Part I Unit/Big Idea

Part I. Unit/Big Idea

What is the Big Idea (of the Unit/month, etc.)?

The big idea of this unit is to be able to elaborate in writing using details to expand
ideas

How does this Unit address students IEP/PCP?

The Learner Will (your objectives):

Think of a pet he/she would like to have
Fill in the blanks (verbally) of a paragraph about the pet he/she would like to have
Fill in the blanks (in writing) of the paragraph
Add additional information about the pet he/she would like to have

Connection to Standards (Common Core, GLCES, Extended GLCES)

Part IIa Lesson

Content Description

Lesson: Elaboration is being taught. The concept being

What is taught? learned is that students can make a story longer and
Concept to be more interesting by adding details. By the end of the
learned? lesson, students should be able to describe something
What is the point? in the story, in detail, and be able to add more to the
Objective to be story.
reached.

Accessible Instruction Teacher Student Response

Methods/Strategies

Engagement: Ask student(s) to recall student(s) recall that

Accounting for what they did yesterday they helped finish a
Interest and during our writing session. story about a cat.
Commitment
Provides way to Say, Today you are going to
Internalize do some writing about a pet
Plan for Motivation that you wish you had. We
Affective Network will work together to finish
another story!

Process/Recognition: Show the student(s) the pet

How the lesson is I wish I had story. Read the
received. sentences out loud and give
 Mode of reception. them time to verbally fill in
Recognition Network the blanks of the story.

If more than one student is

present, give each student a
chance to fill in the blanks
with his/her own ideas.

Product/Strategic: After student(s) give verbal

How learning is responses, give them the
shown. copy of the story and ask
Interaction with the them to use their pencil to fill
concept. in the blanks. For those who
Mode of expression are unable to write, ask if
Strategic Network they can help you spell the
words for the blanks.

Part IIb Lesson

Content ND Accommodations and Modifications

Lesson: AC Size
MEM
What is O:SP
This is the 2nd half of the lesson- the 1st half of the lesson was
taught? O:TS taught the previous day.
Concept to be HOT
learned? NMF Difficulty
What is the This lesson is designed for the first grade level. Though
LANG
point? SOC
students being taught are in 2nd-4th grade, this is an
Objective to be academically appropriate level for this lesson.
reached.
Alternate Goals
Read the story out loud when finished
Draw a picture to go along with the story

Substitute Curriculum
1st grade level instead of 2nd-4th grade.

Accessible ND Accommodations and Modifications

Instruction

Engagement: AC Environment
MEM
Accounting for O:SP One or two students meet at a semi-circle table with limited
Interest, O:TS distractions.
Commitment HOT
Affective NMF
 Network LANG
SOC
Interest
Effort/Regulation

Process/Recogniti AC Input
MEM
on: O:SP
Instructions are repeated as needed. Behavior is managed using
How the lesson O:TS the behavior chart and small rewards (you get a cube if youre
is received. HOT working well- cubes are collected at the end of the lesson)
NMF
Mode of
LANG Level of Support
reception. SOC
Time is given for students to process, think, and come up with
Recognition
an answer. Questions are rephrased into simpler sentences.
Network
Alternate questions (yes/no questions) can also be asked.
Perception
Language & Time
Symbols This lesson occurs during a 10 minute rotation- students are
Comprehension given adequate time to think before a response is expected.

Participation
One or two students are working with one teacher. If two students
are working, each are given equal opportunity to answer questions
and give ideas

Product/Strategic: AC Time
MEM
How learning is O:SP
shown. O:TS
Interaction with HOT Output
the concept. NMF
LANG
Mode of SOC
expression Format
Production Network
Action
Expression
Executive
Function

Part III Lesson

Closure

Time Parts Teacher Activity Student Activity

Closure After students are

finished writing their
Assessmen stories about the pets
t they wish they had, take
a couple minutes to
display their work to
 each other. If possible,
have the students read
their stories to each
other. Give a round of
applause for each story
read aloud.

Part IV Lesson
Reflection

Reflection on the lesson and student learning. Did you follow the
plan? Was the plan effective? What evidence do you have that the
plan did or did not accomplish your Objectives? What will you change
for the next lesson Access options, Materials, the Activity, the
Assessment?