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7
Content
Area:
ADL/ELA
Timeframe: 2 months
Unit:
Spring Cleaning
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.
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?