Content Goals:
Click to enter your content goals. These comprise the raw information that students should know at the end of the unit.
Skill Goals:
Goals drawn from Individualised Education Plans
By the end of this sequence: Matthew
- will demonstrate increased self-control behaviours: keeping voice and body calm when frustrated; staying with group and continuing with task.
- will clearly identify his feelings/emotions using CAT Kit.
- will self-monitor his adherence to group rules, identifying when he is not using group rules, and when he is using group rules.
- will express himself in a respectful manner, using words and phrases that are respectful to all group members.
- will maintain focus during all tasks
- will actively listen to, and follow teacher's instructions.
By the end of this sequence: Joshua
- will demonstrate increased expressive communication by describing how he is feeling using different words (CAT Kit).
- will increase expressive communication by providing suggestions for group rules.
- will maintain focus throughout group tasks, and remain an active participant in all activities.
- will increase confident social behaviours by engaging peers in conversation about different topics and games, and maintaining all group social rules throughout each interaction.
By the end of this sequence: Jack
- will engage in, and maintain positive social interactions by asking peers questions, and listening to peers.
- will focus attention on peers as they express ideas, and contribute to the flow of conversation.
- will create and uphold group social rules, including active listening and turn-taking.
By the end of this sequence: Tom
- will engage in, and maintain positive social interactions with peers by listening, and sharing appropriate and respectful ideas.
- will contribute ideas to discussion about group rules, providing 2 suggestions.
- will uphold group rules, particularly focusing on respecting peers, turn-taking and active listening to teacher and peers.
Public Notes:
Specific Adjustments
Matthew: Provide literacy adjustments, including clear and simple written language. Provide Matthew with opportunity to select/represent feelings with pictures, rather than words only. Matthew requires ongoing verbal prompting to uphold group rules. Provide opportunities of game-play that are non-competitive, allowing him to practice self-control. Ensure group is calm, as too much noise will provoke and frustrate Matthew.
Jack: Verbal prompting, and physical cues (group social rules check-list) to support Jack in maintaining attention and focusing during group sessions.