Вы находитесь на странице: 1из 4

Date:

4/29/15
Getting Started
Materials:
Common Core State Standards:
Adapted Book
-NYSAA- Social Studies- Recognize at least one Computers
classroom rule. (91111)
IPad
-NYSAA- RI. 11.1- 92121: Recognize an explicit AAC Devices/ Low Tech
or inferred claim in informational text.
Smart Board
-NYSAA- RL.11.2-Identify a sequence of events
Realia/Manipulatives
and the central idea of a literary text.
Proloquo App on IPad
Mood Meter
-NLAP 11-12.1-Receptive:
Sentence Strips
Organize pre-taught words and phrases on an
Markers
analyzing-informational text graphic organizer to
KWL Chart
analyze what the text says explicitly and identify
DOK
where matters are left uncertain, as the text is
UDL
read aloud in partnership and/or teacher-led
small groups.
NLAP 9-10.1-Productive:
Vocabulary:
Use pre-taught words and phrases to complete
Internet
cloze paragraphs (Sentence Starters in this
Stranger
activity) that cite strong and thorough textual
Personal Information
evidence to support inferences and analysis of
Bullying
the text.

Topic: Internet Safety

CDOS-Universal Foundation Skills 3acommunicate effectively and help others learn a


new skill.
Content Objective: After reading an adapted
book about internet safety, students will be able
to identify the texts central idea and sequence of
events.
Language Objective: Students will be able to
organize pre-taught vocabulary words and
phrases within the graphic organizer to analyze
what the informational text says explicitly.
Socio-Emotional Objective: Through reading
an internet safety adapted book and identifying
internet safety rules in small group activity,
students will be able to demonstrate an
appropriate response to unsafe situations on the
internet.
Teaching Point: What is internet safety? What
rules can we follow to be safe on the internet?
Task: Organize Pre-taught Academic Vocabulary
Daily Message: (Do Now)
Step
Time
Teacher Does: (A
combination of 1
or 2 of the
following
activities)
1.Teacher reviews
Mini Lesson
10-15
instructional agenda
min

Content Area:
ESL/ Social Studies

ESL Methodologies:
CALLA
Total Physical Response
SIOP
The Language Experience Approach

Students Do

Remarks

1. Students engage in reading the class


objectives and agenda.

Staff Assignm
Ed Assistants

for the day:


1st-Adapted Book at Smart
Board
2nd Small Group Activity at
Computers
3rd- Review Activity at the
Smart Board

2.Teacher facilitates
whole group activity of
filling K and W
section of K-W-L chart.
3. Teacher facilitates a
whole-group read aloud
of adapted
informational text.

Individual or
Small Group
Activity

Enrichment
Activities: To
Extend
Learning

15-20
Min

Time
Permittin
g

4. Teacher models and


facilitates whole group
practice of the lessons
small group
skill/activity:

Identifying the
central idea

Sequencing
events/rules
Teacher circulates
classroom to both,
assist and assess
students while they are
working on their
activities.

2. Students participate in filling in the K and


W part of the KWL chart through verbal
responses, written responses or picture choices
via the Proloquo Application on the Ipad.
3. Student take turns reading, answering
comprehension questions and identifying
vocabulary terms/phrases throughout the text.
4. Students participate in whole-group practice
of the skill/activity that they are about to
engage in during the small group section of the
lesson.

TI
Students will
organize
pictures of
pre-taught
vocabulary
words and
phrases onto a
sequencing/m
ain idea
graphic
organizer.
Student will
be provided
with choices.

TII
Students will
organize pretaught
vocabulary
words and
phrases onto a
sequencing/m
ain idea
graphic
organizers.
Students will
have choices
and pictures
for support.

1. If time
permits,
students will be
prompted to
complete a

1. If time
permits,
students will be
prompted to
complete a
sentence strip

TIII
Students will
organize pretaught
vocabulary
words and
phrases onto
a
sequencing/
main idea
graphic
organizer.
Students will
either write
their
responses
with textonly options
or write their
responses
independentl
y, through
referencing
the text.
Student will
be provided
with choices.
1. If time
permits,
students will

will assist by
prompting,
focusing, and s
students
throughout
the wholegroup
read-aloud.
Ed Assistants
will also
collect data
to assess
student
knowledge
and plan
next steps.

Staff Assignm

Ed Assistants
will assist
students in
small group
activities
and in using all te
equipment.

Assessment T
-Data
Collection
Sheets
-Student Work S
-Rubrics
-Observations

Sharing

10 min

Assessment:
1. Assess students
by introducing a new
situation: What
should you do if
someone write you a
mean message?
What should you do
if someone asks you
for your phone
number online?
2. Teacher will
prompt students to
identify an emotion
connected to
internet safety via
the mood meter.

sentence strip
about internet
safety. Student
will compose
sentence strip
by referencing
previously
completed
graphic
organizer and
utilizing picture
choices.

about internet
safety. Student
will compose
sentence strip
by referencing
previously
completed
graphic
organizer.

2. If time
permits,
students will be
prompted to
watch a
BrainPop video
about Internet
Safety on one of
the computers
with level 1
questions.

2. If time
permits,
students will be
prompted to
watch a
BrainPop video
about Internet
Safety on one of
the computers
with level 2
questions.

be prompted
to complete a
sentence strip
about internet
safety. Student
will compose
sentence strip
by referencing
previously
completed
graphic
organizer.

2. If time
permits,
students will
be prompted
to watch a
BrainPop video
about Internet
Safety on one
of the
computers
with level 3
questions.

Report
1. Using their preferred method of
communication, students will either explain or
identify (with choices) appropriate pre-taught
vocabulary/phrases to use while discussing
review question
2. Using the mood meter, students will identify
an emotion that they are feeling after the
lesson about internet safety.
3. Using their preferred method of
communication, students will give responses to
fill in the L section of the KWL.

3. Teacher prompts
students to fill in the
L section of the
KWL.
Review Homework- Differentiated Internet Safety Homework
Student Break Time/ Point System Review and Collection

Staff Assignm
Assistants
will help
engage student
in the review.
They will also
collect data
that can be
used for
assessment
and planning
next steps.