Instructional Unit Assignment USE THE TEMPLATE ATTACHED!!! Develop a five-day (three-day for undergraduate) instructional unit for students with Intellectual Disability. Include objectives in Func

Instructional Unit Assignment USE THE TEMPLATE ATTACHED!!! Develop a five-day (three-day for undergraduate) instructional unit for students with Intellectual Disability. Include objectives in Func
EDU 669 Instructional Unit (Note: Adapted from Hattiesburg Public School District’s Lesson Plan Format, 2008) TEACHER: _______________ GRADE/AGE_______ SUBJECT_______________________ WEEK OF__________ TITLE OR THEME OF UNIT________________________________________________ PROCEDURES: Explain in detail the instructional steps of lesson presentation. They should be so specific a substitute could teach them. Example activities/strategies follow. Identify the process standards and tell how implemented. Identify the instructional strategies and tell how implemented. Attach copies of all worksheets/handouts. ACTIVITIES/ METHODS Lecture Class Discussion Guided Practice Oral Reports Media Technology Reteach Other Process Standards Problem Solving Reasoning and Proof Communication Connections Representation Instructional Strategies (IS) Identifying similarities and differences Summarizing/Note taking Reinforcing Effort & Providing Recognition Homework & Practice Nonlinguistic Representation Cooperative Learning Setting Objectives & Providing Feedback Generating & Testing Hypotheses Cues, Questions & Advance Hypotheses EVALUATION Teacher Made Test Classwork Homework Project/Portfolios Teacher Observation Participation Performance Test Oral Report Text Test DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! what! PROCEDURES HOW! WHAT! EVALUATION PROOF! MONDAY DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! what! PROCEDURES HOW! WHAT! EVALUATION PROOF! TUESDAY DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! what! PROCEDURES HOW! WHAT! EVALUATION PROOF! WEDNESDAY DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! what! PROCEDURES HOW! WHAT! EVALUATION PROOF! THURSDAY DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! what! PROCEDURES HOW! WHAT! EVALUATION PROOF! FRIDAY
Instructional Unit Assignment USE THE TEMPLATE ATTACHED!!! Develop a five-day (three-day for undergraduate) instructional unit for students with Intellectual Disability. Include objectives in Func
EDU 469 or 669 Instructional Unit (Note: Adapted from Hattiesburg Public School District’s Lesson Plan Format, 2008) TEACHER: Dana Devereaux GRADE/AGE 2nd/ 7 years (Functioning on Kindergarten Grade Level) SUBJECT Language Arts, Math, Science, and Life Skills WEEK OF Dec. 12-16, 2011 PROCEDURES: Explain in detail the instructional steps of lesson presentation. They should be so specific a substitute could teach them. Example activities/strategies follow. Identify the process standards and tell how implemented. Identify the instructional strategies and tell how implemented. Attach copies of all worksheets/handouts. ACTIVITIES/ METHODS Lecture Class Discussion Guided Practice Oral Reports Media Technology Reteach Other Process Standards Problem Solving Reasoning and Proof Communication Connections Representation Instructional Strategies (IS) Identifying similarities and differences Summarizing/Note taking Reinforcing Effort & Providing Recognition Homework & Practice Nonlinguistic Representation Cooperative Learning Setting Objectives & Providing Feedback Generating & Testing Hypotheses Cues, Questions & Advance Hypotheses EVALUATION Teacher Made Test Class work Homework Project/Portfolios Teacher Observation Participation Performance Test Oral Report Text Test DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! what! PROCEDURES HOW! WHAT! EVALUATION PROOF! MONDAY 1.g. DOK 2 5.a. DOK 1 3.b. DOK 1 Functional skill KWL Chart Book My Five Senses Pre-filled KWL Index cards Apple Pictures White Paper Crayons Tongue Map Crayons Pencil Peanut butter Jelly Bread Utensils Napkins Plate Language Arts: TTW will help make an advance organizer (KWL) for activation of prior knowledge about our 5 senses. TTW record information on the chart. List the facts we know about our 5 senses, and things we want to know about our 5 senses, and at the end of the unit, write the things that we learned about our 5 senses. The chart will be on display during the entire unit. TTW read the book My Five Senses by Aliki. After reading the book the students will make words for a word wall, spelling list, and vocabulary list pertaining to our 5 senses or unfamiliar words from the book. The words will be displayed for the entire unit. Remediation: TTW provide sentences in the KWL chart to activate prior knowledge and help with creating ideas of what they want to know. Enrichment: TSW