LESSON PLAN FOR MRC

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LESSON PLAN 1

DATE: 1.11.04.

DAY: Monday.

ADAPTIVE BEHAVIOUR SKILLS: Cognitive ability

TOPIC: Recognition of the three parts of the flower.

DISABILITY Mental retardation

CATEGORY: Moderate.

NUMBER OF STUDENTS: Five

TIME: 11:30 a.m. till 12:00 p.m.

DURATION: Thirty Minutes

OPERATING TEACHER: Miss. Almas.

PREREQUISITES:

Students know about the concept of garden and have visited the garden. They are familiar with the plants, trees and flowers in the garden.
They are also familiar with different flowers.
SPECIFIC OBJECTIVE:

The students will be able to name three parts of the flower, which is stem, petals and leaves.

ANTICIPATORY SET

The lesson will begin by the existing knowledge of the students about the concept of garden and the things they are familiar within the garden which are plants, trees and different flowers. Then the teacher will begin the lesson by informing the students that they will be studying about the parts of every flower, which is stem, petals and pollen grains.

RESOURCES AND MATERIALS USED:

Real objects: Different flowers
Picture of the flower.
Flash cards of the parts of the flower.
METHOD:
Demonstration, questioning activity and drill and practice.

PROCEDURE:
Lesson will begin by showing the students, first part of the flower, which is the stem. This will be followed by the display of the real stem to every student and repetition of the word stem several times.
Next the second part of the flower will be shown to the students which are the petals in the flower. This will be followed by the display of real petals to every student. Repetitive exercise will undergo till each student is able to pronounce, and show and the petals correctly.
Before proceeding on to the next part of the flower the students will be questioned about the name of the previous part of the flower and the one highlighted in the current step.
The students will be shown the last part of the flower, which are the pollen grains. They will be shown pollen grains in the real flowers. In this step they will also be told that sometimes pollen grains are hidden in the petals and are not easily located. Repetition of the word will follow till each student is able to pronounce and show “pollen grains” correctly.

ACTIVITY DEVELOPMENT
ACTIVITY ONE
First of all the student will be informed about the first part of the flower, which is the stem. This will be followed by the display of the real stem to every student. Drill and practice of this activity will continue for sometime.
ACTIVITY TWO
Next the second part of the flower will be shown to the students which are the petals in the flower. This will be followed by the display of real petals to every student. Again drill and practice will continue of this activity .
ACTIVITY THREE
The students will be shown the last part of the flower, which are the pollen grains. They will be shown pollen grains in the real flowers. In this step they will also be told that sometimes pollen grains are hidden in the petals and are not easily located. Drill and practice of this activity will follow till each student is able to pronounce and show “pollen grains” correctly.
GUIDED PRACTICE:
The teacher will ask each student about the three parts of the flower. She will assist with prompts and cues if and where needed

EVALUATION:
For evaluation, flash cards on which there is stem, petals and pollen grains will be shown to the students and asked about each one of them.

REINFORCEMENT:
During the lesson verbal reinforcement (praise) will take place whereas primary reinforcement (sweets ) will be given at the end of the lesson.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ LESSON PLAN 2

DATE: 2.11.04.

DAY: Monday.

ADAPTIVE BEHAVIOUR SKILLS: Self help skill

TOPIC: Classifying fruits and vegetables

DISABILITY Mental retardation

CATEGORY: Moderate.

NUMBER OF STUDENTS: Five

TIME: 11:30 a.m. till 12:00 p.m.

DURATION: Thirty Minutes

OPERATING TEACHER: Miss. Almas.

PREREQUISITES:

• Onseat behaviour of the students is present. • Developed fine and gross motor skills. • Attention span of students is present. • Eye hand coordination of the students is present. • The students are familiar with the fruits. • Students are familiar with the use of kitchen utensils. • The students are familiar with the vegetables.
SPECIFIC OBJECTIVE:

Students will be able to classify the fruits and vegetables.

ANTICIPATORY SET

The teacher will introduce the lesson by asking students about different fruits and vegetables. She will then inform them that they will classify the fruits and vegetables.

RESOURCES AND MATERIALS USED:

Real objects: Different fruits: apple, banana and guava.
Different vegetables: lady finger, green chilli and tinda
Picture of fruits and vegetables
Flash cards of fruits and vegetables
METHOD:
Demonstration, questioning activity and drill and practice.

PROCEDURE:
Lesson will begin by the teacher showing the students different fruits, which are apple, banana and guava. Students will be told that they are sweet and eaten uncooked. Drill and practice of the three fruits will take several times. Students will then be told about the vegetables present which are lady finger, green chilli and tinda. They will be informed that they are sour and eaten when only cooked. Drill and practice of the three vegetables will follow. During the lesson guided practice and reinforcement will be given where needed. Lastly evaluation of the students will be conducted.

