Multiple Intelligences

Unit Plan Template

EDUC 522

Unit Title: Season Lesson Teacher: Ms. Daly

Grade Level: K-2 (moderate/severe autism)


Subject: Spring is Here Time Frame: One Week (will options to
expand targets)
Objectives: : Unit objectives are to address 4 student's Individual Educational Plan (IEP) goals.
Students will increase attending during small group activity and answer age appropriate
instructional questions. While increasing knowledge of sight words identified in lesson, students
will create sentences with lesson plan concepts and words.
1. By 03/20/2015, Dominic will, during small group instruction, when given 5 known questions in
random order about an object or topic (What color? What is it? How many? What doing? Or
Where?), increase attention to task by answering the questions with 80% accuracy for 2
consecutive weeks as measured by teacher made ratio data sheets.
2. By 10/18/2014, in the classroom setting, Adam will sustain attention and effort on the
task/assignment without the presence of interfering behaviors (i.e. hands in mouth, pulling chair
forward, laying on students and/or staff) for 20 minutes in 8 out of 10 opportunities over a two-
week period as measured by observation record.
3. By 02/13/2015, during structured language activities, Matthew will receptively identify the target
concepts from a visual field of 3 pictures or manipulatives with 80% accuracy across 5 sessions
probed. Concepts include but are not limited to: location/direction (middle, behind/in front,
down/up, there/here, bottom/top) and quantity/completeness (ex: all/none, most, some).
4. Given an object, Torrance will describe the object by providing category, object function, and at
least 2 attributes on 4/5 opportunities given no more than one prompt.



Intelligences:






Technologies in the unit: Manipulatives and
youtube video.


Common Core standards:
































Technology standards


















Materials: (digital and non-digital)
Ipad, laptop, manipulatives
Intelligences:

Verbal, Bodily-
Verbal/linguistic, bodily-kinesthic, naturalist, visual-spatial, musical rhythmic

1st Grade- SL.4. Describe people, places, things, and events with relevant details, expressing ideas
and feelings clearly. Memorize and recite poems, rhymes, and songs with expression. Tell a story
or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly
in coherent sentences.
Kindergarten- W.K.2 Use a combination of drawing, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.

1. Creativity and innovation/
a. apply existing knowledge to generate new ideas, products, or processes
c. use models and simulations to explore complex systems and issues

2. Communication and collaboration/
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
c. develop cultural understanding and global awareness by engaging with learners of other
cultures

3. Research and information fluency/students apply digital tools to gather, evaluate, and use
information.


b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
Kinesthetic, Naturalist,
musical, visual-spatial,
intrapersonal










Procedures:
Student have introduction to lesson, review of expectations, and then target
items are identified. Spring is Here video played with a model of
movements that go with song. Reinforcement is used to maintain
engagement and to increase attending. After video students are asked
target questions according to individual IEP goals.

Intelligences:
Intrapersonal, Verbal,
Musical, Bodily-
Kinesthetic, Logical
Product:
Dominic answers 5 wh questions regarding lesson presented.
Adam maintains sustained attention for 10 minutes. Matthew receptively
identifies manipulatives placement during lesson. Torrey will expressively
state category and object function of items in video.


Intelligences:
Visual-Spatial,
verbal/linguistic,
interpersonal,
intrapersonal, naturalist
Assessment (quantitative rubric):

Assessment data sheets are individual to IEP goal targeted. Each goal is tracked at group by and
instructional assistant. Student progress is track and assessed to ensure modalities being used are
creating student successes. Each goal is broken down, using a individual student baselines, and
worked on for a years time.