create simple sentences with their spelling words. Math:TTW provide each student with 3 different types of apples. TTW ask each student to try the 3 different colored apples. TSW place a picture of their favorite apple on a class bar graph. TSW will then count the total number of apples and write on the graph. TSW add the number of apples in each category and write on the graph (we have a small class so this will not be difficult). Remediation: TSW use counters to aide in adding. Enrichment: TSW create their own graph recording the class apple choices. Science:TTW will discuss the 5 different senses. TTW emphasis taste. TTW discuss a tongue map with the students. TSW identify the different taste buds on the map. Remediation: TTW assist in identifying half of the taste buds on the map. Enrichment: After correctly identifying the taste buds, TSW color each taste bud the specified color from the directions. Functional Skill: TSW discuss different snacks that they believe taste good. TTW instruct the students to make a peanut butter and jelly sandwich. However, TSW first create a list of the needed ingredients to make the sandwich. Remediation: TTW help the students create a list of ingredients and with the making of the sandwich. Enrichment: TSW also pour a glass of milk to go with their sandwich. TSW be required to clean up their mess after they are finished. Teacher will check KWL for completeness. Teacher check graph and numbers added for correctness. Teacher will check tongue map for completeness and correctness. Teacher observation DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! what! PROCEDURES HOW! WHAT! EVALUATION PROOF! TUESDAY 3. d. DOK 3 4.a.1 DOK 1 5.a. DOK 1 3.b. DOK 1 Functional Skill Book Making Sense of Our Senses by Steven Hicks. Index Cards with a complete sentence written out on them (one word per card). Picture of a Nose Flipchart 4 spices black 35mm film containers with holes in the lids 4 to 10 easily recognizable odorant substances Rubber gloves Ingredients Utensils Plates Napkins Language Arts: TTW read Making Sense of Our Senses by Steven Hicks. TTW review what a complete sentence contains. TTW also explain the importance of adjectives to describe a noun. TTW show the students a picture of a nose and discuss the sense of smell. TSW construct a complete sentence describing the nose. Remediation: TTW provide the sentences on index cards. There will be one word on each index card. TTW assist the student in arranging them in order. Enrichment: TSW identify and label the noun and adjective in the sentence. Math: TTW discuss how to read a bar graph. TTW pull up a gingerbread flipchart to discuss the different spices that are used to make gingerbread cookies. TSW smell 4 different spices and determine which spice he/she thinks smells best. TSW the move a gingerbread man on the graph to the chosen spice. TSW will then determine which spice was chosen the most, least, etc. Remediation: TTW provide a finished bar graph and review it one-on-one with students needing extra assistance. Enrichment: TSW will be asked to add up the numbers from each category of the graph. Science: TTW ask students how they could differentiate two substances without seeing them. Could they do it if they were only able to smell them? Discuss odors the group likes and dislikes. Do any odors remind them of something specific? The inside of your nose is covered with miniscule cells. We call them olfactory cells. When an odor reaches these cells, the cells send a message to your brain. Your brain detects the nature of the substance and then sends you a message telling you that you are smelling . Functional Skill: TSW create a shopping list of ingredients needed to make gingerbread cookies. Afterwards, TSW make gingerbread cookies under the supervision of the teacher. Remediation: TTW assist child with measuring ingredients and making the cookies. Enrichment: TSW break the cookies in half and in fourths to demonstrate their knowledge of parts of a whole for sharing with other classmates. Teacher will check students’ work for completeness and correctness. Teacher will check bar graph (work) for correctness. Teacher will check shopping list and observe students making cookies. DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! what! PROCEDURES HOW! WHAT! EVALUATION PROOF! WEDNESDAY 2.c. DOK 1 5.a. DOK 1 3.b. DOK 1 Functional Skill Book Brown Bear, Brown Bear, What Do You See? Language Arts: TSW read Brown Bear, Brown Bear, What Do You See?. TTW use this book to introduce the sense of seeing. After reading the book, TSW complete a worksheet. TSW color the animals that the bear did not see in the story. Remediation: TTW give the students the book to look at as reference. Enrichment: TSW number the animals in order that the bear did see in the book. TSW also identify his/her favorite part of the book. Math: TSW will be provided with a bag of different colored gummy bears. TSW also be given a worksheet to graph their bears on. TSW identify which colors they had the most of, least of, etc. Remediation: TTW have the gummy bears pre-divided by color to assist with graphing. Enrichment: The students will count the different colored gummy bears and then add the numbers together. Science: Field Trip to Lynn Meadows. This will allow the students to experience different things with and without using some of our senses. Functional Skills: TSW complete a worksheet distinguishing from real and make believe bears. TSW circle and color the real bears and put an X on the make believe bears. Remediation: TTW provide more examples of real and make believe. Enrichment: TSW will count the number of real bears and make believe bears and add the numbers together. Teacher will check worksheet for correctness and completeness. Teacher will check graph for correctness and completeness. Teacher observation Teacher will check worksheet for correctness and completeness. DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! What! PROCEDURES HOW! WHAT! EVALUATION PROOF! THURSDAY 2.a.2 DOK 2 3.b. DOK 1 3.b. DOK 1 F.1.5 Book: Sense Suspense by Bruce McMillan Brown Bag Math/Shape Manipulatives Gingerbread man cut out on the bulletin board. Pre-made labels of the senses and functions on index cards. Mat to place hot & cold items on. Language Arts: TTW read the book Sense Suspense by Bruce McMillan. TTW introduce the sense of touch. TTW also ask the students to correctly identify the parts of a book. Afterwards, TSW create their own picture book on the 5 senses. TSW find examples for each of the senses to glue into their books. Remediation: TSW have assistance making the book. Enrichment: TSW write sentences to go along with their pictures in their books. Math: TSW be given a brown bag to reach inside of. TSW describe to the class what he/she is touching. TSW predict what is inside the bag. Then the student will pull the geometric shape out of the bag and identify it to the class and it’s characteristics. Remediation: TTW be given a worksheet to match the shape with the term. Enrichment: TSW count the faces, sides, and vertices and record. Science: TSW label the gingerbread man’s 5 senses and what they are used for. Remediation: 5 senses will be labeled for the student and TTW assist the student in identifying the use of. Functional Skills: TSW be given pictures of different items and will divide them into hot & cold categories. TTW provide a mat broken into hot & cold for the students to place items on. Remediation: TTW assist the students with this activity. TTW offer hints to assist the students if needed. Enrichment: TSW count the objects in each category and add the numbers together. Teacher observation Teacher observation. Teacher will check bulletin board for correctness and completeness. Teacher will check the mat for correctness and completeness. DAY OBJECTIVE (DOK) – WHY! MATERIALS (page numbers) how! What! PROCEDURES HOW! WHAT! EVALUATION PROOF! FRIDAY 1.g. DOK 2 5.a DOK 1 3.b. DOK 1 Functional Sill KWL chart musical instrument cards prepared bar graph on butcher paper rice PVC elbow rubber bands rubber (balloons) animal cards animal sounds Language Arts: TTW discuss the sense of hearing. TSW will complete the rest of the KWL chart. Review the spelling and vocabulary words. Math: TSW will discuss the different types of music. TSW identify their favorite type of music and complete a class bar graph. TSW fill in the graph with a provided card with a musical instrument on it. TSW identify which type of music was chosen the most, least, etc. Remediation: TTW assist students with this activity. Enrichment: TSW count each category of the graph and the add all of the numbers together. Science: TSW will be given a PVC elbow with a thin piece of rubber attached to by a rubber band. Put a few pieces of of rice on the taut piece of rubber. TSW talk into open end of the PVC and watch the rice dance (sound waves). The louder the student talks, the better the rice jumps. TSW learn that vibrations cause sound. Remediation: TTW model this activity and assist students needing help. Enrichment: TSW use a comb to listen to the vibrations while running their fingers over them. Functional Skills: TTW provide a variety of animal sounds for the class. TSW then find the picture card of that animal. The animal cards will be provided by the teacher. Remediation: Enrichment: TTW check the KWL chart for correctness and completeness. Teacher will check the graph for correctness and completeness. Teacher observation TTW check the cards for correctness as the students select them. Skills Bar Graph Complete Sentence Parts Sequential Order Word Families Book Parts Geometric Shapes Unit Skill Check List Name________________________________________ Date______________________ K W L Name______________________________________ Date____________________________________ Hot/Cold Mat HOT COLD Name____________________ Date____________ Checklist (teacher observation) to be used with all teacher observations Participation Follows the stated classroom rules Demonstrates an understanding of material taught Demonstrates an interest in the activity Works well with others Completes the assignment/activity Follows activity/assignment directions Good listening skills Name ________________________________________ Date____________________________________ Shopping List 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. References and Resources http://classjump.com/sandsscience/documents/6323125667.gif *Tongue Map worksheet http://library.thinkquest.org/3750/taste/taste.html * Fun Facts about our taste buds and tongue k-3teacherresources.com * Student created books on the 5 senses http://2.bp.blogspot.com/_AnU6P-OtUW4/TP3EtzxP7PI/AAAAAAAAC9E/TuUW9msULXQ/s320/IMG_1016.JPG * Bulletin Board Idea
Instructional Unit Assignment USE THE TEMPLATE ATTACHED!!! Develop a five-day (three-day for undergraduate) instructional unit for students with Intellectual Disability. Include objectives in Func
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What! Procedures How! What! Evaluation Proof! M o n d a y RL.1.1, 1.2, 1.3 1.MD.c.4 Book, Cloudy With a Chance of Meatballs Tape player, recording of the book Tall tale books. For example: Paul Bunyan or John Henry. Weather Pictures Weather Related words worksheet Story Element Worksheet Chart paper with graph drawn on it. Student graphs Pictures needed for the four types of weather using. Bar graph, thermometer Pictures of clouds. Pattern of a bear with different clothes. Bear worksheet for each child Language Arts: TTW make a giant cloud on white paper. TTW lead the children in a brainstorm session to write weather related words on the cloud. TTW read Cloudy With a Chance of Meatballs Remediation: Pictures of weather will be added to the giant cloud beside the words they represent for non-readers. TSW listen to a recording of the story with headphones. Enrichment: TSW choose another tall tale book and read silently. TSW complete a worksheet with the story elements of the book of their choice. Math: Begin a class weather graph.(Interactive bulletin board) Each day, the children will add to the class graph the type of weather they are experiencing outside and then complete their own graph that they will have at their desk. Remediation: TSW make a prediction of what they think the weather will be tomorrow.Enrichment: TSW read a thermometer and complete a bar graph with findings comparing temperatures in the morning, noon, and afternoon. Science: TTW take the kids for a walk and allow them to draw some of the clouds that they see. TTW lead the students in a discussion about the different types of clouds that they are looking at. Remediation: TSW use cutout pictures to paste on a sheet of paper upon return to the room. Enrichment: TSW look for different shapes in the clouds and will draw what they see. Functional Skill: TTW create a Mr. Weatherbear from cardboard. Each day the students will take turn dressing him in appropriate outfits for the type weather that he is experiencing at bear land. Remediation: TSW get into pairs to decide which type outfit would be appropriate Enrichment: TSW have a picture of a bear that they will color with the appropriate outfit. TSW complete a weather words worksheet. TTW check story elements for correctness. TTW check individual graphs for correctness. TTW use a checklist for student participation. Teacher observation Day 2 Objective (DOK) Why Materials (page numbers) How! What! Procedures How! What! Evaluation Proof! T u e s d a y CCSS ELA SL 1.4 Geometry 1.G.1 Physical Science 2.b (DOK1) Book: The Cloud Book by Tomie DePaola Weather report(YouTube) Lined Paper Weather report script Chart with plane shapes Plane shape pictures/names cards Eye droppers Materials such as cotton, synthetic, paper, paper towels, cardboard Measuring cup Air popper Popcorn Computer Language Arts: TTW read a book, The Cloud Book. TTW watch a weather report with the kids, and then have them give their own weather report. Remediation: TSW listen to a recording of the story with headphones. TSW use a weather report script and fill in the blanks appropriately. Enrichment: TSW write a story describing the day that they experienced bad weather. Math: TSW add to the class weather graph and their personal graph. TTW Take the kids for a walk to look at the clouds in the sky