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3rd Grade Special Education Lesson Plans - Monday, September 16, 2013 Procedures IEP/Testing/Consult Writing: O- SWBAT write a story about why rules are important. SWBAT correctly organize writing, provide a sense of closure and use descriptive elements. Work on rough draft Model, do, monitor each section of the tree flow map, giving examples of how to take their quick ideas and make them into sentences. Complete two of the idea sections of the tree/flow map. Warm up Review the steps we have taken so far in the writing process. TW explain, We have been brainstorming, using a circle map and then transferred over our ideas from our circle map to our tree/ flow map. Now we are writing our rough draft and making our body ideas into complete sentences to form a paragraph. Direct Instruction/Model/Guided Practice TW show students how to take two of their ideas and make them into complete sentences by doing a model, do, monitor strategy. TW explain that the students need to use the color that they circled their ideas with, to write their ideas. Independent practice SW make two ideas from their tree/flow map into complete sentences using the right colored pencil. Closure DOK question- SW work with a partner to compare the circle map to the tree/flow map. T/SW review what they learned today. Materials- Tree/flow map, lined paper, colored pencils. Math EnVision MATH Lesson Sequence: Standard- 1.3.1 Identify, use, and model place value positions of 1s, 10s, 100s, and 1,000s. Identify the value of a given digit in the 1s, 10s, 100s, and 1000s place. O: SWBAT to compare 3 digit and 4 digit numbers and make number sentences. Warm up-(10 minutes) SW take a math fact sheet when they come into the classroom. They will have one minute to complete all of the problems. They are currently on addition math facts. TW say, Suppose this student has 3 pencils and this student has 5 pencils, how can I compare the number of pencils in each group? Who has more?

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Direct Instruction/Model- (20 minutes) TW say, You already know how to write a number in a place-value chart. Today, you will learn how to compare numbers by using a place value chart. TW define the vocabulary term compare and then show an example. TW pose a problem, Suppose I have 352 cupcakes in this group and 348 cupcakes in this group. Let use a place value chart to help us figure out which group has the greater amount of cupcakes. (TW draw a place value chart for the students to copy on the board) Lets start with the hundreds

place value, they are both threes, that means we should move on to the tens place value. Are they the same? No, one is a 5 and the other is a 4. 5 is greater than 4 so that means 352 is greater than 348. Lets write a number sentence.(TW write 352 >348) TW review the symbols <, >, and =. TW say, Now lets use our base ten blocks to compare the numbers 136 and 139. (TW use the base ten blocks to represent both numbers using the Elmo) Which number is bigger? (139)How can you tell? (They both have 1 flat, 3 rods, but this one has more units) Lets write a number sentence. (139<136; 136<139) Guided Practice- (10 minutes) SW complete GP problems on page 13 of their math textbook with the class. (1-7) SW make number sentences using index cards with a partner. Independent Practice-(10 minutes) SW complete IP on page 13-14 of their math textbook by themselves. (8-21) Closure- (5 minutes) Turn to your shoulder partner and explain/show the three symbols we use to compare numbers. Ticket out the door: What are two math materials that we can use to help us compare numbers? (Place value chart and math blocks) DOK Questions: Explain why we need to be able to compare numbers. Use examples that are not discussed in the lesson. Materials EnVision Math textbook Math notebook Base ten blocks Place value chart 9:55-10:30 10:30-11:00 11:00-11:15 11:15-11:30 11:30-11:40 11:25-12:15 11:40-12:15 12:15-1:30 Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Mrs. Morrow Class 9:55-10:30 Lunch Prep Consult on behaviors in from the playground. Duty SES in 1st grade writing Testing WALK TO READ Constitution Day Focus skill Nonfiction Elements N.V.4.3.1- Explain the purpose of and/or gain information from text using headings, subheadings, textboxes, illustrations, and numbers. Warm up T/SW discuss that today is constitution day and what it means. Direct Instruction TW discuss Constitution Day using a PowerPoint filled with information and pictures. T/SW read a poem on the constitution. TW give students closed notes on constitution facts.

Model/Guided practice TW model how to cut out a clozed note strip and glue it onto the flag worksheet. TW model how to color every other line red. Independent Practice SW continue to cut out their clozed notes and glue them onto their flag. ClosureSW turn to their shoulder partner and give one fact that they learned about Constitution Day. Small Group: (Rotate red, green and yellow groups) TW Intro rainbow words to the students.

