Professional Documents
Culture Documents
Jacqueline Thomas
Z05
July 29, 2015
Camping Needs Worksheet Lesson Plan
CCLS: 9-10.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
SWBAT: Correctly identify what item are needed for camping and explain why those
items are needed.
Aim: What do we need for camping and why?
Target IEP goals: recite information about an explanatory text, expressing opinions,
expressing needs, answer why questions
Higher Order Thinking Questions: How can you save energy this summer? Why doe
we need the different camping supplies?
Materials: worksheets, scissors, packing for summer camp book, pencils, glue, AAC
devices
Groups
(Based on SANDI and communication goals)
Group/Row 1 Group/Row 2 Group/Row 3
Natalie & Rosana w/ Starrisha & Amari w/ N/A for summer
Maritza Roger
Zi & Allyah w/ Emose Lizbeth & Hamad w/
Marie
Paraprofessional staff may shift depending on the needs and behaviors of
the students
Do Now: Look at the cover of the book. What do you remember about the story?
1. Teacher Introduction: Review flow of the lesson & pass out materials (3
minutes)
a. Communication Boards
b. Read aloud
c. Worksheets
d. Peer Corrections
2. Group Work: Communication Boards (5 minutes)
a. Directions: Read the communication board with your partner. Take turns
finding words.
b. Rows 1 & 2
i. Students will take turns reading (with assistance as needed)
ii. Students will follow along with their fingers as their peers read
iii. Students will receive tickets for identifying vocabulary words correctly &
displaying appropriate behavior
iv. Students will use AAC devices to interact with text
3. Class Work: Read Aloud (10 minutes)
a. Read aloud steps:
i. Look at the picture. What do you see? (Everyone points.)
Ms. Jacqueline Thomas
Z05
July 29, 2015
ii. Follow along with your finger while your friends read.
iii. Students will receive tickets for answering questions correctly & displaying
appropriate behavior
b. Rows 1 & 2
i. Students will take turns reading (with assistance as needed)
ii. Students will follow along with their fingers as their peers read
iii. Students can ask other students for help identifying/locating pictures and
words
4. Independent Work: Two-sided worksheet (15 minutes)
a. Students will complete a worksheet asking them to identify what they need to
pack and why.
b. Students will have similar worksheets and either choose answers independently
or choose from a field of two.
5. Closing: Peer review (10 minutes)
a. Students will switch papers with their partners and we will grade as a class
b. Students will receive tickets for answering questions correctly & displaying
appropriate behavior
c. Students will review the prompting levels at the bottom and count their tickets
6. Clean Up (5 minutes)
a. Students will collect all materials and prepare to transition