LESSON PLAN 2 - Weeblymsrattingersclass.weebly.com/.../1/6/3/3/16334006/com… · Web viewMath - 2.MD. 1. Measure the length ... and remind the student's group to remain quiet while

Community Unit Plan with Modifications

Class Type

15 students without documented learning challenges

1 student each with:

Comprehension Disability- student has difficulty giving meaning to and connecting ideas in a text

Dyscalculia - student reverses/rearranges number structure and number combinations

Dysnomia - student has difficulty generating novel language

Vocabulary disability - student has difficulty understanding and retaining technical terms

Intellectual disability - student does functions no less than 2 grades below current grade level across academic skills

LESSON PLAN 1

Kelley Rattinger 3/22/2013

SUBJECT: Social Studies TOPIC: Rural, Urban & Suburban

GRADE LEVEL: 2nd

COMMON CORE STANDARDS:

Reading 2.3

Describe how characters in a story respond to major events and challenges.

Reading 2.11

Make connections between self, text, and the world around them (text, media, social interaction).

Writing 2.8

Recall information from experiences or gather information from provided sources to answer a question.

BEHAVIORAL OBJECTIVES

Student will be able to recall at least 1 detail of a rural community from the story provided as well as 1 detail of an urban community from the story provided with 100% accuracy.

Student will be able to write a paragraph listing 3 features of their own suburban community as well as 1 feature of an urban community with 75% accuracy.

MATERIALS NEEDED

Burton, Virginia Lee. The Little House. Boston, MA: Houghton Mifflin Company, 1942. T-Chart Graphic Organizer "Personal Connections" Worksheet Interactive Whiteboard Powerpoint Presentation Pens or pencils Poster board Markers or crayons

ANTICIPATORY SET (10 minutes)

The teacher will begin the lesson by explaining to the class that there are 3 types of communities. She will explain how in the story, they will learn about a little house and ask them to think about how the community around it changes.

The teacher will read aloud The Little House, stopping at each point in the story where the community changes and discuss what the students notice about the changes happening around the house.

PREREQUISITE SKILLS

The student should be able to connect ideas in a text and make personal connections. The student should be able to write a short paragraph . The student should understand what a community is.

NECESSARY MODIFICATIONS

For a student with an Intellectual Disability who does functions no less than 2 grades below current grade level across academic skills, a modified assessment sheet will be provided. The sheet will provide narrative prompts for recalling information from the story read in class. It will also provide an opportunity to draw a picture of a skyscraper and circle the appropriate community a skyscraper is located in as opposed to asking for a narrative description. Assuming the student struggles to write at grade level and recall information at grade level, it is intended that narrative prompts and an alternate means of expression (drawing) will help the student to recall information from the lesson. He will also be allowed to circle from a list of possible answers as opposed to recall from memory.

PROCEDURE (60-75 minutes)

The teacher will open the lesson with the activity described in the “Anticipatory Set.” (10 minutes) The teacher will then hand out the "T Chart" worksheets and ask students to take out a blank piece of paper and a

pen or pencil. The teacher will then pull up the non-linear PowerPoint presentation, explaining the similarities and differences

between urban, rural, and suburban communities. She will ask students to think about things they can add to the charts throughout the presentation and take notes on their blank pieces of paper. (20 minutes)

At the end of the presentation, the teacher will split the class up into 5 groups of four, and ask them to share their notes with each other. As they share their notes, they can begin filling out their T-Charts. The teacher will walk around during this time and give verbal reinforcement and redirection when necessary. (5 minutes)

When group work is complete, the class will discuss what they put down in their T-Charts. (5 minutes) The teacher will then pull up the last slide of the PowerPoint and ask students to fill in any missing information on

their T-charts. The teacher will then ask the class to think about how the little pink house watched her community change from

rural, to suburban, to urban while she hands out their "Personal Connections" worksheets. (10 minutes)

CLOSURE

The teacher will close the lesson by splitting students up into 3 groups and assigning a community to each group. On poster board, each group with draw a picture of their assigned community. When they are done, posters will be hung up in the classroom where the teacher will also hang up corresponding vocabulary beside each community for students to refer to throughout the unit. (25 minutes)

INDEPENDENT PRACTICE

Students will work independently on their personal connections worksheets. For a student with an intellectual disability, a modified worksheet will be provided.

