Lesson Plan: Incorporating Wh-Questions and Pronoun Practice into a Lesson About Health

Service Delivery Model
A team teaching model of service delivery will be used. The classroom teacher and speech-language pathologist (SLP) will collaborate to create an inclusive well-transitioned lesson from in the classroom to the school gymnasium. In the classroom, the teacher will teach the students about fruits and vegetables and the importance of exercise. Afterwards, they will both bring the students to the gym where the SLP will take over and lead the students in a game dealing with exercise and healthy eating habits. When this part of the lesson is complete, both teachers will lead the class back upstairs where they will finish their lesson by taking turns asking review questions.

The way in which the teacher and SLP will go about collaboratively planning this lesson is by first sitting down with each other and discussing what topics they would like to be included in the lesson. They will also identify the specific objectives they have for the class and more specifically, for Jackson and Billy. Due to the fact that both professionals have two different perspectives, experiences, areas of specialty, and objectives for the students, it is crucial that they meet and discuss how they will incorporate all of the areas of concern into one lesson in a way that will not only make sense to the students, but that will also target their short term objectives.

Student and STO and PSS
Class: After the class has been taught new concepts about eating healthy and exercising, they will be able to correctly answer questions regarding this newly learned information 80% of the time across 5 lessons.
10.1.G Develop an understanding of the importance of eating healthy and the role of food in keeping the body healthy.

Jackson: When asked a question that contains at least one pronoun, Jackson will correctly answer the question on 3 out of 4 opportunities across 5 lessons.
1.1.P Demonstrate an increasing understanding of new vocabulary introduced in conversations, activities, stories or books

Billy: When asked a wh-question, Billy will correctly answer the question on 3 out of 4 opportunities across 5 lessons.
1.1.L Acquire a reading vocabulary consisting of common words (environmental print, sight words, word families)

Materials
- Plastic apple, grapes, leaf of lettuce, and carrot
- A short basketball hoop and a ball
- Plastic bowling pins and ball set
- Set of SLP-made picture cue cards and list of corresponding questions
- Fruit cups

Introduction
To review the skills learned in the previous session, the teacher will ask the class to help her name the five senses and some examples of the things the girl in the story sensed while she was running in the race.

To set the class up for today's lesson, the teacher will say, "Last class we read a story about a girl who ran in a race and came in first place. She must have been very healthy and in great shape in order to do that!" She will then say, "Do you think she ate a lot of ice cream, potato chips, cookies, and drank soda and Kool-Aid or ate a lot of fruits and vegetables and fruit juices? Then, she will ask the class, "Do you think she exercised a lot or watched a lot of TV?" The teacher will then say "Well, now that we know what kinds of things the girl did to stay so healthy, we are going to learn about all different things that you can do and eat to stay healthy just like her!"

During this lesson, the students will learn about fruits and vegetables, and about the various forms of exercise they can take part in to stay in shape and have strong healthy bodies. Incorporated into the lesson, Jackson will practice his understanding and use of pronouns and Billy will practice his understanding of wh-questions.

Instruction/Practice
Evidence Based Practice (EBP): The teacher will make use of scaffolding during this lesson. She will model the activities first to give the students a clear example of how they will go about completing the activity and answering questions. The teacher will give a clear but simple explanation of the importance of fruits, vegetables, and exercise. She will then allow the students to build upon her explanation and come up with their own examples of fruits, vegetables, and exercise. The SLP will write these examples on the board, which will provide them with a visual representation and will allow them to build off of the examples that are already listed.

Intervention Strategy: The teacher and SLP will develop student-friendly explanations to teach the students about the various aspects of a healthy diet. They will teach the basics about fruits, vegetables, and exercise in simple terms and will allow the students to become actively involved the learning process by having them provide the class with their own examples of these three categories. They will then play a game, which will allow them to relate the lesson to their own lives and create a more realistic viewpoint for them.

In the classroom, the teacher will teach a lesson about fruits and vegetables for 15 minutes. First she will discuss the importance of them (i.e., help you grow, keep you strong, gives you energy, provide your body with vitamins, prevents you from getting sick). Then, she will show the class the plastic apple and say, "Here's an apple and that's one example of a fruit. Then she will reach into the bag and pull out a bunch of plastic grapes and ask Jackson, "Do you know what these are that I have?" If he understands the pronouns, he will be able to answer this question correctly and the SLP will mark this down in her data collection as Correct" and the teacher will verbally reinforce him by saying something like, "Good listening! I can tell you've been practicing those pronouns!" If he struggles with it or answers incorrectly, the teacher will ask him again with emphasis on the pronouns. If he still cannot get it or answers incorrectly, the teacher will ask the class to help him and the SLP will record it as "Incorrect," but will reinforce his hard work and good job trying.

