Lesson Plans

9/24-9-28

Lesson Plans for Quarter 1


Day of the week





Mon.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can compare numbers using symbols for greater than, less than, and equal to.


Assessment / Activity:  

Students will solve one challenge question. Then, they will have a lesson on comparing numbers. After this, they will complete an activity which calls for them to compare different kinds of numbers.


Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions from “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:

I can identify words that need to be capitalized in a sentence.


Assessment / Activity:

Students will work on identifying all words that need to be capitalized in a sentence. This will be done through practice probes.

Topic: Social Skills


“I can” statement:

I can identify how can demonstrate respect and empathy as it relates to actively listening.


Assessment / Activity:


Students will talk about what it means to actively listen. Students will add the words “Listen” to their social skills dictionary.

Tues.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can compare numbers using symbols for greater than, less than, and equal to.


Assessment / Activity:  

Students will solve one challenge question. Then, they will have a lesson on comparing numbers. After this, they will complete an activity which calls for them to compare different kinds of numbers.

Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions from  “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:

I can identify words that need to be capitalized in a sentence.


Assessment / Activity:

Students will work on identifying all words that need to be capitalized in a sentence. This will be done through practice probes.

Topic: Social Skills


“I can” statement:

I can identify how can demonstrate respect and empathy as it relates to actively listening.


Assessment / Activity:


Students will role play what it means to actively listen. Students will add the words “Focus” to their social skills dictionary.





Wed.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can compare numbers using symbols for greater than, less than, and equal to.


Assessment / Activity:  

Students will solve one challenge question. Then, they will have a lesson on comparing numbers. After this, they will complete an activity which calls for them to compare different kinds of numbers.



Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions from “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:

I can give and receive complimentary comments and constructive criticism.


Assessment / Activity:

Student will review the difference between complimentary comments and constructive criticism in order to give and receive it in a sharing circle.  

Topic: Social Skills


“I can” statement:

I can identify how can demonstrate respect and empathy as it relates to actively listening.


Assessment / Activity:


Students will begin a homelink about what it means to actively listen. Students will add the words “Respect” to their social skills dictionary.

Thurs.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.



I can Identify values as they are underlined in a number larger than ten thousand.


Assessment / Activity:  

Students will solve one challenge question. Then they will work on their own math goals folder.

Topic:Topic: Reading

“I can” statement:

I can use my personal binder materials to practice goal-based reading probes. I can answer comprehension questions based on the readings in my binder.


Assessment / Activity:

Students will read passages and answer comprehension questions that are directly related to their level and IEP goals. Students will be probed for progress.

Topic: English


“I can” statement:

I can use my knowledge of appropriate feedback and complimenting to give feedback to my classmates at they share their journal entries.


I can read my favorite journal entry for the week and accept feedback from my peers.


Assessment / Activity:

Students will choose their favorite writing prompt of the week. Then, they will read it out loud to the class and accept feedback in the form of compliments and constructive criticism. They will also give the same feedback to each one of their peers as they read.


Topic: Social Skills


“I can” statement:

I can identify how can demonstrate respect and empathy as it relates to actively listening.


Assessment / Activity:


Students will finish the homelink discussion and response probe about what it means to actively listen. Students will add the words “Work with others” and “Make Friends” to their social skills dictionary.



Fri.

Topic: Math:

“I can” statement:

I can increase my mental math skills though the game FARKLE.


Assessment / Activity:  

Students will increase their math fluency by playing the game FARKLE.

Topic: Reading:

“I can” statement:

I can choose a book at my reading level and read it to a friend, to myself, or to a teacher with fluency and comprehension.


Assessment / Activity:

Students will choose a free read story of their choice to read to self, a partner, or a teacher in order to increase fluency and reading for enjoyment in a subject area they prefer.


Topic: English


“I can” statement:

I can identify words in a mixed gameboard through the game boggle.


Assessment / Activity:

Students will play the game boggle in order to practice picking words out of a mixed game board.



Topic: Social Skills


“I can” statement:

I can cooperatively play games while having unprompted conversation with my peers.


Assessment / Activity:

Students will be put in groups to play games. They must communicate with their peers and work cooperatively to understand and play the games correctly.






Dates:  9/17-9/21


Lesson Plans for Quarter 1


Day of the week





Mon.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can Identify values in the tens and the ones place.


Assessment / Activity:  

Students will solve one challenge question. Then, they will have a lesson and ones and tens places as they pertain to place value.


Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions from “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:

I can identify punctuation based on types of sentences.


I can write five sentences which answer today’s writing prompt.


I can correct spelling, punctuation, and capitalization errors I identify in a passage.


Assessment / Activity:

Students will review last week’s writing prompt and correct any spelling, punctuation, and capitalization mistakes there may be.


Students will begin writing today’s writing prompt as indicated by their writing calendar in five sentences.

Topic: Social Skills


“I can” statement:

I can identify how can demonstrate respect and empathy as it relates to disagreeing respectfully with my peers.


Assessment / Activity:


Students will talk about what empathy means and identify where it may be used in their lives.

Tues.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can Identify values in the ones, tens, and hundreds.


Assessment / Activity:  

Students will solve one challenge question. Then Identify place value as it pertains to ones tens and hundreds.

Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions from  “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:


I can identify punctuation based on types of sentences.


I can Identify capitalization, punctuation, and spelling mistakes in a pre-written prompt. Then, I can fix them.


Assessment / Activity:

Students will receive a prompt that is prewritten with errors in it. Then, they will have to identify all of the errors and correct them.

Topic: Social Skills


“I can” statement:

I can identify how can demonstrate respect and empathy as it relates to disagreeing respectfully with my peers.


Assessment / Activity:


Students will complete the homelink which outlines a set of feelings that students then tell what happened in result of the feelings. Topic: Social Skills





Wed.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.



I can Identify values in the,  hundreds and thousands.


Assessment / Activity:  

Students will solve one challenge question. Then Identify place value as it pertains to hundreds and thousands.

Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions from “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:

I can identify punctuation based on types of sentences.


I can correct my spelling, capitalization, and punctuation mistakes from yesterday’s writing prompt.


I can write five sentences which answer today’s writing prompt.


Assessment / Activity:

Students will review last week’s writing prompt and correct any spelling, punctuation, and capitalization mistakes there may be.


Students will begin writing today’s writing prompt as indicated by their writing calendar in five sentences.

Topic: Social Skills


“I can” statement:

I can practice listening with attention in order to use this skill in my general education classes.


Assessment / Activity:

Students will describe what attentive listening looks like in the classroom. Students will play a game to demonstrate the importance of listening to know what happens next.

Thurs.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.



I can Identify values as they are underlined in a number larger than ten thousand.


Assessment / Activity:  

Students will solve one challenge question. Then Identify place values one-ten thousand.

Topic:Topic:

“I can” statement:

I can use my personal binder materials to practice goal-based reading probes. I can answer comprehension questions based on the readings in my binder.


Assessment / Activity:

Students will read passages and answer comprehension questions that are directly related to their level and IEP goals.

Topic: English


“I can” statement:

I can identify punctuation based on types of sentences.


I can use my knowledge of appropriate feedback and complimenting to give feedback to my classmates at they share their journal entries.


I can read my favorite journal entry for the week and accept feedback from my peers.


Assessment / Activity:

Students will choose their favorite writing prompt of the week. Then, they will read it out loud to the class and accept feedback in the form of compliments and constructive criticism. They will also give the same feedback to each one of their peers as they read.


Topic: Social Skills


“I can” statement:

I can practice listening with attention in order to use this skill in my general education classes.


Assessment / Activity:

Students will roll play in order to demonstrate retell as it pertains to attentive listening.



Fri.

Topic: Math:

“I can” statement:

I can increase my mental math skills though the game FARKLE.


Assessment / Activity:  

Students will increase their math fluency by playing the game FARKLE.

Topic: Reading:

“I can” statement:

I can choose a book at my reading level and read it to a friend, to myself, or to a teacher with fluency and comprehension.


Assessment / Activity:

Students will choose a free read story of their choice to read to self, a partner, or a teacher in order to increase fluency and reading for enjoyment in a subject area they prefer.


Topic: English


“I can” statement:

I can identify words in a mixed gameboard through the game boggle.


Assessment / Activity:

Students will play the game boggle in order to practice picking words out of a mixed game board.



Topic: Social Skills


“I can” statement:

I can cooperatively play games while having unprompted conversation with my peers.


Assessment / Activity:

Students will be put in groups to play games. They must communicate with their peers and work cooperatively to understand and play the games correctly.




Dates:  9/10-9/14


Lesson Plans for Quarter 1


Day of the week





Mon.

Topic: Math


“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can use my goal-specific binder to practice my math goals.