EVALUATION

The teacher will evaluate the students’ independent practice. For part 1, 100% accuracy of recalling 2 community details from the provided story is required. For part 2, 75% accuracy is required in recalling 3 features of a suburban community and 1 feature of an urban community. For students that don't meet these criteria, extra help will be given as needed.

Name _______________________________ Date ____________________

My Community T-Chart!URBAN RURAL SUBURBA

N

(Unmodified Assessment)

Name _______________________ Date ____________Good readers make personal connections to a story. It helps them understand how the characters feel and makes them understand the book better!

What did the little pink house like about her community before it changed? How did her community change in the story?____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now think of the suburban community you live in! Write a paragraph describing three features of your suburban community. Also include one way an urban community is different from your own community.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(Modified Assessment for Intellectual Disability)

Name ____________________________ Date ________________Good readers make personal connections to a story. It helps them understand how the characters feel and makes them understand the book better!

What did the little pink house liked about her community?

________________________________

What is one thing that made her feel sad when it changed?

___________________________________

Circle 3 things you might find in a suburban community:

Circle one thing you might find in an urban community

Draw a picture of a skyscraper

Circle which community a skyscraper can be found in.

suburban rural urban

houses farms yards

tractors sidewalksskyscrapers

subways windmills yards

(Powerpoint)

LESSON PLAN 2


SUBJECT: Science TOPIC /CONCEPT: Recycling

GRADE LEVEL: 2nd Grade

COMMON CORE STANDARDS

Speaking and Listening - 2.2

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Writing - 2.8

Recall information from experiences or gather information from provided sources to answer a question.

BEHAVIORAL OBJECTIVES Student will be able to correctly categorize 5 out of 6 examples of recycling under home, community,

and school recycling.

MATERIALS NEEDED Interactive Whiteboard and Youtube video: http://www.youtube.com/watch?v=tUHZsEtJXdk Michael Recycle by Ellie Bethel Pencils Crayons, markers, scissors and construction paper 2 plastic bins, 1 garbage bin Worksheet/Worksheet with Modifications

MOTIVATION (ANTICIPATORY SET)

Teacher will show "Earth, We're in it Together" video and ask students if they or anyone they know recycles and encourage them to think about why it's important.

Teacher will ask students to think about the recycling they do at home, at school, and in the community and have them discuss in groups and share as a class.

PREREQUISITE SKILLS

Student must understand the meaning of the word "recycle." Student must be able to generate novel language. Student must be able to listen and recall information from auditory story reading.


For a student with dysnomia who has difficulty generating novel language, sentence starters will be provided with the worksheet. The student will be required to fill in the blank space with appropriate category choices.

PROCEDURE

Teacher will open with the mini lesson described in the "Anticipatory Set." (5-10 minutes) After class discussion, teacher will lead class in the reading of Michael Recycle , stopping occasionally

to ask differentiated questions to provoke active thinking about recycling (e.g. "What is Michael recycling?" or "Why does Michael feel it is important to recycle?)

Upon finishing the book, the teacher will call on students to share some examples of recycling found in the book to reinforce comprehension of the material.

The teacher will provide examples of home, school, and community recycling and encourage class discussion and ideas.

The teacher will send students back to their desks and hand out worksheets for students to complete independently.

The teacher will monitor behavior and provide consistent reinforcement or redirection as necessary. (10-15 minutes)

Worksheets will then be collected and evaluated at another time. See "Closure"

CLOSURE A friendly "contest" will be held with students to draw and design their own recycling signs for

classroom materials to later be placed on the provided bins and garbage bin in the classroom. Winners will have their designs put on the bins to be used for the remainder of the year. All other art will be placed around the classroom to showcase student ideas.

INDEPENDENT PRACTICE Students will be provided with worksheets to work on independently and asked to categorize 6 examples

of recycling under the categories of home, school, and community.