Next, the teacher will say, "Let's see if I can find a vegetable in here." Then she will pull out a plastic leaf of lettuce and a carrot and tell the class what it is. Then, she will ask Billy "What is one example of a vegetable that you can think of?" If he answers correctly, the SLP will mark it as correct in her data collection chart. If he struggles or answers incorrectly, the teacher will reword the question by saying, "I have lettuce here, but need you to help me think of another vegetable. What is one example of a vegetable that you can think of?" If he still cannot get the answer, she will ask the class to help him and will explain that "what' is referring to an object, the vegetable he needs to think of. The SLP will mark this on her data sheet as "Incorrect." Next, she will ask the class if they can think of more examples of fruits or vegetables.

As the fruits and vegetables are named, the SLP will list them on the board under the correct category (fruits or vegetables). If there are some main examples the class does not mention, she will prompt them by describing characteristics of the fruit or vegetable she wants them to state. If they cannot come up with the answer, the teacher will tell them and reinforce them for trying.

After the class has come up with a list of fruits and vegetables (Possible answers: Fruits: apples, pears, bananas, grapes, oranges, cherries, peaches, plums, raspberries, cranberries, strawberries, watermelons, lemons, limes, grapefruit, pineapple, grapefruit. Vegetables: lettuce, tomatoes, peas, green beans, broccoli, corn, peppers, squash, onions, carrots, spinach, potatoes), the teacher will discuss the importance of exercise (i.e., gives you energy, keeps you healthy overall, keeps your heart strong, keeps you at a healthy weight, prevents sickness, good for your bones and muscles) and will teach the class that it is very important to not exercise right after you have eaten or else you will get uncomfortable cramps and be in pain. Then, she will ask the class to give her examples of different types of exercise. The teacher will first give her own example of "playing sports" to get them started. The SLP will write the different types that are mentioned on the board and will add any that the class did not mention. (Possible answers: walking, running, different types of sports, roller skating, dancing, jump rope, jumping jacks, pushups, sit-ups, even helping with the chores around the house)

Next, the SLP will say, "Now that we understand the importance of exercise and the different kinds, we are going to go do some right now!" She will direct them to line up at the door and both the classroom teacher and the SLP will lead the class to the gym. In the hallway as the class is walking to the gym, the SLP will individually ask Billy, "Do you realize that the class is doing exercise right now? What kind of exercise are they doing right now? (Answer: walking) She will give him time to answer, but if he seems to really be struggling or answers incorrectly, she will ask the question again with emphasis on the pronouns and point to the whole class. If he still cannot answer correctly, she will tell him the correct answer. She will mark in her data collection whether he was correct or incorrect.

(This part of the lesson should take 40 minutes) In the gym, the SLP will have the kids sit on the floor and will say, "We just learned that it is important to exercise, so now that we're in the gym and have some room to move around, we're going to do some exercise! Why don't you all spread out and give yourselves room because we're going to stretch a little bit first to loosen up our muscles." Then she will lead them in simple stretching exercises (i.e., reaching to your toes, stretching out the arms). Next, she will say, "We just learned that jumping jacks are a form of exercise, so how about we try some right now." The teacher and SLP will do 10 jumping jacks along with the class. Then the SLP will say to Billy, "So based on what we just learned, what are jumping jacks a good example of? If he answers correctly (Answer: exercise), she will record it in her data collection as correct and praise his good listening and comprehension skills of the "what" in the question. If he does not answer correctly or cannot come up with an answer, the SLP will ask the class if they can help him. Then, if that still does not work, she will simply tell them the answer, but will remember to verbally reinforce their good trying.

Next, the SLP will explain to the class, "Since we know that playing sports is a type of exercise, you are all going to get a chance to shoot the basketball or bowl, but if you want a turn, first you will have to answer questions about what you just learned in the classroom about living a healthy lifestyle. To ensure each student is engaged and comprehends the lesson, the SLP will call on each one at least once, but will call on Jackson and Billy at least 3 times each so that she can target their individual objectives and collect data. Each time a student is called on, that student will answer the question the SLP asks them as best as they can and then choose between shooting the basketball or bowling. They will then take their turn when the teacher hands them the ball. Every student will be verbally reinforced for correct answers as well as trying hard.

