Task 1: Lesson Plans for Learning Segment

Academic Topic English: Lesson 1

Grade Level: 9th, 10th, 11th, 12th

Lesson Foundation
Common Core- CCSS.ELA-LITERACY.RL.2.1
State Standards Ask and answer such questions as Who, What, Where, When, Why, and How to
(CCS)/Essential demonstrate understanding of key details in a text.
Element (CCEE)

Related IEP goal IEP Goals:

and Learning The focus learner will increase his functional communication skills as measured
Target (LT) by meeting 3 of 3 objectives listed below
** IEP Goals/LT Benchmark:
should connect to 1. Provide a narrative containing at least three events, and providing “who”,
the lesson “where”, “when”, information, in addition to what happened, with visual
cues and prompts, 2 out of every 3 opportunities.
Learning Goal
● The student will identify the Who, What, When Where, Why and How of a
narrative using visual cues and/or prompts 2 out of every 3 times.

Lesson Learning Objective: By the end of the lesson the student will identify the Who
Objective(s) (LOs) and What of a paragraph using visual cues and prompts 1 out of 2 attempts
for each lesson measured by an exit slip.
**LOs should be
observable and Communication Skill (expressive): The student will answer instructional based
measurable questions throughout the lesson segment.

Lesson Formative
Assessment 1. Teacher observation (informal)
2. Collection of student work (formal)
3. Exit Slip (formal)
 Instruction
Previous Through baseline data that was collected by interviewing his case manager and
Knowledge and observation of the student. My focus learner has previous knowledge of Who,
Skills Where, When and What, however only provides 1-2 events. My focus learner reads
around the fourth-grade level, and has experience reading a variety of stories.

Lesson Supports:
-Question mark graphic organizer, visual supports/manipulatives (laminated
notecard provided by the teacher that have facts about each W and How all
connected on a book ring), text read aloud, two educational assistants and small
group instruction.

Anticipatory Set -As the students come in they will grab their designated folder and notebook on the
Time to Teach: 5 front table. On board the warm up question will be written:
min -Warm Up Question: What are the five w’s of English?
● Students will then write their answer in their designated notebook.
-I will then have the students share their responses and write what they know on the
board. I will then identify any Ws the students didn’t list, then add How
● 5W: Who, What, When, Where, Why
-Introduction to the lesson:
● Today we are going to focus on Who and What

Instructional 1. Guided Instruction:

Sequence: -Question: What do they think we are looking for Who and What (students respond)
Time to Teach: -Explain Who: and the symbol that goes with it
30 Min ● Who is the person, animal or thing the story is about i.e. the main character
of the story?
● The symbol that goes with who is a circle representing a face, with two eyes
and a question mark in the middle representing the nose and mouth
- On the PowerPoint I will then project four stories with pictures and have the
students identify the Who the story is about: Little Red Riding Hood, Goldilocks and
the Three Bears, and Jack and the Beanstalk.
● Answers: Red Riding hood;
● Goldilocks, Mama Bear, Papa Bear, Baby Bear;
● Jack
-Explain What: and symbol that goes with it
● What is what the story is about i.e. the main problem of the story
● The symbol that goes with what is a circle that represents a face with a
curved line on each side that represents shrugged shoulders.
-On the PowerPoint I will then project four story titles with pictures and have the
students identify the what the story is about: Little Red Riding Hood, Goldilocks and
the Three Bears, and Jack and the Beanstalk.
● Answers: Red goes to visit her grandmother, the wolf eats her grandma and
wants to eat red too. In the end a woodsman/lumberjacked saver her
● Goldilocks goes into the Bear's house and eats their soup, sit in their chairs
and sleep in their bed. When they come back they find their soup was
touched, chair was sit on and the girl sleeping in the bed. Goldilocks woke
up and ran away.
● Jack goes up a beanstalk and steals a harp/gold. The giant comes down the
 beanstalk, but Jack cuts it and the beanstalk fall.
-Now let’s practice on some sentences on a board
-Focused Instruction: Read the sentences and do a think aloud: Identify the Who
by circling who the sentence is about and identify the What by underling what they
did:
-Sentences: (Bob went to the pet shop to get a puppy) (The lion chased the zebra).
-Think aloud: Read the sentence aloud: I am looking for who the sentence is about,
this sentence is about Bob/a Lion, what did Bob/the Lion do, what is our verb: went
to the pet shop/chased the zebra.
● Who: Bob: Lion
● What: Went to the pet shop: Chased the zebra
-Guided Instruction: I will do two sentences with the students. Circle the Who and
Underline the What (The whale jumped into the air) (In the cabin, Seth made
pancakes for his parents)
● Who: Whale; Seth
● What: Jumped into the air: Made pancakes
-Independent Practice: Students will do five sentences independently: (Johnny
went to the market to get fresh eggs.) (The teacher brought candy for all his
students.) (In the woods, the deer ran away from the hunter.) (The dog ran up the
hill.) (The tree fell on top of the car.)
While the students are doing their sentences, I will then pass out the laminated
notecards of Who and What