EVALUATION

Teacher will evaluate worksheets done independently during the lesson to ensure at least 5/6 categories were used appropriately. If students listed 5/6 categories correctly, comprehension of the lesson will be identified. Students who do not meet these criteria will be identified and their scores recorded in the Data Collection section. Extra help will be offered until all students demonstrate comprehension.


Name ________________________ Date ___________

Write 2 sentence explaining 2 different ways to recycle for each category. Two of the items in the idea-box are NOT examples of recycling, so be careful! Think about Michael Recycle and the ideas we shared!

use a lunchbox put leftovers in storage containers

use a paper lunch bag

share crayons with friends

hand down clothes to siblings

plant a tree donate old toys to charity

throw away batteries

Home:

________________________________________________________________________

________________________________________________________________________

School:

________________________________________________________________________

________________________________________________________________________

Community:

_______________________________________________________________________

________________________________________________________________________

(Modified Assessment for Dysnomia)

Name ________________________ Date ___________

Write 2 sentence explaining 2 different ways to recycle for each category. Two of the items in the idea-box are NOT examples of recycling, so be careful!

use a lunchbox put leftovers in storage containers

use a paper lunch bag

share crayons with friends

hand down clothes to siblings

plant a tree donate old toys to charity

throw away batteries

Home: One way I can recycle at home is to __________________________________Another way to recycle at home is to _________________________________

School: One way I can recycle at school is to _________________________________Another way to recycle at school is to ________________________________

Community: One way I can recycle in the community is to____________________________Another way to recycle in the community is to___________________________

LESSON PLAN 3


SUBJECT: Math TOPIC: Community

GRADE LEVEL: 2nd


Math - 2.MD

1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Reading 2.7

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.


Student will be able to measure distance between 2 objects using a ruler 4 times with 75% accuracy.

MATERIALS NEEDED

5 copies of Community Helpers from A to Z (Alphabasics) by Bobbie Kalman Worksheet/worksheet with modifications Scissors and construction paper Markers Large square table or cleared floor space with predetermined markers for houses Yard stick 12 inch rulers for every student 6 pre made paper bag buildings Glue

ANTICIPATORY SET (3-5 minutes)

The teacher will begin the lesson by asking the whole class if they have ever thought about what they want to be when they grow up. After allowing all willing students to share their ideas, the teacher will explain how a variety of those types of jobs and people are “community helpers.”

The teacher will then ask the students if they know where certain community helpers work (e.g. “Where does a firefighter go to work?” “Have you ever seen a firehouse in your community?” “Do you live close to the firehouse?”)

PREREQUISITE SKILLS

The student must understand the concept of a community helper The student must be able to count centimeters and inches on a ruler


For a student with Discalculia who reverses/rearranges number structure and number combinations (e.g., interprets 65 as 56; 103 as 310) but has strong linguistic abilities, the provided map worksheet will be measured in inches instead of centimeters, eliminating 2 digit numerals from his answers.


The teacher will open the lesson with the activity described in the “Anticipatory Set” (3-5 minutes). The teacher will then split the students up into 5 groups of 4 and hand out a book per group. One student will be

the leader, one student will be the writer, one student will be the speaker, and the last student will be the reader. As the reader reads each page, the group will discuss how they think each community helper contributes to the

community. The writer will write down their thoughts and the speaker will speak on behalf of the group during class discussion. The leader will be asked to make sure everyone gets a chance to contribute. The teacher will walk around the class during this time to give reinforcement and clarification where it is needed. If the teacher notices any groups struggling on certain pages, she will address those in class discussion. (15 minutes)

The teacher will then start a class discussion and move through the ABC community helpers list, asking for group speakers to volunteer to share their group’s thoughts on how those helpers contribute to the community. (This is also where the teacher will address any areas of struggle and clarify for the whole class the role of those particular helpers to ensure understanding.) (10-15 minutes)

The teacher will then place 5 pieces of paper in a hat with a community helper on each piece of paper (banker, librarian, teacher, veterinarian and police officer) and have each group leader pick out of the hat.

