CSULB Lesson Planning Form

Name: Kim Matias, Erica Buettner Subject/Grade: Functional Living 11th-12th Setting: SDC Date: 4/27/16 Time Frame: 53 Minutes
Lesson Objective: Use problem-solving skills in order to understand the severity of a situation using a problem solving game.
Language Objective: Students will communicate with team members their opinions. Students will also work as a team to collaborate in
solving a problem.
CCSS: Common Core State Standards: MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
IEP Objective/s: By December 17, 2016, Jacob will apply decision making and problem solving techniques in cooking situations
with 70 percent as measured by teacher observation charts.
Area of Focus: Patrick: hygiene/safety procedures with a microwave Jamal: using coping strategies instead of violent
Rusty: choice-making, self-advocacy, and daily behavior to communicate with peers
cooking skills Christine: communicating with peers
Manuel: practice his speech generation device Toby: hygiene
Serena: transition goals and learning coping strategies Elena: use of AT device
Cassandra: transition goals Marcus: reading skills
Julia: transition planning using functional curriculum Nick: using words to articulate needs instead of self-
Adrian: learning to cook a variety of foods injurious behavior

Lesson Relevance: Students will face real life situations that will require self-control in order to find the appropriate response to problems.
Anticipatory Set: Students will be reintroduced to the Be Safe worksheets from the first lesson in the unit.

Input: Today you are
going to learn
Today, we are going to learn
by playing a game on what to
do if something goes wrong.
Even if we follow all the
directions properly, sometimes
bad things happen.
Modeling: Watch me Check for Understanding:
List the problems associated
with not being responsible for
the situations given in the Be
Safe worksheet.
What should I do?
Guided Practice: Lets do Independent Practice:
What did I do? it together Now is your chance to
show me what you have
learned and can do
Hey class, take a look at the Lets play a game! Students will play the game in
examples of inappropriate and groups.
appropriate responses. I talked Pin the questions:
it out with my partner. I want Is this an emergency? Who
you to do the same for the rest can help? What will you say or Now, lets apply what we just
of the situations. do? learned to a game!

Provide visual or written
examples of appropriate AND
inappropriate problem-solving
skills for half the situations.
Think out loud with a staff
member on which examples are
inappropriate and appropriate.
Lesson Plan EEEI Format (LBUSD) Revision 2
Pass out Solving a Problem
worksheet. Provide several
copies for each student.
Ask yourself these questions.
Pass out Problem Solving Everyone gets a prize, but the
Cards winner from each group wins
an even better prize!!!
These questions will be put on
the board. Provide an example
using the first card.
Now class, what do you think

Name: Kim Matias, Erica Buettner Subject/Grade: Functional Living 11th-12th Setting: SDC Date: 4/27/16 Time Frame: 53 Minutes
Closure: What did you
learn today?
After students are done playing,
review the game and the
questions: Is this an
emergency? Who can help?
What will you say or do?
Lesson Plan EEEI Format (LBUSD) Revision 2
CSULB Lesson Planning Form
Assessment: (Informal and
Formal methods)
Pass out one last Solving a
Problem worksheet. Provide a
problem that can occur in a
classroom and have students
answer.
Sheltered Instructional
Strategies: List all SIOP
features used in lesson
Individual support
Monitoring
Students will play a meaningful
activity
about this?
Have a class discussion.
The class decides as a whole if
the answers are correct or not.
We all have to agree as a class,
so please tell me what you
think!
Adaptations: List all Supporting accommodations and
modifications for all learners
Assisting students with reading each situation. Do hand over hand
with certain students to make sure they are following along, more
specifically Manuel.
Teacher helps facilitate reading with students who communicate
with AT devices this includes Toby, Manuel, Nick, Patrick, Elena,
Christine.
Patrick, Serena, Julia, Marcus, Adrian, Jamal and Jacob will be
given verbal prompting.
A differentiated worksheet with pictures to Cassandra, Rusty,
Nick, Patrick, Toby, Elena, Marcus, Adrian.
Cassandra and Rusty will be given verbal prompting and hand over
hand assistance where necessary.
Nick will be given breaks every 15 minutes.