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This lesson plan reinforces the idea that sometimes, you just need a little help! Students use their problem-solving skills to identify when they need help, then advocate appropriately to get the assistance they need to complete a puzzle that is missing a piece.
Objective: The student practices basic self- advocacy skills by identifying when he/she needs help and asks for assistance appropriately as he/she completes a puzzle that is missing a piece.
Materials Needed: Stages Learning Materials Real Life Learning Vegetable Cube Puzzle.
Start the lesson by reviewing why people to talk to each other. A specific conversation about various scenarios in which people ask for help may also be useful.
Tell the student that they will be putting together a puzzle today and that these puzzles can be tricky. Make it clear that you expect them to ask you for help when/if they need it.
Let the student pick which picture they would like to put together (for the Vegetables puzzle they can choose bell peppers, broccoli, carrots, corn, cucumber, and peas. In this example, the student chose corn.) The student can keep the solution guide card to use as a reference throughout the puzzle-solving process.
As they begin to work on the puzzle, they may ask for help with various parts of the process, from making sure each side of the puzzle shows a part of the corn (or other vegetable) picture, to lining up the edge pieces. If the student appropriately asks for help, assist them with only what they ask for. If they do not ask for help, or become visibly frustrated, remind them that you are there to help, but only if they tell you what they need.
At some point the student will realize a piece is missing. They should appropriately let you know that they cannot complete the puzzle without the missing piece.
When the student tells you the piece is missing, let them know you can think of a few places it might be. Ask if they would like your help in finding the missing piece. The student should agree they would like your help.
After a brief search, “find” the missing piece in the spot in which you hid it before the lesson began.
When the puzzle is done, praise the student for asking for help, reminding them that they would not have been able to finish the puzzle without telling you a piece was missing.