Once all group leaders pick their helper, groups will spread out around the room and the teacher will hand out pre-made “paper bag buildings.” The students will be asked to decorate their buildings with markers, construction paper, glue and whatever other materials they want to decorate their buildings with. (20 minutes)

When all buildings are complete, the students will place their paper buildings on pre-measured squares set out on a long table or on the floor covered by an 8 ft by 4 ft piece of paper to create their own town.

The teacher will have the class gather around as she demonstrates how to measure on a yard stick between 2 buildings, which she we let the class pick. She will have a volunteer count each inch out aloud as they follow her finger. When they reach the end, she will have another volunteer draw a line from one building to the other and write down the number of inches they counted on that line. This will be repeated 4 times to ensure comprehension. (10 minutes)

(Independent Practice) The students will then return their desks and be asked to take out their rulers and pencils and be handed out their worksheets/worksheets with modifications.

The students will complete their worksheets while the teacher monitors behavior and clarifies directions. (10 minutes)

The teacher will then collect all of the worksheets (they will be evaluated with scores recorded at a later time) See “Closure”

CLOSURE

The teacher will finish the lesson by placing each group’s building around the classroom. The library will be placed next to the class books, the school will be placed on the teacher’s desk, the veterinarian’s office will be placed near the class pet, the bank will be placed near the supplies section, and the police station will be placed on the student helper’s desk. As a class we will then discuss names for our very own “classroom community.”


Students will work independently on worksheets with sample “towns” and be asked to measure in centimeters between predetermined buildings. Distances on the worksheet will be pre-measured to ensure there are no fractions. For students with Discalculia, the directions will ask the student to measure in inches so no double digits are used.

EVALUATION

The teacher will evaluate the students’ independent practice to determine at least 80% accuracy in measuring. Students who do not meet these criteria will be given an opportunity to correct their work.


(Modified Assessment for Discalculia)

LESSON PLAN 4


SUBJECT: Vocabulary TOPIC: Community Vocabulary

GRADE LEVEL: 2nd


Speaking and Listening 2.1.a

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Writing 2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.


Student will be able to correctly identify 20 community vocabulary words with 75% accuracy. Student will be able to write an opinion piece that includes a topic sentence, 2 supporting details, and a conclusion

with 100% accuracy.

MATERIALS NEEDED

Pens or pencils Red pens Pre-made vocabulary index cards Vocabulary sheet (will be given out at the beginning of the unit so students will already be familiar with the

words) Worksheet/worksheet with modifications


The teacher will begin the lesson by asking the class to think about some of the vocabulary words that have been discussed so far throughout the community unit. As students recall vocabulary, she will write the words on the blackboard. When the discussion is done, she will write the remaining vocabulary words on the board to be referred to during the upcoming game and provide brief descriptions of each word.

PREREQUISITE SKILLS

The student should have a basic understanding of community vocabulary The student should be able to write a paragraph with a topic sentence, 2 supporting details, and a conclusion


For a student with a Vocabulary Disability who has difficulty understanding and retaining technical terms, a modified assessment sheet will be provided. The sheet will highlight or color code root words to help the student make faster connections and encourage connections between root words and vocabulary words.


The teacher will open the lesson with the activity described in the “Anticipatory Set.” (10 minutes) The teacher will then explain that the class will be playing a game of vocabulary charades/pictionary. She will

break the class up into two groups of 10, and hand out 10 cards per group. The teacher will then ask each group to look through their cards and discuss what each vocabulary word means

while assisting and providing reinforcement when needed. Students will discuss with each other ideas for acting out each word or what to draw.

The teacher will ask the groups to place the cards face down in the middle of the group and mix them up. Each student will take a turn picking a card.

