Cross Cat Program Lesson Plan/Reflection Format (rev 8/2013)

Name: Layna Lupo

Setting/Grade Level: Vocational
Training (baking/ gardening) 9th-12th
School: Empire High School
Theme/Title: Cravin Ravens/ TSW
garden
Cooperating Teacher: Sarah Robison
Subjects: Vocational Training
Date and Time: 3/8/2017 1:20-3:20pm
Composite of Class: 2-7 students

1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?
Cravin Ravens
To read and follow modified recipe IWB.LV1.PO3- I can complete a task in a
directions specified amount of time
Proper food handling skills
(uniform and using sanitation IWB.LV2.PO1- I can use classroom
procedure) materials as intended
Learning to use small and large
appliances (oven, kitchen aid, SS.LV1.PO1- I can ask for help
microwave, and fridge/freezer)
Garden SS.LV2.PO6- I can maintain overall
Learning to use gardening power cleanliness and appropriate dress
tools safely (shovel, raking, sander,
and watering can, and hose)
Plant care: when to water and how
to plant/trim
Animal care: feeding Emma and
fish, and habitat care
Room up keep: sanding and
staining chairs
Landscaping: raking, picking up
trash, and weeding

2. Methodology
What instructional strategies will you use?
X Constructions Library Research
X Cooperative Learning X Peer Editing (Peer Mentors)
X Discussion/Questioning Practicum
X Problem Solving X Field Study
X Reflection/Response Graphic Organizers
X Independent Learning X Role Playing (Review expected
behaviors)
X Laboratory X Viewing/Listening/Answering
X Practice/Drill X Experiment
Lecture X Discovery
Reporting X Journal (Peer Mentors must blog)
X Simulation Other:

Why did you choose these strategies/methods?

I selected these methods because it will allow for the students to successfully
complete Vocational Training task (Baking or Gardening) independently or with
the support of a Professional/ Peer Mentor.
How will you group students for instruction?
I group the students by different jobs that need to be completed. For Cravin Ravens
I will have a Dough group and a Decorator group (students get to pick what
group they would like to participate in). On the other hand, for gardening I assign
individual tasks within the garden once they have completed the task the student
must check in with me in order to move on to the next task.
List below your activities/steps including 1. HOW you activate background knowledge,
2. GAIN student attention (set induction), 3. DEMONSTRATE processes and desired
outcomes (a. modeling, b. guided practice, c. independent practice), and 4. BRING
closure to the lesson. Finally, 5. ARTICULATE how you will evaluate your
lesson/determine if student learning occurred. PLEASE MAKE SURE YOU INCLUDE
EACH OF THESE FIVE COMPONENTS IN THE ACTIVITIES/STEPS OF YOUR
LESSON.
 Activity/Step Time Allocated
(Explain each step)

1. How you activate background

knowledge.
The modified picture cues on the recipes 10 minutes (reflecting back on the recipe)
allow for students to reflect upon
previous baking experience and it shows
the action and ingredients needed for the
recipes.

2. Gain student attention. 2-5 minutes

To gain students attention I typically
have one student help me in setting up
music through the sound system, the bell
system, and picture schedule.
2 minutes
3. Demonstrate ...
a. modeling.
Paraprofessional/ Peer Mentors should
be chaining the student forward in hopes
of the student imitating their direction. 2-10 minutes

b. guided practice...
Student should be working with 10-20 minutes
Paraprofessional/ Peer Mentor within a
team setting.

c. independent practice
Depending on students independence 5-10 minutes
the Paraprofessional/ Peer Mentor will
fade cues to support independence of
individual skills.

4. Bring closure to lesson

Once students have received their 5 5 minutes
pennies they are allowed to go on break
they have previously picked. Enjoy their
5-minute break until the next class
period begins.

5. Articulate how you will evaluate how Based on data and skill accusation over
learning has occurred... time
I will evaluate if learning occurred by
how successful they were in:
Completing directions and
 earring pennies
Obtain skill over the course of the
year for Transition Plan/ IEP
goals
Parent feedback from Parent
Teacher Conferences over skills
obtained

3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
-Whiteboard -Everything Overhead Computer
-Phone with binders Slides Distance
music Cravin Raven Learning/Webcast
-Bell group: Tape Recorder X Internet
-Apron TV/VCR/DVD Laser Disk
-Gloves X Assistive Smart Board
-Cooking hat Tech.
-Recipe book Digital/Video X Other: Phone and
-Ingredients Camera Music
-Kitchen
Gardening group:
-Gardening tools
-Gloves
-Sander
-Chairs
-Plants
-Staining/ Poly

4. Assessment/Evaluation
Assessment Alternatives
(check=process, x=product)
Application Objective Test
Exam
Concept X Observation
Mapping
Parent Contract
Evaluation
X Peer X Checklist
Evaluation
X Self-Evaluation X Performance
(penny charts)
Inventories Portfolio
Quantitative Rating Scales
 Scales
X Rubric (Peer Scored
Mentor/ Para. Discussion
Evaluations)
X Journals (Peer Problem-
Mentor blog) Solving
Assessment
X Other:
Outcome of
baking (cooked
correctly)

5. Reflection after Lesson Implementation:

Note: Please complete these questions AFTER your debrief with your Supervisor,
and email them with your responses back to your Supervisor within 48 hours of
your observation.

1. To what extent did students learn what you intended? How do you know?

2. Did you do anything differently than what you planned? If so, why?

3. If you were going to teach this lesson again to the same students, what would you do
the same? Differently?

4. How much time did you actually use? Were transitions smooth?
5. Identify a group or individual who did well with the lesson. How do you account for
this? What might you do in the future to ensure their continued success?

6. Identify a group or individual who had difficulty with this lesson. How do you account
for this? What interventions could you use so that they achieve the learning goals?

7. Are there any other comments, reactions, or questions about the lesson? Was there
anything you felt especially good, frustrated, or confused about?