Daily Lesson Plan Date: 7/24-7/26 Class: Reading Period or Time: 9:2010:00 Para/HCA: Susan Para/HCA: DeLisle Michelle

Wilson

Teacher: Kathleen Co-Teacher: Samulski Marivi Muir Transition Song Do Now: Choose Interactive Props CCSS Grade Level Standard Common Core Element: EERL.2.7. Use illustrations in print or digital text to identify characters and settings.

Integration of Knowledge and Ideas. RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Participation Level II AA Students will: EERL.2.7. Find the character in an illustration from a familiar text. Ex. During shared reading of a familiar text when the teacher stops at a page with an illustration that includes a specified character, point to the character. Level I AA Students will: EERL.2.7. Attend to illustrations in the text during shared reading. Ex. Visually attend to the illustration when the teacher holds up the book for the student to see. Ex. Visually attend to the book during shared reading. After listening to and rereading Polar Bear Polar Bear What Do You Hear?, students will make predictions and retell the story, sequencing the events. N/A Interactive props, AAC devices, Classroom Suite activities, PowerPoint book, projector and white screen Functional Supported Level III AA Students will: EERL.2.7. Use illustrations in print or digital text to identify characters and settings. Ex. Given three illustrations, select the one that depicts the setting in the story. Ex. Find an illustration in the book that shows a specified character.

Objective:

Materials:

Procedures: Utilization of Support Staff: Engage with the students, prompt students to attend, model singing, counting, and participating

Tuesday Students sit at the reading table. (walking song for transition) Pass out interactive supports for Polar Bear Polar Bear for students to hold during the initial reading. Read the story aloud, modeling making predictions as to what might be next Reread the story with the students using the preprogrammed GoTalk 9+ device to offer visual and communication support. Use the single message device to encourage and support students sayingI see and then adding whats on the page. You may want to use the GoTalk with or without the book. Use the picture props to engage the student with standing, shaking their prop, making the animal sound, etc. Engage students by modeling desired behavior. Chant the story in a sing song way, etc. Cue students to move to the projector screen. Use walking song and have a seat song to transition Open Classroom Suite software. Click Published activities on the left. In the Polar Bears folder, there is an activity names EW Polar Bears. Model creating a sentence about the book by using the finger pointer to tap the screen I hear a and then choosing the sentence ending. Michele will manipulate the computer to make the screen appear interactive. Offer the students turns to approach the board and build a sentence. When its the next students turn have the students hand off to one anotheracknowledging the name of the person you want to come next. Madison will most likely not want to approach the board, but allow her to decide what you pic. Offer the staff & student choice opportunities for 2-3 rounds, if they remain engaged. Use the read all word bubble icon to read back all of the writing. Perhaps recall the sounds each of the animals made in the story, and related retelling strategies. Close the light on the projector to indicate that reading is over and it is time for multisensory. Use the walking song to transition students back to their seats. Wednesday

Repeat much of Mondays plans for group table At the projector screen though: Project Classroom Suite Open the Explore Polar Bear Numbers activity Model using the activity Allow participants to take turns, counting their choices with the pointer If students are engaged, switch to the Explore Polar Bear Movements activity o Model and encourage students to physically match the movement for the choices they make

Close the light on the projector to indicate that reading is over and it is time for multisensory. Use the walking song to transition students back to their seats. Thursday:

Same as Monday and Tuesday in the beginning. At this point, you may just want to use the GoTalk with props to tell and retell the story. Give students props and have them physically sequence the order. Projector Time: Open the Polar Bear PowerPoint story. Distribute the props. Rather than saying student, student substitute the matching students name and have them make the same sound. Reread with students switch interactives. Encourage students to read chorally. Give students a chance to turn the page by approaching the board and tapping the screen. If time allows, revisit the classroom suite activities from Tuesday and Wednesday.

Teach: Routines Transitions Socialization Attending Core subjects Model: Expressive and Receptive Communication Sorting Matching Creating patterns In class skill practice: Sequencing Predicting Attending Extension: Classroom Suite Activities and PowerPoint Book Whats next? Transition song Student: Jacob Student: Jacob Student: Accommodat Grube Green Allison Kiessel ions: Visual and AAC Visual and AAC supports Supports Student: Aiden McCartney Student: Madison Wegienka Tactile supports Student: Jalen Perry Enlarged visuals, tactile supports, high contrast Student: Dylan Heim

Student:

Student Evaluation:

Student: Jacob Grube: Given a choice of 9, identify the requested character on GoTalk Device Student: Aiden McCartney

Student: Jacob Student: Green Allison Kiessel Given a choice of 9, identify the requested character on GoTalk Device Student: Student: Madison Jaylen Perry: Wegienka name 3 Ordering all of characters the animals in from the story the story

Student: Dylan Heim

Student:

Lesson Evaluation: (reflection)