Quad:

7 Content Area:

Months: March & April 2014

ADL/ELA

Timeframe: 2 months

Unit:

Spring Cleaning

Common Core Learning Standard(s)

Reading for Information 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Reading 10: By the end of grade 11/12, read and comprehend literary nonfiction in the grades 11/12CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing 11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
SL 11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively
L 11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Alg HS: H.S. Math CCLS
A-SSE: Interpret the structure of expressions
1.
Interpret expressions that represent a quantity in terms of its context.
a.
Interpret parts of an expression, such as terms, factors, and coefficients.
A-CED: Create equations that describe numbers or relationships.
1.
Create equations an inequalities in one variable and use them to solve problems. Include equations arising from
linear and quadratic functions, and simple rational and exponential functions.
A-REI: Understand solving equations as a process of a reasoning and explain the reasoning.
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step,
starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution
method.

Overarching concept description:

What happens to our garbage and dishes after we eat or prepare a meal?
What happens when we drop something on the floor? Where does it go?
Students will learn basic skills for cleaning up after a meal and after activities.


Instructional topic(s) (Students will understand that..)
Cleaning up is part of independent living. Independent living means that I can prepare meals that I
want to eat and clean up after I am done. When I graduate I will need to be more independent,
which means putting away dishes and throwing out garbage when I am done.




Differentiated Skill Outcomes- DOK (Students will )
Set the table
Bring dishes to the sink after a meal
Wipe down the table
Throw out garbage after a meal
Wash Dishes
Sweep the floor and use a dust pan
Sort magazines and paper for recycling

Essential Questions:

How can we help our teachers to keep a clean classroom? Why do we want a clean classroom?
When I graduate, how will I keep things clean for myself?
How does cleaning up after myself increase my independence?


Instructional Resources (books, materials, websites/SMART Board lessons, community
resources):
Smart Board
Broom, dust pan
Sink, sponge, dish soap, dirty dishes
Garbage can, garbage, recycle bins, recyclable materials
Vacuum
Unique text and worksheets (Spring Cleaning)
Teacher made worksheets for cleaning activities and assessment



How will you adapt this unit of study to actively include all students in the class?
High
Medium
Low
Bring dishes to sink with
Bring dishes to sink with
Bring dishes to sink with
one verbal direction.
verbal and gestural
physical assistance and
direction.
prompts.
Wash dishes in sink with
verbal direction
Use AAC device,
Identify actual objects as
photographs, actual
response to
Respond verbally and/or
objects
a
nd
y
es/no
questioning/
use picture symbols to
cards for response to
assessment
respond to
questioning/assessmen

questioning/assessment
t




What transition skills will you focus on for the range of students in the class?
Cleaning up after meal, throwing out garbage after meals or activities.




What Pre-/Post Assessments will you use?
Identification of items needed to clean (wash dishes, sweep, throwing out garbage, recycling)




Describe your culminating activity for this unit:
The students will prepare a meal together. Each student will be assigned a role for setting the table
and cleaning up after the meal. The students will perform their role in the classroom.
OR
The students will go to a buffet and make their own plates and choose their own drinks.




Home/Extension activities:

Worksheets:
How do you help at home? Do you wash dishes? Do you clean up after yourself?
What do you do at home to help clean?