Ms.

Baron
ELA/Science
6:1:1
Title: Balanced Literacy- The Human Body
Duration: 2 periods/4 weeks
Transition: Community Integration
CDOS: Standard 1: Career Development- Exploring Preferences
Standard 3a: Universal Foundation Skills- Identify qualities that lead to responsible behavior,
positive work attitudes; self -control (Self -Regulation)
NYSAA: ELA 91111, 93121/ Social studies 92122
Common Core:
CCSS.ELA-Literacy.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-Literacy.W.4.8
Recall relevant information from experiences or gather relevant information from print and
digital sources; take notes and categorize information, and provide a list of sources.
High School W.11.1
Explore and inquire into areas of interest in an effort to formulate an argument.
Common Core Actions Addressed:
Core Action 1 (text complexity): The text contains academic vocabulary; the students will grow
their vocabularies through reading this text.
Core Action 2 (writing grounded in evidence from text): The students will use the texts
throughout the lesson to cite and justify the relevant and irrelevant ideas about which they write.
Core Action 3 (Building knowledge through content-rich nonfiction): The students will build
knowledge about Healthy eating through the nonfiction text, and will demonstrate what they
learn by writing objective summaries.
Strategies: TEACCH
Social Emotional Learning Standard: Social Management 4A- Students use positive
communication and social skills to interact effectively with others.
Learning Target/ Reading Strategies: Main Idea and supporting details
Teaching Point:
- How can we identify the main idea and supporting details from the text, The Human Body?

Objective: Students will identify the main idea and details from the text read to answer
literal/open-ended questions 4/5 trials.
Materials: Smart board, iPad, Bill of Rights text, dry erase board, computers, main idea and
details academic worksheets, post it notes, and word journal
Vocabulary (Word Wall): Digestive, esophagus, lungs, systems, muscles, movement, brain,
veins, nerves, organs
Procedure: Reading
Whole Group:
* Build Background (2-4 min) - Discuss what we know about the human body. Make a list of
students responses.
Language Experience/Modeling- (10min)
-Complete a walk-through of the text pointing out important text features such as the title of the
book, table of contents, bolded words, pictures, page number locations, etc.
Introduce the Reading Strategy- connect to Prior Knowledge
- Think Aloud Model: When I hear the word systems I think about a group things
that work together. What do you think?
-Read the book aloud to students as I model good fluency, voice inflection, and thinking.
(Instructional Strategy- KWL)
Shared Reading- (15min)
-Have students make predictions on dry erase/chart paper
- Introduce the vocabulary words- show students the word and visual picture and annunciate
the sounds the word makes
- Read the book out loud stopping to discuss.
- Introduce the main idea of the text. How do we know the main idea? Are there clues we can use
to help us find the main ideas?
- Teach reading strategy for finding the main idea use of pictures, title, and first sentence of the
text.
- Read the text aloud again having the students join in (choral reading).
(Instructional Strategy- Quick write, highlighting/annotating text)
Guided Reading- Students are grouped according to their skill level.
- Group A: ( Carl) Ms. Garcia
- Group B: (Tyler and Manny) Ms. Baron
- Group C: (Francesco and Daniel) Ms. M
- Review the previous strategy taught
- Facilitator will review new strategy from the lesson (main idea, details)
- Facilitator will read the text with the students guiding them to make connections between
the real word and the text.
- Engage in higher order thinking questions

Students read aloud the text and practice the strategies taught.

Independent Reading- Student will return to their seats and select a text at their level.
Word Study: (15min)
- Students are broken up into 2 or 3 groups
- Students will work on the key vocabulary words.
- Blending
Writing: (30min):
- Print Awareness- model how to write from left to right
- Phonics skills- model and asking students to hear the individual sounds in words
- Writing skills and strategies (use of graphic organizers to help organizer thoughts and
ideas
- Students will 1st complete a graphic organizer to help organizer their thoughts related to
the topic of the text read.
- Then students will write/select the main idea and supporting details
Essential Questions
Literal/Inference type questions:
Tier 3:
- What body systems did you learn about today?
- What are three important organs that work in this system?
- How do these organs work in the body?
- Why do you think this system in important we created?
Tier 2:
-What body systems did you learn about today?
-What are two important organs that work in this system?
-How do these organs work in the body?
Tier 1:
- What body systems did you learn about today?
- What I one important organs that work in this system?
- How do these organs work in the body?
Peer-to-Peer Interaction:
-Students will engage in scripted questions to ask each other.
-Open-ended questions are verbalized and written out and passed among students in class to
foster peer-to-peer interaction. Questions and answers are recorded into iPad /smart board to
foster peer-to-peer interaction.
Assessment: Teacher observation, Students self-assessment by checking off to answer yes/no
questions. Data Collection sheets will be filled out by all staff/ related services providers for
accuracy.

Educational Assistants: Each EA will assist students in engaging students with materials on the
table and taking data. EAs will turn on IPAD on the correct app for communication.
Behavior/Classroom Management:
- Redirection
- Review classroom rules/ Class emotional literacy charter/TEAM Matrix
- There is a designated area of the room where student may take a break in order to calm
and self- regulate.
- Students are allowed to voice their preference on task assigned
Students IEP goals Addressed:
- Student will identify the main idea and 3-5 supporting details
- Students will identify a literal, inference, and opinion response based upon a text read
Closure: Students will reflect on the lesson by presenting their work and what they have learned
using the smart board or answering questions from their peers.
Homework: Students will take home their book to read with their parents and answer questions
related to the text to identify the main idea and supporting details.
Evaluation: P.S 79 M Performance Rubrics
Transition: Teacher will ask students which subject we will be going over next. Students will
look at their schedules and prepare for the next subject.
PBIS/EL: Students will fill out PBIS forms to show the behaviors that they displayed for that
period. PBIS forms are differentiated for 3 levels.