The teacher will then lead the game of charades/pictionary, calling on a student from one group to come up to the front of the class. She will remind the class to be courteous and polite while their friend is in front of the class, and remind the student's group to remain quiet while the other group tries to guess the word being acted out. The students in the other group will raise their hands when they think they know the answer, and the leading student will pick on a peer. This will be repeated for all students in the class. If any student feels shy or uncomfortable with their word, they may choose to bring a friend up to help. Students can refer to the vocabulary list on the blackboard during the game. (30 minutes)

Students will return to their seats and the teacher will hand out worksheets/worksheets with modifications to be worked on quietly and independently. (20 minutes)

The teacher will have the class put away their pens and take out their red pens, and will go over the worksheet as a class. Students will grade their own worksheets, making corrections with their red pens. The teacher will evaluate these at a later time. (10 minutes)

See "Closure"

CLOSURE

The teacher will end the lesson by asking for a few volunteers to share their paragraphs with the class and encouraging positive class discussion by asking leading questions (e.g. "Great job! Did anyone else think of some other reasons a doctor is important in the community?)


Students will work independently on provided worksheets. They will correct their worksheets during review and hand them in once the lesson is over to be later evaluated by the teacher.

EVALUATION

The teacher will evaluate the students’ independent practice. If 75% of vocabulary is correctly identified, comprehension of the vocabulary lesson will be identified. If the student wrote a topic sentence, 2 supporting details, and a concluding sentence effectively in part II of the assessment, effective writing will be identified. If any student did not meet these criteria, extra study help will be provided or an individual writing workshop provided depending on evaluation.

(This sheet will be given out at the beginning of the unit as a reference)

Name __________________________ Date_______________

Community VocabularyBanker A person trained to work in a bank

Librarian A person who is trained to work in a library

Veterinarian

Someone who is trained and licensed to treat sick or injured animals

Mayor The leader of a town or city government

Mail Carrier Someone who delivers mail or picks it up from mailboxes

Dentist Someone who is trained to examine, clean and treat teeth

Doctor Someone trained and licensed to treat sick and injured people

Teacher Someone who is trained to teach lessons and tell others how to do

Firefighter Someone who is trained to put out fires

Police Officer

Someone who is a member of the police department

Recycle To reduce waste or reuse a resource

Suburban A community where people live on streets and in houses or apartments. Often called a neighborhood

Urban A community where people live very close together - also known as a city

Rural A community where people live very far apart, often on farms

Culture Traditions, beliefs, and values of a person or set of people

Agriculture The science of farming

Climate Weather that happens in one place over a long period of time

Skyscraper A very tall building found in urban communities

Windmill A machine driven by the wind to make energy

Subway An underground train system often found in urban communities


Name____________________________ Date____________

Match each vocabulary word with its definition. Write the letter in the space provided next to each word.

____ suburban a. A very tall building found in urban communities

____ recycle b. Traditions, beliefs, and values of a person or set of people

____ climate c. A person trained to work in a bank

____ skyscraper d. To reduce waste or reuse a resource

____ banker e. Someone who is trained to examine, clean and treat teeth

____ mail carrier f. Someone who is trained and licensed to treat sick or injured animals

____ librariang. The science of farming

____ dentist h. Weather that happens in one place over a long period of time

____ firefighter i. Someone who delivers mail or picks it up from mailboxes

____ doctor j. A community where people live very far apart, often on farms

____ windmill k. A person who is trained to work in a library

____ teacher l. Someone who is trained to put out fires

____rural m. A community where people live very close together - also known as a city

____ agriculture n. The leader of a town or city government

____ subway o. A machine driven by the wind to make energy

____ veterinarian p. Someone who is trained to teach lessons and tell others how to do

____ culture q. A community where people mostly live in houses and often have yards

____ mayor r. An underground train system often found in urban communities

____ urban s. Someone who is a member of the police department

____ police officer t. Someone trained and licensed to treat sick and injured people

Now, pick a community helper from the list. In the space provided, write a paragraph describing why YOU think that community helper is an important part of the community. Remember what we learned about writing paragraphs! Include a topic sentence, at least 2 supporting sentences, and a conclusion sentence.

doctor teacher veterinarian librarian

mail carrier firefighter police officer dentist

(Modified Assessment for Vocabulary Disability)

Name____________________________ Date____________

Match each vocabulary word with its definition. Write the letter in the space provided next to each word. Use highlighted keywords to help!

