the | | |

|standards and big ideas of your Unit Plan? Explain your thinking about how this will be an effective summative assessment and/or | | |

|addresses the standards you have chosen. Finally, what kind of technology would your students use to demonstrate proficiency or how might| | |

|you as the teacher use technology to share students’ projects? | | |

|I selected this project to observe the student’s progress on developing relationships and social interactions with peers. The project | | |

|allows the student to display that they comprehend the standards and big ideas of the unit plan because they will be interacting with | | |

|peers in group activities that include engaging materials (i.e., paint, playdoh, cars, balls, books, etc.). The student will be able to | | |

|cooperate and share with peers during activities that interest them. I will assess the student’s interactions with peers by |Documenting the actions of your student will be important for a lot of reasons. You can use | |

|observations, checklists, parent/teacher interviews, and pictures. |the pictures and video for your own evaluation, iep development and sharing with parents. An | |

| |excellent idea. | |

|The second project addresses four standards: At around 48 months of age, the student will (1) interact easily with peers in shared | | |

|activities that occasionally become cooperative efforts, (2) participate in simple sequences of pretend play, (3) choose to play with one|On a different note, you might want to save the footage for future use. I started to document | |

|or two peers whom they identify as friend, and (4) participate in group activities and are beginning to understand and cooperate with |some of my progress using an intervention program years ago. I was subsequently asked to | |

|social expectations, group rules, and roles. The student will interact with peers in various activities during different settings in his|present how I used the program and had video, samples and documentation to show my audience. | |

|after-school program. He will have the opportunity to interact with peers during art time, outside play, reading time, circle time, and | | |

|so on. |I don’t know if being an expert on using and developing social stories interests you, but it | |

| |may come up in your career some day. My focus was on repeated reading interventions, wrote my | |

|The technology that I am utilizing to obtain data of the student’s interactions with peers is the iPAD. I will be able to take pictures |masters thesis on the subject and presented in different settings. | |

|and videos of the student interacting with peers. I can also use the iPAD to take notes when the student is sharing, playing, | | |

|cooperating, interacting, and taking turns with peers. | | |

| | | |

|Vocabulary |Comments |Points |

| | |(3) |

|List all vocabulary you would teach within your unit. This may include grade level vocabulary from your school curriculum, high frequency| | |

|words, subject specific vocabulary from a science or social studies unit, or academic vocabulary students need to know (i.e. indent, | | |

|summarize, simile, etc.). | | |

| The vocabulary that I would teach within my unit include words that relate to playing and group activities: |I need to use this list for my middle school students. A terrific and thorough list. |3 |

|1. Share | | |

|2. Turn taking | | |

|3. Working together | | |

|4. Cleaning up | | |

|5. Toys | | |

|6. Attention | | |

|7. Tap shoulder | | |

|8. Say name | | |

|9. Materials | | |

|10. Paints | | |

|11. Pictures | | |

|12. Peers | | |

|13. Friends | | |

|14. Games | | |

|15. Group | | |

|16. Pretend play | | |

|17. Colors | | |

|18. Texture (i.e., soft, hard, smooth, rough, etc.) | | |

|19. Foam | | |

|20. Playdoh | | |

|21. Shapes and so on. | | |

|Content |Comments |Points |

| | |(3) |

|List all the content, tech and non-tech items, required to teach your unit. You might want to list technology you may or may not have | | |

|access to (a wish list). It is OK to dream. After completing Part III (formative and summative assessment) and Part IV (sequencing | | |

|skills) you may need to amend this section. | | |

|Content: Project #1: | | |

| | | |

|I will develop a social story with pictures of the targeted student obtaining the attention of a peer using the iPAD. The story will | | |

|have simple sentences that will be describing what the student is doing in the picture. The student and I will read the story during | | |

|book time, and I will also ask a peer to read the story with the student every other day during that task. I will also ask the student | | |

|questions about the story (i.e., “What did you do to get Ana’s attention?”). When the child displays the aggressive behavior, I will | | |

|also read the story with him to remind him of what he needs to do to gain a peer’s attention. I will utilize manual signs with the | | |

|student when reading the story with him since sign language is one of his preferred modes of communication. | | |

| |You’ve written a really good list of contents. Thorough and tied to your projects and purpose.| |

|Content: Project #2: | |3 |

| | | |

|I will develop activities that will engage the student and peers to play together. For example, I will create a group activity that will|The documentation is really important and a good thing to list. | |

