Lesson Plan Format

NAME: Maddy Smith

Lesson Topic:Calendar, Weather, Current Events
minutes

Grade level: 6-8 Total Time: 50

# Students:
Learning Goal:
(Content
Standard/Common
Core)

EE.SL.6.2 Identify information presented in diverse

media and formats (e.g., visually, quantitatively, orally)
that relates to a topic, text, or issue under study.
EE.L.6.3 Use language to achieve desired outcomes
when communicating.
a. Vary use of language when the listener or reader
does not understand the initial attempt.

Target Goal or Skill:

For students to accurately depict the date (month, date, day of the
week, year)
For students to understand how to write the full date, as well as
with the number codes
Understand the concept of past, present and future (today is,
yesterday was, tomorrow will be)
Accurately follow weather patterns (temperature changes,
understand observable conditions)
Students will understand the concept of positive temperatures
versus negative temperatures
Compare and Contrast news programs (CNN student news,
Channel One News)
Discuss news stories

Essential Question(s):

What is worth fighting for?

How does the weather where you live influence how you live?
What will happen next?

Topical question(s):

What has happened in the past? What can you tell me about the
present?
What is the difference between positive and negative temperatures?
How does todays temperature compare with yesterdays (using the
words increase and decrease)

Instructional
Objective(s):

Students will be able to

- Identify their job for the day
- Follow along in their writing packets/ Ipad google form with
minimal prompting
- Complete their job with minimal prompts and guidance
- Identify correct month, date, day of the week on large calendar
- Identify correct day of the week today is.., yesterday was..,
tomorrow will be
- Follow known weather patterns and verbally describe current
weather conditions to classmates
- Read summary of CNN student news, and predict key news story
- Pause two times to discuss important and interesting news stories
- Use similarity/ difference cards to compare and contrast CNN
student news with Channel One news

Assessment
(Criteria / Look Fors/
Performance Tasks)

Formative Assessment:
Can Students..
- Identify correct month, date, day of the week on large calendar
- Identify correct day of the week on today is.. yesterday was..
and tomorrow will be cut outs in front of class
- Verbally describe the days weather, including correctly
identifying temperature, wind speed, and observable conditions
- Use weather adjectives to expand language
- Read summary of CNN student news, and discuss terms or stories
that may reflect previous knowledge
- Show they were actively listening to CNN student news by lifting
up cards that say Similarity or Difference to the news stories
shown on Channel One
Summative Assessment:
Fill in correct information on google form. Write one sentence
sharing what they found most interesting on the news.

Disabilities/Diverse
Needs Represented

GL- 8th grade Autism

Primarily nonverbal, uses a QWERTY board/ Ipad to
communicate. Needs things to be routine, and she does very well
Student
when she understands what will happen, and when it will happen.
Accommodations and/or GL uses paper copy of calendar form because she is easily
Modifications
distracted by Ipad (for stimming). GL gets support staff to help
with anxiety.
EC- 6th grade Autism
Verbal, grade level intelligence. EC uses IPad. EC needs
redirection for appropriate behavior and guidance for social
interaction with peers. EC really enjoys weather, and loves the
opportunity to be the meteorologist. EC benefits from an in-task
schedule and routine to reduce anxiety.
HJ- 6th grade Autism
Primarily nonverbal. A main goal for HJ is speech. Staff does a
lot of modeling and scaffolding language. HJ has 1:1 support
during calendar; to chart data, help him stay on task and regulate
himself when he becomes upset. HJ becomes upset when he is
uncertain his expectations, hears certain noises or cannot
communicate his needs.
BA- 6th grade Autism
BA is verbal, but struggles with spontaneous speech. He
receives 1:1 support during calendar time to help him stay on task.
DS- 6th grade Cognitively Delayed
DS is a very social, inquisitive student. He is very aware of
himself and others. He needs prompts to stay on task and complete
his work. DS has a full size Ipad with Bluetooth keyboard to aide
independence on his google form
MX- 6th grade Cognitively Delayed
MX is a very happy, laid back student. She is very willing to
help do any job asked, and is aiming to please. She is involved in
this class to help with basic knowledge of current events, and to
aide with proper language use, and retention skills.
******************************************************
*2 students have 1:1 support staf
- 1 student will be allowed a break card so he can
communicate if break is needed
- student will have while I wait card full of activities that can
be done while waiting that will not be disruptive to class
- written visuals of to-do lists for students so they know
their expectations during activity
- one student will have answers written on dry erase board in
close proximity to keep focused

