6.RN.2.1.a.1: Use specific details in a text to explain what a text says explicitly. 

-Objectives:
-Student will identify the specific food groups that are in a cookie and which group provides the body with most energy. (May)

-Student will use his AAC device to communicate what ingredients he wants. (Kyle)

-Student will read the recipe out loud with 80% accuracy given their own recipe. (Victoria)

-Resources: Pinterest, amazon, IDOE, Baking site
-Materials: Food group chart, Flour, sugar, chocolate chips, Peanut-butter, brown sugar, eggs, baking soda, vanilla, cookie sheet, oven/kitchen with oven, AAC device, Baking spray, Oven mitts, Recipe

-Attention Getter: Spongebob clip
-Anticipatory Set:  Reviewing the food pyramid, practice AAC use, and practice reading recipes
-Activity: Victoria will be reading the recipe out loud to the other two students. Then, it will be Kyles job to state using his AAC device what ingredients he needs after Victoria reads the recipe. When Kyle is adding the ingredients, May will be identifying which food group they belong to. The paraprofessional/teacher will be taking data of each student’s objective when they are completing it. Together, they will complete the rest of the recipe which includes mixing all of the ingredients together, forming the dough balls, preheating the oven, baking the cookies and then finally eating them.
-Strategies: Direct Teaching and modeling when needed
-Closure: Eat the food!
-Maintenance and Generalization: Complete other food activities, which will get harder as well as doing cooking activities every week or every other week to work on maintenance of the skills.
-Accommodations: 
-Use of an AAC device (Kyle)

-Use of a wheelchair (May)

-Lowered counters (for May’s wheelchair)

-Dull knives (because May may self-harm)

-Recipe at appropriate reading levels for students (Victoria)