Mouth Care
Discipline: – Teacher’s Career
Type of service: Essay
Spacing: Double spacing
Paper format: APA
Number of pages: 1 page
Number of sources: 2 sources
Paper details:
Teacher candidates will build confidence through practice in developing teaching styles that use a variety of instructional strategies that are aligned to the New Jersey Student Learning Standards, the 21st Century Life & Careers Standards (Standards 9.1, 9.2, 9.3), and the Career Ready Practices. Teacher candidates will design a 15-minute lesson in their content area and grade level in which they will apply their understanding of content knowledge, human development, instructional planning and delivery, communication, assessment, and reflection. Teacher candidates will present their lesson plans to their fellow colleagues.
The teacher candidates will select a specific topic (Hygiene: providing mouth care) and grade level from their respective career and technical education program content area(Allied Health), and will align their topic to the applicable New Jersey Student Learning Standards, the 21st Century Life & Careers Standards (Standards 9.1, 9.2, 9.3), and the Career Ready Practices to ensure topic appropriateness. A lesson plan checklist, as well as a sample lesson plan, is provided in the Resources section.
This lesson plan project is to be completed on the Standard New Jersey Department of Education (NJDOE) formatted form and will not be accepted on your district’s lesson plan template.
| Lesson Plan 1 Template | |||||||||
| Content Area: Allied Health Careers | |||||||||
| Lesson Title: Urinary System and Foley Care | Timeframe: 10 hr | ||||||||
| Lesson Components | |||||||||
| 21st Century Themes | |||||||||
| Global Awareness | Financial, Economic, Business, and Entrepreneurial Literacy | Civic Literacy | xx | Health Literacy | |||||
| 9.3.12HL-Sup.5 implements healthcare facility standards in order to maintain high-quality healthcare facilities.
9.3.HL.3 Identify existing and potential hazards to clients, coworkers, visitors and self in the healthcare workplace. 9.3.HL.4 Evaluate the roles and responsibilities of individual members as part of the healthcare team and explain their role in promoting the delivery of quality health care. 9.3.HL.5 Analyze the legal and ethical responsibilities, limitations and implications of actions within the healthcare workplace (n.d., 2018).
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| Creativity and Innovation | x | Critical Thinking and Problem Solving | x | Communication and Collaboration | Information Literacy | ||||
| Media Literacy | ICT Literacy | x | Life and Career Skills | ||||||
| Interdisciplinary Connections: Healthcare skills Foley Catheter (Mosby, 2017) | |||||||||
| Integration of Technology: Power-power point. Video clip. Computers, music devices. | |||||||||
| Equipment needed: Foley catheter bag, colostomy equipment, statue to demonstrate appearances of different stomas, Books, pens, journals, poster board, markers, gloved, cylinder, basin and clinical work satiation | |||||||||
| Goals/Objectives | Learning Activities/Instructional Strategies | Formative Assessment Tasks |
| Students:
· Describe urinary incontinence and care required. · Describe urinary incontinence and the care.
· Perform Foley care ·
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Lesson Sequence
1. Activator- using journals to review previous knowledge from previous class that is understood, what they want to know and how it is related to content to be taught. 2. Student- Analyze activators in groups of two and create questions for want they want to learn from today’s lecture. 3. Teacher- lectures on urinary incontinence and when catheters are needed. 4. Students-I share, you share with Foley catheter understanding. 5.Teacher demonstrate Foley catheter care as outlined by the N.J.DON (n.d., 2018) 6. Students- Demonstrate Foley care as outlined by the DON. 7. Students will discuss and analyze what makes you say that with topics related to Foley care- time? 8. Teacher will evaluate students understanding of topic during activity.
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· Analyze journal entries and understanding.
· Assess understanding while student share, I share, you share demonstration
· Use of skills check list from N.J. DON (n.d., 2008).
· Analyze responses on exit ticket.
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| Differentiation:
Accommodation for students with IEP and those that find alternative routes of learning better. My class offers many different types of accommodations for successful learning. I find posting my lesson plan daily helps students know what to expect, I have student write the objective daily. Different projects/quiz/test are optional to test knowledge and available for all students and those with IEP. Extended test time is offered as needed. Flexible work spaces include areas for quiet individual work, small and large group work, and group instruction. If students need to tune out noise, they can choose to wear earbuds during independent work. I offer regular feedback daily, and students are encouraged to reflect on the choices they made in class and set new goals as needed. Digital and audio text materials are accessible for all students. Students have different options for reading, including print, digital, Talk to text, text-to-speech, audio books, and videos with captions are available. My lessons incorporate Scaffold learning style to support all students and those with IEP (Rutherford, 2015).
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| Resources Provided: Rutherford, P. (2008). Instruction for all students. Just Ask Publications.
· Wong, H. K., & Wong, R. T. (2009). The first days of school: how to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc. · Mosby 39 S Textbook for Nursing Assistants 7th Edition PDF … (n.d.). Retrieved March 17, 2018, fromhttp://www.bing.com/cr. · NJ Department of Health. (n.d.). Retrieved March 18, 2018, from http://www.state.nj.us/healt. · Health Science Career Cluster (HL) – content.dodea.edu. (n.d.). Retrieved March 17, 2018, from https://www.bing.com/cr
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