____ suburban a. A very tall building found in urban communities

____ recycle b. Traditions, beliefs, and values of a person or set of people

____ climate c. A person trained to work in a bank

____ skyscraper d. To reduce waste or reuse a resource

____ banker e. Someone who is trained to examine, clean and treat teeth

____ mail carrier f. Someone who is trained and licensed to treat sick or injured animals

____ librariang. The science of farming

____ dentist h. Weather that happens in one place over a long period of time

____ firefighter i. Someone who delivers mail or picks it up from mailboxes

____ doctor j. A community where people live very far apart, often on farms

____ windmill k. A person who is trained to work in a library

____ teacher l. Someone who is trained to put out fires

____rural m. A community where people live very close together - also known as a city

____ agriculture n. The leader of a town or city government

____ subway o. A machine driven by the wind to make energy

____ veterinarian p. Someone who is trained to teach lessons and tell others how to do

____ culture q. A community where people mostly live in houses and often have yards

____ mayor r. An underground train system often found in urban communities

____ urban s. Someone who is a member of the police department

____ police officer t. Someone trained and licensed to treat sick and injured people

Now, pick a community helper from the list. In the space provided, write a paragraph describing why YOU think that community helper is an important part of the community. Remember what we learned about writing paragraphs! Include a topic sentence, at least 2 supporting sentences, and a conclusion sentence.

doctor teacher veterinarian librarianmail carrier firefighter police officer dentist

(Index Cards for Lesson)

LESSON PLAN 5


SUBJECT: ELA TOPIC: Who, What, Where, When and Why?

GRADE LEVEL: 2nd


Reading 2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Reading 2.7

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Speaking & Listening 2.4

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.


Student will be able to correctly identify 5 out of 6 categories in a story regarding who, what, where, when, why and how.

MATERIALS NEEDED

5 community activity pictures Pens or pencils Markers Lined poster board Blackboard or interactive whiteboard Worksheets/worksheets with modifications Banks, Kate. The Night Worker. New York: Frances Foster Booksfarrar Straus Giroux, 2000.


The teacher will begin the lesson by writing who, what, where, when, why, and how across the board. She will then ask for one volunteer.

The teacher will ask the student six questions about his weekend using who, what, where, when and why. Under each category, she will write his answer on the board.

The teacher will explain that all stories have a who, what, where, when, why, and how. She will have the students help her create a story about the student's weekend and write it on the board for reference.

PREREQUISITE SKILLS

The student should be able to write complete sentences. The student should be able to recall information from a text.


For a student with a Comprehension Disability who has difficulty giving meaning to and connecting ideas in a text, a modified worksheet will be given. The worksheet will highlight key ideas regarding who, what, where, when why and how to emphasize focus on those areas.


The teacher will open up the lesson with the activity described in the “Anticipatory Set” (10 minutes) The teacher will read aloud The Night Worker to the class while asking differentiated questions regarding the

who, what, where, when, why and how in the story. (10 minutes) When the story is complete, the teacher will split the class up into 5 groups of 4 and hand out a different

"community activity" picture to each group. The teacher will ask the groups to find a place around the classroom and hand out lined poster board and markers. The teacher will then explain that they are going to be creating their own creative stories using their pictures.

They will use what they learned in the “Anticipatory Set” to answer the questions who, what, where, when, why, and how.

As the teacher walks around, she will encourage students to work together and think creatively about their pictures, because they will be presenting them to the class. (15 minutes)

When everyone is finished, each group will have a chance to present their story to the classroom. The teacher will give support and redirection when necessary. (15 minutes)

When every group is finished presenting, the teacher will ask students to return to their desks and hand out their worksheets/worksheets with modifications to later be evaluated for comprehension of the lesson. (10 minutes)

CLOSURE

The teacher will close the lesson by asking the class to write their own "superhero" stories using the who, what, where, when, why and how skills they learned in the lesson. She will encourage students to think creatively and have fun. They can make themselves into a superhero or create a character of their own. She will prompt thinking by asking questions like "who is your superhero?,"what is your superhero's name?," "why is he a hero?," "where did he go last night?," "how did he get there?," "when did he become a superhero?" Volunteers will have a chance to read their superhero stories to the class.


Students will work independently on their who, what, where, when, why and how worksheets to later be evaluated for comprehension of the lesson.