2. Collaboration
-I will then split the class into groups of three. There will be two groups of five, and
one group of four students. (one group will go with the teacher, and each
professional assistant will get a group.)
-In their groups the students will be given the April 2017 issue of scholastic
magazine. In their groups the students will take turns reading aloud My Sport
Helped Me Make a New Life in America (pg. 14-16), and Grizzly Bears Go to Work
(pg. 18-19). As a group the students will identify the Who and What of each story.
When they are done I will have the students stay in their group and go onto step 3:
-Before they read the story I will introduce vocab that the students will struggle with.
● Sport: Who: Tareq What: about how cricket helped Tareq make new friends
and made America his home.
● Bear: Who: Sam the Bear. What: Bears getting food from trash.

3. Guided Practice/Independent Learning:

-In their groups the teacher or professional assistant will read the short story aloud
and on the exit slips; The students will circle Who the story is about, and Underline
What the main character got to do/see?

Application of new skill

● Found the Who and What of a sentence
● Found the Who and What of two articles
● Found the Who and What of a paragraph

Self-assessment:
The student will self-monitor his self-assessment by completing the question mark
organizer, and by using the visual prompts/manipulatives.
 Generalization:
This skill will be generalized through everyday life. He will use these skills of asking
Who and What in several situations including reading a newspaper, website,
magazine, etc.

Maintenance
This skill will be maintenance through class readings of articles, books, etc. This
skill also will be maintenance throughout the rest of this lesson.

Closure ➢ Review of the Who and Where

Time to Teach: 5 ➢ As the students leave have I will have the students hand their exit slips in
Minutes the homework basket.
 Lesson 2
Academic Topic English: Lesson 2

Grade Level: 9th, 10th, 11th, 12th

Lesson Foundation
Common Core- CCSS.ELA-LITERACY.RL.2.1
State Standards Ask and answer such questions as Who, What, Where, When, Why, and How to
(CCS)/Essential demonstrate understanding of key details in a text.
Element (CCEE)

Related IEP goal IEP Goals:

and Learning The focus learner will increase his functional communication skills as measured by
Target (LT) meeting 3 of 3 objectives listed below
** IEP Goals/LT Benchmark:
should connect to 1. Provide a narrative containing at least three events, and providing Who,
the lesson Where, When, information, in addition to what happened, with visual cues
and prompts, 2 out of every 3 opportunities.
Learning Goal:
● The student will identify the Who, What, When Where, Why and How of a
narrative using visual cues and/or prompts 2 out of every 3 times.

Lesson Learning Objective: By the end of the lesson the student will identify the When
Objective(s) and Where of a narrative using visual cues and prompts 1 out of 2 attempts,
(LOs) for each measured by an exit slip
lesson
**LOs should be Communication Skill (expressive): The student will answer instructional based
observable and questions throughout the lesson segment.
measurable

Lesson Formative
Assessment 1. Teacher observation (informal)
2. Collection of student work (formal)
3. Exit Slip (formal)
 Instruction
Previous Can read a narrative and identify the Who and What
Knowledge and
Skills Lesson Supports:
-Question mark graphic organizer, visual supports/manipulatives (laminated
notecard provided by the teacher that have facts about each W and How all
connected on a book ring), text read aloud, two educational assistants and small
group instruction.

Anticipatory Set -As the students come in they will grab their designated folder and notebook on the
Time to Teach: front table. On board the warm up sentence will be written:
5 Minutes -Warm up: My grandmother made chocolate chip cookies for the bake sale.
The students will then write the sentence in their notebook and identify the Who
and What of the sentence.
● Who: grandmother What: making chocolate chip cookie for the bake sale
-Today we are going to learn When and Where

Instructional Guided Instruction:

