WHAT’S COOKIN’ FOR NOVEMBER?
November is a fun month to work on language skills while using lots of fun fall and Thanksgiving materials. The books and materials I use are easy, fun and keep the students engaged! These are two of my new books. The “Winner Winner Turkey Dinner” comes with a bonus book “Winner Winner Chicken Dinner.” The “Where are the Turkeys?” is a funny story about a turkey who disguises himeself. These are sure to be winners for a fun whole group lesson. They include matching pictures for interactive use, specific WH and yes/no questions, a memory/bingo board, AAC/PECS pictures to use with AAC devices for nonverbal students, and a coloring page.
I always use a puppet during my lessons. I love using this fun turkey puppet during Thanksgiving. My students respond well to puppets and they add that extra little bit of fun to my lessons! I also use fun songs too. Below is a link to one that I use.
I LOVE cookies and paper bag puppets!! If you are looking for a fun craft or food activity, then cookies and paper bag puppets are the perfect choice! They are great for targeting so many skills including requesting and following directions.
I also like to teach the concept of being thankful because I think it is so important. This book and language packet includes matching pieces, Thankful Cards, AAC/PECS pictures, and a simple writing activity.
And if you would like a fun Native American Indian story, this is one that I’ve used for several years with great success.
My students REALLY enjoy my “Gobble Gobble Wobble Wobble” story. We use a large turkey picture to imitate the rhyme “Gobble Gobble Wobble Wobble.” It is so much fun!
I also have a bundle of Thanksgiving materials which includes a poster size turkey. My whole group lessons usually follow a similar plan. Below is a specific list of what I do and the objectives these books and materials target.
NOVEMBER LESSON PLANS © Monae’s Speech House
Books & Materials
Whole Group, Small Group, and One-on-One Therapy Ideas
- Identify & Label vocabulary words
- Identify & Label colors and shapes
- Identify & Label 2-3 attributes/parts
- Identify & Label antonyms/synonyms
- Use adjectives to describe objects, pictures
- Identify & Label emotions
- Identify animals and animal sounds
- Identify & Label body parts and functions/senses
- Categorize objects pictures
- Identify & Label action words/verbs based on pictures
- Name objects and match the shadow/shape outline to picture
- Receptively and Expressively identify spatial concepts
- Follow simple directions
- Recognize and repeat words that rhyme
- Sequence and tell a simple story based on pictures
- Answer yes/no questions.
- Answer WH questions
Prior to lesson, print out and laminate all pieces for the pre-story introduction. Take a photograph of each student at the beginning of the year and print 2 by 2 ½ inch picture or wallet size photo
- Introduce the lesson/circle using a turkey puppet or other puppet.
- Ask each student to say hello to the puppet or wave to the puppet. Talk about the attributes/body parts of the puppet. Ask the students yes/no questions about the puppet. Have the student tell the puppet what their name is.
- USE iPad app for imitating oral movement/sound/word approximation
- Listen to “hello” song that uses vocal and finger play to encourage imitation.
- HELLO SONGS – to the tune of Frère Jacques & Farmer in the Dell (John is here today, John is here today, Let’s all shout “Hooray!” John is here today). Use a pom pom when shouting “Hooray!” During Thanksgiving, I change the hooray to “Gobble, Gobble, Gobble!”
- Introduce POSTER. Talk about color, size, function, etc. Then ask each student a question about color, size, function. Talk about top/bottom, front/back, first/last. Then have students place their photographs or object on the POSTER. Ask the students to identify what part of the item they are placing their photo. Take this opportunity to ask students WHO and WHERE questions until all the students have placed their photo on the POSTER.
- Flip the Velcro board and discuss all the individual items related to the story.
- Begin reading the story.
- Have students match picture to picture in the book or “put in” items. Ask each student WH and yes/no questions when they individually come up to match.
- Call on student using student’s “RHYME” name with different letter of the alphabet ( ex. Use the letter M… Manthony/Anthony, Musie/Susie, etc.)
- Have student repeat the name of each item.
- Have the student receptively choose pictures requested.
- Have the student name the items located in a situational context.
- Have the student describe the item with one or more attributes.
- Have the student request with cue, “I want___________”
- REPEAT and finish the book.
- After sequence the story
Closing the circle: Listen to one song based on theme, then listen to a good-bye song.
Lessons can be modified to accommodate nonverbal students and students using assistive technology devices such as Go Talk, Cheap Talk, PECS, Big MACS, etc. Go Talks/Cheap Talks can be fit with PECS CARDS from the story. The student needs to touch the correct picture when response is required or the correct item. Big MACS can be programmed with a picture and the word so when a response is required the student can hit the Big MAC. Students can also use PECS to make exchanges or point/gesture to identify the correct response to questions.
- MEMORY/BINGO BOARDS
- Use a basket/cup and small ball to demonstrate knowledge of spatial concepts
- COLORING PAGE & WRITING PAGE
- Use a picture on a stick and have students follow simple directions such as put the turkey in the air, behind your head, on your nose, etc.
- Decorate cookies based on theme, target requesting, following directions, identifying, sequencing, etc.
- Go outside, incorporate outdoor activities with the book/learning
- Use REAL LIFE picture cards/books the second time you read the story
I hope this post gives you a few ideas of how to run a REALLY fun whole group lesson. I also hope you have a good November filled with lots of laughter and success. There is nothing more rewarding or successful than seeing my students engaged and responding during my therapy lessons. If you work with pre-k students or students on the autism spectrum, you know that lessons don’t always go as perfectly planned as you might hope for. Be flexible and be thankful for all the little improvements they make and the big gains they make throughout the year. Best regards. With a thankful heart, Monae 🙂