Unit Ouch, That Hurts!

Subject: Time Frame:

English Language Arts 50 Minutes

CCLS: 9-10.1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the
text.

Unit Learning Focus: How and when do you use first aid?
SWBAT Determine what scenarios call for fist aid, and what scenarios require
calling 911.
Aim When do you use first aid? When do you call 911?
Lesson Objectives: Students will create group projects based on previous readings.
Students will present these projects later.
IEP Goals: Meaningful choices from a field of 4-8
Topics and supporting details
Asking for help
Comparing/Contrasting
Materials: Sentence Strips, Communication Boards, pencils, glue sticks,
vocabulary cue cards, IEP-driven AAC devices, SmartBoard
Key Vocabulary: Small, Serious, First Aid, Call 911

Groups
(By SANDI, Communication Goals, & Behavior)
Group 1 Group 2 Group 3
Starrisha Natalie Amari
Zi Shazada Zahraa
Alliyah Hamad Jahvon
Rosana Deandre Shaton

Lesson
Do Now (5 Minutes): Look at your communication boards. Do you recognize any words? Tell
your partner how the words are related.

Group 1 Paraprofessionals and teacher will present the full communication board, then use
white strips to continually reduce the visual field until the student chooses a word correctly
(rather than making a random selection). Focus on matching.

Groups 2 & 3 Once students have chosen a word, paraprofessionals and teacher will ask each
student to repeat the word aloud.

Paraprofessionals and teacher will ask students to define the words either verbally, using a
gesture, or pointing to another related word.

Students will use their preferred methods of communication (PMC) to tell/show their seating
partners what words they know.
Share out students will share out one vocabulary word they recognize
Students transition into groups.
Mini-Lesson (10 Minutes): Reading Sentence Strips

Guiding question: Is it a small injury or a serious injury?

Students will read the sentence strips in groups using key vocabulary to discuss.

Group 1 paraprofessionals and teacher will present 1-2 images at a time. Students will use an
AAC device to read and match.

Groups 2 & 3 students will use context clues

Paraprofessionals and teacher will ask students to define the words by using a gesture, or
pointing to another related word

After students finish reading, they will ask one another if the scenario requires first aid or calling
911.

Students will use sentence strips, AAC devices, and their voices to participate in discussion.

Share out. Each group will read one sentence.

Pause for reflection self-assessment (Listen, ask, answer)

Group Work (20 Minutes): Posters.

Teacher will model how to complete the T-Chart.

Students will pass out materials.

Students will work in groups to sort scenarios into First Aid and Call 911

Group 1 students will use an 8-cell and their communication boards to match and identify
pictures. Paraprofessionals and teacher will present the full communication board, then use white
strips to continually reduce the visual field until the student matches correctly.

Groups 2 & 3 students will collaborate to identify which scenarios require First Aid or Calling
911

Paraprofessionals and teacher will present words verbally and visually.

Students will cut and glue options into a T-Chart Poster.

Pause for reflection self-assessment (Listen, ask, answer); prompts chart

Extension: Groups who finish early can use their books to justify their answers and check their
work.
Independent Practice (10 Minutes): Presentations

Students will each read one item off their group poster to the class.

Group 1 use AAC Devices

Groups 2 & 3 Use sentence strips

Paraprofessionals and teacher will assess the number of prompts needed

Students place posters on the wall and prepare to transition
Clean Up (5 Minutes): Students put materials away and prepare for next