Session 7 Assignment

Title: Sensory Diet Strategies to Help Students Self-Regulate Movement During Discussions
Author: Diane Blengs, M.S.,OTR/L
Subject: Literacy
Grade Level: 2
State Standard: Mass. General Standard 1: Discussion – Students will follow agreed-upon rules for informal and formal discussions in small and large groups.

Lesson Overview: Typically, when second-grade students are participating in a classroom- or small-group discussion, they tend to be impulsive and have a great deal of difficulty waiting their turn to speak. Many of them are unable to contain themselves in their seats as they become excited while interacting in the oral exchanges of information. Students need instruction regarding not just the topic being discussed, but the social rules of discourse. In addition, students with disabilities, such as ADHD and sensory processing disorders, require further instruction in self regulation. The use of a Sensory Diet is helpful in teaching students to exercise self-control. The purpose of this lesson is to teach students to identify their activity level, and learn to use Sensory Diet strategies to help them achieve the proper activity level to allow them to successfully participate in a discussion.

Lesson Element: Only one element of this lesson will be used for this session activity. This session activity will focus on "movement," and the the Sensory Diet strategies that will help students regulate self control of movement during discussions.

Goal: Students will learn ways they can control their body movement in class so that they can successfully participate in a classroom- or small-group discussion.
Objectives:
1. Students will define the following rules for discussion: raise your hand to speak, wait till you are called on to speak, stay in your seat, respect others' time to talk
1. Students will describe their activity level as being, "too low," "too high," or "just right" to participate in a group discussion
2. Students will process the information in the book, "How I Control My Body in Class," using the built-in agents for improved comprehension.
3. Students will identify which Sensory Diet activities described in the book they think will help them self-regulate
4. Students will try out the Sensory Diet activities they chose
5. Students will follow the rules for participating in a classroom or small-group discussion using the Sensory Diet strategies that work for them

Materials: Teacher-created book, "How I Control My Body in Class"
Agents in "How I Control my Body in Class" follow the UDL Guidelines
1. Pedro - Principle One: Alternate forms of representation - Knowledge Networks
2. Hali - Principle Two: Alternate forms of action and expression - Strategic Networks
3. Monty - Principle Three: Multiple means of engagement - Affective Networks

Here is the link for the material used in the Lesson Element for the Session 7 Assignment

http://bookbuilder.cast.org/view.php?op=view&book=13922&page=1