|allow the student and peer to share materials during art time. I will place similar toys (i.e., balls, cars, and blocks) in the play | | |

|area in order for the student to play with a peer and take turns using an item. During the group activities, I will be taking data on | | |

|the student’s interactions with peers and providing positive feedback (e.g., “Thank you for sharing your blue car with [name of peer]”). | | |

| | | |

|Technology items: | | |

|1. iPAD to take videos and pictures during group activities and peer interactions. | | |

|2. Social story application for the iPad. | | |

|3. Laptop to search for engaging activities for the class and research social story intervention | | |

|for preschoolers. | | |

|4. Microsoft PowerPoint program to show student’s interactions with peers and activities. | | |

|5. Microsoft Word 2016 to develop data sheets, art activities, and take notes of the student’s | | |

|progress in various group activities and peer interactions. | | |

| | | |

|Non-technology items: | | |

|1. Paper | | |

|2. Colors | | |

|3. Handmade social story that the student can use in various environments (i.e., home). | | |

|4. Toys that the student and his peers can use together (i.e., cars, balls, shapes, stuff | | |

|animals, and blocks). | | |

|5. Playdoh | | |

|6. Bubbles | | |

|7. Shaving cream | | |

|8. Paints | | |

|9. Brushes | | |

| |Total Points for Part II |20 |

Unit Plan Assignment

Part III: Assessments

SPED 595T, Spring 2016

Directions: Describe and explain three formative assessments, two summative assessments and the technology you might use to assess student understanding or mastery of the Big Ideas and/or standards.

Go to the Unit Plan webpage link in Moodle for details on Part III. See Moodle for due date.

|Assessments | | | |

|Formative Assessment #1 |Technology |Comments |Points |

| | | |(6) |

|1. |Taking pictures of the student during play time. | | |

|Explain why you chose this formative assessment and the technology. | Given the significance of assessment, it is comprehensible that|For this age, observation is everything. My daughters’ preschool teacher would fill us in on |6 |

|How does the technology you chose make the assessment process more |the materials and techniques for early childhood evaluation are |her observations at the end of the day. She would give us specific examples of how she played | |

|engaging, efficient, or effective? How will you know the assessment |critical. I utilize multiple measures to evaluate a child’s status |well, shared, resolved conflict, promoted play ideas, asked for what she wanted, etc. | |

|worked? |and progress (i.e., observation, interviews, pictures, videos, etc.)| | |

| |and gather information from multiple sources (e.g., professional | | |

| |team members and parents). | | |

| | | | |

| |The formative assessment I will use to gain information about the | | |

| |child’s progress of obtaining peers’ attention will be based on | | |

| |play, since I will be able to evaluate the young child in a natural | | |

| |environment while he plays outside and inside the classroom. Every | | |

| |child has achieved developmental skills that can be viewed during | | |

| |play time. | | |

| | | | |

| |Play-based assessment will allow me to view the child’s current | | |

| |social skills and discover the skills he will be ready to learn. | | |

| |During play time, I will take pictures of the child playing in | | |

| |various settings to see how he interacts with peers and view his | | |

| |progress with obtaining the attention of a peer. I will have a |Play really does tell us a lot about the child and is where so much learning goes on. | |

| |complete and accurate picture of the child’s abilities during his | | |

| |play activities. | | |

|Formative Assessment #2 |Technology |Comments |Points |

| | | |(6) |

|2. |Video recording the child during play time. | | |

|Explain why you chose this formative assessment and the technology. | The formative assessment I will use is “observational notes” in|Good idea to notetake and use those in your assessment of the child’s development. I always |6 |

|How does the technology you chose make the assessment process more |order to view the child while he is playing during various settings.|think I’ll remember what I see, but notes are important. | |

|engaging, efficient, or effective? How will you know the assessment |I will walk around the classroom and playground as the student is | | |

|worked? |engaged in a play activity. There are specific skills that are being| | |

| |addressed (i.e., turn taking, sharing, obtaining a peer’s attention,| | |

| |etc.) while recording what I see in my small notebook. | | |

| |While observing the student, I will video record his play time to be| | |

| |able to view the child’s emergent and mastered play skills. The | | |

| |videos will help me view things that I may have missed while taking |Filming a student will allow you to zero in specific behavior to correct or an example of | |

| |observational notes. |progress and success. | |

| | | | |

| |I will be able to develop activities that will help the child | | |

| |achieve certain skills (i.e., taking turns, asking for a toy, saying| | |

| |a peer’s name to get his/her attention) while viewing the videos and| | |

| |reading the notes because I will have a greater understanding of the|Have you ever had another colleague film you interacting with students? It might be worth | |

