Lesson 2: Chores
Name(s) of student(s):
Age and grade level:
Goal from IEP connected to lesson:
Objective from IEP connected to lesson:
Purpose of lesson: To use chores to teach concepts involved in work including: responsibility, maintaining a schedule, use of accommodations, and receiving compensation.
Materials needed: Accessible calendar (planner, Braille Note, or smart phone), Internet access
“Tell me about your favorite and least favorite chores at home.”
“We will reflect on what children and teenagers learn from having responsibilities at home.”
Prompt student to think though what he is responsible for at home.
Ask your student how he remembers his responsibilities. Is there a chore chart on the refrigerator or does he rely on his memory? Does he have to be reminded to complete tasks?
Explain that every job has a unique set of responsibilities. Together, consider typical responsibilities he would have if employed in a career of interest. He may need to review an online job description.
“At a retail job, specific tasks are required and taught. These responsibilities may include greeting and assisting customers, answering phones, using the cash register, stocking inventory, tidying the store, and understanding and presenting the products. After receiving training, an employee is expected to perform his or her responsibilities without needing to be reminded. If an employee is observed performing above and beyond expectations, he or she will likely maintain employment and may receive a raise in pay. If an employee is regularly not meeting expectations, he or she may eventually be terminated from employment (fired).”
Brainstorm methods for ensuring responsibilities are remembered at home, at school, and on a job. Suggest the use of a planner.
Have the student type a schedule for a typical Saturday spent at home, including chores. (8am wake-up, 8:05 make bed, 8:15 make breakfast and eat, 9 walk and feed dog, 9:30 clean dishes, and so forth). It’s ideal if the student records the Saturday schedule in an accessible calendar in order to practice use of a planner.
Have the student type a detailed schedule for a typical Monday spent at work, including the responsibilities previously discussed.
What accommodations (such as a raised marking on the dishwasher dial) does the student use to complete chores? Why are accommodations helpful? (They increase efficiency, accuracy, and independence.)
Together, consider what accommodations he would want at his specific job of interest in order to increase efficiency, accuracy, and independence.
What, if any, compensation is provided at home for chores?
What might be an approximate compensation for the student’s position of interest? Take benefits into account.
How does the student spend or save the money he earns? How might his spending and saving look different if he were living independently?
“Today we talked about what can be learned from having chores at home. We discussed specific responsibilities, maintaining a planner, using accommodations, and receiving compensation.”
Progress notes, data collection, comments, and modifications: