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Teacher: Michelle Lee ELA 11/18/2016

Learning Target: Selecting Healthy Foods by Looking at Sugar

Learning Objectives:
• The students will count dots up to 30 with at least 80% accuracy.
• The students will use symbols to show relationship between numbers with at least 80% accuracy.
• The students will use a calculator to solve 2-digit word problems with at least 80% accuracy.

How does this lesson address our 2016-17 Instructional focus (student-to-student communication)?
Students will share their thoughts about personal preferences to build social bonds. Use of preferred method of
communication will be encouraged.

IEP Goals:
X06 X05
Edgar Will develop math skills. Afchana Will learn attending skills.
Demi Will learn math skills. Josue Will demonstrate on task behavior.
Everett Will demonstrate math skills. Kurt Will demonstrate functional money skills.
Angel Will develop following instruction skills. Ashley Will demonstrate skills of following
directions .
Joshua Will demonstrate math skills. Shahwa Will learn direction following skills.
Steve Will improve organization skills. Fairha Will functional math skills.
Eqramul Will increase functional math skills. Sebastian Will demonstrate functional concepts
Aldo Will improve functional math skills Farkunda Will demonstrate functional math skills.
Common Core Learning Standards (CCLS)
Order three objects by length; compare the lengths of two objects indirectly by using a third object.

CDOS-Standard 3a—Universal Foundation Skills.1

Basic skills include the ability to read, write, listen, and speak as well as perform arithmetical and
mathematical functions.

Vocabulary: Sugar, grams, measure, compare, and health.

• Pencil and Independent worksheets.


Anticipatory Set (Hook):

(Whole Group/Modeling)
• The teacher will introduce the topic of sugar by asking the students to make a prediction: “Which one will more
people choose? [Pile of Sugar or Pile of Vegetables]”
o Students will use their preferred mode of communication to share a prediction. The teacher will record
their predictions on a separate sheet of paper.
• The teacher will then take a survey by asking, “Which one taste better?” when presented with two food
options (one filled with sugar and the other sugarless).
o As students select an option, they will take a book and add it to one of the labeled piles (Sugar or No
Sugar) by stacking.
o After all students, have taken a turn, the teacher will have them compare both stacks (i.e. physical bar
graph) to determine which option was more popular by identifying the category with the most books.
• The teacher will compare the students’ predictions with the survey results. Since it is likely that the pile of raw
sugar will not be associated with desirable task, the teacher will explain that – though their prediction was a
good one – packaging and sweetness often influence our decisions. The teacher will end the activity by asking,
“But is sugar good for us?” …. “Can too much be unhealthy?”

(Guided Practice)-Student Driven

• Students will be guided through a presentation and interactive activities of measuring sugar cubes, sugar
packets, or sugar piles with a scale. During these kinesthetic activities, students will be visually reinforced with
the nutrition labels to see where sugar amounts can be located.
• Formative assessment questions/observations will be measured electronically.

(Independent Practice)
• When the students have finished reading and acting out the text, they will be broken into their leveled groups
(as determined by the Instructional Grouping Chart below).
• Summative Assessments have been developed for each grouping level. Students, upon successful completion
of their level, will be provided the opportunity to be exposed to one of the other levels.

1. Engaging Visual Learners – Use graphic organizer and visuals with all words.
2. Engaging Auditory Learners – Vary pitch and tone of voice to emphasis key facts.
3. Engaging Kinesthetic Learners – Physically holding the answers and holding up responses.

Research: Carol Ann Tomlinson & Cindy Middendorf

Para Responsibilities:
1. Teacher
a. Prepare all materials and set up the SmartBoard
b. Hand out schedules to student after finding a seat
c. Assist student in checking and following directions
d. Ask wh-questions
2. Para 1:
a. Monitor peer interaction and communication
b. Assist students to remain seated
c. Assist students to respond to Wh’ questions asked by peer or teacher
d. Make sure 1:1 is following along and engaged in the activity
3. Para 2:
a. Positioned near assigned student
b. Assist student with getting and giving out item using gestural cues
c. Assist student in asking Wh’ question to peer (“Would you like ______?”)

There is limited talking by the teacher/paras during this routine. Gesture and picture prompts are used to help aid
independence during the routine.

Assessment: Checklists. Paraprofessionals will be asked to write a (+) for correct responses and (-) for incorrect

Homework (HW): Reading with assessment questions.

Instructional Grouping Chart (1)
Learning Level Student Names Instructional Skill Need Areas

Joshua Cruz (X06) SANDI Item numbers and descriptions:

Angel Diaz (X06) Reading (LV1):

• Sorting Pics into Categories (39)

Steve Park (X06) • Pictures to Retell a Text (37)
Group Name: • Identifying signs/pics (26/27)
• Identify rhyming words (35)
Level 1 Writing (LV1):
Sebastain A. & Afchana A. (X05)
• Connecting dots / tracing (18-25)
Josue E. & Farkunda T. (X05) Math (LV1):

Shahwa Z. & Fariha R. (X05) • Counting dots/sorting/matching/ID numbers

• Name shapes/add to 5 (17-38)

Instructional Grouping Chart (2)

Learning Level Student Names Instructional Skill Need Areas

Everett Delgado (X06) SANDI Item numbers and descriptions:

Aldo Suarez (X06) Reading (LV2):

• Identify Name of Pics (40-56)

• Read/Decode CVC Words (58-68)
Kurt Fontanilla (X05) • Wh’ Questions for Key details/Character (69-75)
• Identifies Character Emotions (70)
Group Name: Ashley Sanchez (X05)
Writing (LV2):

Level 2 • Copies Letters/words (34-35)

• (Retell) Sequences 5 Picture Cards (36)
• (With starters) Writes 2 Sentence with end
Punctuation (40-44)
Math (LV2):

• Solve addition/subtraction word problems,

• skip count, name bills, use number line,
• use symbols to compare numbers,
• select operation sign (40-70)

Instructional Grouping Chart (3)

Learning Level Student Names Instructional Skill Need Areas

Edgar Alvarez (X06) SANDI Item numbers and descriptions:

Demi Arana (X06) – LV. 2 in MTH Reading (LV3):

• Sequence Events in Text (79/82)

Eqramul Shohan (X06) – LV. 2 in MTH • Describes Characters/Setting/Themes (80)
Group Name: • Compares/Contrasts Characters (85-86)
• Match Synonyms/Antonyms/Idioms/Similes/
Level 3 Kurt Fontanilla (X05) - Reading only
homographs (92-97)
• Answers questions about text (100-109)
Writing (LV3):

• Writes a 5-Sentence Story (46)

• Writes Journal Entry with Main Topic and
Supporting Sentences (48-49)
• Uses quotations, capitalizations, and
punctuation (52-56)
• Writes 2-paragraph report/argument/
request (63-69)
Math (LV3):

• Solve 2-digit word problems, find factor pairs,

• ID fraction parts, multiplication/ division
• Read graphs, solve 4 operations, solve
• 2-step inequalities, convert measurements (73-99)

Lesson’s Scoring Rubric

Reflection on Lesson
Sugar Grams

Measure Compare

Health Diet

Pile of Sugar Pile of Vegetables

Candy Bar Salad

Name: _________________________ Date: ____________________ Student Score: ____________

Level 1: Math
Counts Dots up to 20

Directions: Student counts dots up to 20. Place the chart in front of the student and say, “Count the dots.”
Use the SANDI Scoring Rubric.