on multiple days and talk about the different shapes of the clouds. Talk about how cloud shapes are different than plane shapes. Remediation: TSW pair plane shapes with their names. Enrichment: TSW draw plane shapes and define their attributes. Science: TTW Make a storm. Begin by rubbing your hands together making a soft sound. Tell the children to imagine that it is beginning to rain softly. Continue to develop the storm by snapping fingers. Follow this by patting your legs, and then reverse the action to have the storm subside. (You can add in thunder with a drum, or a cookie sheet) Then have the kids create a storm also. Remediation: TSW use eyedroppers and various materials (cotton, synthetic, paper, paper towels, cardboard). Drop water unto the materials to see which are absorbent. Enrichment: TTW ask questions like which surfaces outdoors will or won’t absorb the rain? What type of clothing do you want to wear in the rain? What causes flooding? Talk about saturation point. Functional Skill: TSW pop popcorn in an air popper. Show the kids a cup of popcorn kernels. How much popcorn do you think this will make? Remediation: TSW help the teacher measure the popcorn needed for popping. Enrichment: TSW research with teacher guidance the cause of the kernel of corn popping. Speaking Rubric Teacher observation checklist for correct pairing of shapes and names and shapes with definitions. Teacher observation Day 3 Objective DOK (WHY) Materials (page numbers) How! What! Procedures How! What! Evaluation Proof! W e d n e s d a y RL 1.1 1.NBT.c.4 Physical Science 2.b. Book The Rainbow Fish Picture puzzles Paper/Pencil Rainbow Poem by Jo Ellen Moore Umbrella cards with numbers Paper Sprinkler and hose with water hook up. Paper and colors A Rainbow Chant by Jo Ellen Moore Language Arts: TTW read The Rainbow Fish. TTW ask and TSW answer about key details in the story. TTW read the rainbow poem. TTW guide the students in picking out compound words and writing them on chart paper. Remediation: TSW listen to a recording of the story with headphones. TSW use picture cards to make compound words. Enrichment: TSW draw pictures of the separate compound words. Ex. House Fly. TSW draw a house + a fly. Math: TSW add to the class weather graph and their personal graph. TTW place umbrella cards with different numbers on them in a basket on the table. TSW choose two cards and will write an addition fact with the numbers on the cards. Remediation: TSW choose three cards and will place them in order of lowest to highest.Enrichment: TSW write a complete fact family for the addition sentence that they wrote for previous activity. Science: TTW turn on a sprinkler and allow the children to go on a rainbow hunt. TTW discuss the various colors that they observe in the rainbows they find. Remediation: TSW draw and color a rainbow. Enrichment: TTW teach the student “A Rainbow Chant” for the colors of the rainbow. Functional: TTW supply an assortment of clothes for different types of weather and allow the children to dress dolls in appropriate clothing. Remediation: TSW write compound words in the snow (shaving crème) Enrichment: TSW choose one outfit and have a fashion show. Teacher Observation Teacher will check addition facts for correctness. Teacher Observation Teacher Observation Day 4 Objective DOK Why! Materials (page numbers) How! What! Procedures How! What! Evaluation Proof! T h u r s d a y RL.1.9 1.MD.a.2 Earth and Space Science 4.d. DOK 2 Books: Pancakes, Pancakes and Cloudy With a Chance of Meatballs. Venn Diagram Meatball patterns and objects. Recording sheet Scissors Ruler Linking cubes Paper plates Poster Crayons Markers Pancake mix Butter Syrup Grocery store add Menu Paper/pencil Add from grocery store Menu from restaurant Language Arts: TTW read Pancakes, Pancakes and Cloudy With a Chance of Meatballs. Compare and contrast the differences in how the people obtained food in Cloudy With a Chance of Meatballs and Pancakes, Pancakes. Remediation: TSW listen to a recording of the story with headphones. TTW supply a Venn Diagram pattern for the students to use. TTW pair another student to help with the three facts. Enrichment: TSW draw their own Venn Diagram and write three facts about each book on their own. Math: TSW add to the class weather graph and their personal graph. TTW have meatballs. TSW use the meatballs to measure different objects. TSW first record their estimate of the amount needed and then measure and record actual number. Remediation: TSW use linking cubes for measuring. Enrichment: TSW use a ruler to make a standard measurement of all objects used. Science: TTW discuss with the students what their family does with leftovers and scraps…Reuse, compost, trash, feed to an animal ect… Remediation: TSW draw food on a paper