Lesson Plan - Personal Hygiene

Students independently be able to use their learning to:
1. State five therapeutic reasons for giving mouth care to a client.
2.. List three reasons for performing routine hair care and describe hair care for
dry, damaged or very curly hair.
3. Students will state five reasons for careful assessment of the client's skin on
admission and frequently thereafter.

1. SL.11-12.1-12.6, SA 3A-3B

To teach students how to perform personal hygiene using an appropriate techniques.

1. Discussion based on reading.
2. Students start map connection.
3. Students review powerpoints with teacher providing indepth details and
students participating by answering questions.
4 Group activity
5 Students given skill sheet to read.
6. Demonstration by teacher with students using skill sheet to follow
7. Students perform personal care with another student reading skill sheet and
teacher and students observing. (Students get the skill sheet read one time
after the first time they must perform skill two consecutive times on their
own. When the student does it three time independently they are considered

1. Groups are structured to according to student's level of learning.
2. Skills are assigned base on student's readiness to perform skills. (Although,
all students must perform skills I allow the student to make the choice to go
3. Lesson structured to to include all students.

1. Map connetions
2. Powerpoint.
3. Discussion based on the text.
4. Group assignment based on subject.
5. Demonstration .

Meetimg Date: 5/9/16 Start date 5/9/16 End date:5/9/17

Primary Disability: Dyslexia

Student Name: Marie Johnson DOB: 12/4/2002 Student ID#19267

Address: 35 Willow Lane District of Residence: 17
Brooklyn, Ny 11201

School Attendage: Columbia H.S. Grade: 11 Gender: F

Evaluation Report:
9th grade ELA 7th grade Mathematics
English Regents 55 Algebra Regent 45

Present Level of Academic Acihievement:
Marie is doing well in her English class. Her assessments have ranged from 72 to 98. All of her homework and assignments ae finished in a timely manner.
Marie is focus and asks for help when she needs to. Marie is struggling with math. She is paying attention in class but still has difficulty with most of the classwork and assignments.
Marie is doing well in all other subjects.

Functional Peformance:
Marie is functioning at her potential. She has not made any outstanding changes.

Marie iis not demonstrating any difficulty with anyone in her class, home or community. Student is very social and has many friends in school.

Consideration of Special Factors Development for IEP:
Marie will be receiving tutoring for Algebra which she will receive on Saturdays.

Does the childs behavior impede his/her learning or that of other, if yes explain?

Does the child have limited English profiecency? No

Is the child blind or visually impaire? No

Is the child dear or hard of hearing? No


What is the purpose of RTI? How is it different than an iEP or 504?
The purpose of RTI is to identify the student who is struggling in a general class. The studetnt with an RTi falls in Tier 2 which means that they do not need an IEP or a 504. Thes students are not part of special education.These students are in a small group which have scaffolding to help those students who are struggling.

Since my License Practical Nursing class is so complex in the text I found the MInd map to be a genuine helper. The reason I like the Mind map is because once I provide the students with the Subject it makes it easier to get the other words that are needed. The students conceptualize much better with the mind map..

How can you use a strategy to retain infomration in order to support your student?
A strategy is very important when you want students to understand what you are trying to teach. There are several strategies that I like to use the first one is discuasion. I like discussion after readiing the text to determine what you may have missed in the text. My next step is the mind map because I want it to bring back what the students remember while reading the text. When there is information that is hard to remember like the nervous sytem I use mnemonics, I found thes three ways to be most helpful when I am teaching..

How can you use multiple strategies in one less to support your students in a variety of ways?
This model is very similar to the way I teach the pulse. I have students read the chapter. After the students have read the chapter we discuss the chapter based on the reading. The next step is to provide powerpoint presentation to provide students with more clarification and rationale. Students then use concept map to identify what pulse means. My visual is actually having the students observe me performing a pulse. The next step is giving the skill sheet for performing pulse. Then students start performing the skill. Those are strategies that I used to teach that skill. The reason why is because it is imperative that those students can perform those skills independently. These students go into the clinical setting where they are dealin with human beings. I have to use multiple strategies to ensure that the students can perform their skills.

How can you use a strategy to improve a student's cognitive flexibility?
Ways that you can improve a student's cognitve flexibility is by reading out loud to help student stay focused. You can give students very detailed instructions on how to perform a task or skill. Student should know when peforming a skill each step meaning that they should know what to add and eliminate. A cheat sheet with words can help them understand the meaning for words that look alike and sound alike. With my students cheat sheets are very helpful when it comes to medication because many drugs sound alike. Also many word that are used in the medical field look alike. If the students read the text book too fast they do not understand what they have read,

How might all students not just those with an IEP or 504 struggle with executive functioning?
What I have noticed in my students is that they lose their train of thought whicch can happen at any time during the lesson. They also ask for directions multiple times although it is written on the board and on the skill sheet. After reading a chapter they stuggle to remember what they have read. Those students that are over achievers become very frustrated and cannot control their emotions. THesee are the behaviors that I hae observed teaching my students. I have learned that I must write what I say on the board because if I do not write it on the board I can guarantee most of the students say they did not know. I believe that these students struggle because they some of the brightest students in the school. When these student enter this program which is college level they are challenged mentally.

What is the purpose of a 504 and how is it different thatn an IEP?
The purpose of a 504 is to state if the child may need additional resources to succeed in school. The 504 is different from an IEP because these students are in general classes. The 504 only outlines specific accomodations. These students may need accomodation on state and local exams. The 504 is only good for 1 year. If the 504 is not updated from year to year then the student will not receive services.

How can you use a strategy to improve a student's self control?
One of the stategies I would use is the token system. The reason I like this system especially for those children who call out is because students like things that are tangible. The first thing I would do is show them the reward. the next thing I would do is on the day the token is to be given it will be present on the desk for the student to see. Then I would be sure to give the student the coin to build trust. I will show the reward at the beginning of each lesson. I will have a bag of the coins so that the student knows it exists. I would give the student a coin if the do not call out for two lessons they will receive an award. Each time after the student gets a coin the days will imcrease.
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