New Mexico School for the Blind and Visually Impaired
Learning Arc ~ Pre-Braille Reading Skills
MSS Vision Bee Participants • September, 2008
Lesson Theme Activities
Materials
Learning Arc ~ Fairy Tales/Creative Writing/Critical Thinking
Sherri D. Lyle
Lesson Theme Activities
Materials
Learning Arc ~ Fairy Tales/Creative Writing/Critical Thinking
Sherri D. Lyle
Lesson Theme Activities
Materials
Learning Arc ~ Fairy Tales/Creative Writing/Critical Thinking
Sherri D. Lyle
Lesson Theme Activities
Materials
Learning Arc ~ Source of Books/Authors
Sherri D. Lyle
Lesson Theme Activities
Materials
Learning Arc ~ Valentine Cards
MSS Vision Bee Participants • September, 2008
Lesson Theme Activities
Materials
Learning Arc ~ Faces
MSS Vision Bee Participants • September, 2008
Lesson Theme Activities
Materials
Learning Arc ~ Story development
MSS Vision Bee Participants • September, 2008
Lesson Theme Activities
Materials
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Learning Arc ~ Planning a Party
MSS Vision Bee Participants • September, 2008
Lesson Theme Activities
Materials
Learning Arc ~ Calculating Units of Measurements
Viktor Ivanov
Lesson Theme Activities
Materials
Learning Arc ~ Iditarod Race
Dena Curran
Lesson Theme Activities
Materials
Learning Arc ~ Gum/Orientation to School
Adrian Franco
Lesson Theme Activities
Materials
What is Gum?
A stick of gum looks pretty simple, but making it takes the effort and skill of many people all over the world. Most gum brands are composed of four main components.
gum base
sweeteners
softeners
flavorings
Gum base puts the "chew" in chewing gum, putting together all the ingredients together and creating a smooth, soft texture.
Gum base was derived from various natural resins, including sorva and jelutong. Some of these ingredients, however, have become scarce in recent years and new synthetic gum base materials have been developed. The Wrigley Company still uses a number of all-natural rosins, or softeners, in the base. Rosin, which comes from pine trees in the southern U.S.
Sweeteners
The finest grade of pure cane and beet sugar sweetens gum. Corn Syrup also helps sweeten the gum and keeps it fresh and flexible.
Softeners
Glycerin and other vegetable oil products help to blend the ingredients and keep the gum soft and flexible by retaining the proper amount of moisture.
Flavorings
The most popular flavors for chewing gum in the U.S. are obtained from mint plants. The basic flavor is spearmint gum which is extracted from fresh garden plants grown on farms in the U.S. After the plants are harvested, they go through a distillation process which extracts the pure mint oils used in the gum.
Learning Arc ~ Identifying Traffic Control Items
Kelly Parsons
Lesson Theme Activities
Materials
Learning Arc ~ Carrying Cafeteria Tray
Kelly Parsons
Lesson Theme Activities
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Learning Arc ~ Socks
Sheila Thornton
Lesson Theme Activities
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Learning Arc ~ Modeling Clay Writing Tablet
Marsha Bell
Lesson Theme Activities
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Learning Arc ~ Matching and Sorting
Vision Bee Participants
Lesson Theme Activities
Materials
Learning Arc ~ Origin Stories/Pourquoi Stories
Sherri D. Lyle
Lesson Theme Activities
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Learning Arc ~ Eggs
Vision Bee Participants
Lesson Theme Activities
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Learning Arc ~ Tree House
Vision Bee Participants
Lesson Theme Activities
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Learning Arc ~ Neighborhood Band
Vision Bee Participants
Lesson Theme Activities
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Learning Arc ~ Token Economy System/Social Skills
Loreta Martinez-Cargo
Lesson Theme Activities
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Learning Arc ~ Self/Spatial Awareness
Sheila Thornton
Lesson Theme Activities
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Learning Arc ~ Cause and Effect Game/Literacy
Shan Hendrix
Lesson Theme Activities
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Learning Arc ~ Beginning Monocular Use and Visual Scanning and Locating
Julie Maner
Lesson Theme Activities
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Learning Arc ~ Geometric: Circles
Christine Johnson
Lesson Theme Activities
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Learning Arc ~ Social Studies: Map Making and Exploration of New Mexico
Jeanette Fitzpatrick
Lesson Theme Activities
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Learning Arc ~Teaching Concepts of Left and Right
Becky Daigneault
Lesson Theme Activities
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Learning Arc ~”I Spy” Scavenger Hunt
Kelly Parsons
Lesson Theme Activities
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Learning Arc ~ Matching Items
Darlene Gallegos
Lesson Theme Activities
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Learning Arc ~ Mailing a Valentine
Marla Ritchey
Lesson Theme Activities
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Learning Arc ~ Worker Ant Body Parts
Kristen Vigil
Lesson Theme Activities
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Ant Learning Arc Possibilities
Exploring ants is endless!
Kristen Vigil
Ant Themed Areas to Explore:
Types of ants: queen, worker, soldiers, male
Parts of an ant’s body
How do ants crawl? -Practice an ant crawl/march
Where do ants live?
What are antennas?
Ant Farm
Homophones: Ant/aunt
Ant Themed Snacks:
Ants on a Log Snack:
Spread peanut butter on a piece of celery. Add raisins to the p peanut butter.
Ants on a Log Snack 2:
Spread peanut butter on a pretzel rod. Add raisins to the
peanut butter.
Ants in Sand:
Place a graham cracker in a bag that zips or that you can twist tie. Roll a rolling pin over it or have the children crush the
cracker into small pieces. Place some raisins or chocolate
chips in the bag. Eat with a spoon or with your hands.
Ants in Your Pants:
You will need to cut a banana into 2” sections. Supply each
Child with 2 banana pieces, 2 grapes (do not serve grapes to
children under the age of 3 without cutting them into quarters),
peanut butter, and either raisins or chocolate chips. The child
will also need a safe spreading utensil. The child should place
two spots of peanut butter on their plate next to each other,
then place the two banana shapes on the peanut butter to help
keep them in place. The bananas are the legs. Spread peanut
butter onto the top of the two bananas and add the raisins or
chocolate chips onto the peanut butter. Finally add the two
grapes for feet.
Ants in Dirt:
Supply each child with three mini marshmallows and three
pretzels. They can connect three marshmallows with a dab of
peanut butter to form the body and head. Break each pretzel
in half and use them for the legs.
Ants in the Grass:
Peel the outside of a green apple, make the peels long and
skinny. These peels will represent the grass. Cut the apple in
half and core the apple. Place one half on the apple on a plate
(this is the ant hill) and sprinkle half of the peels around the
apple. Sprinkle raisins (the ants) on top of the hill and the grass
Ant Themed Books:
Ant Bully
I Saw an Ant on the Railroad Track
One Hundred Hungry Ants
Sing and Read – The Ants Go Marching
Ant, Ant, Ant! An Insect Chant
An Ant’s Day Off
Next to An Ant
Dot’s Great Big World
Ants, Ants, Ants
Ants in Your Pants
Ants at the Picnic
I Saw an Ant in a Parking Lot
The Magic School Bus – Ants in Its Pants
I Saw an Ant on the Railroad Track – Joshua Prince
I Saw an Ant in a Parking Lot – Joshua Prince
The Ants Go Marching One by One – Richard Bernal
Ants in Your Pants: A Lift-the-Flap Counting Book – Sue Heap
Ants, Ants, Ants – Charles Reasoner
Ant Crafts/Activities
Giant Ant Hill
Materials: Large Butcher Paper, Black crayon. Cut the paper in the shape of an anthill. Help your child draw tunnels with the crayon and draw ants in the tunnels.
Ants in the Dirt
Materials: Brown and blue construction paper, nontoxic ink pad, glue, black marker. Have the children tear pieces of the brown construction paper and glue them onto the bottom of the blue paper to represent the dirt and sky. After the glue has dried, have the children place a few fingerprints on the brown paper to represent ants. Add legs and antennae with black marker.
Ants at My Picnic
Materials: Construction paper, paper plates, magazine ads for food, black marker. Have child glue pictures of their favorite foods onto the paper plate, then glue the plate onto the paper as if the paper were the place mat. Then have your child draw the ants on the place mat and plate.
Fingerprint Ants
Materials: Non-toxic inkpad (black), Paper, Black pen or crayon. Show your child how to make fingerprints on a piece of paper. Have your child draw six legs, a head and antennae onto their prints to create ants.
Balloon Ants
Materials: Balloon, marker, yarn. Blow up a balloon, have your child tape six pieces of yarn onto the balloon for the ant’s legs, and let them draw on a face.
Tube Ants
Materials: Cardboard tube from a tissue paper roll, raisins. Have your child dip the raisins into glue and stick them inside the tube to simulate ants being in their tunnels. Add pieces of green yarn to represent grass.
Play doh Ants
Have your children make Ants out of play doh.
Busy Ants Headbands:
Have the children cut out two strips of paper that when connected will fit around their head. Connect the strips with glue or tape, (staples will catch the child’s hair). Supply the children with two pipe cleaners… and have them shape them however they want to and tape them on the inside of the headband. On mine I wrote “Busy Ant Suzy” and “Busy Ant Max” or whatever they wanted to be.
Toothpick and Marshmallow Ants
Supply older children with marshmallows and toothpicks. They can connect three marshmallows with toothpicks to form the body and head. They may use toothpicks for the legs as well.
Starbucks (w/paint) Ant Hills!
Have your child use an ant stamp to create an ant scene. When dry, add a mixture of coffee grounds, glue and brown paint to create an anthill. Allow to dry completely.
Ant Themed Games, Math and Science
Ant Hunt
Simply go outside and observe some ants.
Sand Table Fun
Add plastic ants to your sand or water table.
Lacing Cards
Cut colored poster board into an ant shape and punch holes around the edges. Then let your child lace yarn or a shoestring into the cards.
Beanbag toss
Have your child toss beanbags into a box with fingerprint ants on it. You can use masking tape to mark where the child should stand.
