The Game of Life Lesson Plan

Name: Ashley Aquino-Furgione

Unit Description Academic Subject: Grade Level: Topic !oncept S"ill:

ESE-EBD Social Personal 7th Grade The to ic is li!e lanning- more understanding di!!erent res onsi"ilities and e#ents that li!e may ha#e in store and ho$ to ro erly lan and or ad%ust !or such occurrences& S'ills to "e taught are understanding( a ro riate actions and analysis o! situations at hand& The goal o! the lesson is !or the students to "e a"le to analy)e( understand and a ro riately react to *the game o! li!e+& The ur ose o! the lesson $ill "e to introduce the students to di!!erent li!e e#ents and decisions they may "e !aced $ith& Students $ill learn analysis and o"ser#ation o! situations along $ith a ro riate reactions and actions lans& By the end o! the acti#ity-discussion students $ill "e a"le to #er"ali)e their understanding o! e#ents they *encountered+ and decisions they made in inquiry "ased questioning !rom the teacher and discussion $ith their shoulder artners& Students $ill "e a"le to maintain a ro riate "eha#ior and ad%ust actions as needed $hile arta'ing in acti#ity& 0S&P123&SE&4&2 5aintain a ro riate "eha#ior "y !ollo$ing rules in classroom and school settings& 0S&P123&SE&3&6 5aintain ositi#e relationshi s $ith eers and adults using "asic social s'ills( such as greetings( turn-ta'ing( sharing materials( and gi#ing and acce ting assistance& 0S&P123&SE&2&6" 0se a systematic a roach !or ma'ing decisions a"out ersonal needs( including identi!ying need or ro"lem( determining ossi"le solutions( selecting the "est o tion( acce ting consequences and

Goal: Purpose of Lesson,introducing content( racticing( or dee ening-enriching.: Lesson #bjective$s%: ,s eci!ic( o"ser#a"le and measura"le.

Standards: SSS-NGSS-//S

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res onsi"ility( and e#aluating the e!!ecti#eness o! the decision &aterials' (esources' and )*uipment needed: ,include technology needs i! a ro riate. Teacher Preparation: *9i!e+ the game :riting ;ournals ,E< loration ;ournals. Pen-s Pencils An imagination and your "rain= *Bell 8inger+ > */lass /loser+ *9i!e+ the game ?uestions and scenarios !or inquiry throughout game ro<imately A6 minutes each.

Amount of time for the entire lesson$s% +ntroduction , Antici atory set( hoo'( attention gra""er( etc&

@ne "loc' eriod or 2 2-3Periods ,A

Literac- Strate.ies

Students $ill $al' into the classroom and their $ell $or'ed on auto"iogra hies $ill "e ro erly dis layed on the "ulletin "oard& B $ill e< lain to them that they did a great %o" telling their li!e story( "ut the decisions and "ig moments ha#e %ust "egun and today $eCre going to see $hat *li!e+ has in store& The *game o! 9i!e+ $ill "e u and ready to "e layed& They $ill ha#e 6minutesto $rite a"out $hat they learned a"out themsel#es and others !rom com leting the auto"iogra hy ro%ect and share $ithin their 1agan grou s *E< loration ;ournals+-,This is the Bell 8inger and $ill ta'e 27 minutes.& /lose *8eading+- laminated directions( questions etc& and ro#ided dry erase mar'ers !or students hel to interact $ith te<t& Gra hic @rgani)er and Guiding ?uestions- students are al$ays ro#ided handouts that ro#ided guided questions in grou s to analy)e as they go through the acti#ity 8eci rocal Teaching- in 1agan grou s( students constantly arta'e in reci rocal learning to increase their understanding- they $ill do so $hile laying the game Non-linguistic 8e resentations( /oo erati#e 9earning( :hole Grou ( Small Grou ( Direct Bnstruction( Bnquiry Training 2- Students $ill $al' into the classroom and their $ell $or'ed on auto"iogra hies $ill "e ro erly dis layed on the "ulletin "oard& B $ill e< lain to them that they did a great %o" telling their li!e story( "ut the decisions and "ig moments ha#e %ust "egun and today $eCre going to see $hat *li!e+ has in store& The *game o! 9i!e+ $ill "e u and ready to "e layed& They $ill ha#e 6minutesto $rite a"out $hat they learned a"out themsel#es and others !rom com leting the auto"iogra hy ro%ect and share $ithin their 1agan grou s *E< loration ;ournals+-,This is the Bell 8inger and $ill ta'e 27 minutes.& 3- :e $ill re#ie$ the instructions together as a class ,studnets

+nstructional Strate.ies $.raphic or.ani/ers' .roupin.: Lesson Procedures: ,Sequence !or teaching the lesson including acti#ities and a ro<imate times !or each art&.