Sequence: -Question: I will ask the students when reading what do they think we are looking
Time to Teach: for When and Where
30 Minutes -Explain When: and the symbol that goes with it
● When is when the story happens/when does it take place (day, night,
specific time, season, etc.)
● The symbol that goes with when is a clock with a question mark in the
middle
- On the PowerPoint I will then project four stories with pictures and have the
students identify When the story took place: Red Riding Hood, Goldilocks and the
Three Bears, and Jack and the Beanstalk.
● Answers: Morning, afternoon (we know that because it was light out, not
dark.)
● Afternoon: (we know this, because the bears were eating porridge and
Goldilocks took a nap.)
● When does the beanstalk grow: at night: Jack was sleeping when it grew.
-Explain Where: and symbol that goes with it
● Where is where the characters were/ where did the story take place?
(school, park, farm, home, etc.)
● The symbol for that goes with where is a compass with a question mark in
the middle.
-On the PowerPoint I will then project four story titles with pictures and have the
students identify Where the story took place: Little Red Riding Hood, Goldilocks
and the Three Bears, and Jack and the Beanstalk.
● Answers: Woods
● Three bears house
● Giants house, village, Jacks house.
-Focused Instruction: Read the sentences and do a think aloud: Identify the
When by circling when (time, season) the sentence took place and identify the
Where by underling where was the main character:
-Sentences: (At 3:30pm the zookeeper fed the hippos at the zoo.) (Early in the
morning, Red fed the chickens in the barn.
-Think aloud: Read the sentence aloud: I am looking for when the sentence took
place, this sentence took place at 3:30pm/Early in the morning. Where was the
zookeeper/Red; zoo and barn
● When: 3:30pm: Early in the morning.
● Where: Zoo, Barn
-Now let’s practice on some sentences on a board
-Guided Instruction: I will do two sentences with the students. (In the fall, the kids
played in the leaves in their backyard.)
● When: Fall: Late in afternoon
● Where: Backyard: Her room
-Independent Practice: Students will do five sentences independently (Early in the
morning, Tim got up to milk the cows on his Uncle’s farm) (At 1:30pm, Jessica ran
a mile for her track meet.) (Bob had a bonfire in his backyard, late in the evening.)
(Kim went swimming at the aquatic center all summer long.)

2. Collaboration
-I will then split the class into groups of three. There will be one group of five, and
the other two groups will have four students. (one group will go with the teacher,
and each professional assistant will get a group.)
-In their groups the students will be given the March 2017 issue of scholastic
magazine. In their groups the students will take turns reading aloud The Mystery of
Amelia Earhart: Solved (pg. 2-3), and The Deadly Blizzard of 1888 (pg. 12-15).
When they are done I will have the students stay in their group and go onto step 3:
-Before they read the story I will introduce vocab that the students will struggle
with.
● The Amelia Earhart story: As a group the students will identify: When
Earhart set off on an around-the world flight (1937). Where did the evidence
suggest Earhart landed? (Nikumaroro).
● Blizzard: When did eight-year-old Walter get up? (January 12, 1888) Where
was Walter when the storm begun? (at school).

4. Guided Practice/Independent Learning:

-In their groups the teacher or professional assistant will read the short story aloud
and on the exit slips;
The students will Circle When Drew and Lily found the egg, and Underline Where
Drew and Lily found the egg.
-The students will Circle When does Armstrong say “That’s one small step for man,
one giant leap for mankind, and Underline Where was Neil Armstrong.

Application of new skill

● Found the When and Where of a sentence
● Found the When and Where of two articles
● Found the When and Where of a paragraph
 Self-assessment:
The student will self-monitor his self-assessment by completing the question mark
organizer, and by using the visual prompts/manipulatives.

Generalization:
This skill will be generalized through everyday life. He will use these skills of asking
Where and When in several situations including reading a newspaper, website,
magazine, etc.

Maintenance
This skill will be maintenance through class readings of articles, books, etc. This
skill also will be maintenance throughout the rest of this lesson.

Closure Review of When and Where

Time to Teach:
5 Minutes
 Lesson 3
Academic Topic English: Lesson 3

Grade Level: 9th, 10th, 11th, 12th

Lesson Foundation
Common Core- CCSS.ELA-LITERACY.RL.2.1
State Standards Ask and answer such questions as Who, What, Where, When, Why, and How to
(CCS)/Essential demonstrate understanding of key details in a text.
Element (CCEE)

Related IEP goal IEP Goals:

and Learning The focus learner will increase his functional communication skills as measured by
Target (LT) meeting 3 of 3 objectives listed below
** IEP Goals/LT Benchmark:
should connect to 1. Provide a narrative containing at least three events, and providing Who,
the lesson Where, When, information, in addition to what happened, with visual cues
and prompts, 2 out of every 3 opportunities.
Learning Goal:
● The student will identify the Who, What, When Where, Why and How of a
narrative using visual cues and/or prompts 2 out of every 3 times.