| |child’s play skills. |doing for your own records or even as a video artifact to include in a portfolio. Every time I| |

| | |watch myself teaching, I really learn a lot. | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Formative Assessment #3 |Technology |Comments |Points |

| | | |(6) |

|3. |iPhone: Checklist | | |

|Explain why you chose this formative assessment and the technology. | I will gather information about the child’s interactions by |This is an excellent idea. When we can create processes using technology that make our lives |6 |

|How does the technology you chose make the assessment process more |marking tallies on a chart when he displays an inappropriate and |more efficient, it’s great. When that technology can be used over and over, we see some real | |

|engaging, efficient, or effective? How will you know the assessment |appropriate behavior in order to view the child’s progress of |time-saving efficiencies happen. | |

|worked? |obtaining a peer’s attention. Therefore, the information the | | |

| |assessment provides me will help me know if I should continue the | | |

| |same method or implement a different strategy to help the student | | |

| |interact appropriately with peers. | | |

| | | | |

| |The technology that I will use to make the assessment effective will| | |

| |be developing a chart on my iPhone in order to easily save my data. | | |

| |I will have the checklist on my iPhone and transfer the chart to my | | |

| |electronic mail, which is an efficient way to make sure that the | | |

| |data is not lost in the classroom or in another environment. | | |

|Summative Assessment #1 (Final Project) |Technology |Comments |Points |

| | | |(6) |

|1. |iPhone voice recorder | | |

|Explain why you chose this summative assessment and the technology. | The assessment I will utilize to obtain more information about |This is a terrific idea. I like when I get to talk to parents directly about their child. |6 |

|How does the technology you chose make the assessment process more |the child will be by interviewing the parent at home. I will ask |Online surveys are great for record keeping, but an interview is so much more humanizing. It | |

|engaging, efficient, or effective? How will you know the assessment |the parent 11 questions (see sample below) that relate to the |shows you really care on a more personal level. | |

|worked? |child’s interests, communication, and peer interactions. | | |

| | |The parents’ input is really important. | |

| |The iPhone voice recorder will make the interview more efficient | | |

| |since I will be providing the parent with my full attention, and |If you are bilingual, I suspect you are, you are such a value to parents and their children! | |

| |making sure I obtain all the information I need to learn about the |My Spanish is average at best, even after living in Costa Rica and teaching with my wife in | |

| |child as a whole individual. |Venezuela. But the fact I talk to parents in Spanish is so important for trust and honest | |

| | |communication. | |

| |The iPhone voice recorder will give me a precise summary of the | | |

| |interview, answers gained during the interview, and my comments are |You’ve got really good ideas. | |

| |saved for reference. I will be able to rewind and listen to the | | |

| |recording frequently to get clarity on the interview. | | |

| | | | |

| |I will know the assessment worked when I have sufficient information| | |

| |about how the child interacts with other children and how he | | |

| |communicates in various environments. Also, all the essential | | |

| |information I obtain will help me develop activities and strategies | | |

| |that meet the child’s social skills. | | |

| |[pic] | | |

|Summative Assessment #2 |Technology |Comments |Points |

| | | |(6) |

|2. |Laptop | | |

| |~Saved documents: Desired Results Developmental Profile (2015) & | | |

| |data | | |

|Explain why you chose this summative assessment and the technology. | The assessment I will use to determine the child’s |You have a good mind for teaching. Understanding the use of good instructional practices like |6 |

|How does the technology you chose make the assessment process more |social-emotional development level before/after implementing the |social stories and following through with valid, reliable assessment ultimately benefits the | |

|engaging, efficient, or effective? How will you know the assessment |social story intervention is the Desired Results Developmental |children you will work with. | |

|worked? |Profile (2015). The social and emotional domain evaluates the | | |

| |child’s skills to comprehend and interact with others and to develop| | |

| |positive relationships with adults and peers. | | |

| | | | |

| |The knowledge or skill domains I will be assessing to learn about | | |

| |the child’s social skills and progress are related to relationships | | |

| |and interactions with peers. The assessment will help me determine | | |

| |the level of progression the child has met, and help me verify if | | |

| |the methods and activities I am using with the child is truly | | |

| |helping him interact with peers in a positive manner. | | |

| | | | |

| |The technology I will be using is my laptop to be able to fill out | | |

| |the social and emotional domain in the Desired Results Developmental| | |

| |Profile (2015). The assessment file is stored in my laptop, so I | | |

| |will be able to fill out the sections faster and save the | | |

| |information. I also have observational notes and other data that I | | |

| |can open in my laptop in case I need more information to effectively| | |

| |answer the social and emotional domain levels for the child. |Keeping good, accurate records is important. | |

