~This lesson is done over multiple days. It will be on-going until all students have reached their maximum potential of tasks.~


5 C’s
Your lesson information:
Compare: Students will compare putting on a shoe and tying the shoelaces to fastening a sandal with Velcro straps.
*Each student will be given socks, Velcro sandals, and shoes with laces

*First, Students will watch the teacher model the visual picture task analysis for putting a sandal with velco straps on.
.
*Second, students will follow the picture task analysis (step by step directions) to put the sandals on and fasten them.

* Third, Students will watch the teacher model the picture task analysis for putting socks and shoes on.

*Forth students will follow the picture task analysis and put socks and shoes on. (Students will stop after this step because they have completed all the steps that they can independently)

*Fifth, students will watch the teacher model the picture task analysis of tying shoelaces.

*As a group Students will compare how the two skills were alike using an interactive T chart with picture icons of both task analysis.

The T chart: One side will say SAME: The other DIFFERENT:

*Students will put the pictures of the steps that are the same on the interactive T chart. (T-chart Felt and Velcro pictures)
Contrast: Students will contrast putting on a shoe and tying the shoelaces to fastening a sandal with Velcro straps
*As a group Students will contrast how the two skills were different using an interactive T chart with picture icons of both task analysis.

The T chart: One side will say SAME: The other DIFFERENT:

*Students will put the pictures of the steps that are the different on the interactive T chart. (T-chart Felt and Velcro pictures)
Conceptualize:
Students conceptualize the skill of putting socks and shoes on and tying shoelaces are and what it requires to do so.
* Students will be given socks and shoes with shoelaces.
*Students will complete the 10-step task analysis for putting socks and shoes on and the 10-step task analysis for tying the shoes.
Putting socks & Shoes on both feet:
1. Get socks
2. Put sock on left foot (heel mark should be facing down)
3. Pull sock up
4. Put sock on right foot (heel mark should be facing down)
5. Pull sock up
6. Get shoes
7. Put left shoe on
8. Tie shoe laces/Velcro right shoe (see task analysis for tying shoes)
9. Put right shoe on
10. Tie shoe laces/Velcro right shoe (see task analysis for tying shoes)
Tying shoes (once shoe is on foot):
1. Pick up right lace with right hand
2. Pick up left lace with left hand
3. Cross laces to make an X
4. Fold lace on right side through hole using right hand
5. Pull both laces tight
6. Using both hands to make a small hoop with right lace
7. Hold hoop with right hand only
8. Use left hand to wrap left lace around hoop
9. Push left lace under the bottom of the hoop
10. Pull on both hoops until tight
11. Repeat with other shoe

*When students understand and master the fine motor skills and motions necessary to put socks and shoes on and tie a shoelace; they will independently complete the task with out thinking about the fine motor skills involved.
Comprehend: Students understand and comprehend fully all that is involved in putting socks on and tying shoes.
Students will practice the skill of putting socks and shoes on and tying shoes laces at least 1x/day. (After naptime)

*Staff, as needed, will model task analysis completion.

*3 consecutive completions of tasks= students comprehend the process of putting socks and shoes on and tying shoes and can complete the skills in real world experiences.
Combine: When students put their socks and shoes on and tie their shoelaces they will ride their tricycles to adaptive P.E.
After naptime:
-Students will complete the task analysis for putting socks on and tying shoes.

-Once students have independently and successfully completed both skills they will get on their tricycles.

-Students will ride their tricycles to the gym for adaptive P.E.

*When students put their socks and shoes on and tied the shoelaces they combined the new skill of shoe tying with getting themselves to Adaptive P.E. class.

Considerations for populations: This lesson plan was written for students with disabilities. The task analysis will have pictures describing/showing each step. Sign language and or assistive technology devices will be used with some students to effectively communicate lesson objective and student expectations. The lesson will be broken up into chunks to maximize student engagement. The lesson will be on going until all students reach their maximum independent level of the skills.


Tweaks to Lesson:
- I had to add the combine section of the lesson plan.

Resources:
http://prtl.uhcl.edu/portal/page/portal/HSH/HOME/CENTERS_INSTITUTES/Autism%20and%20Developmental%20Disabilities/Speaker_Series/Content/January16/Life%20Skills%20Supplement%20Handouts.pdf