plate using the food pyramid as a guide. Enrichment: Discuss the sanitation department. What happens to our garbage? Make a poster to show where food comes from and where it ends up. Functional Skill: TTW allow the students to measure and mix pancakes that will be cooked on a griddle. TSW apply butter and syrup as wanted. TTW discuss table manners and the book Cloudy With a Chance of Meatballs. Remediation: TSW Discuss cooking from scratch versus packaged or restaurant meals. Compare add from local grocery store and menu from local restaurant. Enrichment: TTW lead a discussion about where flour, butter, and syrup originate from. TSW write an original recipe. Teacher will check Venn diagram for understanding. Teacher will check recording sheet for accuracy. Teacher observation Day 5 Objective DOK Why! Materials (page numbers) How! What! Procedures How! What! Evaluation Proof! F r i d a y ELA L.1.5 1.oa.a.1 1.md.c.4 Physical science 2.b. Dok 1 Book, The Cloud Book by Tomie dePaola Computer Paper Pencil Rain Gauge Rain graph Wacky weather spinner Pencil/paper clip Recording sheet Questionnaire about wacky weather Web site with animated water cycle http://earthguide.ucsd.edu/ earthguide/diagram/watercycle Paper/pencil Funnel, masking tape, marker, ruler, tall narrow jar with straight sides Chart paper, crayons, markers, scissors, heavy yarn or rings Pencil Weather word match worksheet Weather shape patterns Language Arts: TSW look at the saying “In the morning, mountains, in the evening, fountains” in The Cloud Book. TTW talk about figurative language as it applies to weather such as “It’s raining cats and dogs” TTW Google figurative language on the computer if needed. Remediation: TSW listen to a recording of the story with headphones. TSW choose one figurative language saying and draw a picture about it. Enrichment: TSW make up a saying and write a poem about it. Math: TSW add to the class weather graph and their personal graph. TSW record findings from the rain gauge onto a rain graph. Use addition/subtraction to compare findings with a weather report. Remediation: Complete bar graph with given numbers. Enrichment: TSW complete a wacky weather graph. TSW use pencil and paperclip to spin wacky weather. TSW record results of each spin on recording sheet until one reaches the top. TSW then complete attached sheet. Science: Discuss the water cycle. What is rain? TSW draw the water cycle using a picture as a reference Remediation: Color and cut out a rain cycle wheel with teacher assistance. Enrichment: TSW assist the teacher in making a rain gauge. Functional Skill: TTW divide the students into three groups and with teacher guidance, create their own big book about weather myths. Remediation: TSW complete a weather word match Enrichment: TSW complete a shape poem using weather shapes and weather words. Ex. Rain drop, clouds, snow, jack frost… Teacher Observation TTW check math problems for accuracy. Teacher observation Bibliography/References Evan-Moore Corp, 1994 copyright http://coloringpages101.com http://happyhomeschool.familyclassroom.net http://schoolingmemiors.blogspot.com http://www.studyvillage.com Teacher Created Materials, Inc., 1991 copyright U.S. Department of Agriculture Center for Nutrition Policy and Promotion www.math-aids.com www.rubistar.4teachers.org www.teacherbitsandbobs.blogspot.com www.worksheetplace.com Teacher Checklist Student Name: _____________________ Monday Tuesday Wednesday Thursday Friday Assignment completed Workmanship is neat Assignment is correct Student meets expectations for behavior. Student Name: _____________________ Monday Tuesday Wednesday Thursday Friday Assignment completed Workmanship is neat Assignment is correct Student meets expectations for behavior. Student Name: _____________________ Monday Tuesday Wednesday Thursday Friday Assignment completed Workmanship is neat Assignment is correct Student meets expectations for behavior. Task Analysis/Weather Bear Monday Tuesday Wednesday Thursday Friday 1. Chooses the correct basket with bear. 2. Chooses correct basket with clothes. 3. Correctly chooses clothes for weather indicated by teacher. 4. Correctly fastens clothes for the bear. Skills Mastered Monday Skills 1. Weather Vocabulary 2. Story elements 3. Picture graph/bar graph 4. Measurement with Thermometer 5. Fine motor skills/cutting with scissors Tuesday Skills 1. Writing/Speaking/Listening 2. Geometry/Plane Shapes 3. Research Wednesday Skills 1. Compound words 2. Comprehension 3. Add/Subtract within 100 4. Fact families Thursday Skills 1. Compare/Contrast 2. Measuring with non-standard objects/and with a ruler 3. Measuring with a cup 4. Estimating 5. Writing Friday Skills 1. Figurative language 2. Addition/Subtraction 3. Bar graph 4. Fine motor skills/color and cut