Questions For Gym Activity:

Jackson:
(The teacher will hold up a picture cue card that corresponds with each question the SLP asks)
1. Is he playing basketball or is she playing basketball?
2. Is he passing the ball to her or is she passing the ball to him?
3. The boy is holding the ball. What color is it?
4. Are they playing baseball or is he playing baseball?
5. (The teacher will roll the ball to Jackson) Did I roll the ball to you or did you roll the ball to me?
6. (Referring back to #5) Who has it?

Billy:
1. What is the boy holding? (Picture cue card of a boy holding a football)
2. Where is the boy? (Picture cue card of a boy in the gym)
3. Who has healthier habits? (Picture of a girl swimming and a girl laying on the couch eating potato chips)
4. When is a bad time to exercise?
5. Why is it bad to exercise right after you eat?
6. Who has healthier habits? (Picture cue card of a girl swimming and a girl lying on the couch eating potato chips)

Class:
1. Which is healthier for you? (Picture cue card of an apple and a cookie)
2. Name one part of your body that works better because of exercise? (Heart, muscles, etc)
3. What is one type of exercise that you do everyday?
4. What is one type of food that is healthy for you?
5. What is another type of food that is good for your body?
6. Name a food that is delicious but that you shouldn't eat too much of.
7. Which is better for you? (Picture cue card of a can a Kool-Aid and a bottle of OJ)
8. Name one fruit that you can buy at the grocery store
9. Name one vegetable that you can buy at the grocery store.
10. Which is the healthier choice? (Picture cue card of popcorn and corn)
11. Out of these drinks, which one is worse for you? (Picture cue card of a can of soda and a bottle of cranberry juice)

Overview of Correction Strategies
If a student struggles with an answer but tries hard to get it, the teacher or SLP will help the kid try to figure out the answer by providing hints and verbal or visual prompts using the pictures and other props she has with her. If the student still had trouble, she will ask a classmate to help him or her out. Then, the teacher will reinforce both students by letting them both take a shot or bowl. She will also say something like, "I like how you tried so hard to figure out the answer and how you didn't give up, and I also like how you helped him/her and were able to give me the correct answer, so you can both take a shot or bowl." If reinforcement is in response to one of Jackson's responses, they may want to say something like, "Excellent job listening and focusing on those pronouns." If it's in response to Billy's responses, they may wan t to say, "Very nice job paying attention to that wh-question!"

Review
At the end of the lesson, when the gym activity is complete, the teacher and SLP will tell the students to gather around and sit in the middle of gym floor. They will do a very basic and quick review with the students. The teacher will say, "The main thing to remember from today's lesson is that in order to keep our body's healthy we must always remember to eat our (pause and wait for class response) and we should limit food that is bad for our bodies. What are some examples?" (e.g., cookies, ice cream) Then she will praise the class, "Very good job everyone!" Then the SLP will say, "Now besides eating right, what is one more thing that all of you should do everyday to help keep your body healthy and in good shape?" Then the SLP will ask for some examples of exercise. Once these questions have been correctly answered, the teacher and SLP will both praise the students for a job well done and will pass out fruit cups to all of the students. They will say, "If you haven't been eating as healthy as you should be, make this fruit cup the start of a more healthy lifestyle!"

Data Collection
Directions: The SLP will record a + under "Correct" when the student answers a question on his/her own without help. If the student correctly answers the question but with the help of a prompt, record it as a + and circle it. The SLP will record a - under "Incorrect" if the student incorrectly answers the question or cannot answer the question at all.

The SLP will use a weekly-base format of data collection. She will record the score on Jackson, Billy, and the class as a whole for a week and will then go back and compare the data for the entire week, Make note of whether they have moved closer , stayed the same, or moved farther away from meeting their objectives.

Rationale
According to David Wood, Jerome Bruner, and Gail Ross (1976), scaffolding is "a process that enables a child or novice to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts." It is widely recommended in schools because it is known to work and help students develop their skills and reach their goals independently. This will work with the class, Jackson, and Billy because they will benefit from a strategy that allows them to eventually succeed on their own, but that does not completely throw out all support right away. With scaffolding, the students are able to take gradual steps towards the ultimate goal.

Reference
Graves, M., Juel, C., & Graves, B. (2007). Teaching Reading in the 21st Century. Boston: Pearson Education, Inc.