Summary
Critical thinking, problem solving and creativity are heightened as SPED functional students use their current knowledge of days of the week, numbers, picture /word and social Skills. This lesson “The very Hungry Caterpillar” provides students with identifying the details of the story, days of the week, numbers, food, turn taking skills and use of assistive technology. Students in “Functional Integrated Classroom “, both verbal and non –verbal will collaborate throughout the lesson. Students have access to power point and hard copy of this story. Non- verbal students will use both low tech such as picture communication system “PCS” and high tech such as eye gaze communication device ‘Tobii” and voice output communication devices (Universal Arm Switch, Jelly Bean Switch) to communicate.
TIPC Ratings
Developing – Students apply their research skills for a clear meaning of the key terms in this lesson such as, days of the week, numbers, identifying picture/word. They must identify each day of the week and understand what day of the week “The Very Hungry Caterpillar” ate the specific food / fruit, and how many. Student created a “Wh” question to ask a peer about the story such as “What day of the week did the Caterpillar ate the apple?” Students who are verbal verbally responded. The non-verbal students asked a “Yes / No” question then based on their response (touch or eye gaze) the message was recorded on Voice output Communication device for them to activate (example: Did the Caterpillar eat the apple on Tuesday “Yes or No?”).
Students was evaluated on their understanding & identifying unfamiliar words using reference material such as picture/word flash cards. The students were also be asked to match the days of the week (picture with word) to the Velcro board. Students, who accurately verbalized or used a communication board to state the day of the week and match it correctly, received full credit for the activity. The special education staff also presented two printed words to nonverbal students “Unfamiliar words” and asked students eye gaze to identify the correct word.
Approaching – Students collaborated with each other to ask “Wh” questions to identify the details of this story / fiction “The Very Hungry Caterpillar. “Students will use assistive technology (both low and high throughout the lesson) to communicate with non-verbal peers.
Approaching – Independent & group Practice: The students worked independently by looking at the flashcards and or hard copy of the story. Then students were asked to work in groups, to take turns to share the story step by step. Nonverbal students used a voice output communication device to share and respond. Creating flash cards to access the word and pictures helped students to understand the details. Students also used the flashcards to create a graphic organizer using a poster board. Some students required hand over hand assistance to place the picture on the graphic organize, so a peer offered to help to place the flash card/picture on the graphic organizer. Students were asked to place the central idea of the story in the center of the graphic organizer.
Developing – Working as a team helped students understand how important it is to work together and help other peers. They understood that every student was able to communicate. This lesson was very helpful for verbal students to be responsible and to learn sign–language, and to observe how eye-gaze device “Tobii” works for non-verbal students. Students read story “The very Hungry Caterpillar.” The story was also read a “Power Point” while showing on the screen using classroom iBeam. Students reviewed the days of the week. Few of the students required picture/word to identify the days of the week (such as: Sunny / Sunday, Macaroni / Monday, Turtle / Tuesday, Whale / Wednesday, Thumbs up / Thursday, French fries / Friday, Sailboat / Saturday (Brain Based Technic). Student created a “Wh” question to ask a peer about the story such as “What day of the week did the Caterpillar ate the apple?”
Student Artifact
Download Files
