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Introduction: To transition into Circle Time I will ask students to check their visual schedule.

They will each be expected to take the Circle PEC, hang it up in the Circle area, and sit down. For the introduction, we will first play the Good Morning Song that acts as a transition to Circle Time. After the song, I will say Good Morning to each student, and I will except each student respond to me in whichever form of communication is appropriate for them. For instance, some students will say Good morning back while others may simple shake my hand. I will try to only prompt students twice for a response. Then, I will continue with the daily calendar routine. Calendar will consist of talking about the current day and month, reviewing days of the week and months of the year, and working on making sentences such as, Today is.., Yesterday was, and Tomorrow will be. I will be expecting different responses and communication from each student. Some will communicate verbal, while others may communicate by pointing. If students are having trouble I may prompt them by giving the initial sound, or pointing, however I want to limit the amount of prompts to support student independence. After the daily calendar routine, I will transition into the lesson by talking about the book we read the previous week. Objectives: Michigan Content Expectations: o R.NT.m7.P.EG.O3a-Answer simple questions such as, who what, or where, related to simple story elements in narrative text (e.g. motivations, conflict, setting, story sequence). (NB) (BM) (CR) (JR) o R.WS.m7.SI.EG01a- Use a variety of structural and context cues to recognize words paired with pictures and/or objects (e.g., letter/sound including initial and final common blends, word families including single and multiple syllables). (NB) o P.ME.P.EB.IV.1.e.1a- Identify attributes/properties of common objects (JZ) o R.IT.m7.P.EG03a- Answers simple questions regarding basic informational/functional text (awareness of calendar, schedule, etc.) (BM) (CR) o R.FL.m2.P.EGAA- Looks at pictures in a book (JR)

Materials: Calendar (with numbers and days) Days of the week cards Months of the year cards IPad o Good morning song http://www.youtube.com/watch?v=U9Q7Y3t4m3g o Weather song http://www.youtube.com/watch?v=XcW9Ct000yY o Good Bye song http://www.youtube.com/watch?v=Xcws7UWWDEs Apple TV Prompt pictures Laminated map of the united states

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Story Lets make a map Laminated story sequencing pictures with attached laminated state cut outs Laminated suit case pictures (one for hot/summer, one for cold/winter) Laminated cut outs of winter and summer clothing

Lesson: I will transition into the lesson by talking about a story that we worked on last week called Lets make a map. The story comes from the Unique Learning Systems curriculum that Lyle Torrant Center adapted this year. The story talks about all of the regions of the United States of America. I will remind students what the book was about, and explain that we will be making our own map while we read the story, as well as help me make a story board. Each student will get a laminated picture from the story. The picture represents the sequence of the story, as well as a region of the United States. Before I begin reading, I will explain that every story has a beginning and an ending, and I will hang up the first and last pages to show the beginning and ending of our story board. I will read the book, and the students will try to identify their card as matching a page from the story. I will expect a few students to be able to recognize the match, while others will need some prompting to check their picture to see if it is a match. On the board there will be a place to add their picture to our story board, and a laminated map of the United States. The map has Velcro so when students place their picture on the story board, they can also take off the Velcro region, and place it on the map. Each student has one region and will be able to contribute to the group work. Once a student has a match (their card matches the page we just read), they will add it to our story board. Then, they will take their attached laminated region and place it on our map. Most students will need prompting for this process, but I will try to limit the number of prompts to increase independence. When the story is over, I will briefly go over our story board, and praise the students for participating. I will then have a student try to identify Michigan and question to see if he remembers what region Michigan is located. I will next transition into talking about weather. The story talks about different weather in the regions, so I will begin by asking what the weather in Michigan is, and what the temperature is. I will explain that different regions have different weather, so while it may be cold in Michigan it is warm in California. This will then lead into a discussion and activity about what we would wear in different regions. For this activity, I will have two laminated pictures suitcases on the board. One is blue and represents cold weather while the other is red and represents the warm weather. I will give each student a laminated picture of an article of clothing and they will need to decide which suitcase it

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belongs in. I expect most of the students to be able to complete this activity with little to no prompts, while others will need hand-over-hand to complete the activity. Once every student has had a few turns to decide which suitcase, I will briefly restate how different temperatures effect how we dress, and how different regions can be different temperatures at the same time. Closing: For closing, I would typically have the students relate what we learned and apply it to their own lives, do a closing activity, or explain one thing they learned during the lesson. However, due to the difficulty with receptive and expressive language that the students have, I believe it would be best to modify this task by simply reinforcing the story and topics that we discussed in the lesson. I will continue working on the skills from this lesson in future lessons with new books, and document progress to see growth. However, the daily routine for Circle time, is to close with a Good Bye Song. This acts as a transition to Circle Time. After the song, I will say Good Bye to each student, and I will except each student respond to me in whichever form of communication is appropriate for them. For instance, some students will say Good bye back while others may simple shake my hand. I will try to only prompt students twice for a response. I will then ask them to check their schedule as a transition into the next activity.

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