Lesson Plan Title : Alexander and the Terrible, Horrible, No Good, Very Bad Day

Transcription

1 Lesson Plan Title : Alexander and the Terrible, Horrible, No Good, Very Bad Day Age Range: Grade 3 through Grade 5 (Elementary Level) Overview and Purpose : Everyone has bad days, but Alexander's seems to be just awful. In this activity, students create their own bad day by describing a series of events that go wrong for them. Objective: The student will be able to write a short story about his own bad day. Resources: Two or three copies of Alexander and the Terrible, Horrible, No Good, Very Bad Day Writing journals Activities: Read Alexander and the Terrible, Horrible, No Good, Very Bad Day to your students. Talk about and chart what happened to Alexander, how he felt about it, and how his family reacted to his day. Explain that your students are going to get to use their imaginations to create a day like Alexander's but they are going to pretend it happens to them. They should include what happens, how they feel, and how their family reacts. When everyone is finished, have them share their stories with the class. Closure: This activity could also be done as a whole group. The class could have a bad day and write a story about what happened, how they felt as a class, and how their teachers and principal reacted to them. The students could then create a mural of the story to hang outside the classroom. High incidence disability: Written Expression Disability: Create a worksheet with prompts to help the student fill in the different parts of their very bad day. This organization tool will help them organize their main points and parts of their story. Once they fill out this worksheet, allow the student to use a word processing program to allow for easy corrections of spelling and grammar mistakes. AD/HD: Create a worksheet with prompts to help the student fill in the different parts of their very bad day. This organization tool will help the student stay on task and attain short goals (answering each question instead of writing a whole paper). Then, allow the student to use Ploppet when writing their paper. This program allow the student to move at the speed of their thoughts and have more options for organizing to create a comprehensive story. Low Incidence disability: Severe Visual Impairment: Allow the student to use Dragon Naturally Speaking to allow the student to dictate their writing. The writing will then be able to be read back to the student so they can edit their story.

2 Lesson Plan Title : Identifying Mood Age Range: Grade 6 through grade 8 (Middle School) Objective: The learner will: - Learn new vocabulary words. - Answer questions to help guide comprehension. - Identify mood in a short story. Resources: Key Vocabulary: Accost, destined, fetter, implore, impunity, preclude, repose, subside, and termination. "The Cask of Amontillado" by Edgar Allan Introduction: Have students copy the above vocabulary words and place a check mark next to the words they know. With a partner, have them practice pronouncing the words. You may guide them the first time and practice the pronunciation as a class. (10 min.) Activities: - Have students read their AR book silently for 20 minutes and then give them five minutes to respond in their journals. You may have one of the students set the timer for both activities. (25 min.) - Have students respond to the following prompt: Think about a time that you felt wronged or unfairly treated. In the heat of the moment, did you feel like getting even? How did you eventually react? Discuss the incident with a partner for two minutes and then write about it. (10 min.) - Before reading "The Cask of Amontillado" have students fold a sheet of paper into six sections and write one question per section: 1.Who is Fortunato? 2. Who is the narrator? 3. Why does the narrator intend revenge? 4. How does the narrator feel about Fortunato? 5. How does the narrator act towards Fortunato. 6. What happened to Fortunato at the end? (5 min) - During Reading: As students read the story, they may stop and record their answers on the piece of paper.

3 High Incidence Disability: Receptive Language Disability: Student may have a difficult time writing about the prompt (giving examples of when they felt wronged). Allow the student to use Inspiration technology to map out the cause and affect relationship. IEP Goal: Allow the student to be tested on their ability to show the incident and the effects of the incident through this graphic organizer. Allow them to pick one question out of the 2 to put into a paragraph. Reading Disability: As students are writing their prompt and pre-writing, allow the student to use an online Thesaurus to allow better identification of word choices. This will allow them to more accurately describe the incident and their feelings. Low Incidence Disability: Cerebral Palsy: As students complete the writing assignment, allow them to use Co:Writer software to allow them quicker and more effective ways of answering the questions. The student will be able to use the software to identify words to complete a sentence easier and faster, allowing for less frustration and more efficient communication. Autism: Students are able to use the computer and word processor to write their responses. This will allow an easier time reading their answers and proof reading (many students with Autism struggle with fine motor skills such as writing). This will also allow the student to put more energy and focus on the actual writing task and not the writing process.

4 Lesson Plan : Literature Circle Teacher Name: 3rd Grade Teachers Grade: Grade 3 Subject: Literature Activities Topic: Content: Literature Circle This is like a reading discussion group it will get the kids thinking all the materials in this lesson are in the folder labeled LITERATURE CIRCLE. Goals: To understand a book better and to have fun. Objectives: Materials: Introduction: Development: Practice: Accommodations: Checking For Understanding: Closure: Evaluation: *Be able to summarize parts of a book *Find new words and define them *Writing descriptive questions about chapters *Comparing two different subject matters -Book -How to Lead a Literature Circle Packet -Journals(students) -Final Project Packets(students) -Vanilla Folders Read the first two chapters of a book and discuss with students. Students interdependently make a prediction about what will happen next. TEACHER- Do not give out jobs yet. Students start to decorate their folder with things they already know about the book. Meet with the students to discuss the jobs using the worksheet, give everyone a job. Send students back to read the next two chapters with a partner or by them selves. After they read they make another prediction then they work on their jobs or decorate their folders. Discuss the last two chapters, students share jobs and you do the same thing as last time, you just keep doing that till the end of the book. Students write a paragraph about their favorite part and if they liked the book or not why or why not. Then they work on the final project packet one activity must be done at the end of the class each class. When they they turn in their folders and the packets. Test create a test covering the whole pack have the students take it using their memory of it. Make sure there is at least one bonus question. Go over test and have some students share their paragraphs. If possible have a little party with the theme of the book, like watch the movie of it or eat the food that the characters ate. Grade the students on their participation and effort in the discussions final project should be neat and accurate. Test grade as a normal test. Teacher Reflections: Teachers Write Yours Comments Here:

5 High Incidence Disability: Dylsexia: When the student has to write a paragraph about their favorite part and if they liked or did not like the book and why- allow the student to use the Speakit! Chrome app, which allows the student to speak their thoughts into a microphone, and the app translates it to written word. This will allow the student to be tested on their ability to articulate and answer the questions, and on not on spelling, grammar, etc. IEP Goal: Answer all the questions in the writing prompt. Written Expression Disability: Allow the student to use a graphic organizer to articulate and organize their answers. Then, allow the student to verbally answer the questions. This will allow the student to be tested on their ability to answer the questions and receive positive reinforcement that the answers were correct. Then, have the student use a dictation software to record their answers in written form, which can then be edited, and then turned in. IEP Goal: Student will answer all questions, but given extra time to complete the written portion. Low Incidence Disability: Low vision: Student will be able to use Zoomtext to enlarge the word processor, have their writing read back to them, and allow for the background to change color to allow easier reading and editing. IEP Goal: Student will answer all questions, but given extra time to complete the written portion. Amputation: Student will be allowed to use Co:Writer or another word prediction software to help students easier time typing their thoughts on. The program will allow less key strokes, making the writing process much simpler and easier to accomplish. Student will be able to put more energy into their writing, and less energy into the writing process. IEP Goal: Student will answer all questions, but given extra time to complete the written portion.