LESSON PLAN
For Week of September 1-5, 2003
Lesson Date: Thursday, Sept. 4
Student(s):
Time of Lesson: 1:00-1:30
Teacher: Ms.
Group 1
Jennifer
Group 2
Lesson Code:
Pam
Jessie
Symone
A = Acquisition GP = Guided Practice
F = Fluency
IP = Independent Practice
M = Maintenance
G = Generalization
Curricular Domain: Life Skills
Length of Lesson: 30 minutes
Target Skill(s): To sort, and wash laundry
Day 2 of 8 days anticipated
QCC: Grade 9-12 Family & Consumer Science Foundations of Family and Consumer Sciences
22: Topic: Resources - Standard: Acquire, store, allocate, and use materials and space efficiently
Student Objective(s)
Given some clothes (of multiple colors), a washer, and materials for laundering, Jennifer will use the
washing machine provided in the classroom to wash clothes, completing all 10 steps of the task analysis
(which include a sorting step) with no more than a verbal prompt on any step for four consecutive
sessions.
Given clean and dry laundry, each student will fold and stack laundry into two piles of five pieces each
with no more than a verbal prompt for two consecutive sessions each week for 12 weeks.
Teacher Procedures
Instructional Strategy: Least to Most Prompting
Materials: Working (real) washing machine, laundry soap, clothes of multiple colors
Prompts to be Provided: 4 M = Demonstrate
3
2
1
0
H = Verbal ‘How to’
V/G = Verbal/Gesture combo (hint & point)
V = Hint
N = Natural Cue
Reference(s) for instructional strategy:
Cuvo, A. J., Jacobi, L., & Sipko, R. (1981). Teaching laundry skills to mentally
retarded students. Education and Training of the Mentally Retarded, 16, 54-64.
Doyle, P. M., Gast, D. L., Wolery, M., Ault, M. J., & Meyer, S. (1992). Teaching discrete
skills to students with moderate mental retardation in small-group instructional
arrangements. Exceptionality, 3, 233-254.
Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to
severe disabilities: Use of response prompting strategies. White Plains, NY:
Longman Publishing Group.
Lesson Code &
Time
1:00-1:05
1:05-1:06
Lesson
Introduction: (*Includes transition time*) Now, we are going
to wash some laundry.
Review: Just like we did on Monday, we are going to wash
some clothes – you did a great job last time, let’s see how well
you remember what we did.
Evaluation
Procedures
T asks S if she
understands.
1:06-1:18
A
1:18-1:20
1:00-1:30
M
Set Lesson:
1. Jennifer should be standing near the washing machine,
with a pile of mixed (colors and whites) clothes nearby.
2. Use instructional steps from TA sheet for ‘Sorting and
Washing Laundry’.
3. For first step, verbal cue ‘the clothes need to be washed’
will be given.
4. Have Student work through all steps (goal is
independence); using ‘least to most’ prompting
hierarchy (natural cue/independence, hint,
verbal/gesture combo, verbal ‘how too,’ model), with a
5 second opportunity to respond when needed.
5. Reinforcement: “Good Job with ______ (step)!”
6. Correction Procedure: Gently direct again, using next
more intrusive level in the hierarchy.
Summary:
7. Great job, Jennifer, you did ___ steps by yourself and
only needed a little help on ____ other steps. Soon you
will be able to do this all by yourself.
8. Jennifer then joins Group 2 to complete folding activity.
Paraprofessional works with Group 2 to complete folding
activity.
Introduction:
1. We need to get the laundry folded.
Review:
2. Remember how we fold to make the corners match and
put the clothes neatly into piles of five pieces.
Set the Lesson:
3. Paraprofessional will use ‘least to most’ prompting
hierarchy (natural cue/independence, hint,
verbal/gesture combo, verbal ‘how too,’ model), with a
5 second opportunity to respond when needed. Prompts
will primarily be used as error correction procedures
since this is a maintenance activity.
4. Reinforcement: “Good folding!” after every two pieces
of laundry folded.
Modified event
recording
(multiple level
scoring)
Data collection
sheet attached
Probe data on P
and J using task
analysis and
multiple level
scoring
Sorting and Washing Laundry
Data Sheet
(Least to Most Prompting)
Student: Jennifer
Teacher: Ms.
Session Length: 20 minutes
Performance Objective:
Behavior: Use washing machine
Criteria: No more than verbal prompt
Reinforcer(s): Verbal praise (enthusiastic)
Stage of Learning: A F M G
Conditions: 100% of steps on Task Analysis
Setting(s): In classroom
Reinforcement Schedule: Initially, continuous for correct
steps. After three sessions, move to only when step is
completed lower level.
100
20)
19)
18)
17)
16)
15)
14)
13)
12)
90
80
70
60
10) Pull Knob Out
9) Turn Knob to Cycle
8) Push Timer Knob In
7) Select Temp.
6) Set Water Level
5) Close Lid
4) Meas/Add Detergent
3) Load Clothes
2) Open Lid
1) Sort Clothes
Total Prompts
50
40
30
20
10
0
0
3
1
1
3
2
2
1
0
1
14
Goal = 0
Date:
%
9/
1
/
/
/
/ / /
/
/
/
/ /
/
/
/
/
/
Scoring Key: 4 M = Demonstrate; 3 H = Verbal ‘How to’; 2 V/G = Verbal/Gesture combo (hint & point); 1 V = Hint; 0 N = Natural Cue
Summary Data:
Date
Trend/Mean
Decision
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Instructional Intervention:
/
/