Ant Sizing
Cut out many different sized ants. Ask the children to line up the ants from largest to smallest.
Ant Numbers
Cut out ten ant shapes. Number them one to ten. Ask the children to line up the ants from one to ten.
Ant Colors
Cut out many ant shapes from different colors. Ask the children to sort the ants by color.
Ants in a nest
You need: Muffin Tin, raisins, small tongs, paper, tape, and pen. How to: Number small pieces of paper 1 through 6. Tape these numbers into the bottom of each hole in the muffin tin. Ask your child to place the appropriate number of raisins (ants) in each hole (nest). One raisin in the hole marked 1, and so on.
More and projects:
Simple Ant Farm
Materials: glass jar, black paper, an old nylon stocking, soil, ants and a rubber band. Fill a glass jar with loose soil, and add your ants. Use the rubber band to secure the stocking on the top of the jar, and cut off the excess, leaving a good amount left so you can easily take it off and put it on the jar again. Tape black paper around the outside of the jar so the ants will build tunnels on the sides of the jar. Don’t forget to feed and water your new pets. After a couple of hours, take off the paper and see what is happening. Don’t forget to put the paper back on the jar.
What do ants eat?
Divide a paper plate into sections with a black marker. Place various food items on the plate (i.e. crackers, sugar, lettuce). Set the plate outside on a nice warm day, in a low traffic shaded area where you have seen ants. Check back after 1 hour to see what has happened. Check back in 2 hours. What foods have the ants taken? Which is their favorite? Ask your child what foods they like the best.
Field Trip
Take your child outside to observe the ants.
Gets Ants in Its Pants
Scholastic’s “The Magic School Bus” video is wonderful. It is recommended for children 6 to 11, but my two year old son will watch any “School Bus” video before “Barney”. (Gosh, I wrote this a while ago… my son is now six…YIKES) It explores the jobs of all the ants. Like all the “The Magic School Bus” videos, it is lively and educational. Check it out.
Parts of an ant
Talk about the different parts of an ant, head, body, legs. For older children, talk about thorax, abdomen, antennae. Have the children compare the ant to themselves. What is the same? What is different? Make a list.
Ant Themed Group Time and Songs:
Ant shapes
Cut out ant shapes from large white construction paper. Have the children paint them red, black or brown, and after they dry write each child’s name on them. Laminate them so you can use them for the activities below.
Ant Jump
Set out the ant shapes on the floor. Have the children hop from one ant shape to another.
Ant Musical Chairs
Set out the ant shapes on the floor in a circle. Have the children walk around the circle of ants. When the music stops, have the children race to their ant shapes. Every child should have an ant shape to stand on.
Ant Circle Time
Set out the ant shapes on the floor in a circle. Have each child sit on his/her own ant for circle time.
Ant Place Mat
Make ant shaped place mats. Use instructions above.
Songs:
The Ants go Marching
The ants go marching one by one, hurrah, hurrah,
The ants go marching one by one, hurrah, hurrah,
The ants go marching one by one,
The little one stops to suck his thumb
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching two by two, hurrah, hurrah,
The ants go marching two by two, hurrah, hurrah,
The ants go marching two by two,
The little one stops to tie his shoe
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM!
The ants go marching three by three, hurrah, hurrah,
The ants go marching three by three, hurrah, hurrah,
The ants go marching three by three,
The little one stops to climb a tree
And they all go marching down to the ground
To get out of the rain, Boom! Boom! Boom!
The ants go marching four by four, hurrah, hurrah,
The ants go marching four by four, hurrah, hurrah,
The ants go marching four by four,
The little one stops to shut the door
And they all go marching down to the ground
To get out of the rain, Boom! Boom! Boom!
The ants go marching five by five, hurrah, hurrah,
The ants go marching five by five, hurrah, hurrah,
The ants go marching five by five
The little one stops to take a dive
And they all go marching down to the ground
To get out of the rain, Boom! Boom! Boom!
The ants go marching six by six, hurrah, hurrah,
The ants go marching six by six, hurrah, hurrah,
The ants go marching six by six,
The little stops to pick up sticks
And they all go marching down to the ground
To get out of the rain, Boom! Boom! Boom!
The ants go marching seven by seven, hurrah, hurrah,
The ants go marching seven by seven, hurrah, hurrah,
The ants go marching seven by seven,
The little one stops to pray to heaven
And they all go marching down to the ground
To get out of the rain, Boom! Boom! Boom!
The ants go marching eight by eight, hurrah, hurrah,
The ants go marching eight by eight, hurrah, hurrah,
The ants go marching eight by eight,
The little one stops to shut the gate
And they all go marching down to the ground
To get out of the rain, Boom! Boom! Boom!
The ants go marching nine by nine, hurrah, hurrah,
The ants go marching nine by nine, hurrah, hurrah,
The ants go marching nine by nine,
The little one stops to check the time
And they all go marching down to the ground
To get out of the rain, Boom! Boom! Boom!
The ants go marching ten by ten, hurrah, hurrah,
The ants go marching ten by ten, hurrah, hurrah,
The ants go marching ten by ten,
The little one stops to say “THE END”
And they all go marching down to the ground
To get out of the rain, Boom! Boom! Boom!
The Ant Song Written by Chicky
(Sung to “The more we get together”)
If I could be an ant
An ant, an ant
If I could be an ant, what color would I be?
Red or brown or black you see
If I could be an ant, I would be quite (child fills in the color).
Building Ants by chicky
(Sung to “London Bridge”)
Ants are building a big hill
A big hill
A big hill
Ants are building a big hill
And they call it home
Ants are Busy by chicky
(Sung to “Where is Thumbkin?”)
The ants are busy
The ants are busy
Yes they are
Yes they are
Busy finding some food
Busy finding their home
Work away
Work away
Awesome Ant Links:
Ant Shape Book Pattern –
Ant Activities – The Activity Idea Place
Food Fit For An Ant – Debbie’s Unit Factory
Ant Architecture – Discovery
Ants –
The Ants Go Marching – Enchanted Learning
Preschool Ants Theme – Everything Preschool
The Further Antics of the Astronaut Ant – Frank’s Poems
Ant Encyclopedia – GAKKEN’S PHOTO ENCYCLOPEDIA
Acrobat Ant – Iowa State Entomology
Ants In Your Pants – JamNbabe Cards
Ants On A Log (recipe) – The Kitchen Link
All About Ants – Life Studies
The Ants Go Marching (song & lyrics) – NIEHS Kid’s Page
Ant Theme – Perpetual Preschool
Theme Topics: Bugs – Preschool Education
All About Ants – Scholastic
The Ant Farm – SDA
Ant Search – Teacher Time Saver
Ants – Truscio
My Family And Me – The University of Arizona
Little Me in a Big World – The University of Arizona
Ants, Ants, and More Ants! – University of Houston
Interesting Ant Facts/Questions:
How many known species of ants are there? 10,000
How do ants tell other ants where the food is? By leaving a trail of scent.
How long do ants live? 45 – 60 days
What is the Latin name of the slave maker ant?
Polyergus Rufescens
How do ants know if another ant comes from the same nest?
Because of the smell
What is the name of the outer covering of an ant’s body?
The exoskeleton
How do the red ant species protect their nest? With a sting
What are four stages of an ant’s life? Egg, larva, pupa and adult
Why do some birds put ants in their feathers? To kill parasites
Where does the Ecitron Burchelli ant live? South America
How many stomachs do ants have? Two
How many legs do ants have? Six
How many joints in each leg? Three
What do ants do with the eggs at night? Put them deeper into the
nest.
What kind of acid do ants spray? Formic
Which type of ant steals eggs from other nests? Slave maker
If an ant weighs 1 gram how much can it lift? 20 grams
More on ants
Enchanted Learning
There are thousands of species of ants found all over the world and in just about every type of land environment. Many species are found in rain forests. The science of studying ants is called myrmecology.
These common social insects live in colonies (groups of related ants). Each colony consists of:
-Queen – The queen begins her life with wings, which she uses while mating. After mating with a male ant (or many males), she flies to her nesting area. She then loses her wings and spends her life laying eggs.
-Workers – Workers are the many sterile (non-reproducing), wingless female worker ants who are the daughters of the queen. These workers collect food and feed members of the colony, defend the colony, and enlarge the nest. Most of the ants in a colony are workers.
-Soldiers – Soldiers are large workers (sterile females) who defend the colony and often raid other colonies, capturing slaves.
-Males – Males are small ants that have wings. They fly from the colony to mate with a queen. They die soon afterwards.
Ants exhibit complex behavior; some ants build intricate nests, some are fierce warriors, some collect and store seeds (harvester ants), some capture slaves and some farm fungi (leaf-cutter ants).
Anatomy: Ants, like all insects, have jointed legs, three body parts (the head, thorax and abdomen), a pair of antennae, and a hard exoskeleton. The exoskeleton is made up of a material that is very similar to our fingernails. Ants range in color from yellow to brown to red to black
Some ants have a stinger and some can even inject poisonous acid from the stinger (the stinger is at the tip of the abdomen, the rear body segment). Ants can also bite using their jaws (mandibles). Ants range in size from about 0.08 inch (2 mm) to up to about 1 inch (25 mm) long.
Life Cycle: The life cycle of the ant consists of four stages: egg, larva, pupa, and adult. Fertilized eggs produce female ants (queens, workers, or soldiers); unfertilized eggs produce male ants.
-Egg: Ant eggs are oval shaped and tiny (they are on the order of 1 mm long, but the queen’s egg is many times larger.
-Larva: The worm-like larvae have no eyes and no legs; they eat food regurgitated by adult ants. The larvae molt (shed their skin) many times as they increase in size.
-Pupa: After reaching a certain size, the larva spins a silk-like cocoon around itself (against a solid object, like the wall of the chamber) and pupates. During this time the body metamorphoses (changes) into its adult form.
-Adult: The pupa emerges as an adult. The entire life cycle usually lasts from 6 to 10 weeks. Some queens can live over 15 years, and some workers can live up to 7 years.