Assessment / Activity:  

Students will solve one challenge question. Then, they will work on one activity from their goal-based binders. Once they are finished they will play an individual math practice game.


Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions about chapter 1 of “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:

I can correct my spelling, capitalization, and punctuation mistakes from yesterday’s writing prompt.


I can write five sentences which answer today’s writing prompt.


Assessment / Activity:

Students will review last week’s writing prompt and correct any spelling, punctuation, and capitalization mistakes there may be.


Students will begin writing today’s writing prompt as indicated by their writing calendar in five sentences.

Topic: Social Skills


“I can” statement:

I can identify inappropriate behaviors in the classroom and record them in my social skills binder.


Assessment / Activity:

Students will brainstorm to identify inappropriate behaviors in the classroom. Then, they will record these behaviors in their social skills binder.

Tues.

“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can use my goal-specific binder to practice my math goals.


Assessment / Activity:  

Students will solve one challenge question. Then, they will work on one activity from their goal-based binders. Once they are finished they will play an individual math practice game.


Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions about chapter 2 of “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:

I can correct my spelling, capitalization, and punctuation mistakes from yesterday’s writing prompt.


I can write five sentences which answer today’s writing prompt.


Assessment / Activity:

Students will review last week’s writing prompt and correct any spelling, punctuation, and capitalization mistakes there may be.


Students will begin writing today’s writing prompt as indicated by their writing calendar in five sentences.

Topic: Social Skills


“I can” statement:

I can identify things I would like to earn for appropriate behavior throughout the week.


Assessment / Activity:

Students will brainstorm ideas of what kind of “earn times they would like to have during the week as they earn points for good behavior.

Wed.

“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can use my goal-specific binder to practice my math goals.


Assessment / Activity:  

Students will solve one challenge question. Then, they will work on one activity from their goal-based binders. Once they are finished they will play an individual math practice game.

Topic: Reading


“I can” statement:

I can use my comprehension skills to answer questions about chapter 2 of “Sideways Stories from Wayside School.”


I can answer comprehension questions using complete sentences with correct capitalization and punctuation.


Assessment / Activity:

Students will engage in book club by reading to each other, discussing comprehension questions, and answering in complete sentences.

Topic: English


“I can” statement:

I can correct my spelling, capitalization, and punctuation mistakes from yesterday’s writing prompt.


I can write five sentences which answer today’s writing prompt.


Assessment / Activity:

Students will review last week’s writing prompt and correct any spelling, punctuation, and capitalization mistakes there may be.


Students will begin writing today’s writing prompt as indicated by their writing calendar in five sentences.

Topic: Social Skills


“I can” statement:

I creatively design an earn time menu for my personal use in my binder.


Assessment / Activity:

Students will design an earn time menu while sharing their ideas and working alongside their peers.


Thurs.

“I can” statement:

I can solve the question of the day using a whiteboard and dry erase marker.


I can use my goal-specific binder to practice my math goals.


Assessment / Activity:  

Students will solve one challenge question. Then, they will work on one activity from their goal-based binders. Once they are finished they will play an individual math practice game.

Topic:Topic:

“I can” statement:

I can use my personal binder materials to practice goal-based reading probes. I can answer comprehension questions based on the readings in my binder.


Assessment / Activity:

Students will read passages and answer comprehension questions that are directly related to their level and IEP goals.

Topic: English


“I can” statement:

I can correct my spelling, capitalization, and punctuation mistakes from yesterday’s writing prompt.


I can write five sentences which answer today’s writing prompt.


Assessment / Activity:

Students will review last week’s writing prompt and correct any spelling, punctuation, and capitalization mistakes there may be.


Students will begin writing today’s writing prompt as indicated by their writing calendar in five sentences.


Topic: Social Skills



“I can” statement:

I can identify things about myself given the prompts that are in my goal-specific binder.


Assessment / Activity:

Students will use their goal-specific binder to answer questions about themselves in order for me to get to know more about them from their perspective.


Fri.

Topic: Math:

“I can” statement:

I can increase my mental math skills though the game FARKLE.


Assessment / Activity:  

Students will increase their math fluency by playing the game FARKLE.

Topic: Reading:

“I can” statement:

I can choose a book at my reading level and read it to a friend, to myself, or to a teacher with fluency and comprehension.


Assessment / Activity:

Students will choose a free read story of their choice to read to self, a partner, or a teacher in order to increase fluency and reading for enjoyment in a subject area they prefer.