EVALUATION

The teacher will evaluate the students’ independent practice. If the student recalls 5/6 categories correctly, comprehension of the lesson will be noted. If the student does not meet these criteria, extra help will be given until comprehension is attained.


Name _____________________________ Date ______________

Read the story. Circle the correct answer or write out your answer in a complete sentence.

Superhero Joeyby Katherine Rollins

Joey put on his mask.He flapped his cape in front of the mirror.This is the best costume, he thought.I’m sure to win the contest.

Joey skipped downstairs.

“Here I come to rescue you!” Joey shouted.“Nice costume,” said Joey’s dad.“I’m a superhero,” said Joey.

“Joey,” said Mom, “I need you to watch Mindy at the party.”Joey looked at his little sister. “But Mom, superheroes don’t have kid sisters.”

“Well this superhero has a sister,” said Mom.“What will Mindy’s costume be?” asked Dad.“I’m not sure,” said Mom.

Joey got an idea. “I know!”

Joey took Mindy upstairs to his room.He dug through his closets.

Joey found his baby blanket.

He put it around Mindy’s shoulders.At the party, Superhero Joey and his sidekick Supergirl Mindy won first prize!

Who were the four characters in the story?

1______________ 2______________

(Modified Assessment for Vocabulary Disability)

Name _____________________________ Date ______________

Read the story. Circle the correct answer or write out your answer in a complete sentence. Use the colors in the story to help you find your answers!

Superhero Joeyby Katherine Rollins

Joey put on his mask.He flapped his cape in front of the mirror.This is the best costume, he thought.I’m sure to win the contest.

Joey skipped downstairs.

“Here I come to rescue you!” Joey shouted.“Nice costume,” said Joey’s dad.“I’m a superhero,” said Joey.

“Joey,” said Mom, “I need you to watch Mindy at the party.”Joey looked at his little sister. “But Mom, superheroes don’t have kid sisters.”

“Well this superhero has a sister,” said Mom.“What will Mindy’s costume be?” asked Dad.“I’m not sure,” said Mom.

Joey got an idea. “I know!”

Joey took Mindy upstairs to his room.He dug through his closets.

Joey found his baby blanket.

He put it around Mindy’s shoulders.At the party, Superhero Joey and his sidekick Supergirl Mindy won first prize!


1______________ 2______________

3______________ 4______________


1______________ 2______________

(Culmination Activity)

Students will be taking a field trip to the Fire Island Lighthouse.

Details can be found at http://www.fireislandlighthouse.com/html/school_groups.html

Segments of the trip are described as follows:

The Fire Island Lighthouse


1______________ 2______________

3______________ 4______________

OverviewDuring this segment, students will have the opportunity to climb to the top of the lighthouse. A trained interpreter will guide the group up the cast iron, spiral staircase and upper ladders to the gallery. Out on the gallery students will be able to enjoy a panoramic view of Fire Island and the surrounding area. While thegroup ascends the tower the interpreter will narrate the history of the construction and restoration of the lighthouse. The interpreter will also speak about daily life and duties at the lighthouse.

GoalsThe Fire Island Lighthouse and its surrounding community has provided many services toour maritime heritage. The Lighthouse itself is located in a very dynamic environment. Thisprogram is intended to meet the following goals:

To appreciate the role of the Fire Island Lighthouse in maritime history. To understand community values in the restoration and preservation movement. To appreciate the ethic of the United States Life Saving Service and its importance to the maritime

community. To appreciate the fragile yet dynamic and interdependent natural environment that makes up Fire Island.

The United States Life Saving Service (USLSS)

OverviewThe USLSS program is presented in the Keeper’s Quarters of the Fire Island Lighthouse using exhibitmaterial to explore the life and times of the Life Savers on Fire Island. Students will participate in hands onactivities demonstrating the equipment utilized by the Life Saving Service.

Goals The dangers posed to passing ship by the sand bars located off shore of Fire Island. Who did the rescue work on Fire Island before 1871. They should also know who Sumner Kimball was

and how he changed lifesaving on Fire Island after 1871. How the beaches were patrolled and what procedures and equipment were used to effect rescues of ships

that had run aground. How the rescues done by the USLSS differed from those done by the modern day Coast Guard.

