Lesson Plans

October 22-October 16

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 add and subtract integers.


Assessment / Activity:  


Students will use integers in multiple math senses including addition, subtraction, and ordering.

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 use a graphic organizer to create a 6 sentence paragraph about their MEA break.


Assessment / Activity:

Students fill out a graphic organizer detailing 4 events of their MEA break, one detail about each, 2 potential topic sentences, 4 potential detail sentences about each event, and 2 potential closing sentences that could be used to finish the paragraph.

Topic: Social Skills


“I can” statement:

I can define parts of empathy given my ability to predict feelings.


Assessment / Activity:

Students will begin talking about predicting feelings and how what to do and say to the person in the situation.

Tues.

Topic: Math


“I can” statement:

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


I can add and subtract integers.


Assessment / Activity:  


Students will use integers in multiple math senses including addition, subtraction, and ordering.



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.

“I can” statement:

I can use a graphic organizer to create a 6 sentence paragraph about their MEA break.


Assessment / Activity:

Students fill out a graphic organizer detailing 4 events of their MEA break, one detail about each, 2 potential topic sentences, 4 potential detail sentences about each event, and 2 potential closing sentences that could be used to finish the paragraph.

Topic: Social Skills


“I can” statement:

I can define parts of empathy given my ability to predict feelings.


Assessment / Activity:

Students will begin define cause and effect as it pertains to their feelings and the feelings of others.






Wed.

Topic: Math


“I can” statement:

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


I can add and subtract integers.


Assessment / Activity:  


Students will use integers in multiple math senses including addition, subtraction, and ordering.




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.

“I can” statement:

I can use a graphic organizer to create a 6 sentence paragraph about their MEA break.


Assessment / Activity:

Students fill out a graphic organizer detailing 4 events of their MEA break, one detail about each, 2 potential topic sentences, 4 potential detail sentences about each event, and 2 potential closing sentences that could be used to finish the paragraph.

Topic: Social Skills


“I can” statement:

I can define parts of empathy given my ability to predict feelings.


Assessment / Activity:

Students will begin define cause and effect as it pertains to their feelings and the feelings of others.


Thurs.

Topic: Math


“I can” statement:

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


I can complete a goal related probe to gauge my progress.


Assessment / Activity:  

Students will complete a math probe related to their IEP.

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 a graphic organizer that is filled out to complete a 6 sentence paragraph written with correct capitalization, punctuation, complete sentences.


Assessment / Activity:

Students will draft a 6 sentences paragraph about their MEA weekend.


Topic: Social Skills


“I can” statement:

I can define parts of empathy given my ability to predict feelings.


Assessment / Activity:

Students will begin define cause and effect as it pertains to their feelings and the feelings of others.




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 use a graphic organizer that is filled out to complete a 6 sentence paragraph written with correct capitalization, punctuation, complete sentences.


Assessment / Activity:

Students will draft a 6 sentences paragraph about their MEA weekend.



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.




10/8-10/12

Lesson Plans for Quarter 1


Mon.

Topic: Math


“I can” statement:

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


I can tell time to the hour and the half hour.


Assessment / Activity:  


Students will do activities asking them to draw hands on clocks and to identify what time it is on an analog clock.



Topic: Reading


“I can” statement:

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



Assessment / Activity:

Students will  review the comprehensive questions that have written on wayside school this far into the chapter and answer a comprehensive quiz on what they have learned so far in the book.

“I can” statement:

I can identify words that need to be capitalized in a sentence: names, days of the week, months, holidays, places, stores, brand names.


I can use common and proper nouns correctly in my own original paragraph.


Assessment / Activity:

Students will work on their own paragraphs adding what they know about common and proper nouns to what they know about writing a great paragraph.

I can” statement:

I can carry a conversation with my peers for 2-3 responses.


Assessment / Activity:

Students be working cooperatively on activities an be encouraged to have conversation with their peers. This will help students to reach their conversation goals and it will be observed and facilitated by the special education teacher.


Tues.

Topic: Math


“I can” statement:

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



I can work on my personal goals in my goal binder and complete probes related to my goals.


Assessment / Activity:  

Students will solve one challenge question. Then they will work on their own math goals folder as the teacher probes for progress.

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.

“I can” statement:

I can identify words that need to be capitalized in a sentence: names, days of the week, months, holidays, places, stores, brand names.