Classification: Class Insecta (insects), Order Hymenoptera (ants and wasps – insects with a waist), Family Formicidae (over 8,000 species of ants).
Copyright 1999-2000
Learning Arc ~ Learning Even and Odd Numbers
Julie Johnson
Lesson Theme Activities
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Learning Arc ~Pine Cone and Peanut Butter Bird Feeder
Jeff Killebrew
Lesson Theme Activities
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Learning Arc ~ Kick the Ball
Marjorie Rhodes
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Learning Arc ~ We’ve Got Rhythm
Lorrie Francis
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Learning Arc ~Rolling Material Print
Seanna Benn
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Learning Arc ~ Planting Seeds
Marjorie Rhodes
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Learning Arc ~ Pretend Play
Andrea Montano
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Learning Arc ~ Functional Tactual Skills
Cathie Thomas
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Learning Arc ~ Matching Textures
Paul Kilman
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Learning Arc ~ Classroom/Life-Social Skills and Behaviors
John Mc Nabb
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Learning Arc ~Animal Coverings
Vyllis Wells
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Learning Arc ~Valentine’s Day
Nancy Foreman
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Learning Arc ~ Units of Measurement
Viktor Ivanov
Lesson Theme Activities
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Learning Arc ~ Multi-Purpose Game Board
Viktor Ivanov
Lesson Theme Activities
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Learning Arc ~ Driving Powered Wheelchair
Kelly Parsons, PT, O & M
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Learning Arc ~”Knock ‘Em Down” Game
Louisa Brooke
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Materials
Learning Arc ~ The Spinning Wheel Game
Darlene Gallegos
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Learning Arc ~Braille Bingo
Dena Curran
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Learning Arc ~Adapted Toy Experiences
Catherine Thomas-Haggard
Lesson Theme Activities
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Learning Arc ~Mystery Box
Marisa Lucero
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Learning Arc ~ Go Figure Game
John McNabb
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Learning Arc ~ Go Figure Game Continued
John McNabb
Learning Arc ~ National Parks
Susan Culp
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Learning Arc ~ Very Hungry Caterpillar
Sherri D. Lyle
Lesson Theme Activities
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YOU CAN CREATE A COLLAGE IN THE STYLE OF ERIC CARLE!
A printable sheet of instructions
Eric Carle – Activity Sheet
Many people make collages. Artists like Picasso and Matisse and Leo Lionni made collages. Many children have done collages at home or in their classrooms. I happen to make my collage illustrations using painted tissue papers. You might want to try it too! — Eric Carle
HOW TO PREPARE PAINTED TISSUE PAPERS:
1. Squeeze paint (acrylic, water or poster paint) into a dish, add water and stir
2. Place a single sheet of tissue paper on a clean surface
3. Paint bold strokes onto the tissue paper. (Hint: lift up tissue paper briefly, so it doesn’t stick to the surface.) Let it dry on newspapers while working on other tissue papers.
4. Apply a second color. Perhaps in wavy blue brush strokes. Again: lift tissue paper and let
it dry on newspapers.
5. Apply a third color. Yellow dots might look nice.
6. Apply a fourth color. Perhaps black painted onto a piece of carpet which can be used to make textured prints on top of the red, blue, and yellow design.
HOW TO MAKE A COLLAGE ILLUSTRATION:
1. Draw a caterpillar (or any creature you like) onto tracing paper or other transparent paper.
2. Place the drawing on top of a red tissue paper and (Scissors/blade?) cut through both tracing and tissue papers. Be careful!
3. Cut out each section at a time: First the face, then each segment of the caterpillar.
4. Turn the face over and apply a thin later of glue or wallpaper paste.
5. Paste it onto a white illustration board or similar material.
6. Cut out the first green segment of the caterpillar’s body.
7. Place the tracing paper, with head and body segment removed, as a guide for pasting down the green segment.
8. Repeat steps 6 & 7, selecting different shades of green for each segment until the body is finished.
9. Carefully cut out the eyes: Moisten the area around the eyes; wait a second, lift a remove the eyes.
10. Cut out yellow, green, and brown parts for eyes, nose, and feet, and glue them into their places.
11. Use crayons or colored pencils for the final touch
Learning Arc ~ The New Hamster
Sherri D. Lyle,
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Learning Arc ~ 500 Isabels
Sherri D. Lyle
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Learning Arc ~ Show and Tell
Sherri D. Lyle
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Learning Arc ~ Fall Colors
Sherri D. Lyle
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Learning Arc ~ Time for Breakfast
Sherri D. Lyle
Lesson Theme Activities
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Learning Arc ~ Turn Left, Turn Right
Sherri D. Lyle
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Learning Arc ~ My Place
Sherri D. Lyle
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Learning Arc ~ A Day in the City
Sherri D. Lyle
Lesson Theme Activities
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Learning Arc ~ Play Ball!
Sherri D. Lyle
Lesson Theme Activities
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Learning Arc ~ Salt and Sand
Sherri D. Lyle
Lesson Theme Activities
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Learning Arc ~
Sherri D. Lyle
Lesson Theme Activities
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Learning Arc ~ Everybody Needs a Rock
Sherri D. Lyle
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Learning Arc ~ Five Little Candy Hearts
Sherri D. Lyle
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Learning Arc ~ Give a Little Love
Sherri D. Lyle
Lesson Theme Activities
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What is the skill or concept to be taught?
Things found in a big city
What are the prerequisites for this skill or concept?
Interest in boo楴敭桗瑡搠敯瑩琠歡潦瑳摵湥獴琠慭瑳牥琠楨歳汩牯挠湯散瑰ി潃灭敬楴湯漠慴歳※潣浭湵瑩⁹慢敳湩瑳畲瑣潩㭮瀠獯楳汢⁹敳敶慲楶楳獴※桳睯愠摮琠汥㭬栠獯⁴潰瑲潩牯愠汬漠桴捡楴楶楴獥眠瑩数牥⽳汣獡൳刍慥㩤䄠䐠祡k time.
What does it take for students to master this skill or concept?
Completion of task; community based instruction; possibly several visits; show and tell; host a portion or all of the activities with peers/class
• Read: A Day in the City
• Discuss/explore; apartment buildings, subways, skyscraper, elevator, museum, park, bridge.
o Some ideas include community based instruction, build/craft your own, using “archeological dig” kits, and viewing on the internet.
• Host the activity; have the student read the book to his/her peers/class and deliver a hands-on activity for the group to complete such as Braille Art, craft activity involving an image/concept from the book, or imagine your own city.
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Page through the story with children. Be sure children know the names of the things and places being described. Ask: How do the pictures help you understand what you see on each page?
2. Encourage children to talk about their own community. In what ways is it like the city in the story? In what ways is it different?
3. Discuss with children what a museum is. Ask them to tell about museums they have visited.
Use a City or Town Map: Show children a map of your community. Locate pars and other points of interest. Ask children about places they would like to visit. Use the map to discuss which things are nearby and which are far away.
School-Home Connection: Taking a Walking Tour; Encourage children to go on a walking tour with a family member in their own community.
What are extensions and applications of the skill or concept?
Play O&M Bingo
Travel Tales: a Mobility Story Book; Movin’ on Up; City Slicker
Braille Art: Skyscraper, Bridge, Dinosaur, City Skyline
forums/esl-forums/esl-games-activities/big-city-lesson-plan-1393/
xpeditions/lessons/04/g35/citycountry.html
xpeditions/lessons/09/g35/topcities.html
newfiles/levels/lesson_plans/d/getting_around_the_city/gettingaroundthecity_print.html
My Place
Harcourt
Grade Two – ELL Collection
ISBN: 0-15-327655-X
Cane, if appropriate
Monocular, if appropriate
CCTV, if appropriate
What is the skill or concept to be taught?
Vocational exploration
What are the prerequisites for this skill or concept?
Interest in book time. Willingness to talk to others
What does it take for students to master this skill or concept?
Completion of task and written results; several visits
• Read: My Place
• Develop a list of jobs you would like to explore
• Develop a list of questions to ask people about their jobs
• Make appointments to visit with people and observe them on their jobs
• Meet with those people
• Write a story book, journal, or essay about the results and your impression of the interviews and jobs you explored.
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Have children page through the book with you. Ask: What are the jobs of each of these people? What clues do you get from looking at the illustrations?
2. Discuss each job and each special place described in the book. Encourage children to talk about people they know or have read about who have those jobs.
3. Ask: What job would you like when you grow up? Why?
My Special Place
Ask children to draw a picture showing a place that is special to them. Encourage children to talk about their pictures and explain what makes the place special.
School-Home Connection: Let’s Talk about Jobs
Have children ask older family members to describe their jobs and the special places they work. Encourage children to share the information at school. Make a class bar graph showing the different jobs.
What are extensions and applications of the skill or concept?
Turn Left, Turn Right
Harcourt
Grade Two – ELL Collection
ISBN: 0-15-327631-2
Materials for each recipe
Cane, if appropriate
Monocular, if appropriate
CCTV, if appropriate
What is the skill or concept to be taught?
Orientation to a route, landmarks, parts of a city
What are the prerequisites for this skill or concept?
Interest in book time. Concept of left and right
What does it take for students to master this skill or concept?
Completion of task; story book/memory book; map…something that is the result of the routes used.
The New Hamster
Harcourt
ISBN: 0-15-327635-5
Grade Two - ELL Collection
Toy hamster
Cane, if appropriate
Monocular, if appropriate
Familiar/unfamiliar environment to explore
What is the skill or concept to be taught?
Spatial concepts, organized search pattern, landmarks, pets
What are the prerequisites for this skill or concept?
Interest in book time
Understanding of object permanence
What does it take for students to master this skill or concept?
Completion of task, possible repetition of lesson
What is the skill or concept to be taught?
Pre-Braille, Pre-Reading skills
Turning pages; one at a time
Sequencing and directionality; left/right; top/bottom
Identification of differences; texture
Identification of same; texture
What are the prerequisites for this skill or concept?