ACTIVITY DEVELOPMENT
ACTIVITY ONE
First of all the student will classify the fruits and vegetables.
ACTIVITY TWO
Then they will narrate the attributes of the fruits collectively and individually that is that they are sweet, eaten as such and are not cooked.
ACTIVITY THREE
Then they will narrate the attributes of the vegetables collectively and individually that is that they are sour and eaten when only cooked.
GUIDED PRACTICE:
During guided practice the teacher will assist the student with prompts and cues where needed.

EVALUATION:
• For evaluation students will be asked to sort the fruits and vegetables from the drawing given to them. • Results of the evaluation are shown in the evaluation table

REINFORCEMENT:
During the lesson the teacher will give secondary reinforcement (praise) and primary reinforcement (chips) where needed.

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ LESSON PLAN 3

DATE: 3.11.04.

DAY: Tuesday.

ADAPTIVE BEHAVIOUR SKILLS: Cognitive skill

TOPIC: Recognition of the soft and hard things.

DISABILITY Mental retardation

CATEGORY: Moderate.

NUMBER OF STUDENTS: Five

TIME: 12:00 p.m. till 12:30 p.m.

DURATION: Thirty Minutes

OPERATING TEACHER: Miss. Almas.

PREREQUISITES:

• Onseat behaviour of the students is present. • Developed fine and gross motor skills. • Attention span of students is present. • Eye hand coordination of the students is present. • Students are familiar with the use of kitchen utensils
SPECIFIC OBJECTIVE:

Students will be able to recognize hard and soft objects presented to them..

ANTICIPATORY SET

The teacher will inform the students that some things are hard and some are soft and today they will study both hard and soft things.

RESOURCES AND MATERIALS USED:

Objects such as stone, stick, foam, cotton, pencil, box, wood, paper, silk and cotton cloth, display surface of hard and soft things and worksheets.
METHOD:
Demonstration, questioning activity, drill and practice and sorting.

PROCEDURE:
First of all, the teacher will show hard objects to the students with emphasis on the word hard, followed by showing of soft objects with emphasis on the word soft. During the lesson, in guided practice sorting of hard and soft objects will take place and reinforcement will be given where appropriate.

ACTIVITY DEVELOPMENT
ACTIVITY ONE
The students will pronounce the word hard collectively.
ACTIVITY TWO
Students will be shown different hard objects with emphasis on the word hard individually.
ACTIVITY THREE
Following are the hard objects that will be shown to the students:
Stone
Stick
Pencil
Box
Wood
ACTIVITY FOUR
The students will pronounce the word soft collectively.
ACTIVITY FIVE
Students will be shown different hot objects with emphasis on the word soft individually
ACTIVITY THREE
Following are the soft objects that will be shown to the students:
Foam
Cotton
Silk cloth
Paper
GUIDED PRACTICE:
During guided practice the teacher will assist the student with cues and prompts where needed.

EVALUATION:
Students will be presented worksheets in which they will be asked to mark ( ) on soft objects and hard on ( ) objects

REINFORCEMENT:
During the lesson the teacher will give secondary reinforcement (praise) and primary reinforcement (chips) where needed.

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ LESSON PLAN 4

DATE: 2.11.04

DAY: Tuesday

ADAPTIVE BEHAVIOUR SKILLS: Self help skill.

TOPIC: Procedure of shoe polishing.

DISABILITY Mental retardation

CATEGORY: Moderate.

NUMBER OF STUDENTS: Five

TIME: 10:00 a.m. till 10:30 a.m.

DURATION: Thirty Minutes

OPERATING TEACHER: Miss. Almas.

PREREQUISITES:

• Onseat behaviour of the students is present. • Developed fine motor skills. • Attention span of students is present. • Eye hand coordination of the students is present.
SPECIFIC OBJECTIVE:

Students will be able to polish their shoes.

ANTICIPATORY SET

The teacher will inform the students that shoe polishing is an important task that everyone must know in order to polish their shoes themselves.

RESOURCES AND MATERIALS USED:

Black and brown shoe polish, brushes, newspaper and cloth
METHOD:
Task analysis.

PROCEDURE:
First of all, the teacher will demonstrate to the students the procedure of polishing shoes. Then she will ask them individually to polish their shoes. During the lesson the teacher will guide the students with prompts and cues where needed. Reinforcement will be given where appropriate. Evaluation of the students will be conducted at the end of the lesson.

ACTIVITY DEVELOPMENT
ACTIVITY ONE
Students will spread newspaper on the floor. They will clean their shoes with a cloth to clean the stained dust
ACTIVITY TWO
Students will open the shoe polish and dab their brush in the polish
ACTIVITY THREE
Then they will put one hand in the shoe and with the other hand pick up the brush to polish the shoe.
ACTIVITY FOUR
The students will first polish the front of the one pair of shoe.
ACTIVITY FIVE
Then they will polish the sides of the shoe.
ACTIVITY SIX
Lastly they will polish the backside of the shoe.
GUIDED PRACTICE:
During guided practice the teacher will assist the student with cues and prompts where needed.

