Academic Instruction for a Bible Lesson

Whole Group Activity

Lesson focus:

God's Creation (The events that takes place in the beginning) Genesis 1:1

Goal for the activity:

The goal for the activity is for students to develop new biblical vocabulary and gain and be to demonstrate understanding of God's creation and the events that takes place in the beginning.

Materials needed:

Detailed description of the activity:

Description of the classroom arrangement:

Modifications/accommodations for students with ASD:

Joni:

Richard:

Deshawn:

Assessment/evaluation for the whole class:

Amended assessment for at least two of the students with ASD:

Instructions:

For each activity, include strategies for reading/comprehension, social skill strategies, and writing or storytelling. Give thorough and detailed explanations of how you can differentiate your bible lesson for Joni, Richard, and Deshawn. For planning purposes, you may assume up to two adult volunteers who are familiar with the students. Where prompted, provide a class schedule that shows the time and length of activities planned. Include in your class schedule time for bathroom breaks and lunch. Also where prompted, design and provide a 5-point scale for Deshawn. You may use examples of other 5-point scales as inspiration for the creation of your own. Ensure each level is accompanied by appropriate descriptions, with the level at which the student needs to take a break clearly labeled.

Scenario Joni Joni is a non-verbal student with ASD who has excellent receptive abilities but low expressive communication. She works with PECS and chooses the answer to comprehensions questions by choosing between no more than three icons or pictures. Joni will need help with fine motor skills but like drawing and painting even though she may need assistance. Joni likes puzzles and does better with manipulatives for math. Joni likes being around people but because of her non-verbal status, her peers and sometimes adults seem to ignore her. Her reading comprehension goal is: Joni will answer comprehension questions correctly in three out of five trials by choosing the correct answer from a group of three pictures. Joni usually completes writing assignments with a picture system. Richard Richard is a student with ASD who is also gifted and has a special interest in ancient history. Richard has trouble conversing with his peers and could benefit from structured social time with his peers. Richard excels in his academics however he may struggle with questions about the point of view of a character and is not good with idioms or sarcasm. Richard understands the literal meaning of events in a text, but he has difficulty interpreting events of making inferences. Richard sometimes has difficulty transitioning from a favored activity and may need assistance in the form of a five-minute warning, visual timeclock, or first/then visual. Deshawn Deshawn is verbal, reads below grade level, and can complete simple comprehension questions for writing assignments however because of his fine motor skill issues Deshawn types his assignments on a laptop. Deshawn needs step-by-step instructions with visuals for any independent work and needs concrete manipulatives for math. Deshawn sometimes has outbursts that can include throwing furniture. Deshawn does not socialize well with his peers, he usually ignores them. Deshawn needs to work on understanding his emotions via the 5-point scale

system so he will know when he needs to take a break.