Interest in books, Interest in texture exploration,
purposeful react, two-handed tasks, turning pages (several at a time)
What does it take for students to master this skill or concept?
Repetition; this will take several visits/lessons with several different books
1. Give student a tactile book
2. Let her explore book
3. Guide her to explore cover if she doesn’t initiate exploration independently
4. Describe contents of book as you turn through it; modeling page turning and full page exploration
5. Release book to student and WAIT to see if she begins exploring independently
6. Repeat above steps as needed
What are extensions and applications of the skill or concept?
Scribble on a Braille Writer to “write a book”
Scribble with a Coloring Board to “make the pictures”
Create story box to go with the book
Take walks to gather story box items
Go shopping to gather story box items
Braille Art related to the book
Trip to library in school or community to explore other books
That’s Not My Car That’s Not My Dolly
Fiona Watt Fiona Watt
ISBN 978079450636-0 ISBN 0-7945-0635-6
That’s Not My Dinosaur That’s Not My Monster
Fiona Watt Fiona Watt
ISBN 978079450129-7 ISBN 978079450818-0
Buzz-Buzz, Busy Bees This Little Piggy
Dawn Bentley ISBN 0-694-01000-6
ISBN 0-689-86848-0
*Warn child of noise at Zip it, Zebra
end of book ISBN 1-4351-0089-1
Ten Wriggly, Wiggly Caterpillars
Debbie Tarbett Touch and Feel Birthday
ISBN 0-7607-7057-3 ISBN 0-7894-8536-2
My Many Hats Clifford’s Touch-and-
Nancy Sanders Feel Day
ISBN 1-57584-705-1 Dena Neusner
ISBN 0-439-44936-7
The Inchling
Issun Boshi, retold by Momoko Ishii
John Helfers
Grimm’s Complete Fairy Tales
Tom Thumb
Tom Thumb’s Travels
Brothers Grimm
Little One Inch
Retold by Akimi Gibson
ISBN: 0-590-27570-4
No Boring Practice, Please! Funny Fairy Tale Grammar
Justin McCory Martin
ISBN: 0-439-58846-4
No Boring Practice, Please! Funny Fairy Tale Proofreading
Justin McCory Martin
ISBN: 0-439-58847-2
What is the skill or concept to be taught?
Creative writing, fairy tales, grammar, proofreading
What are the prerequisites for this skill or concept?
Foundational reading and writing skills. Determine the maturity level and appropriateness of the stories for your student.
What does it take for students to master this skill or concept?
Critical Thinking; find the common thread between the stories. Repetition; multiple visits for completion of arc
Read: The Inchling & Little One Inch
Discuss theme, lesson/moral, key points, and “threads”
Read: Tom Thumb & Tom Thumb’s Travels
Discuss theme, lesson/moral, key points, and “threads”
Critical Thinking: Compare the four stories; discuss theme, lesson/moral, key points, and “threads”
Student directed activity: Use the key points and “threads” of all the stories to write your own story. (Set a minimum number of words or pages for the assignment) Proofreading and drafts required.
No Boring Practice, Please! Funny Fairy Tale Proofreading
-Page 13; Bumper Stickers (Spelling)
-Page 15; Failed Tales (Spelling)
-Page 17; Signs, Signs, Signs (Spelling)
No Boring Practice, Please! Funny Fairy Tale Grammar
-Page 14; Adjectives
-Page 15; The Three Microscopic Pigs
-Page 16; On Board with Adjectives
-Page 17; Fair, Fairer, and Fairest
What are extensions and applications of the skill or concept?
Eats, Shoots & Leaves; Why, Commas Really DO Make a Difference! Lynne Truss
ISBN: 0-399-24491-3
Painless Grammar
Rebecca Elliott
ISBN: 0-7641-3436-1
Dictionary of Idioms; More than 600 Phrases Sayings & Expressions. Marvin Terban
ISBN: 0-590-38157-1
Painless Writing
Jeffrey Strausser
ISBN: 0-7641-1810-2
Patterns: The Primary Braille Spelling and English Program; APH
The Braille Connection; APH
Fun with Braille; APH
SQUID Tactile Activities Magazine; APH
Teacher’s Pet; APH
Talking Typer; APH
Braille Art: Stick Figures, large & small boy/girl; MSS Web Page
kids.
What is the skill or concept to be taught?
Valentines Day
Valentines cards
Cutting, coloring, gluing, fine motor skills, pre-Braille skills, manners, greetings/closing discussion, peer recognition, basic cane techniques, orientation to a route, left/right, facing the speaker/listener, in/out, speaking up, listening skills, self-confidence, acquaintance/friend/stranger awareness
What are the prerequisites for this skill or concept?
Vocalization, memory, directionality, following directions
What does it take for students to master this skill or concept?
1. Make valentine cards using paper, scissors, glue, crayons
2. Discuss route
a. Discuss clues/landmarks on route
3. Discuss the origin of Valentine’s Day
4. Generate list of those to receive a card
5. Discuss and rehearse speech/conversation/dialogue
6. Practice run with support of O&M
7. Student executes activity
What are extensions and applications of the skill or concept?
Braille Art - small hearts
- hollow heart
- solid heart
Host a craft activity with the class
Read Five Little Candy Hearts
Read Give a Little Love
Use foam Valentine Heart kits for assembly, creativity, fine motor, and following directions
Scissors
Paper
Glue
Crayons/markers
Tactile items to glue
Five Little Candy Hearts
William Boniface
ISBN: 0-8431-0603-4
Read Give a Little Love
Lizzie Mack
ISBN: 0-689-85950-3
What is the skill or concept to be taught?
Facial features and their functions, generalization of body parts, use of senses, colors, shapes, scissors, concrete to abstract concepts, following multi-step directions
What are the prerequisites for this skill or concept?
Knowledge of colors, shapes, scissors
What does it take for students to master this skill or concept?
Fine motor skills
1. Find your face
2. Discuss shape and placement of items on face
a. Discuss facial features and their jobs
b. What/who has faces?
3. Give student supplies
4. Explore tennis ball and paint
5. Draw face with marker
6. Use tennis ball and paint to create image
7. Add a slit for the mouth
8. Compare and play with created faces
What are extensions and applications of the skill or concept?
Pumpkin carving
Braille Art
Practice facial expressions
Movin’ to Music: Paula Jordan, Dede Ackerman
Paper plates
Paint
Scissors
Knife
Markers
Tennis ball
What is the skill or concept to be taught?
Spelling, vocabulary, sentence structure, public speaking, presentation skills, fine motor skills
What are the prerequisites for this skill or concept?
Picture recognition; two dimensional images; black and white images; color images; visual clutter
OR
Sensory ability to explore tactual images
What does it take for students to master this skill or concept?
Fine motor skills; functional use of pencil/marker, or Braille Writer
NMS&BM: Writing and Speaking for Expression
Standard Two; Communicate Effectively
7a. Presents information with a main point
Assessment: BCP; page 51;
7.35 Writes simple sentences without a model
1. Provide Student with picture
2. Tell student to write a story/sentence/word about the picture
3. The student writes story
4. Student presents story to class
What are extensions and applications of the skill or concept?
7.28 Prints/writes own first name without model
Page 50
7.31 Prints/writes words without model
Page 50
Behavioral Characteristics Progression (BCP)
Instructional Activities
ISBN: 0-89718-072-0
Product Number 305
Pictures from magazines or other sources
What is the skill or concept to be taught?
Meaning of add “one more”
Sum of three
Place setting
Problem solving
Social skills
Language-terminologies
What are the prerequisites for this skill or concept?
Basic counting skills
Concept of a party
What does it take for students to master this skill or concept?
NMS&BM: Eighth Grade
Benchmark Two; Numbers and Operations
Strand One; CLPS 7.2-8.1 6.a
1. Three students are to get an invitation
2. One student is the host (student being assessed or targeted)
3. Each student arrives one at a time
4. Host seats student; how many are at the table?
5. Teacher gives host some plates
6. Host then determines if it is enough, if it is not, host must then ask for the appropriate number of plates
7. Host determines how many additional plates are needed for serving plates
8. Host sits down and they all have cake
9. How many are sitting at the table now?
What are extensions and applications of the skill or concept?
Bake the cake
Proper table setting
Family style serving
Produce invitations
Braille/Print art for the invitations
Read: A Taste for Cherry Pie. Books Are Fun
Read: The Fabled Pizza Tree. Books Are Fun
Read: Whose Footprint’s in my Birthday Cake? Books Are Fun
Utensils
Plates
Cups
Invitations
Table and chairs
What is the skill or concept to be taught?
Calculating units of Measurements in Algebraic problems; Revisit the process of solving algebraic equations and the terminology used (fractions, ratios, “per”, nominator, denominator, cross-multiply, inverse, etc.) Use everyday household items to represent units of measurements to solve real-life algebraic problems. Solve algebraic equations using manipulatives. Verbalize his thought processes (meta-cognition). Refine his hand-eye coordination, when moving the manipulatives to solve the problems.
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
This arc takes at least three visits/ lessons
I explained to the student that it seems he had difficulty in keeping track of the units of measurements when solving algebraic equations. This unit would help to show the process of determining the correct units for the answers of these math problems. At first, we reviewed the process of solving problems that included units, such as miles/hour, hours, and miles. Then I told him that I had three problems that I wanted him to solve (not being concerned with the actual answers, but focusing on the correct units).
We began by having the student choose which object, plastic spoons, paper towel rolls, and sponges (manipulatives), would represent the units of hours, minutes, and miles. I then asked him to set up the equation in a given problem, using these materials as units (the pipe cleaners represented the dividend, (e.g. miles per hour, the pipe cleaners represent the “per”).
The student then began to solve the problems tactually. The key to successful learning is to ask the student questions about their thought processes, and asking questions such as, “So what will the unit be for our answer?” At first these questions are to guide the student to develop a process for answering the problems, then the questions become an opportunity to check learning and assessing whether the student is learning.
What are extensions and applications of the skill or concept?