- fidget toys or snacks to keep students engaged

- Full size Ipad with keyboard given to students with motor difficulties
- Video and tranquil music plays on Smartboard before class starts
- Jobs written on board before students arrive
- written packet as an option for students to follow along with
activities
- Google form sent to each student for them to follow along

on their Ipad and fill out information

- SmartBoard with enlarged pages of the same packet the
students have to they can follow along

Instructional
Procedures
(including specific
times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:

Closure:

8:05- Me Moves- A short program where students will follow along

with Smartboard screen that does stretching moves to get them
ready for the day
8:10 - Welcome students. Help them log into Ipads and make sure
forms are up on their screens.
Take Attendance on Smart board/ Say the Pledge
8:05- 8:45 Calendar Activities
1. What Month is it?
Review Spelling of Month, Holidays and special days that
occur within the month
2. Number Date
What Day is it?
If MondayWhat do we call Sat/ Sun? (or what days are in a
weekend?)
Have Students put dates on calendar.
3. Today is/ Yesterday was/ Tomorrow will be:
Use letterboards/ communication tools
Review Past, Present, Future
Ask Questions:
- Ask what verb identifies the past (was), present (is)
and future (will be)
- Example of something in the (for example what
did you do yesterday?)
4. www.weather.com
Have one student enter their zip code (53130, 53228 ect)
Look at current weather conditions
Ask students what they notice about todays weather
discuss any graphs, weather advisories, high and low
temperature
** Expand on weather adjectives. Previously looked up words that
started with certain weather. Today students will define/explain their
words to share with the class.
5. Temperature Graph
Students graph the high temperature on a line graph. Students then can
watch weather trends throughout the week
7. All about Today Calendar (Puffy Calendar)
8. CNN Student News
**Pause video two times to discuss key concepts or any other interesting
facts/news story plays
Examples of questions:
How do you think this will end?
Do you agree/ disagree?
Do you understand what this means?
Tell me one thing you learned
Tell me one interesting fact
When news is over students will write the news story they found the
most interesting on their google form
9. Channel One Student News
Students will hold up similarity and difference cards when a news story

starts
10. Break until next class starts

Academic Language
and Student Language
Demands required in
the lesson

adjective, increase, decrease, prediction, opinion

graph, compare (similarity), contrast (difference)

Communication Skills
(see Handout)

Function: For students to look at board and fill in answers with as little
prompting as possible.
Vocabulary: Weather, Patterns, Compare, Contrast, Interesting
Syntax: Write full sentences describing the weather. Be able to tell how to
write the date on their papers. Verbally share answers with correct grammar
Discourse: Follow along with class, do work with as little prompting as possible.

5 Questions (Blooms or Knowledge (recall information)

Comprehension
DOK)

Over the past few days what have we noticed about

the weather in Southern Wisconsin? How does this contrast with the
weather in northern Wisconsin?
Application
Do you think the weather in Florida is similar to the weather in
Wisconsin?
Analysis
Compare and Contrast CNN student news with Channel one News
Synthesis
Plan how they would get to Mars?
Evaluation
Whatnews story did you find most interesting? Why?

Curriculum (APA)
e.g.
Investigations in
Number, Data, and
Space. (2012).
Pearson.

www.cnnstudentnews.com
www.channelonenews.com
www.weather.com
Google Forms

Materials
Weather/ CNN packet ( have copies on hand if Ipad network is
down or student requests it)
Student Ipads (5)
Large dry erase board
Small dry erase board
Smart Board
Break cards
visual to-do lists
Students will bring:
Pencil
Ipad

Notes