DOK SW develop a logical argument to why its important for the U.S. to have laws. Materials- Flag worksheet, clozed notes, power-point, glue, scissors, pencil. 1:30-2:11 IEP/Testing/Consult SES in 2nd Grade Ms. Martin

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3rd Grade Special Education Lesson Plans - Tuesday, September 17, 2013 Procedures IEP/Testing/Consult Writing Resource: O- SWBAT write a story about why rules are important. SWBAT correctly organize writing, provide a sense of closure and use descriptive elements. Work on rough draft Model, do, monitor each section of the tree flow map, giving examples of how to take their quick ideas and make them into sentences. Complete the last section of the ideas and write the conclusion. Warm up Review the steps we have taken so far in the writing process. TW explain, We have been brainstorming, using a circle map and then transferred over our ideas from our circle map to our tree/ flow map. Now we are writing our rough draft and making our body ideas into complete sentences to form a paragraph. Direct Instruction/Model/Guided Practice TW show students how to take their last idea and make it into a complete sentence by doing a model, do, monitor strategy. TW model how to transfer the conclusion from the tree flow map over to the rough draft paper. TW explain that the students need to use the color that they circled their idea and conclusion with, to write their rough draft in the same colors. Independent practice SW make two ideas from their tree/flow map into complete sentences using the right colored pencil. SW write their conclusion paragraph onto their rough draft paper. Closure SW tell their shoulder partner where the conclusion paragraph is located in their paper. (At the end)

DOK Questions: Construct complete sentences and explain why they are a complete sentence. Critique our school. Do we have appropriate rules? Develop a logical argument as to why we have rules (prompt for the week). Materials: Paper, Colored pencils, Pencil, Reference Folder, and Quick Word Dictionary Resource: SES will provide a copy of a modified circle/tree/flow map for students. TW pull a small group of students to work on completing their tree/flow map. 8:55-9:55 Math EnVision EnVisions Topic 1-6 Standard 1.3.1 Identify, use, and model place value positions of 1s, 10s, 100s, and 1,000s. Identify the value of a given digit in the 1s, 10s, 100s, and 1000s place. O: SWBAT order 3 digit and 4 digit whole numbers Warm up SW line up according to their height, from shortest to tallest. TW explain that students are lining up according to order of height. TW write the students height on the board so the S can see the digits rise in order of least to greatest. SW use index cards with digits on them and create a 3 digit number and compare it with their

partner. SW then create a 4 digit number and compare with their partner. Direct Instruction TW discuss vocabulary, order, and then view the interactive learning bridge in the book or on the website. TW explain, You already know how to compare two numbers. Today, you will learn how to compare three 4-digit numbers and write them in order from least to greatest and from greatest to least. SW take teacher directed notes and place in binders when complete Guided practice As a class, complete 1-6 Independent practice: Problems 7-20 ClosureTicket out the door- What are two ways you can order numbers? (From least to greatest and from greatest to least) DOK Questions: Explain why we need to order numbers. Use examples that are not discussed in the lesson. Materials: TE, math book, paper, binder, pencil, interactive learning recording sheet 2 and 4. Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Ms. Martins Class 9:5510:30 Duty Lunch SES in 1st grade writing/Math 11:25-12:10 SET will work with students in the classrooms modeling and discussing correct behaviors. Testing WALK TO READ Constitution Day continued Focus skill Nonfiction Elements N.V.4.3.1- Explain the purpose of and/or gain information from text using headings, subheadings, textboxes, illustrations, and numbers. Whole Group TW read We the Kids to the students. Show a School House Rock video on the Preamble. T/SW discuss the story and video.

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Independent Practice SW work on their flags. SW complete a squiggle

Closure Tell your partner one thing you have learned about the Constitution.

Small Group: (Rotate red, green and yellow groups) TW introduce the building words center to the students

Materials- Story, video, flags sheet, squiggle, pencil, scissors, glue. DOK Question- Develop a logical argument as to why its important to have the constitution.