After the first attempt in teaching this lesson, I learned that I should use sheets of colored paper underneath each manipulative to help focus the student on each part of the equation. It was also helpful to write out the numbers in the problems on index cards (one number per card). When just using the manipulatives, the student lost track of what he was doing, but with the index cards next to the manipulatives the student’s learning was enhanced.
Pipe cleaners
Colored paper
Plastic spoons
Paper towel rolls
Sponges
Index cards (optional)
What is the skill or concept to be taught?
Iditarod Race; sled, calendars, geography, miles, ecosystems, vocabulary, subtraction, mapping
What are the prerequisites for this skill or concept?
Searching information using the internet
Counting
What does it take for students to master this skill or concept?
Student will be given craft materials and asked to design and construct a “sled” for the Iditarod race.
Student began studying the Iditarod and information about it near the beginning of February and will continue until Iditarod race concludes in mid-March.
Science – Learning arc began with discussion of ecosystems: deserts, forests, tundras, etc… Student was given an animal to research and had to find out how the animal adapted to its’ environment.
Social Studies- Learning arc continued onto a discussion about Alaska and its climate, terrain, weather, and wildlife. Student will track the where-a-bouts of her musher in the race on a large color map using a push pin.
Language Arts – Student was introduced to new vocabulary words related to the Iditarod. Student read about the Iditarod in Alaska from internet research. Student chose a musher to support for the Iditarod race and will write a letter to the musher including ten questions she has written about the Iditarod.
Math – Student is counting down the days remaining until the Iditarod race on March 3rd by removing one straw each day from a place value chart.
What are extensions and applications of the skill or concept?
“Real life” vocabulary
Snow
“Meet” various types of dogs
Explore real sleds and styles
Popsicle sticks
Plastic spoons
Toilet paper rolls
Glue
What is the skill or concept to be taught?
Orientation to the school campus
Review/refine; negotiating doors, basic cane techniques, asking for assistance if needed, negotiating down ward/upward slopes, organized search pattern
What are the prerequisites for this skill or concept?
Organized search pattern, basic cane skills, unwrapping items
What does it take for students to master this skill or concept?
Locate five of five items
1. Select a particular wing in the school.
2. Map the wing on the Wheatly kit.
3. Placed five name tag gums on five different doors of the chosen wing.
4. Review the map with the student
5. Do not disclose the item hidden in the pockets.
6. Collect all five targets.
7. Explore the item using all five senses to identify the items.
8. Read the story of gum together
What are extensions and applications of the skill or concept?
Make gum
Same lesson with other items
Same lesson in other wings
Origin discussion of other items of interest
Gum with an air tight sealed plastic
Plastic twine
Clip with plastic name tag pocket
The twine is put thru the clip of the name tag to be able to attach the name tag around door knob; try to hide the gum in the clip as best as possible
Wheatly Kit (A P A)
What is the skill or concept to be taught?
Recognizing road signs
Recognizing traffic safety signs
Identifying traffic controls
What are the prerequisites for this skill or concept?
Emerging to moderate monocular skills
Emerging to moderate awareness of safety signs and traffic controls
What does it take for students to master this skill or concept?
1. Read a story about road signs with pictures of each sign.
2. Do a worksheet on road signs and traffic safety signs.
3. Take a walk around the school; look for road signs; read the signs.
4. Do a community outing; identify all road signs seen along the route.
5. Do a “road sign scavenger hunt”.
6. Use a monocular to help read road signs.
What are extensions and applications of the skill or concept?
Safety Sign Bingo
Travel Tales: a Mobility Storybook.
Looking to Learn: Promoting Literacy for Students with Low Vision; Appendix A
Magnetic Road Sign Scavenger Hunt game; designed and crafted by Gartner, Stillwater Minnesota
Monocular
What is the skill or concept to be taught?
Carrying a cafeteria tray without spilling.
What are the prerequisites for this skill or concept?
Concept of cafeteria tray
Some motor control of arms and hands
Proprioception in elbows
What does it take for students to master this skill or concept?
1. Obtain a divided, sturdy (non-Styrofoam) cafeteria tray for practice.
2. Teach student technique for stabilizing tray against his torso with one hand while using his cane in the other hand.
3. Have student practice carrying this tray. Non-food items that roll are placed inside the compartments.
4. Teach student how to find tray in the cafeteria line, pick the tray up and secure it correctly while in line.
5. Teach student how to place tray at table to avoid spillage.
6. Teach student how to orient tray on the table in order to access each food compartment.
What are extensions and applications of the skill or concept?
Teach student how to carry the tray to the trash can to empty it after he has finished eating.
Practice getting all the trash into the trash can.
Plastic divided cafeteria tray
Marbles, Skittles, Nerds; anything that will roll inside the compartments of the tray.
Cafeteria line
Trash can
Travel cane; if appropriate to student
What is the skill or concept to be taught?
Orientation of socks
Putting on socks
What are the prerequisites for this skill or concept?
Awareness of socks
Awareness of buttons
What does it take for students to master this skill or concept?
Repetition
1. Take off socks and shoes
2. Explore socks to discover button on front of the sock.
3. Practice putting on socks with button in front, using hand-over hand if necessary.
4. Let student put sock on doll.
5. Let student put sock on self, having student start over if button is not in front.
6. Reward student with praise and concrete reward if student responds to this better.
What are extensions and applications of the skill or concept?
The size of the button could start out large and be reduced as the child becomes more competent.
Socks
Buttons
What is the skill or concept to be taught?
• Pre-Braille Skills
o Hand strength
o Dexterity
o Cell orientation
• Pre-Writing Skills
o Hand strength
o Dexterity
o “scribbling”
o Line imitation
• Ice breaker
What are the prerequisites for this skill or concept?
Willingness to use entire hand
What does it take for students to master this skill or concept?
Completion of task
For Hand/Finger Strength
1. Mash the points of the golf tees into the clay and have the student pull the tees out. Then let the student push the tees back into the clay for you to pull out.
For Cell Orientation
1. Put the golf tees into the clay to represent the different dots.
2. Let the student put the tees in for you to identify the letter
For Printing
1. Put a bright star or round sticker at the top where you want the student to begin “printing” a letter. You can also use a tee. To reinforce printing skills, show the child how to draw a line from top to bottom in the clay. It will be hard to drag a pen or tee through the clay and may take several tries. Use the same technique to teach horizontal lines, and marking from left to right. After the line is complete, let the student “erase” the line by rubbing the clay with his/her finger.
What are extensions and applications of the skill or concept?
Omelet maker – for microwave
Modeling clay
Golf Tees of various colors
Any old ball point pen
Put items in pot and pick out item, ask to find matching item.
Pick two items out of pot and identify if same or different.
Ask how they are same and different.
What are extensions and applications of the skill or concept?
Counting
Describing objects
More sophisticated sorting (by properties and function)
What is the skill or concept to be taught?
Discrimination of objects
Describing objects
Matching
Sorting
What are the prerequisites for this skill or concept?
Some hand control
What does it take for students to master this skill or concept?
Ability to remove an object after it has been put in
Stock pot with lid
Variety of “real life” kitchen stuff; with a mate
Variety of other “real life” things; with a mate
What is the skill or concept to be taught?
Seasons, colors, farm stands, ponds
What are the prerequisites for this skill or concept?
Interest in book time. Willingness to try new foods.
What does it take for students to master this skill or concept?
Completion of task; show and tell; host a portion or all of the activities with peers/class
• Read: Fall Colors
• Discuss/explore; apples, corn, pumpkins, squash, leaves, acorns; leaf rubbings; cut open, smell, taste, feel, cook, carve, look at, compare food items.
• Discuss/explore; squirrel, frog, crow, swans, farm stands, ponds
• Discuss/explore; a pond and the surrounding areas. What can you find/notice?
• Visit a farm stand. How is this different than the produce market? What can you find/notice?
• Braille Art; Leaf – Sawleaf Zelkova, Leaf-Aspen, Leaf-Birch, Pumpkin-Large, Pumpkin-Small, Corn-Vibunzi or Large Ear of Corn, Squirrel, Frog, Crow, Swan, Apple, Squash
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Page through the book with children. For each page, say: Describe the item in the picture. Use the correct color in your description. Then have volunteers name a classroom item with the same color.
2. Ask: What is your favorite color? Name some things that are that color.
3. Have children talk about the kinds of things they like to see and do in the fall. Encourage children to talk about their own autumn experiences, such as making jack-o-lanterns or picking apples.
Illustrating Fall Colors
Reread the book with children. Then have children draw pictures to show their favorite fall color. Encourage children to share and discuss their pictures.
School-Home Connection Take a Color Poll: Have children take a poll at home to find out the favorite colors of family members. Invite children to share their findings with classmates and create a color-coded bar graph with the results.
What are extensions and applications of the skill or concept?
teachervision.poetry/lesson-plan/5636.html
/printables/Moutran_0876283024_21-22.pdf
resource/autumn.php
Show and Tell
Harcourt
ISBN: 0-15-327634-7
Grade Two - ELL Collection
• A stock pot with lid, box with lid and a hole, or the Rubbermaid tub with the lid with a hole in it
• Items to put in the container
• Cane, if appropriate
• Monocular, if appropriate
• Hand-held magnification, if appropriate
• CCTV, if appropriate
Read: The Beginning of Armadillos
Discuss theme, lesson/moral, key points, and “threads”
Read: Armadillo el Chismoso/Armadillo Tattletale
Discuss theme, lesson/moral, key points, and “threads”
Critical Thinking: Compare the two stories; discuss theme, lesson/moral, key points, and “threads”
Discussion: What are origin/pourquoi stories for? Compare the styles of the stories. What cultural influences affect the story styles?
Student directed activity: Use the key points and “threads” of the stories to write your own story. (Set a minimum number of words or pages for the assignment) Proofreading and drafts required.
What are extensions and applications of the skill or concept?