| | | | |

| |I will know the assessment worked when I have information about the | | |

| |child’s social skill levels and progression, which will help me | | |

| |develop strategies and activities that will help the child interact | | |

| |with peers in an appropriate way. | | |

| | |Total Points for Part III |30 |

Unit Plan Assignment

Part IV: Skills Section

SPED 595T, Spring 2016

Directions: Sequence your skills. List at least 10 skills, sequenced from the beginning of the unit to the end (tech and non-tech), using the UDL format. Look for at least 10 ways to integrate technology throughout the sequencing of skills and explain your reasoning.

Go to the Unit Plan webpage link in Moodle for details on Part IV. See Moodle for due date.

|Skills |

|Directions: List the skills you will be covering throughout the unit and the technology you will be using to represent a skill, engage the students in practicing that skill, and the opportunity for student expression. Remember, all boxes need |

|to be filled out. At least 10 boxes will have technology solutions. |

|Skill |Technology and Non-technology Solutions Used for Each Skill |

| |For Representation |For Engagement |For Expression |Points |

| | | | |(30) |

|Example: Writing a Simple Sentence |Mimio Interactive Board with Picture from Google |Picture Displayed using LCD projector, Students Use |Students Send Complete Sentence Using Neo Share | |

| | |Paper and Pencil for Practice | | |

|Example: Identifying Facts and Opinions |Teacher uses LCD Projector and Elmo with Think-Aloud |Students Think-Pair-Share and use Socrative to answer|Students Generate own Fact/Opinion and submit using| |

| |Strategy |Fact/Opinion Questions |Edmodo | |

|Example: Identifying Quadrilaterals |Teacher uses Khan Academy to Show Different |Students search throughout the classroom to find |Students create math-trail or scavenger hunt for | |

| |Quadrilaterals |real-life quadrilaterals or go to favorite website |quadrilaterals throughout the school. | |

| | |for practice. | | |

|1. Teacher will read the social story to the student. | Teacher shows the handmade book to the student. | Student will hold the social story in order to | Teacher will ask the student questions about |3 |

| |She will point to the words while she reads the book |turn and read the pages independently. |the social story (e.g., “What is the girl holding | |

|Good. |to the student, and manually sign key words from the | |in her hands?”). | |

| |story (i.e., play, ball, friends, girl, etc.). | | | |

|2. Teacher will read the social story on the iPAD. | The teacher will point to the words while | The student will have a turn holding the iPAD in | The teacher will ask the student questions |3 |

| |reading the social story on the iPAD, and manually |order for him to read the story. |about the social story (e.g., “What did the girl do| |

|Having devices to read a social story is really helpful. |sign key words from the story. | |to get her friend to play with her?”). | |

|3. Teacher will place shaving cream and toy animals on the table during | The teacher will show the student and the peers | The student will pick his preferred animal toys | The teacher will use the iPAD to video record |3 |

|“sensory” time to encourage peer interactions. |the toys in the shaving cream. She will follow their |and place them on the shaving cream. He will have |the student’s interactions with his peers. She | |

| |lead while they play (e.g., teacher will make shaving|the opportunity to play with his peers and interact |will then show the video to the student and his | |

|Really cool to have a mix of modalities. I also love the nature of the |circles with a toy like a peer/student is doing |with them in a positive manner. |peers during circle time, so she can show them | |

|peer interaction with social stories. |during “sensory” time), and will fade away to let the| |their interactions and provide them positive | |

| |student and peers play together. | |reinforcement. | |

|4. During circle time, the teacher will read the social story to a group | The teacher will read the handmade social story | She will ask the group “wh” questions and ask | She will show the video to the small group in |3 |

|of 3-4 children. |to the group, including the student, while pointing |two peers to model the appropriate behavior to obtain|order to motivate them to comment about the video. | |

| |to the words and showing them the pictures. |a peer’s attention. The teacher will use the iPAD to|The teacher will ask them questions about the video| |

|I like to show video I’ve taken of the students. We can learn a lot from | |video tape the peer modeling. |to find out what they learned about the social | |

|observing ourselves. | | |story and modeling. | |

|5. During indoor free play, the teacher will place children’s preferred | The teacher will place blocks, cars, trains, and | The teacher will videotape the student | She will show them the video during “Good-bye”|3 |