EVALUATION:
For evaluation, Students will be asked to polish their other shoe independently

REINFORCEMENT:
During the lesson the teacher will give secondary reinforcement (praise) and primary reinforcement (chips) where needed

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ LESSON PLAN 5

DATE: 3.11.04.

DAY: Wednesday.

ADAPTIVE BEHAVIOUR SKILLS: Self help skill

TOPIC: Procedure of washing clothes.

DISABILITY Mental retardation

CATEGORY: Moderate.

NUMBER OF STUDENTS: Five

TIME: 9:00 a.m. till 9:30 a.m.

DURATION: Thirty Minutes

OPERATING TEACHER: Miss. Almas.

PREREQUISITES:

•Onseat behaviour of the students is present. • Developed fine motor skills. • Attention span of students is present. • Eye hand coordination of the students is present.
SPECIFIC OBJECTIVE:

Students will be able to wash their clothes

ANTICIPATORY SET

The teacher will inform the students that washing clothes is a necessary task that everyone must be able to perform.

RESOURCES AND MATERIALS USED:

Shirts,
soap,
water and tub
METHOD:
Task analysis

PROCEDURE:
First of all, the teacher will demonstrate to the students the procedure of washing clothes. Then she will ask them individually to wash their clothes. During the lesson the teacher will guide the students with prompts and cues where needed. Reinforcement will be given where appropriate. Evaluation of the students will be conducted at the end of the lesson.

ACTIVITY DEVELOPMENT
ACTIVITY ONE
Students will soak their shirts in the water in the tub.
ACTIVITY TWO
Then they will take soap and rub it on the shirt thoroughly
ACTIVITY THREE
The students will rub their shirt from all sides so that any stain on the shirt will be cleaned.
ACTIVITY FOUR
Then they will wash their shirt with water thoroughly to clean the soap.
ACTIVITY FIVE
Lastly they will hang their washed shirts in the sun to dry.
GUIDED PRACTICE:
During guided practice the teacher will assist the student with cues and prompts where needed.

EVALUATION:
• Also for evaluation procedure of washing clothes will be carried out according to the activities performed by each student. • Results of the evaluation are shown in the evaluation table.

REINFORCEMENT:
During the lesson the teacher will give secondary reinforcement (praise) and primary reinforcement (chips) where needed.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ LESSON PLAN 6

DATE: 3.11.04.

DAY: Wednesday.

ADAPTIVE BEHAVIOUR SKILLS: Self help skill

TOPIC: Salad making.

DISABILITY Mental retardation

CATEGORY: Moderate.

NUMBER OF STUDENTS: Four

TIME: 10:00 a.m. till 10:30 a.m.

DURATION: Thirty Minutes

OPERATING TEACHER: Miss. Almas.

PREREQUISITES:

•Onseat behaviour of the students is present. • Developed fine motor skills. • Attention span of students is present. • Eye hand coordination of the students is present.
SPECIFIC OBJECTIVE:

Students will be able to prepare salad.

ANTICIPATORY SET

The teacher will begin the lesson by asking students whether they like salad or not. She will then inform them that they will do very interesting work that is to prepare salad.

RESOURCES AND MATERIALS USED:

Vegetables( tomato, cucumber and lemon),
plates and knives.
METHOD:
Task analysis

PROCEDURE:
First of all, the teacher will demonstrate to the students the procedure of making salad. Then she will ask them individually to cut salad. During the lesson the teacher will guide the students with prompts and cues where needed. Reinforcement will be given where appropriate. Evaluation of the students will be conducted at the end of the lesson.

ACTIVITY DEVELOPMENT
ACTIVITY ONE
First of all the student will take one cucumber, one tomato and one lemon and wash all three of them.
ACTIVITY TWO
Then they will take a plate and knife and start peeling the outer covering of the cucumber. Then they will wash the cucumber with water and put it in a separate plate.
ACTIVITY THREE
Now the students will start chopping the cucumber in horizontal direction such that round pieces of cucumber will be seen.
ACTIVITY FOUR
The students will then chop of tomato in horizontal round shape.
ACTIVITY FIVE
Lastly they will chop the lemon in round shape.
ACTIVITY SIX
The students will put the cucumber, lemon and tomato on the plate in an arranged form.
GUIDED PRACTICE:
During guided practice the teacher will assist the student with the peeling and chopping of the vegetables.

EVALUATION:
• Students will be asked to verbally state the procedure of preparing salad. • Also for evaluation the activities performed by each student during salald making will be taken into consideration. • Results of the evaluation are shown in the evaluation table.

REINFORCEMENT:
During the lesson the teacher will give secondary reinforcement (praise) and primary reinforcement (chips) where needed.
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