Planning Chart

Room:
206
Academic Area: Ocean Art Project
Month: February - April
Academic Focus/Target Skills
Syracuse Reading and Writing Skills Cluster II Using a basic sight-word
vocabulary to interpret key words in everyday life.
Students IEP Objectives:
EJ: - Given a familiar task and his communication device, ______ will indicate that he
is finished working at task completion, for 2 different tasks, on 4 out of 5
opportunities, across one term.
- Upon indicating that he is finished a task and given a verbal cue from his
communication device, _____ will clean up his work area using a checklist (e.g.,
returning supplies to their storage locations, throwing away trash, wiping his work
area, etc.), on 4 out of 5 opportunities, across one term.
- Given functional pictures/objects and the verbal cue, "What is it?", _____ will
increase tact behavior as demonstrated by identifying at least 5 to 10
pictures/objects using his device, with 100% accuracy across three consecutive
trials for each picture/object, across each term. (with a chosen target(s) prior to the
lesson, a data sheet can be created)
RL: Given a modified monthly calendar with pictorial supports, ______ will use the
calendar to interpret general knowledge and weekly event information as
demonstrated by completing fill-in-the-blank statements and/or answering WH
questions with 100% accuracy on 4 out of 5 trials, across one term.
CH: - Given verbally presented fill-in-the-blank statements, _____ will say a word/set
of words that is appropriate for the novel statement without training, on 4 out of 5
opportunities across two terms.
- Given a written task direction sheet, ___ will follow the steps to complete a
vocational task independently, as measured by task analysis, for at least 2 different
tasks, on 4 out of 5 opportunities, across one term.
AC:- Given functional pictures/objects and the verbal cue, "What is it?", ____ will
increase tact behavior as demonstrated by verbally identifying at least 5 to 10
pictures/objects, with 100% accuracy across three consecutive trials for each
picture/object, across each term.
Materials:
Ocean (Book)
Planet Earth (Movie)
Ocean Bottle (Worksheet)
Ocean T-Chart
Ocean Matching

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The Ocean Blues (Worksheet)
Markers
Scissors
EJ Device
Water Bottles; Sand; Blue Food Coloring; Sea Shells; Glitter; Spoon;
Vegetable Oil; Funnel
Instructional Procedure/Activities:
Teacher will proceed with a lesson about the ocean. Various questions and sabotage
techniques will be contrived to enhance the childrens developmental understanding
of the task order, items used and assisting fellow class mates.
Warm-up activity:
Teacher will start out implementing a mini lesson about differentiating between
ocean and land items. Students will cut out pictures and organize them accordingly
with the chart that is provided. Some of the students will have accommodations for
this activity, such as items already cut out (AC). A direct instructional approach will
be used to teach the students how to sort the ocean and land items in the correct
columns of the Graphic Organizer. First, model- the teacher will show the students
an example of an ocean item and land item by pasting them in their corresponding
columns to the model chart on the board. Next, guided practice will be implemented
and finally independent practice. Once that portion is finished the students will
check their (The Ocean Blues) mini schedule. This is a perfect opportunity for (EJ) to
practice saying finished via his device.
Reading:
Prior to the next task, students will check their (The Ocean Blues) mini schedule.
(CH) can read what to do next. As a class we will read the book, Ocean by Sheila
Rivera. The teacher will ask questions pertaining to the book to (CH) revolving
around fill in the blank statements. Also point to____ statements will be
implemented for EJ and AC. Also what is it? questions will be used for AC. To keep
the students engaged staff will continue to ask questions and/ or pass around ocean
materials (sea shells, rubber fish).
Movie: (5-10 minute clip)
Following the book, the students will gather around the television to watch a clip
from Planet Earth. Be cognizant of the proximity of (RL) with the other students.
(AC) usually does well with a fidget toy and the desk-chair seat. This will enable
staff to keep (AC) in his seat and enable an extra set of hands to assist other
students. Throughout the video, staff should ask various questions and/ or continue
to encourage the students what a great job their doing. Once, the video is finished
count down from 3 and have the staff and students check their mini schedules.
Marking off Planet Earth on their schedules informs the staff that everyone is

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ready to continue to the next activity.
Prior to the art project, students will act out various animals that they encountered
viewing within the movie and the book. Everyone will identify the animal by labeling
it and then will take part in motor plan movements to interpret it in his/her own way.
Art Project: (Ocean Bottle)
Once the students sit back at the main table, the staff will provide them with an
(Ocean Bottle) task sheet. A variety of contrived situations and questions will be
implemented throughout the prep prior to the students finishing the project. Such
scenarios will include touch ____.(AC); what is it/ color is it? (EJ); can I have
____ (RL). Steps to create their underwater world will be in a task sheet format set
for the students' particular needs and ability. One particular sheet will consist of
numbered steps and a sentence explaining each step. Once the student has
completed a task he or she will draw a check mark (CH). Whereas the other task
sheet will be comprised of numbered steps with pictures of each step. Once that
particular student has completed the task they will move the pictures to the
finished column (AC, EJ,RL).
Clean-up:
Prior to clean-up the students will be given tasks to clean their area. Some will be
asked to complete certain steps, where others will have task boards to assist on
their clean-up (EJ).
Task Check List:
A simple task check list (either picture (EJ, RL, AC) or written (CH)) will be delivered
to the students. This will determine if the students can differentiate between what
they did and did not do during the lesson.
Evaluation Procedure:
Throughout the lesson, some of the students' progress will be measured by various
task analysis sheets based primarily on their IEP goals.
Future Programming/Anticipated Target Skills:
Certain contrived situations shall still continue in order to differentiate whether the
students are learning from what they were taught. Some examples for RL will
consist of missing materials/ ingredients and that particular student will have to ask
for them accordingly. More data sheets for all the students can be fit into each
lesson.

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