Meet/listen to/interview a story teller
Eats, Shoots & Leaves; Why, Commas Really DO Make a Difference! Lynne Truss
ISBN: 0-399-24491-3
Painless Grammar
Rebecca Elliott
ISBN: 0-7641-3436-1
Dictionary of Idioms; More than 600 Phrases Sayings & Expressions. Marvin Terban
ISBN: 0-590-38157-1
Painless Writing
Jeffrey Strausser
ISBN: 0-7641-1810-2
What is the skill or concept to be taught?
Concept of origin/pourquoi stories, identifying the thread of the tale, creative literacy, grammar, spelling, proofreading
What are the prerequisites for this skill or concept?
Foundational reading and writing skills. Determine the maturity level and appropriateness of the stories for your student.
What does it take for students to master this skill or concept?
Critical Thinking; find the common thread between the stories. Repetition; multiple visits for completion of arc
Just So Stories & Jungle Book
The Beginning of Armadillos
Rudyard Kipling
ISBN: 0-7607-5905-7
Armadillo el Chismoso
Hellen Kettemen
ISBN: 0-439-55119-6
OR
Armadillo Tattletale
Hellen Kettemen
ISBN: 0-978-0590997232
1. Compare and contrast
2. egg qualities
3. family responsibilities
4. difference in types of animals
5. Hatch chicks
What are extensions and applications of the skill or concept?
Fieldtrip to chicken farm
Fieldtrip to zoo
Read a fiction book/movie with animal taking care of eggs.
Explore vocations involving animal studies and care.
What is the skill or concept to be taught?
A village to raise a bird/child
Family duties
Shared responsibility
Protective mechanisms
Incubation – How are things warmed?
Names of eggs (roe, pod)
Book genre
What are the prerequisites for this skill or concept?
Child does not have behaviorisms that endanger live animals
What does it take for students to master this skill or concept?
Models and pictures of animals and their eggs
Real eggs (fertilized)
Incubator
1. Read The Tree House
2. Build a small birdhouse.
3. Use a hammer.
4. Trip to a home improvement store to explore
5. Trip to a news station to talk to a “weather” person
6. Writing “reports” on the trips
7. Write a “new” ending to the story
What are extensions and applications of the skill or concept?
Trip to fruit stand/farmers market
Guest speakers: contractors, architects, meteorologists…
What is the skill or concept to be taught?
Cooperation
Construction
Problem Solving
Meteorology (weather)
Cause/effect
Entrepreneurship
What are the prerequisites for this skill or concept?
Ability to follow directions for safety
What does it take for students to master this skill or concept?
The Tree House
By Daniel Barnes
Harcourt reader
ISBN 0-15-323050-9
Birdhouse kit or materials
Hammers
Nails
Needle-nose pliers
If there are safety issues, use milk carton birdhouse kit
Braille writing device/computer/pens/ paper
1. Make musical instruments from the story.
2. Come up with other instruments to make
What are extensions and applications of the skill or concept?
Invite, or trip, to see a school band and explore the “real” instruments.
Show classmates instruments.
What is the skill or concept to be taught?
Being considerate
Musical instruments
Cooperation – working toward a common goal
How sound travels
What are the prerequisites for this skill or concept?
Understanding the concept of musical instruments
What does it take for students to master this skill or concept?
Creativity, collaborative skills
Neighborhood Band
Jesse Levine
Harcourt
ISBN 0-15-323063-0
Boxes
Rubber bands
Spoons
Jars
Safety glasses
Scissors
Beans, buttons, or other “noisy items”
- work with staff to explain parameters and train staff regarding the token economy system.
- create the daily schedule with the student (if he/she is able)
- demonstrate modeling and role-play desired behaviors
- implement the system daily, consistently and use the schedule as a reminder to help the student modify his/her behavior.
What are extensions and applications of the skill or concept?
Apply strategy and system to other environments (home, residential setting, etc.) to treat the whole child and promote consistency in all environments to help the child succeed.
What is the skill or concept to be taught?
The concept to be taught is related to behavior modification for a student with special needs. A token economy system will be implemented to help aid the student in learning.
What are the prerequisites for the skill or concept?
It is imperative that the instructor and adjunct staff have a basic knowledge of the student’s needs and conditions to modify their approach accordingly and a basic understanding of a token economy system and how to apply it individually.
What does it take for students to master this skill or concept?
Consistency; repetition; patience; visual, tactical or auditory cues, such as schedules of transitions, warning lights or sounds; hands on student involvement; ongoing communication and repetition and modeling of desired behavior; exuberant and timely praise; warnings/reminders for transitions.
- Replica of student’s schedule to reflect routine and student’s recollection of the schedule
- Tokens or other objects
- Pre-selected rewards
- Tactile or visual or auditory reminders for cueing schedule transit
1. Discuss materials, have students explore materials
2. Start by modeling putting figure on designated place.
3. Have student place figure.
4. Place figure ask student to identify location
5. After student masters one concept move on to another.
6. Review all concepts
What are extensions and applications of the skill or concept?
Place tactile marker on floor and chairs, ask student to sit on left-right, below-above line, etc…
Place line on wall covered with felt for above below, have student velcro ball to wall. (right, left, etc…) This large motion will help student master skill.
What is the skill or concept to be taught?
above – below
left – right
on – under
first – middle – last
What are the prerequisites for this skill or concept?
Look at figures, discuss differences, boy-girl
What does it take for students to master this skill or concept?
Plastic sheets – divided with black line and clear tactile line
Boy and girl wooden figures
Rubber washers to use as tactile locaters, material for use as blanket
Play Game
1. Player draws card and reads it.
2. Player draws spoon and applies it to card.
3. Player states 1 or 2 causes or effects related to the card depending upon the spoon.
“Because (card) then____happened”
“Because ___ then (card) happened”
4. Add spoon total for score at end of game.
What are extensions and applications of the skill or concept?
1. Increase reasoning about reading.
2. Expand game with student made cards.
3. Increase concept knowledge about causality.
4. Expand into cause/effect chains to understand sequencing.
What is the skill or concept to be taught?
Identifying causes and effects of typical events
To increase comprehension of reading and increase recognition of inferences
What are the prerequisites for this skill or concept?
2nd – 3rd grade voc. and decoding
ability to follow game rules
What does it take for students to master this skill or concept?
Ability to predict outcomes using logic and reasoning; shown by independently and accurately playing game
Taster spoons (marked for game)
Index cards (marked for game)
Large bowls
1. Decorate the paper rolls with colored tape; stickers; markers; make monoculars and binoculars.
2. Show students how to look through the rolls.
- Look at each other
- Look at items close up
- Look at items across the room
-Try to find specific items “I Spy a ____” “Can you find it?”
- Discuss how things seem more in focus and may be easier to see
3. Take students in the hallways to look at various things around the school. Practice visually scanning the environment and practice using the rolls they made.
4. Go outdoors and do the same.
5. Visually scanning and locating games
-Look for shapes: circle; square; triangle
More difficult:
- Place items around the room; school; playground etc…
- Have the same item available to the student to use as a reminder for what they are looking for
- Look for items with reminders to visually scan; remember what they are looking for and use the monocular the student has made, as needed.
More difficult:
- Use pictures of landmarks
- Have students find the landmarks around the room; school; playground, etc …
- Do this in a familiar environment
- Go to an unfamiliar environment
What are extensions and applications of the skill or concept?
Looking to Learn
Chapter 5 & Appendix 5A
Frances Mary D’Andrea and Carol Farrenkopf, Eds.
ISBN: 0-89128-346-3
What is the skill or concept to be taught?
Beginning monocular use
Visual scanning
Locating landmarks and items in the environment
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
Toilet paper and paper towel rolls
Colored tape
Stickers
Markers
Construction paper circle
Square and triangles
Various items in pairs to find around the environment
Pictures of landmarks
1. Explore items in container
2. Feel different textures
3. Explore shape of a circle
4. Remove items
5. Replace items
What are extensions and applications of the skill or concept?
- Student can use items that all start with a letter of the alphabet
- Use of smaller container like Easter eggs
- Vocalizing into containers
- Differentiate size/length
- Count items
What is the skill or concept to be taught?
Geometric shape: circle
What are the prerequisites for this skill or concept?
Identifying different and same
What does it take for students to master this skill or concept?
Identifying circle from other shapes in the mix
- Container/bucket
- Various items, duplicates
- black tubes
- jacks
- jack-o-lantern
- bells
- circular objects
What is the skill or concept to be taught?
Concept of Show and Tell
What are the prerequisites for this skill or concept?
Limited “verbalism”, mild curiosity in environment, willingness to touch unfamiliar things
What does it take for students to master this skill or concept?
Concept of object permanence
Reduction in “verbalism”
Read: Show and Tell
Using a tub or large container filled with collected items, pull out each item, identify it and tell what it is used for.
Find your own items of interest in the room, school, and/or community and tell what it is used for.
Invite a peer to play a challenge game with the collected items.
Make a list, develop a chart, and/or write a story book of your own. Use the results as a Show and Tell item.
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Have children discuss the different items and places described in the story. For each page, ask: What is the name of this item or place? What do we use it for? If the item can also be seen in your classroom, ask a volunteer to point to it.
2. Display several other classroom items, such as scissors or a ruler. Challenge children to name each item you display and tell what it is used for.
School Fun
Have children draw a picture of themselves doing their favorite activity at school. Ask them to explain their drawings to the class and to name the different items they have depicted.
School-Home Connection
What Was Your School Like?
Ask children to show their drawings to their families. Encourage them to ask family members what they liked best about going to school. Have family members compare the school they went to with their children’s school
What are extensions and applications of the skill or concept?
LAOBackToSchoolSummerInACanIdea35.htm
LABeginSchoolWELCOMEBagsAlphabetSoundsIdea13.htm
lesson/misc/showandtell.html
c/1036_Show_and_Tell.html
activity/3_2_act1.html
assignments/shownottell.html
500 Isabels
ISBN: 0-15-325517-X
Grade Two-On Level Collection
APH measurement devices:
• Flexible Rulers (Braille/Large Print)
• 1-Foot Braille Rulers
• Large Print/Braille Toss-Away Ruler
• Stick-On Tactile Ruler
• Meterstick (Braille)
• Braille/Large Print Yardstick
• Transparent CCTV Rulers (Yellow/Clear)
1. Movement activity using sheet of cardinal directions taped to wall with north, south, east, and west.
2. Students tape and measure and trail the outline of New Mexico comparing to large map in front of room on a 20’ square on floor.
