Professional Documents
Culture Documents
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.
Content Area:
ESL/ Social Studies
ESL Methodologies:
CALLA
Total Physical Response
SIOP
The Language Experience Approach
Students Do
Remarks
Staff Assignm
Ed Assistants
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
Identifying the
central idea
Sequencing
events/rules
Teacher circulates
classroom to both,
assist and assess
students while they are
working on their
activities.
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.