Suggested

Lesson Plan Format _ Washing Dishes (Aligned with Danielsons 1E Framework for
Highly Effective)

1.

Common Core Learning Standards of Focus:

Reading for Information 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Reading 10: By the end of grade 11/12, read and comprehend literary nonfiction in the grades 11/12CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Writing 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
SL 11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own
clearly and persuasively
L 11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Alg HS: H.S. Math CCLS
A-SSE: Interpret the structure of expressions
1.
Interpret expressions that represent a quantity in terms of its context.
a.
Interpret parts of an expression, such as terms, factors, and coefficients.
A-CED: Create equations that describe numbers or relationships.
1.
Create equations an inequalities in one variable and use them to solve problems. Include equations arising from
linear and quadratic functions, and simple rational and exponential functions.
A-REI: Understand solving equations as a process of a reasoning and explain the reasoning.
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step,
starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution
method.
Student Levels: The levels below are based on SANDI and are listed as a reminder to the teacher re: what we are working
on with the students/appropriate levels for work. Please note that classroom groupings/seating arrangements may differ
based on activity roles, behaviors or other reasons to benefit the students.

Class:
Level 3 Goals
(based on IEP/SANDI/FAST):

Level 2 Goals
(based on IEP/SANDI/FAST):

Kiernan will make five sets of items
and place them in a labeled
destination.
Dylan will be able to produce
utterances containing
two utterances when initiating
conversation with peers/adults
given prompts 6/10 times

Level 1 Goals
(based on IEP/SANDI/FAST):
Jelani will respond to three
environmental cues per day.
Arturo will reach for 2
manipulatives during a class
activity.
Gladys will maintain attention to a
task for increasing increments of
time during classroom activities.
Dan will assist with dressing
procedures of putting on and
taking off articles of clothing.

Student

Reading

Jelani
Dylan

Kiernan
Arturo

X
X

X
X

Gladys

Dan

Writing

Communication

Math

Date: Ongoing
Subject/Area:
3/14 4/14
ADL

Teacher:

Class:

Gill

Y55

Aim: Students will clean up after a meal

Do Now: Choose your role in the clean up process and a partner.
Materials/Resources:
Dish soap
Sponge
Dirty dishes
Garbage can
Dish rack
Towel
Sink

Lesson Sequence/Methods:

Opening/Introduction:
The teacher will inform the students that when we are finished preparing and/or eating a meal, we
must clean up after ourselves. Cleaning up is part of independent living. When we graduate from
school, we will have to help our families and practice doing things for ourselves.


Instruction/Guided Practice (including method of presentation):
The teacher will model the steps for the students visually using the smart board. Each step will be
verbally and visually reinforced with a picture of how the action is completed. The teacher and a staff
member will assist the students, calling them up to the sink either one at a time or in pairs (dependent
on behavior). The student will either: 1., wash and place in dish rack, 2., wash and hand to staff to place
in dish rack, 3., wash and hand to another student to place in dish rack.


Student Activity Choices (optional):
1. Turn on faucet
2. Rinse Sponge
3. Add dish soap to sponge
4. Scrub dish with sponge
5. Rinse dish
6. Place in dish rack


Wrap up/Closure:
What did you use to wash the dishes? (yes/no card presented or verbal response) Students will be
presented with visual prompts (picture symbols representing easy/hard/boring/fun) Was it
easy/hard?


Assessment:
What did you use to wash the
dishes?

(verbal response, symbol
supported pictures)

Paraprofessional Assignments

Assessment:
What did you use to wash the
dishes?

(picture symbol, actual objects
shown, low tech augmentative
communication device used for
response)

1Margarita - Assist Gladys in navigating

2Kiesha Assist student Jelani in following
direction.

Assessment:
What did you use to wash the
dishes?
Response by eye gaze, or
holding objects used during
tasks.

3 Zakea - assist Dan.

4Eddie assist with behavioral interruptions.
5-Angelica- Assist Arturo with walking.

Higher Order Thinking Questions:

Why do we need to wash dishes? How does cleaning up after ourselves increase our
independence? How will it help our families?

Homework/Extension:
Do you help to clean up at home? What cleaning tasks do you perform at home? `