|objects on the carpet to encourage interaction between the student and |a railroad set on the carpet to encourage students to|interacting with his peers, and provide positive |circle time to encourage communication between | |

|his peers. |play together. |feedback when she sees the children sharing, taking |peers. She will ask the children questions about | |

| | |turns, etc. |the video, comment about the children’s | |

|This can be good for writing up IEP present levels and work towards goals| | |interactions in the video, and their responses. | |

|and objectives. | | | | |

|6. Teacher will ask the student and peers to play a group activity, such | The teacher will ask two peer models to show the| Each child will have the opportunity to play the| The teacher will take pictures of the children|3 |

|as “duck, duck, goose.” This game will motivate the student to play with |children how to play the game. |game. They will take turns going around the circle |playing the game with the iPAD. Then, during | |

|peers and take turns. | |and picking a “duck.” |afternoon circle time she will show the pictures to| |

| | | |the children in order to encourage them to | |

|Fun and active. | | |communicate about the pictures and game. | |

|7. During music time, the teacher will sing songs and dance with the | She will use hand puppets to sing songs, such as| She will use the iPAD application: StickPick in | The children will sing the songs together, and|3 |

|children. |“5 Little Monkeys” and “Old McDonald.” |order to randomly choose a student to pick a song |have the chance to state the song they will like to| |

| | |and/or use the hand puppet[pic] |hear during music time. Some songs will allow the | |

|This is good for seeing if your student can generalize some of the Social| | |children to pair up and dance together. | |

|Story skills to other activities. | | | | |

|8. Using AlphaTots to help students learn the alphabet. The iPAD | The teacher will show AlphaTots to the student and| The student and peer will be taking turns using | The teacher will ask the student and peer |3 |

|application includes creative and interactive tasks. The application |a peer. The teacher will help the student and peer |the application to learn about the alphabets. They |about what they are doing. She will provide | |

|emphasizes letters with interactive features (e.g., cutting strings for |use the application. |will have the opportunity to work together during the|positive feedback when they complete an activity. | |

|the letter C). Letters are sounded out and is easy for the students to | |activities. | | |

|use. | | | | |

| | | | | |

|Nice way to teach a skill and have students work together. | | | | |

|9. Teacher will show the student and his peers how to use an Instax Mini | The teacher will show the children how to take a| Each child will have a turn taking one picture | The teacher will ask the students to glue the |3 |

|camera in order for them to take pictures of their environment and |picture with the camera by modeling the activity. She|of a friend or object in the classroom with the |pictures on a light blue poster, so she can display| |

|others. |will have a medium size poster that will break down |Instax Mini camera. |their pictures in class. When the poster is | |

| |the steps of the activity. For example, she will |[pic] |complete, the teacher will ask the students to sit | |

|I like the idea of using this camera and giving it to the children. You |show the children how to hold the camera (step 1) and| |in a circle to show them the final product. The | |

|can generate some great oral language if you want. |how to push the button to take the picture (step 2). | |children will have the opportunity to talk about | |

| |Then, she will tell them that they will need to wait | |the pictures and ask each other questions about the| |

| |until the picture comes out of the camera for them to| |images. | |

| |view the image (step 3). | | | |

|10. Using a blender to make juice. | The teacher will show a group of children (3 to | Each student will have the opportunity to pick | When the juice is done, each child will get |3 |

| |4 students) how to use a blender to make juice. She |the fruit/vegetable they want in the blender. They |the chance to drink a cup of their delicious drink.| |

| |will show them a small picture poster of each step |will also take turns pouring the water inside the |They will have the opportunity to work together | |

|This is like an end of the unit party! Save me a juice! |that will be done to make the juice. |blender. The teacher will ask students questions |during the task and communicate to one another | |

| | |about the task (e.g., “What is going to happen to the|about how to make juice. The teacher will also | |

| |She will provide the students with various fruits and|fruit and vegetables when the blender is on?”). |encourage the students to communicate by asking | |

| |vegetables that they like to eat, so they can place | |them questions about the task. | |

| |the food items inside the blender. Then, she will | | | |

|*Pictures will be taken of the students making juice in order to place |ask each student to pour a cup of water in the | | | |

|the images in the class for them to see and communicate about the task. |blender. | | | |

| | | | | |

| |When all the items are inside the blender, she will | | | |

| |push the button to make the juice. | | | |

| | | | | |

| | | |Total for Part IV |30 |

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