1:30-2:11

IEP/Testing/Consult

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3rd Grade Special Education Lesson Plans - Wednesday, September 18, 2013 Procedures IEP/Testing/Consult Writing: Teach editing symbols and have students practice editing a paper Capital letters, lower case letters, and punctuation (period, comma, and question mark.) O: SWBAT edit a paper using editing symbols. Standards W.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Warm up T/SW review the steps of the writing process and the T will emphasize that we are in the editing/revising stage. Direct Instruction TW explain each editing symbol and provide a visual for each symbol. Model/ Guided Practice TW edit a prewritten paper while the students follow along and insert the correct editing symbols on their own copy. Independent Practice SW practice editing a prewritten paper on their own. Closure Ticket out the door- Tell your partner what kind of symbols we learned today and how do they help make our paper better. Materials- Editing symbols sheet, pencil, prewritten papers to edit. DOK question- How is editing related to the writing process? CC: SES will provide a copy of a modified circle/tree/flow map for students. TW pull a small group of students to work on completing their tree/flow map with an introduction, conclusion, and transition words.

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Math EnVision Objective: Students will complete the test to show what they know. Warm up SW take a fact sheet when they enter the classroom and will have two minutes to do as many problems as they can. T/SW review the students homework from the night before. Whole Group T/SW review topics 1-1 through 1-6. Independent Practice SW take a test on lessons 1-6. Students can read a book from the library if they finish early. CC: SES will work with students on individual problems, modeling, re-teaching, and allowing the use of

manipulatives.

9:55-10:40 10:40-10:50 10:50-11:20 11:15-11:40

Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Ms. Martins Class 9:5510:30 Duty Lunch SES in 1st grade writing SET will work with students in the classrooms modeling and discussing correct behaviors. Testing WALK TO READ Focus Skill: Nonfiction Elements Standard RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

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O: SWBAT to identify nonfiction elements in an article. Warm up TW have the students look through the article and point out things that are important. T/SW review the focus skill for the week, which is nonfiction elements.

Direct Instruction TW explain that, nonfiction texts are only about real people and events. Our focus skill this week is nonfiction elements. Nonfiction elements are important features that help us understand the information better. Follow along with me as I point out different elements in this nonfiction article.

Model/Guided Practice TW show students what a heading, subtitle, charts, captions, visuals, and keywords look like. SW label each element using a sticky note.

Independent Practice SW work on their flags. Students can complete a squiggle.

Closure Tell your partner what key words look like? (Bold, large, italicized, or colored)

DOK- Compare keywords in nonfiction text to normal text.

Small Group- (Rotating between red, green, and yellow groups) TW work with students on their sight words. Materials- Scholastic article, sticky notes, flag sheet, scissors, glue, pencil, squiggles. IEP/Testing/Consult

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3rd Grade Special Education Lesson Plans - Thursday, September 19, 2013 Procedures IEP/Testing/Consult Writing: Teach indenting, take a word out, spelling a word correctly, and adding a word symbols. O: SWBAT edit a paper using editing symbols. Standards W.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Warm up T/SW review the steps of the writing process and the T will emphasize that we are in the editing/revising stage. Direct Instruction TW explain each editing symbol and provide a visual for each symbol. Model/ Guided Practice TW edit a prewritten paper while the students follow along and insert the correct editing symbols on their own copy. Independent Practice SW practice editing a prewritten paper on their own. Closure Ticket out the door- Tell your partner two symbols that we have learned today.

Materials: Paper, Pencil, Colored Pencils, Reference Folder, Quick Word Dictionary CC: SES will guide students on how to move their ideas from their tree/flow map onto their rough draft by using the visual guide in their reference folder. TW demonstrate how to write a complete sentence from the key word they used on their tree/flow map. Math EnVision MATH EnVisions Topic 2-1 Addition Meaning and Properties Standard: 1.3.8 Model addition in a variety of ways O: SWBAT think about addition in various ways using commutative and identity properties of addition. Warm up SW take a fact sheet when they enter the classroom and will have two minutes to do as many problems as they can. TW ask, When might you need to add two 1-digit numbers? Direct Instruction TW explain, You know how to add two 1-digit numbers. Today you will use what you know to explore addition properties that are always true. TW pose the problem, demonstrate/ model a property, and define the vocabulary in the form of notes. (Interactive learning: TE p. 32B) SW take teacher directed notes and place in binders when complete. TW explain the visual learning bridge on pg. 32 to the students

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Vocab: Concept development: Discuss vocabulary: addends, sum, commutative (order) property, Associative (grouping) property, identity (zero) property