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!losure:

highlighting and interacting $ith their co ies as $e read.& 4- Students $ill lay 9BFE $ithin their 1agan grou s and "e guided "y the teacher along the $ay& They $ill "e guided "y the !irst A- They $ill "e as'ed a"out li!e scenarios !aced in the game as they go along& 6- :e $ill re#ie$ the outcomes o! the games and discuss ho$ e#eryoneCs scenarios $ere di!!erent( some items $ere un lanned- "ut $e had many decisions that aided in more !a#ora"le or less !a#ora"le outcomes& As a closing acti#ity $e $ill discuss( as a class( items that $ere !a#ora"le and un!a#ora"le in the game and students $ill res ond #er"ally and in their %ournals a"out ho$ they could ha#e a!!ected those outcomes or "etter re are !or them& Students $ill "e congratulated on $or'ing in their teams in a ositi#e manner ( ta'ing turns sharing etc& ES@9 Students: Presentation ada tation through translated articles& Pairing students $ith other "ilingual s ea'ers i! ossi"le& For Student $ho need remediation $ith reading $or'sheets and any e<cer ts $e $ill interact $ith together as a class $ill "e ro#ided a day in ad#ance so they may ha#e !le<i"le scheduling allo$ing additional time at home to re#ie$ the article& The interaction $ith the te<t through trans arency and dry erase mar'ers is a#aila"le and $ill "e racticed "y the entire class routinely& 1ey terms $ill also "e ro#ided to remedial readers and they $ill "e encouraged to * reread+ the articles using heading( icture and "old $ords-headings& Enlarged !ont article $ill "e ro#ided in class& For Student $ith APD ,Auditory Processing Disorder.: Presentation Ada tation- student $ill "e ro#ided in!ormation in ty e the day rior as discussed $ith !amily so they may re#ie$ at home& Presentation ada tation- students grou and indi#idual seating $ill "e to the !ront o! the class !or strength o! #isual aids& En#ironmental ada tationstudent $ill only "e called on $hen teacher stands in !ront o! des' !or 3D minutes $hen s ea'ing ,system $or'ed out to ro#ide com!ort in classroom and cue to student.& Note ta'ers $ill "e assigned !or each grou so the student can re!er to the notes i! con#ersation "ecomes o#er$helming& For Student $ith Autism: Scheduling ada tations-student $ill "e ro#ided an a ro<imate timing schedule to "e noti!ied in ad#ance o! transitions& Presentation ada tations-student $ill "e ro#ided guideline to the resentation on the ma s in $riting& En#ironmental Ada tation-teacherCs des' area ser#es as a sa!e )one $here student may go and sit i! needed&

Adaptations:

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Assessment , reassessment-!ormati#e or summati#e assessment.:

General raise $ill "e used $hen student meet the o"%ecti#es o! the lesson laying the game and arta'e in a ositi#e manner ,along $ith ositi#e mar'ings on their entries in their %ournals.& B! they are not meeting the o"%ecti#es B $ill use !urther inquiry and leading questions to guide them to$ard the o"%ecti#es in class and o!!er assistance during homeroom( "e!ore school and a!terschool to sit $ith them one on one to discuss& Students $ill gain a *chec' lus+ !or the day !or class artici ation i! !ull e!!ort is ro#ided along $ith a grade( "et$een 67-277( !or their %ournal entries& B! a student is disru ti#e or uncoo erati#e $ith their grou they may recei#e a *chec'+ or *chec' minus+ lo$ering their o#erall class artici ation a#erage& Bn ut to the grou ( and "eha#ioral o"ser#ation $ill "e used to do so&

(eflection on the lesson: The students truly en%oyed this lesson& They $ere immersed into the game( too' turns( and aided other layers $hen they $ere unsure o! mo#es& They also understood the *li!e lessons+ as they #er"ally e< lained $hy they $ere *"uying insurance+( *going to college+( etc& The students $ere on a li!e %ourney $ithin the !our $alls o! the classroom& The lesson connected their auto"iogra hy ro%ects( that s o'e o! their asts( to their !utures&

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