Topic: English


“I can” statement:

I can correct my spelling, capitalization, and punctuation mistakes from yesterday’s writing prompt.


I can write five sentences which answer today’s writing prompt.


Assessment / Activity:

Students will review last week’s writing prompt and correct any spelling, punctuation, and capitalization mistakes there may be.


Students will begin writing today’s writing prompt as indicated by their writing calendar in five sentences.



Topic: Social Skills


“I can” statement:

I can cooperatively play games while having unprompted conversation with my peers.


Assessment / Activity:

Students will be put in groups to play games. They must communicate with their peers and work cooperatively to understand and play the games correctly.






Dates:  9/4-9/7


Lesson Plans for Quarter 1


Day of the week





Mon.

Topic: Math


“I can” statement:


Assessment / Activity:  



Topic: Reading


“I can” statement:


Assessment / Activity:


Topic: English


“I can” statement:


Assessment / Activity:


Topic: Social Skills


“I can” statement:


Assessment / Activity:


Tues.

Topic: Math


“I can” statement:

Introduce myself to the class, tell my best summer memory, and agree to classroom expectations.


Assessment / Activity:  

Each student will verbalize one summer memory and write one goal to live by this year for “growth mindset”


Topic: Reading


“I can” statement:

Introduce myself to the class, tell my best summer memory, and agree to classroom expectations.


Assessment / Activity:

Each student will verbalize one summer memory and write one goal to live by this year for “growth mindset”

Topic: English


“I can” statement:

Introduce myself to the class, tell my best summer memory, and agree to classroom expectations.


Assessment / Activity:

Each student will verbalize one summer memory and write one goal to live by this year for “growth mindset”

Topic: Social Skills


“I can” statement:

Introduce myself to the class, tell my best summer memory, and agree to classroom expectations.


Assessment / Activity:

Each student will verbalize one summer memory and write one goal to live by this year for “growth mindset”

Wed.

Topic: Math


“I can” statement:

I can add single and double digit numbers.


Assessment / Activity:

Students will review addition problems including single and double digit numbers in accordance with their IEP goals.

Topic: Reading


“I can” statement:

Practice reading short stories in a small group setting.


Assessment / Activity:

Students will read a short story in a group setting and talk about parts of the story as facilitated by the special education teacher.

Topic: English


“I can” statement:

I can identify capitalization mistakes in a given paragraph and fix them.


Assessment / Activity:

Students will be provided with a paragraph that contains capitalization mistakes. They will then find the mistakes and correct them.

Topic: Social Skills


“I can” statement:

I can understand my behavior intervention incentive plan.


Assessment / Activity:

Students will brainstorm ideas which outline appropriate classroom behavior.


Thurs.

Topic:


“I can” statement:

I can subtract single and double digit numbers.

Assessment / Activity:

Students will review subtraction problems including single and double digit numbers in accordance with their IEP goals.


Topic:Topic:

“I can” statement:

I can answer comprehension questions about a story.


Assessment / Activity:

Students will read a story as a small group. Then, they will answer comprehension questions based on the story.

Topic:

I can identify punctuation mistakes in a given paragraph and fix them.


“I can” statement:

Assessment / Activity:

Students will be provided with a paragraph that contains punctuation mistakes. They will then find the mistakes and correct them.


Topic: Social Skills



“I can” statement:

I can understand my behavior intervention incentive plan.

Assessment / Activity:

Students will review yesterday’s appropriate behaviors list and offer ideas of “earn” that would like to recieve for behaving by their guidelines.


Fri.

Topic:


“I can” statement:

I can solve mixed addition and subtraction problems including single and double digit numbers.


Assessment / Activity:

Students will review mixed addition and subtraction problems including single and double digit numbers in accordance with their IEP goals.


Topic:Topic:

“I can” statement:

I can answer comprehension questions about a story.


Assessment / Activity:

Students will read a story as a small group. Then, they will answer comprehension questions based on the story.


Topic:


“I can” statement:

I can identify capitalization and punctuation mistakes in a given paragraph and fix them.


Assessment / Activity:

Students will be provided with a paragraph that contains punctuation and capitalization mistakes. They will then find the mistakes and correct them.



Topic: Social Skills


“I can” statement:

I can explain by behavior plan to someone with understanding of expectations and earn.


Assessment / Activity:

Students will verbalize their understanding of their behavior plans based on appropriate behavior and decided “earn” menu as provided by the teacher.