Model . TW model filling in missing numbers in commutative property, Associative property and identity property problems. Guided practice As a class, complete problems 1-3 on pg. 32. Independent practice: Students work independently to complete problems 6-15 on page 33. Closure SW answer, What are the three properties of addition that we learned today? (Tell your partner) TW review the three properties. Materials- Cups, counters, math notebooks, math textbook, pencil. 9:55-10:40 10:40-10:50 10:50-11:20 11:15-11:40 Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Ms. Martins Class 9:5510:30 Duty Lunch SES in 1st grade writing SET will work with students in the classrooms modeling and discussing correct behaviors. Testing WALK TO READ Focus Skill: Nonfiction Elements Standard RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

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O: SWBAT to identify nonfiction elements in an article. Warm up SW answer, What are nonfiction elements? Give me an example of one element of a nonfiction text. Direct Instruction/Model/GP Today we are going to have a scavenger hunt to find nonfiction elements in the article Coming to America. TW explain what a scavenger hunt is. T/SW work together complete the scavenger hunt. The TW read each of the scavenger hunt questions, and the SW answer the question. Independent Practice SW complete their flags. Students can begin a squiggle.

Small Group- (Rotating between red, green, and yellow groups) TW Introduce Building words center

Materials- Scholastic article, scavenger hunt worksheet, flag sheet, scissors, glue, pencil, squiggle. 1:30-2:11 IEP/Testing/Consult

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3rd Grade Special Education Lesson Plans - Friday, September 20, 2013 Procedures IEP/Testing/Consult WRITING: Return rough draft of students work and have them write the final draft of their paper Why Rules are important. Standards W.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. O: SWBAT write a final draft on why rules are important. Warm up T/SW review the writing process and the TW emphasize that the S are in the process of writing their final draft so it can be shared. Direct Instruction TW say, We have been practicing editing for the past two days, now I want you to rewrite your paper and fix your errors along the way. TW say, Your final paper needs to be nice and neat. That means use your best hand writing. Model TW demonstrate her final draft so the S can see what a final draft looks like. Independent Practice SW write their final draft. Closure SW use a whisper phone to read their whole story to themselves.

Materials: Paper, Pencil, Reference Folder, Quick Word Dictionary CC: SES will guide students on how edit their rough draft by using the correct editing symbols. SW be given a Quick Word dictionary to help them with correctly spelling words. SW write their final draft and will illustrate if time permits. Math EnVision EnVisions Topic 2-2 Standard 1.3.8 Model addition in a variety of ways. O: SWBAT use a hundred chart to add two-digit numbers and develop mental math strategies. Warm up When might you add two two-digit numbers? T/SW discuss possible answers. Direct Instruction TW say, You know how to add one-digit numbers. Today you will use patterns on the hundred

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chart to add two-digit numbers. TW introduce a hundred chart to the students. TW pose a problem, link to prior knowledge, and instruct in small steps. (Interactive learning on p. 34B).

Model TW have the students look at the visual learning bridge on pg. 34 at the top. TW model a few examples using a hundred chart and showing it on the Elmo. Examples: pg. 34. , 13+12, 55+31, 61+15 Guided Practice T/SW complete GP problems on pg. 34 (1-8). Independent Practice SW complete IP problems on age 35. (11-24) Closure What is the name of the chart we used today? How did it help you? (Tell your shoulder partner)

DOK Questions: Explain why we need to add two digit numbers. Use examples that are not discussed in the lesson. Materials: TE, hundreds chart, math book, paper, binder, pencil 9:55-10:40 10:40-10:50 10:50-11:20 11:15-11:40 Prep/Consult with 3rd grade teacher re: behaviors/academics Support Staff in Ms. Martins Class 9:5510:30 Duty Lunch SES in 1st grade writing SET will work with students in the classrooms modeling and discussing correct behaviors. Testing WALK TO READ Focus Skill: Nonfiction Elements Standard RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

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O: SWBAT identify nonfiction elements and apply it on a test. Warm up T/SW review nonfiction elements. Whole Group SW take a test on nonfiction elements. Independent Practice SW complete their flags. Students can begin a squiggle. Students can clean and organize the inside of their desk. Students can visit the library and checkout a book using their clip.

Closure SW present their flags to the class. If time permits, a student may share their squiggle story. Small Group- (Rotating between red, green, and yellow groups) TW give each group a spelling words test.

Materials- Nonfiction elements test, spelling test, flag sheet, scissors, glue, pencil, squiggle 1:30-2:11 IEP/Testing/Consult