Barrier Beach Dynamics: Ecological Systems, Historical & CulturalInterpretation

OverviewThis segment contains a nature walk led by a trained interpreter. The boardwalk trail is accessible to persons in wheelchairs, but part of the route is on the bay beach (no boardwalk)

Following the program students should have a basic understanding of key facts thatwould allow them to discuss:

How the barrier island is a moving, ever changing place made up of several very interdependent ecosystems constantly reshaped by the forces of nature.

Some of the plants, trees and grasses found within the various ecosystems and how they are important to animals, birds and man.

How both plants and animals have adapted to this ever changing landscape. The role of the barrier islands in protecting the mainland from storms and floods. How lifesaving has changed from the days of the USLSS compared to the modern Coast Guard.

Field Trip Permission Form

Your child's class will be attending a field trip to: The Fire Island Lighthouse

Date Friday, May 17, 2013

Time 9am - 3pm

Location Fire Island Lighthouse, Captree Island, NY

Cost $10 per student and chaperone

Transportation Bus Service

Notes

Please return this permission slip by: May 10th, 2013

(Cumulative Assessment)

Our Trip to Fire Island LighthouseWe have spent a lot of times learning about different communities and different types of people in communities. On our field trip to Fire Island Lighthouse, we learned about how special our beach community is and many ways to preserve and recycle in the beach community. In the space provided, please write a paragraph and include the following things:

2 ways to preserve or recycle in a beach community

I give my child ______________________________ in room ______________ permission to attend the

field trip to _____________________________ on _____________________ from _____________ to

____________. Enclosed is $_______________ to cover the cost of the trip (exact check or cash made

payable to the school).

In case of an emergency, I give permission for my child to receive medical treatment. In case of such an

emergency, please contact:

Name: __________________________________________ Phone: ___________________________

Parent/Guardian Signature __________________________ Date: ____________________________

1 job we learned that people do at the lighthouse 1 reason why YOU think it's important to keep a beach community clean!

Resources

http://teacherlink.ed.usu.edu/tlresources/units/Gallagher2003Fall/ENEWBOLD/OURCLASSROOMCOMMUNITY.htm

http://www.superteacherworksheets.com/2nd-comprehension.html

Banks, Kate. The Night Worker. New York: Frances Foster Booksfarrar Straus Giroux, 2000.

http://www.readwritethink.org/classroom-resources/lesson-plans/community-creating-books-assessment-844.html?tab=1#tabs

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http://www.nclack.k12.or.us/cms/lib6/OR01000992/Centricity/Domain/254/GLAD%20COMMUNITIES%20VOCABULARY.pdf

Community Helpers from A to Z (Alphabasics) by Bobbie Kalman

http://pinterest.com/pin/35254809554181363/

http://www.youtube.com/watch?v=tUHZsEtJXdk

Michael Recycle by Ellie Bethel

http://users.manchester.edu/student/almoore/profweb/MooreAL327ThmUnit.pdf

http://www.pnwboces.org/ssela/Sample_Lessons/SecondGrade/Unit2/Unit2-Lesson2.htm

http://www.slideshare.net/clturman/community-types-urban-rural-and-suburban

http://www.pnwboces.org/ssela/Sample_Lessons/SecondGrade/Unit2/Unit2-Lesson2.htm

http://www.youtube.com/watch?v=AXzKTa3Zgho

http://www.youtube.com/watch?v=n3d5ZZG63TY

http://www.youtube.com/watch?v=bIVVn6tFK7s

http://www.fireislandlighthouse.com/pdf/PrevisitationMaterial.pdf

http://www.youtube.com/watch?v=bIVVn6tFK7s

http://www.youtube.com/watch?v=n3d5ZZG63TY

http://www.youtube.com/watch?v=AXzKTa3Zgho

Documents

LESSON PLAN 2 - Weeblymsrattingersclass.weebly.com/.../1/6/3/3/16334006/com… · Web viewMath - 2.MD. 1. Measure the length ... and remind the student's group to remain quiet while