3. Tape, color and trail River Grade River taped to floor.
4. Flowing water activity with sounds and fabric flowing south.
5. Students mark and identify cities and River along I-40 taped to floor.
6. Students trail and identify cities on I-25 with discussions and stories on taped map with Cochiti flagged.
7. Students mark and trail cities with discussions on taped I-10.
8. Students create road and river sounds with rain sticks and rattles etc…
9. Driving activity with Hot wheels and to and from cities in grab bag for Navigator Driver teams music – Car’s CD. Travel back. Leave spoon marker in each city, pueblo visited.
What are extensions and applications of the skill or concept?
Knowledge of New Mexico cities, land-marks, pueblos and rivers
Discussion and stories of the paving crews
What are extensions and applications of the skill or concept?
Knowledge of New Mexico cities, landmarks, pueblos and rivers.
What is the skill or concept to be taught?
-Geography of New Mexico – highways
-Location of cities in relation to Cochiti
-Rio Grande flows south to Texas
-Navigation skills- cardinal directions to travel highways, Continental Divide
What are the prerequisites for this skill or concept?
Knowledge of Cardinal Directions
What does it take for students to master this skill or concept?
Athletic tape 1 inch
Small spoons
Green ribbons for flag
Iridescent fabric 2 yard sq. x 10
Hot wheel cars
2 paper bags
Post-its
Stickers
Sharpies: blue, black, yellow
Musical instruments: bells, rattles, rain sticks
Music (cars) + N/S/E/W
Review opposites, left and right, song and dance (hokey-pokey).
Storytime (make up story of left and right)
Make bracelets and place on L/R of student and teddy bear.
Play wall pocket game: throw balls L/R sides of room
Arts n’ crafts (pasting items on L/R sides of paper)
Field trip: walk a route, turn left and right;
Cross street (look left and right first)
What are extensions and applications of the skill or concept?
- Reading literacy
- Cardinal/compass directions
- Wrist extension/ hyperextension/
rotation for Braille/cane skills
- Visual scanning for O & M
What is the skill or concept to be taught?
- Emerging literacy (left to right)
- Fine motor skills/gross motor
- Visual motor
- More abstract concepts
- Spatial thinking/orientation
- Visual scanning
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
Pipe cleaners to make bracelets
Tissue paper
Foam ball
Plastic spoons
Bubble wrap
Explain there are 6 trays around the room containing items that may be used for decorating a Styrofoam ball. Towel roll is to be used as a monocular to find the trays.
Items are to be picked wanted to be used for decorating the ball, taken to the desk and then decorate the ball.
Make Valentine decoration
What are extensions and applications of the skill or concept?
Grid pattern for scanning
Self-stabilization of monocular
Looking to Learn
Chapter 5 & Appendix 5A
Frances Mary D’Andrea and Carol Farrenkopf, Eds.
ISBN: 0-89128-346-3
What is the skill or concept to be taught?
Monocular skills
Directionality (up/down, right/left)
Support while scanning
Storing telescope
What are the prerequisites for this skill or concept?
Basic understanding of monocular
What does it take for students to master this skill or concept?
Successful completion of task without reminders or prompts
- Styrofoam ball
- Towel tube
- Glue
- Pompoms
- Red felt
- Purple sand paper
- Pipe cleaners
- Plastic spoons
- Small plastic trays
- Green mesh ribbon
Read: The New Hamster
Go on a search of your own, for a toy hamster, sound location device, or item of your own choosing. Use the items and spatial concepts from the book: under, behind, around, inside, on top, up, on, in, chair, bookcase, desk, box, piano, windowsill, cage or home base.
Activities from the Book:
Discussion for Language Development: Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Ask children to talk about their experiences with classroom pets such as hamsters, and what has happened when the pets have gotten lost in the classroom.
2. Have children look through the book and point out each place in your classroom when that place is mentioned in the story.
3. Ask: Would you like to have a hamster for a pet? Why or why not?
Hamster Hunt: Reread the story aloud with the children. As you read, have volunteers pantomime the actions of the students as they look for the hamster.
School-Home Connection: Favorite Pets; Have children ask family members what pets they have or would like to have and why. Encourage children to share their findings with their classmates.
What are extensions and applications of the skill or concept?
Have the student select the next item to search for and repeat lesson on another visit.
Monocular:
Looking to Learn; D’Andrea & Farrenkopf
Chapter 5 & Appendix 5A
ISBN: 0-89128-346-3; AFB Press
Travel Tales – A Mobility Storybook
• Happy Trails; Trailing Techniques
• Oops Another Bump; Upper and Lower Protective Techniques
• Home Sweet Home; Orientation to a House
• School Days, Dog Days; Orientation to a School
What is the skill or concept to be taught?
Math: basic measuring, use of tactual measuring devices, estimation of measurement, making a list/chart, creating a story book
What are the prerequisites for this skill or concept?
Counting, estimation, short-term memory
What does it take for students to master this skill or concept?
Basis comfort with tactual measuring devices
Read: 500 Isabels
Using consumable measuring devices and non-consumable tactual measuring devices from APH; measure items of interest in the environment (room, school-wide, community) and make a list of the items and their measurements. Discuss/anticipate how large or small some items will be.
Use the information to make an experience book, a chart, or your own story book, a “did you know” bulletin board. Example: Did you know? It is – inches, -- feet, -- fingers, -- steps, to the cafeteria from the office?!
Did you know?: You are as tall as you are wide…the length from finger tip to finger tip of outstretched arms is the same as you are tall. Try it!
Fancy: estimation of measurement using thumb, hand, finger tip to elbow (cubit), feet, stride, etc.
What are extensions and applications of the skill or concept?
Travel Tales: A Mobility Story Book
• Three Doors Down; Characteristics of a Residential Neighborhood
• Boppin’ Around the Block; Characteristics of a Square Block
• Country Boy; Characteristics of a Rural Neighborhood
• City Slicker; Characteristics of an Urban Neighborhood
[pic]
The Very Hungry Caterpillar
Eric Carle
ISBN: 10-0399226907
ISBN: 13-978-0399226908
Manipulative kit for book
See the Eric Carle Museum of Picture Book Art shop, or make your own
Materials for selected art project: tissue paper or other torn paper, scissors, markers or colors, tactual fabrics or papers, felt, etc.
Ants
[pic]
- Introduce the buckets with the item on top of it.
- Introduce the items.
- Place the items in front of the student and see what happens.
- Hand over hand instruction.
- Verbal communication-tell him what to do.
- Given a bundle of two different types of items, student is to match items to the appropriate container.
What are extensions and applications of the skill or concept?
What is the skill or concept to be taught?
- Sorting
- Matching
- Verbal Communication
- Pre-counting skills
- Self initiation
- Avoidance
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
-Two plastic bucket containers: one with one item glued to the top of it, one with the other item glued to the top of it.
- A bundle of one item (such as spoons), and a bundle of another item (such as koosh balls).
- Introduce what a mailbox is and take turns describing it.
- Practice putting valentines in it.
- All pretend to be mail carrier by removing valentines from box, placing in bags and delivering to classmates while singing song.
- Find envelope with their name on that table.
- Stuff them with our valentine.
- Peeled the label to seal it.
- Peeled and placed the stamp on.
- Walked to the mailbox to mail.
What are extensions and applications of the skill or concept?
- finger dexterity-peeling
- name recognition
- directionality – top/bottom/corner
- coordination-walking while carrying
bag crossing street
- visual directed reach
- vocabulary with item
What is the skill or concept to be taught?
Mailing a valentine
Fine motor skills
Visual skills
O & M skills
Cognition skills
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
Play mailbox
Mail bag
Valentines
Envelopes
Stamps
First Session:
After studying ants, fiction and non-fiction-
First, discuss what they know about ants.
Second, go out to look for a real ant.
Third, look at pictures in a non-fiction book of ants.
Fourth, talk about fake or cartoon ants.
Second Session:
Review the difference of non-fiction and fiction.
Create an ant:
First, paint the egg carton black (very meticulous). Let dry.
Next, punch holes for the legs with hole punch on the sections of carton. Then thread pipe cleaner in holes creating legs.
Finally, place googley eyes on front of the ant.
What are extensions and applications of the skill or concept?
Pressure: using the hole punch to punch holes
Ability to move on
* See next ten pages
What is the skill or concept to be taught?
- Fine motor skills – eye hand coordination
- Length – estimates
- Counting
- Pressure (hole punch)
- Language arts – fiction and nonfiction
- Arts - painting
- Create worker ant and identify body its body parts.
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
- Egg carton (3 sections)
- Black paint
- Paint brush
- Googley eyes (2)
- Black pipe cleaners (4)
- Hole punch
After having worked on counting by 2’s, students had minimal discussions on even and odd.
Students roll a pair of dice and count the dots.
They place 1 bead in each hole starting closest to them equaling their roll.
They check to see if each bead had a “partner” or not. If they all did, it is an even number, if not it was odd.
What are extensions and applications of the skill or concept?
Fine motor skills – placing beads.
Following multi-step directions.
What is the skill or concept to be taught?
Learning even and odd numbers by counting number on dice.
Concepts of even/odd
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
- Glass beads
- Tactile dice
- Egg carton
Take a pine cone and cover it with peanut butter, then roll it in bird seed.
Tie a string to it and hand it in a tree.
What are extensions and applications of the skill or concept?
Orientation (locating tree)
Wrist turning
Tactile discrimination
What is the skill or concept to be taught?
- Tactile integration/discrimination
- Fine motor manipulation
- Wrist turning
- O & M skills
- Following directions
What are the prerequisites for this skill or concept?