I can use common and proper nouns correctly in my own original paragraph.


Assessment / Activity:

Students will work on their own paragraphs adding what they know about common and proper nouns to what they know about writing a great paragraph.


Students will be probed for understand on their specific goals.


I can” statement:

I can carry a conversation with my peers for 2-3 responses.


Assessment / Activity:

Students be working cooperatively on activities an be encouraged to have conversation with their peers. This will help students to reach their conversation goals and it will be observed and facilitated by the special education teacher.



Wed

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 spell words given scrabble tiles.


Assessment / Activity:

Students will play bananagrams with their peers as they try to spell words with scrabble tiles.



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.




10/8-10/12

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 tell time to the hour and the half hour.


Assessment / Activity:  


Students will do activities asking them to draw hands on clocks and to identify what time it is on an analog clock.

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: names, days of the week, months, holidays, places, stores, brand names


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 assertiveness and how to use it appropriately in my daily life.


Assessment / Activity:

Students will add the word aggressive to their social skills dictionary.


Students will role play body language that would be associated with the terms aggressive.


Students will discuss a time that they were aggressive towards somebody and when somebody was aggressive towards them.

Tues.

Topic: Math


“I can” statement:

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


I can tell time to the hour and the half hour.


Assessment / Activity:  


Students will do activities asking them to draw hands on clocks and to identify what time it is on an analog clock.  

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.

“I can” statement:

I can identify words that need to be capitalized in a sentence: names, days of the week, months, holidays, places, stores, brand names


Assessment / Activity:

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

I can” statement:

I can identify assertiveness and how to use it appropriately in my daily life.


Assessment / Activity:

Students will add the word passive to their social skills dictionary.


Students will role play body language that would be associated with the terms passiveness.


Students will discuss a time that they were passive towards somebody and when somebody was passive towards them.






Wed.

Topic: Math


“I can” statement:

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


I can tell time to the hour and the half hour.


Assessment / Activity:  


Students will do activities asking them to draw hands on clocks and to identify what time it is on an analog clock.



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.

“I can” statement:

I can identify words that need to be capitalized in a sentence: names, days of the week, months, holidays, places, stores, brand names


Assessment / Activity:

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

I can” statement:

I can identify assertiveness and how to use it appropriately in my daily life.


Assessment / Activity:

Students will add the word assertive to their social skills dictionary.


Students will role play body language that would be associated with the terms assertiveness.


Students will discuss a time that they were assertive towards somebody and when somebody was assertive towards them.


Thurs.

Topic: Math


“I can” statement:

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



I can work on my personal goals in my goal binder and complete probes related to my goals.


Assessment / Activity:  

Students will solve one challenge question. Then they will work on their own math goals folder as the teacher probes for progress.

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 capitalization and punctuation to complete a language arts probe.


Assessment / Activity:

Students will be probed on their knowledge of capitalization and punctuation as well as their ability to write complete sentences as prescribed by their IEP.


I can” statement:

I can identify assertiveness and how to use it appropriately in my daily life.


Assessment / Activity:

Students begin working on homelink discussion prompts to them understand how to be appropriately assertive when it is necessary.



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 spell words given scrabble tiles.


Assessment / Activity:

Students will play banana grams to increase their ability to spell simple words in a chain together.



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.




10/1-10/5

Lesson Plans for Quarter 1


Day of the week





Mon.

Topic: Math


“I can” statement:

I can solve math problems by decoding symbols to uncover the math equation or question.


Assessment / Activity:  

Students will work on decoding math which shows them a series of symbols so then decode numbers. The students will then solve the problem according to the code.


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:



Assessment / Activity:


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 create and solve math problems by decoding symbols to uncover the math equation or question.


Assessment / Activity:  

Students will work on creating a decoding math activity which shows a series of symbols so then decode numbers. The students will then solve their own problems according to the code in order to share with the class tomorrow.

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:



Assessment / Activity:

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 math problems by decoding symbols to uncover the math equation or question.


Assessment / Activity:  

Students will work on decoding math which shows them a series of symbols so then decode numbers. The students will then solve the problem according to the code.

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 show growth in my ability to use correct capitalization and punctuation in my sentence structure.


Assessment / Activity:

Students be probed on their ability to use correct capitalization based on a writing sample.


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.



Thurs.

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.




Fri.

Happy day off!

Happy day off!

Happy day off!

Happy day off!



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”