ESE0680 Phoenix Social Skills Student with Disability Unit Plan Paper Directions for the Unit Plan: Social skills are behaviors that you want to teach your

ESE0680 Phoenix Social Skills Student with Disability Unit Plan Paper Directions for the Unit Plan: Social skills are behaviors that you want to teach your students with disabilities to use when working or socializing with others. These skills are necessary for these children to develop and maintain peer relationships. They are also needed for success in the workplace. UNITPLAN
Every student in this course will develop and complete a unit plan. The preparation
and presentation of this unit plan document the student’s pedagogical and professional
knowledge, skills, dispositions, planning, and assessment abilities as stipulated in
state and national standards.
Directions for the Unit Plan: Social skills are behaviors that you want to teach your
students with disabilities to use when working or socializing with others. These skills
are necessary for these children to develop and maintain peer relationships. They are
also needed for success in the workplace. These skills include self-help skills,
conversational skills, play skills, non-verbal skills, problem-solving or interaction
skills. Together, these skills develop in these children the ability to make judgments
and be independent, resulting ultimately in improvement in academic functioning.
Develop a comprehensive Social Skills Unit Plan consisting of at least five
consecutive lesson plans designed for a student with a disability (you select the
disability) at the elementary, middle or high school level. Prepare five consecutive
lessons using the following lesson plan format:
a. Instructional Objectives
b. b. Instructional Materials
c. c. Methods and Procedures
d. d. Methods of evaluation
e. e. Accommodations
f. f. Classroom Management Strategies
g. g. Technology used
Your unit plan will include the following parts:
Part One: Student Profile (3 points)
1. Begin by selecting a student with a disability (you select the disability) at the
setting where you are placed or at a school you have access to. Provide a description
about the developmental and special needs and characteristics of this student.
2. Observe the student and informally talk with him/her to find out about areas of
his/her interest. Write down your findings. Based on your observations and
interactions, prepare a list about the student’s interests.
3. Meet with teachers at the school and talk about concepts and themes related to each
of the subject areas that would be appropriate for this student. Review the content
area scope and sequence provided by the school district and/or state department of
education. Share your findings from the observations and conversations with the
student and consult with the colleagues about possible relevant topics for the five
lesson plans.
4. Considering the information from your observations and discussion with the
colleagues, choose a social skills theme or topic to serve as the focus for your unit.
Provide a brief statement that describes the outcomes of your consultation with the
colleagues, and how it contributed to your selecting the theme or topic for the unit.
5. Provide a rationale for the theme or topic you have selected. Identify the reasons
for your selection (e.g., what guided the selection of the topic?). Include in your
rationale a description about how the theme or topic responds to the student’s interests
and his/her developmental characteristics (e.g., in what way does the theme or topic
match the student’s needs and interests?). Explain how the theme or topic provides
for the integration of the target subject areas (e.g., in what way does the theme foster
integration of the subject areas?)
Part Two: Unit Overview and Design (20 points)
1. In a narrative, provide an Overview about the unit. Include the following in your
overview.
a. Description of the theme or topic
b. Why the theme or topic is meaningful for K-12 students
c. How the theme or topic links with other subject areas.
Provide a description of the Unit Goals, including a summary of the unit.
2. Identify the Instructional Standards (i.e., K-12 state-adopted, academic standards;
e.g., Common Core Standards in Language Arts or Math) at the appropriate level of
rigor that are met through the unit.
7a.p, 7g.k/*CC)
(FEAP a.1.a/FPEC 1.2, 1.6/InTASC 4n.k, 6r.d,
3. Based on the identified unit goals, create a Sequence of the five lesson plans and
related concepts to ensure coherence and required prior knowledge. Provide a
rationale that describes why the five lessons follow a particular sequence. Include a
diagram or graphic to demonstrate how concepts are aligned throughout the lessons.
Include the required prior knowledge for the K-12 student that is indicated in the
diagram or graphic.
4. Develop learning experiences that require the student to demonstrate a variety of
applicable skills and competencies. Be sure to include three or more types of skills
or competencies as targeted in the lesson or unit. Provide a statement that describes
why you consider that the student will be able to achieve the target goals. Comment
on how activities and resources would allow students to meet the target expectations.
(FEAP a.1.c/FPEC 1.3/InTASC 7b.p, 7i.k, 7j.k, 7q.d)/(FEAP a.1.f/FPEC 1.3/InTASC
2a.p/*CC)
5. Incorporate cross-disciplinary activities in the instruction as a means to help this
student apply content knowledge.
6. Include a matrix that aligns standards (FEAP a.1.a/InTASC 4n.k, 64.d, 7a.p,
7g.k/*CC), skills and competencies to the lesson or unit objectives and assessment
activities. (FEAP a.1.f/FPEC 1.3/InTASC 2a.p)
7. Specify the accommodations and modifications that you are providing to support
language development in instruction for this student with special needs. (InTASC 2e.p,
2i.k, 2o.d, 7k.k, 7n.d)
8. Describe the materials selected that support the standards-based learning objectives
(FEAP a.1.c/InTASC 7b.p, 7i.k, 7j.k, 70.d, 7q.d/*CC) and variety of learning needs.
(NSU a.1.j/FPEC 1.6). Are the selected texts of the level of rigor that is required to
support the standards? How do the texts support the content and reading levels?
9. Describe the questions and standards-aligned materials that you will use to promote
critical thinking.
10. Describe the opportunities the student has to practice the use of academic
language/vocabulary in the content area that will lead to the student’s mastery of
content and skills. (NSU a.1.h/FPEC 8.2/InTASC 4h.p, 4l.k, 4r.d./InTASC 4h.p, 4l.k,
4r.d.)
11. Identify appropriate formative assessments to monitor learning during the
implementation of the unit activities. (FEAP a.1.d/FPEC 1.1, 4.1/InTASC 6a.p, 6i.k,
6k.k, 7d.k, 7l.k)
12. Share your unit with your colleagues (e.g., cooperating teacher or curriculum
specialist) and request specific feedback pertaining to the following:
a. Diagnostic data needed to appropriately evaluate learning outcomes
b. b. Recommendations or changes to improve the effectiveness of the lessons.
c. c. Be sure to request the feedback in writing from the cooperating teacher about the
effectiveness of the data review for the instruction of this lesson or un
Part Three: Implementation (5points)
1. Choose one of the lesson plans and teach it to this student.
2. Reflect on the implementation and prepare a narrative about the following:
a. Responses from the student to the lesson (Was the student interested or engaged?
b. Have you provided (accommodated) for the needs of this student? (NSU
7.2/InTASC 2e.p, 2i.k, 2o.d, 7k.k, 7n.d)
c.Outcomes of strategies used to develop critical thinking.
d.Activities used to encourage appropriate behavior from the student.
e. Appropriateness of assessment activities used.
3. Based on the outcomes of the lesson that you taught, identify three aspects that you
would change or modify. Explain the reasons and need for each change.
Part Four: Reflections (2 points)
1. Reflect on the experience of designing the unit and comment on how this
experience has increased your knowledge about the planning process. Comment on
how the experience helped expand your knowledge about planning integrated learning
activities.
2. Considering the needs of the student, reflect on how the planning and
implementation outcomes of the unit helped you to meet this student’s interest and
developmental characteristics in a meaningful way.

Purchase answer to see full
attachment