Lesson Learning Objective: By the end of the lesson the student will identify the Why and
Objective(s) How of a narrative using visual cues and prompts 1 out of 2 attempts, measured
(LOs) for each by an exit slip.
lesson
**LOs should be Communication Skill (expressive): The student will answer instructional based
observable and questions throughout the lesson segment.
measurable

Lesson Formative
Assessment 1. Teacher observation (informal)
2. Collection of student homework (formal)
3. Exit Slip (formal)
 Instruction
Previous Can read a narrative and identify the Who, What, When and Where.
Knowledge and
Skills Lesson Supports
-Question mark graphic organizer, visual supports/manipulatives (laminated
notecard provided by the teacher that have facts about each W and How all
connected on a book ring), text read aloud, two educational assistants and small
group instruction.

Anticipatory Set -As the students come in they will grab their designated folder and notebook on the
Time to Teach: front table. On board the warm up sentence will be written:
5 Minutes -Warm up: In the afternoon, the baker was in the kitchen making a red velvet cake
for the wedding.
The students will then write the sentence in their notebook and identify the Who,
What, When and Where of the sentence.
-Today we are going to learn the Why and How.

Instructional Guided Instruction:

Sequence: -Question: I will ask the students when reading what do they think we are looking
Time to Teach: for Why and How.
30 Minutes -Explain Why: and the symbol that goes with it
● Why is why did the problem happen? Why did the characters solve it that
way?
● The symbol that goes with why is a question mark.
- On the PowerPoint I will then project four stories with pictures and have the
students identify Why the problem happened in the story: Red Riding Hood,
Goldilocks and the Three Bears, and Jack and the Beanstalk.
● The wolf was hungry; Red got distracted.
● Goldilocks was wondering in the woods and entered the house.
● Jack stole things from the giant.
-Explain How: and symbol that goes with it
● How is how the problem was solved? How did the story end?
● The symbol for that goes with how is just the letter H.
-On the PowerPoint I will then project four story titles with pictures and have the
students identify How the story ended: Little Red Riding Hood, Goldilocks and the
Three Bears, and Jack and the Beanstalk.
● The lumberjack/woodsman saved granny and red.
● Goldilocks ran away and never returned.
● Jack and his mom lived happily ever after.
-Focused Instruction: Read the sentences and do a think aloud: Identify the Why
by circling why the main character did what and identify the How the main character
solved their problem or how the story ended:
-Sentences: (Jill was walking through the woods and saw a wolf, so she ran away.)
(The cow was wondering and got lost in the field, but the farmer found the cow and
brought it back home.).
-Think aloud: Read the sentence aloud: I am looking for Why Jill ran away/ why the
cow was wondering. I am looking for how Jill solved her problem/ how did the cow
get back home.
 ● Why: Jill saw a wolf; Cow got lost in the field
● How: Jill ran away; The farmer found the cow and brought it back home.
-Now let’s practice on some sentences on a board
-Guided Instruction: I will do two sentences with the students. (Mini was playing
with her toy, and it ran out of battery, so her mom took her to the store to get a new
battery). (Kelly was bored sitting in the house all day, when she found a new toy
hidden under her mom’s bed to play with).
● Why: Mini was playing with her toy; Kelly was bored
● How: Mini’s mom took her to the store; Kelly found a toy hidden under her
mom’s bed.
-Independent Practice: Students will do five sentences independently (Molly had
to call her grandma to get her eggs, because she was in the middle of making a
cake and ran out of eggs.) (Jim was jumping on the trampoline, when he fell off and
broke his arm; his mother then took him to the emergency room.) (The dog was so
hungry that it ate the family’s supper.) (The bird was cold in the shade, so it flew to
a sunny area to warm up.) (The pumpkin was too heavy for Tim to carry, so he had
his dad carry it.)

2. Collaboration
-I will then split the class into groups of three. There will be one group of five, and
the other two groups will have four students. (one group will go with the teacher,
and each professional assistant will get a group.)
-In their groups the students will be given the May 2017 issue of Scholastic Action
Magazine. In their groups the students will take turns reading aloud Rescuing
Africa’s Elephants (pg. 4-5) and How I Saved My Grandfather (pg. 8-10) When all
groups are done I will have the students go to their assigned seats.
-As I read the story I will introduce vocab that the students might struggle with.
● Elephant Story: Why did people want Ivory? (People believe it has healing
powers and shows your status in China). How did this story end? (U.S. and
China agreed to work together to stop ivory smuggling and passed a ban).
● Grandfather: Why was Kenneth worried about his grandfather? (His
grandfather has Alzheimer’s. People with Alzheimer’s often wonder, and
Kenneth's grandfather wonders and gets lost). How did Kenneth save his
grandfather? (He made a device that alerted Kenneth’s family every single
time his grandfather got out of bed)

3. Guided Practice/Independent Learning:

-In their groups the teacher or professional assistant will short story aloud and on
the exit slips;
The students will Circle Why germs are bad, and Underline How often should you
brush your pet’s teeth.
The students will Circle Why Sam got a bear, and Underline How often does he
circus come to town.

