Professional Documents
Culture Documents
Class Description: There are 27 students in this 6th grade standard inclusion science class with
14 females and 13 males. There are 9 students with IEP’s and 1 student with a 504 plan.
Accommodations include but are not limited to extended time, verbatim reading, selected
sections, visual cues, scribe, reduced distractions, chunking and frequent breaks.
graphic organizer.
Alignment:
Technology Integration/Needs: The students will use devices to access Kahoot for the
introduction activity.
Lesson Procedure:
Introduction Activity:
Description: The teacher will have the warm-up displayed on the screen as the students
come into class. “Good morning! Please take out your devices and log onto Kahoot.it”.
Once most of the students have logged onto Kahoot, the teacher will display the game
code for the students to type in. The teacher will begin the game, reading aloud each
question and possible answer choices to the class. The Kahoot game will consist of
questions relating to if the statements are facts or opinions, as several students are still
students get a question wrong, the teacher should stop and have a brief discussion with
Adaptations: The teacher will read the questions and answer choices aloud for students
who need verbatim reading. The teacher will also have directions written on the board as
Transition: The teacher will ask the students to put their devices away and take out a pen
or pencil. While the students are doing so, the teacher will pass out the worksheet “Mr.
Description: The teacher will explain to the students that “today you are going to
yesterday. However, afterwards we are going to practice writing the information into a
paragraph. Let’s start with reading the story”. The teacher will read the story aloud to the
class while the students follow along on their worksheets. Then the teacher will ask the
students “what is our question that we are trying to find out?” Students should respond
that we want to figure out who killed Mr. Xavier. Then the teacher will tell the students
to “pair up with a partner and complete the rest of the graphic organizer on the front of
the worksheet. Make sure that your claim answers the question and that your pieces of
evidence support your claim!”. The teacher will allow the students about 10-15 minutes
to work with their partner with a countdown timer on the board, circulating around the
Adaptations: The teacher will read the mystery story aloud for verbatim reading,
standing in the front of the classroom so the student with hearing loss can hear better. The
teacher will also help students with scribing as necessary and may only have students
than three.
Transition: The teacher will ask the students to return back to their seats and turn to the
Description: The teacher will explain to the students that “now you are going to take
what you have written in the graphic organizer boxes and put it into a written response.
You have already done most of the work! You just need to write your information in
complete sentences and make sure it all flows together! What do you think our paragraph
is going to start with?” Students should respond with “the claim”. The teacher will then
explain that after you state your claim in a complete sentence, you are going to use your
evidence that you found to support your claim and explain each using your reasoning.
Use the graphic organizer on the front side of the worksheet to help you!” The teacher
will allow the students about 12-15 minutes to complete their written response,
Adaptations: The teacher will have the instructions written on the board (visual cues) as
well as verbally state the directions. While circulating the classroom, the teacher will
Transition: The teacher will ask the students to pass up and turn in their worksheet to be
collected.
Closing Activity:
Description: The teacher will have a quick review discussion on what claim, evidence
and reasoning is. Some questions that the teacher may ask are “what is a claim?”, “what
do we need to support our claim?”, “should evidence be opinions?”, “why or why not?”,
“what is reasoning?”, etc. The teacher will call on various students in the classroom to
participate in the class discussion. The teacher will conclude with “tomorrow you will
complete one last organizer and written response on your own that will be turned at the
Adaptations: The teacher will have the questions written on the board (visual cues) as
well as verbally discuss them. The teacher may also repeat/reword student responses so
the student with hearing loss can understand what other students are saying behind him.
Safety Valve: If there are an extra ten minutes of class after the students have completed and
turned in the Mr. Xavier worksheet, the teacher will poll the class to ask how many students
thought the chef killed Mr. Xavier, how many thought it was the servants, and how many
thought it was due to another cause. The teacher will ask each group to explain their claim using
pieces of evidence and reasonings why they believe that particular person(s) killed Mr. Xavier.