Application of new skill

● Found the Why and How of a sentence
● Found the Why and How of two articles
● Found the Why and How of a paragraph
 Self-assessment:
The student will self-monitor his self-assessment by completing the question mark
organizer, and by using the visual prompts/manipulatives.

Generalization:
This skill will be generalized through everyday life. He will use these skills of asking
Why and How in several situations including reading a newspaper, website,
magazine, etc.

Maintenance
This skill will be maintenance through class readings of articles, books, etc. This
skill also will be maintenance throughout the rest of this lesson.

Closure Review of Why and How.

Time to Teach:
5 Minutes
 Lesson 4
Academic Topic English: Lesson 4

Grade Level: 9th, 10th, 11th, 12th

Lesson Foundation
Common Core- CCSS.ELA-LITERACY.RL.2.1
State Standards Ask and answer such questions as Who, What, Where, When, Why, and How to
(CCS)/Essential demonstrate understanding of key details in a text.
Element (CCEE)

Related IEP goal IEP Goals:

and Learning The focus learner will increase his functional communication skills as measured by
Target (LT) meeting 3 of 3 objectives listed below
** IEP Goals/LT Benchmark:
should connect to 1. Provide a narrative containing at least three events, and providing Who,
the lesson Where, When, information, in addition to what happened, with visual cues
and prompts, 2 out of every 3 opportunities.
Learning Goal:
● The student will identify the Who, What, When Where, Why and How of a
narrative using visual cues and/or prompts 2 out of every 3 times.

Lesson Learning Objective: By the end of the lesson the student will identify the Who,
Objective(s) (LOs) What, When Where, Why and How of a narrative using visual cues and prompts 2
for each lesson out of every 3 times.
**LOs should be
observable and Communication Skill (expressive): The student will answer instructional based
measurable questions throughout the lesson segment.

Lesson Formative
Assessment 1. Teacher observation (informal)
2. Collection of student homework (formal)
 Instruction
Previous Can read a narrative and identify the Who, What, When, Where, Why and How.
Knowledge and
Skills Lesson Supports:
-Question mark graphic organizer, visual supports/manipulatives (laminated
notecard provided by the teacher that have facts about each W and How all
connected on a book ring), text read aloud, two educational assistants and small
group instruction.

Anticipatory Set -As the students come in they will grab their designated folder and notebook on the
Time to Teach: front table. On board the warm up sentence will be written:
5 Minutes -Warm up: When can you use the 5 W’s and how?
Today we are going to put all the 5 W’s and How together.

Instructional Guided Instruction

Sequence: -Review with students: Who, What, When, Where, Why and How
Time to Teach: ● Who: is who the story is about/ who are the main characters. (Harry potter,
30 Minutes dog, etc.)
● What: is what the story is about/what was the problem.
● When: is when the story happened/ when the story took place. (evening,
specific time, season)
● Where: is where were the characters/where did it take place: (woods, home,
school)
● Why: Why the problem happened/why did they solve it that way.
● How: How did they solve the problem/How did the story end. (They lived
Happily ever after)
-After reviewing the students will play a Kahoot that will test them on the five W’s
and How

Focused Instruction
-Now that we know the five W’s and How we are going to apply it in reading news
articles.
● I will provide students with six news articles with a worksheet that goes with
it that has questions with the five w’s and how.
-In the front of the room I will place the six articles with the worksheet. I will explain
to the students that I want them to choose three articles and read them and answer
the questions.
-The students can choose three articles of their choosing.

Guided Practice/Independent learning:

-The students will read the articles independently. As they are reading the two
professional assistants and teacher will walk around to assist students as needed
and to make sure students are on task.
-When students are done I will have them hand in the worksheets they filled for the
news article they read.
-If other students are still working on it and other students are done, I will have the
students silently read until everyone is finished
 Application of new skill
● Found the Who, What, When, Where, Why and How of news articles.
Self-assessment:
The student will self-monitor his self-assessment by completing the question mark
organizer, and by using the visual prompts/manipulatives.

Generalization:
This skill will be generalized through everyday life. He will use these skills of asking
Why and How in several situations including reading a newspaper, website,
magazine, etc.

Maintenance
This skill will be maintenance through class readings of articles, books, etc.

Closure -Review Who, What, When, Where, Why, and How

Time to Teach: 5 -Next time you're reading think of the five W’s and How
min