No peanut allergies!
What does it take for students to master this skill or concept?
- Pine cone
- Applicator
- Bird seed
- Peanut butter
- String
One or more students can play this game
Practice kicking the ball by standing and kicking.
Take turns kicking the ball from end to end.
Kick stationary ball.
Kick moving ball (swinging in the net).
Kick the ball over the clothesline.
- Variations:
Play inside or outside.
Hang clothesline from different heights.
Vary batting objects (fat, soft bat, ping pong paddle, large soft paddle, use fist as in tether ball, etc.)
What are extensions and applications of the skill or concept?
What is the skill or concept to be taught?
Game of kicking ball
Taking turns
Moving the ball
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
- Camping clothesline
- Adjustable net soccer ball holder
(“Soccer Trainer”)
- 3 small carabineers
- Soccer ball
- Cotton soccer net
Discussion of various rhythm instruments in our classroom
Sorting of rhythm instruments in large bins according to how the sound is produced: Scrapers, Strikers, and Shakers
Collecting common materials such as bottles, tins, beans, and rice
Discussion of different materials collected such as size and texture
Putting together simple shakers using rice and beans
Application of product to music
What are extensions and applications of the skill or concept?
Fine motor – screw cap
Listening
Tactile discrimination- rough, soft
Counting, shape identification, size comparison, sorting, making choices, gross motor
What is the skill or concept to be taught?
Creating a rhythm instrument; hand held shaker
What are the prerequisites for this skill or concept?
Hearing
What does it take for students to master this skill or concept?
Two days or more for lesson
Beans
Tins
Pom-poms
Water bottle
Small and medium size pill bottles
Classroom instruments
Sorting bins
I glue the materials to the paper towel rolls, called textured rolls.
Due to student having some tactile avoidance, the first day I introduce the plain paper towel roll and other textured rolls.
The second day, give them textured rolls again and to paint with.
Students manipulate objects, feel different textures, use fine motor skills by grasping, rolling, dexterity, etc…and uses gross motor skills by strengthening trunk control.
What are extensions and applications of the skill or concept?
- self rescuing
- attention to activity
- ability to enjoy through sensory input
What is the skill or concept to be taught?
Use fine and gross motor skills to paint with textured rolls.
What are the prerequisites for this skill or concept?
Experience with paints.
What does it take for students to master this skill or concept?
For preschooler who has texture avoidance provide two days a week.
For older and more tolerate students this could go on to studying paints, paper, glue, cloth materials and how to make prints.
Paper towel roll
Piece of coarse material (gunny sack)
Piece of corrugated paper
Piece of cotton material
Glue
Scissor
Construction paper
Various tempera paints
- Using materials dig in dirt, scoop, plant seeds and cover with dirt.
- Use watering can, hose, or cup water seeds.
- Care for plants using watering schedule and observing affects of sunlight.
- Harvest the plants.
- Name the parts of the plants
- Cooking activity- you can eat some plants.
- Field trip to a garden center
- Plants all around us: walk around the school checking out plants
- Learn related vocabulary
What are extensions and applications of the skill or concept?
Predictions, sequencing, workspace needs, making choices and where to learn more about plants we want to grow?
What is the skill or concept to be taught?
Plant and care for seeds as they grow and learn about their structure, needs, differences and similarities.
What are the prerequisites for this skill or concept?
Ability to use tools, work with soil and follow directions.
What does it take for students to master this skill or concept?
Make 3 to 5 visits or more, as the plants grow and revisit during seasonal activities.
Potting soil
Plastic hand rake
Plastic scoop
2 large plastic spoons
Plastic teaspoons
Measuring cup
Plastic watering can
Small pail
Pumpkin seeds
Carrot seeds,
Sunflower seeds
Grass seeds
Beans
Towel
Plastic cup
Gloves
Popsicle sticks
Begin as a pretend play activity. Have a “tea party” and “snacks”. Spread spoons about, student is to pick certain colors for each person. This evolves to practice pouring real water for each. The subject of water evolves to pouring practice in the bathtub and then to a discussion about rain, which leads to construction of rain stick using spoons and gift wrap tube. Reintroduce pouring task by pouring rice into rain stick.
What are extensions and applications of the skill or concept?
Social
Visual scanning
Pretend play
Color recognition
Listening
Basic reach/grasp
What is the skill or concept to be taught?
Use gross motor, fine motor and visual skills to have a “tea party”.
What are the prerequisites for this skill or concept?
To sit with others and share tea and snacks.
What does it take for students to master this skill or concept?
Three days to practice skills involved.
Spoons
Cups
Bowls
Water
Rice
Gift wrap tube
Tape
Tubes will be lying in a shallow cardboard box for easy access:
Student will
-explore textures
-explore tubes for sound and weight
-pick up tube independently
-explore tubes individually
Student will choose preferred tubes independently.
What are extensions and applications of the skill or concept?
Tolerate touch of various exterior textures on the tubes.
Tolerate holding tube with assistance, explore sound and weight of tubes.
Pick up tube from shallow box with or without assistance.
Purposefully explore tube for sound, weight or exterior texture.
What is the skill or concept to be taught?
Grasping and holding sensory tubes for exploration.
What are the prerequisites for this skill or concept?
Determine if student can open/close hands independently.
What does it take for students to master this skill or concept?
At least 10 days for learning arc.
Cardboard tubes with varying items of
-weight,
-sounds, and
-visually decorated exteriors
Give each texture card for student to explore and name/describe the texture.
Then give the boxes with slots with a texture Velcroed on. Now take away the loose textures, then you give one texture at a time for student to feel and match to the appropriate box.
- May have to reduce the number of boxes presented to student according to ability to distinguish multiple textures.
What are extensions and applications of the skill or concept?
What is the skill or concept to be taught?
Matching textures:
Putting in a box
Tactile discrimination
Object recognition through touch
Follow directions
Search for objects in front through touch
Turn taking
What are the prerequisites for this skill or concept?
Use of sorting and positional words.
What does it take for students to master this skill or concept?
Two days
Four half gallon milk cartons with hole (slot) for textures and large one in back to remove textures
Textures glued on cardboard squares (beans, rice, noodles, and pompoms), (4 each)
Velcro
For a majority of the specific skill introduced, the instructor will model the undesirable and desirable behavior through puppet skits to create interest and thought. This can move to the student participating in the puppet skit (self involvement) and progress to role playing between himself and the instructor. This can then be transferred to created opportunities or actual situations that present themselves naturally. Reinforcement is necessary to make sure the learned behavior is consistent; communication with significant others in the student’s life to reinforce those skills outside the classroom is also necessary. For some lessons, games or storytelling can be used to teach a skill.
-putting things back where you got them
-saying “Please” and “Thank you”
-not interrupting when someone is talking
-asking for permission to “hug”
-don’t be a “tattletale”
-what to do if someone is in your way
-what is a “stranger”
-no food, drinks or rides from strangers
-why?
-learn what it “looks like” to listen
-keep focusing on a task
-avoid distractions
-appropriate ways to show anger
-what to do when tired or stressed
-telling the truth
What is the skill or concept to be taught?
Learn social skills and behaviors that are acceptable for most classroom/life situations: organization, courtesy, stranger danger, listening, proper ignoring, copying skills and honesty.
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
It is expected that this learning arc will take place for most of a school year.
Puppets (socks, pipe cleaners, wiggle eyes, glue, sequins for key chains, ear rings)
“Jacque” and “Bella”
[pic]
Talk about different animals and their coverings. Present pictures of different animals, color animal pictures. Put them in alphabetical order for pre-reading skills. Read books on the subject. Make big poster board pictures with different coverings (tactile). Give students a piece of fabric to be glued to picture of an animal. Using gross and fine motor skills work on taking turns, interactions, interactive play, feel the coverings, discuss the textures, communicate ideas, information and feelings about the animals and covering. Discuss why different animals have different coverings, environments; same but different and how different animals have different coverings. Recognize that covering is necessary. Discuss proper care and hygiene of animal and human coverings. Discuss real and pretend animals, actual size of toy and real animals, differences in wild, zoo, farm and pet animals. Provide animal related games. Touch shoes and clothing similar to or made of animal covering. Sort from a group of coverings: feathers, shells, fur, hair, leather, and hides. Decide what animals have coverings that match the groups they sorted. Discuss coverings people wear that come from animal covering: coats, hats, and belts.
What are extensions and applications of the skill or concept?
Develops creative thinking skills. Work on a communication dictionary. Learn proper care and hygiene. Discuss extinct animals and start activity on dinosaurs. Discuss students’ pets, their coverings, feelings, movements, sounds, mobility and responsibilities related to them.
What is the skill or concept to be taught?
Learn about different animals and what covers their bodies.
What are the prerequisites for this skill or concept? Teacher will explain/define:
Animals, mammals, coverings (types and purposes). Teacher will allow students to feel all sorts of materials that can be used as coverings.
What does it take for students to master this skill or concept?
This is a three day activity but could be a year long project.
Animal coloring sheets
Crayons
Poster board
Craft paint
Materials such as: feathers, fur, hair, sequins, shells and glue.
Books to read such as:
The Emperor’s New Clothes
Talk about what student would want to say on a Valentine’s Day card. Lay out different items used to make a card: pink cotton balls, pipe cleaners, glue stick, tape, crayons, markers, and a writing pencil. Student picks out construction paper color, decide what to write on the card, write it, glue and place objects on the card. Decorate card as wanted.
Student can use computer to print message if he has difficulty with writing.
What are extensions and applications of the skill or concept?
Language Arts: discussion of material and discussion of holidays
OT: fine motor skills, eye-hand coordination
IA: assistance with student
Art: making material
What is the skill or concept to be taught?
Making a Valentine’s card for Mother
What are the prerequisites for this skill or concept?
Discussion of Valentine’s Day, party, giving of cards, and candy
What does it take for students to master this skill or concept?
Working with pipe cleaners, working with cotton balls, and making choices.
Construction paper
Crayons
Glue
Chenille stems
Cotton balls
Washable markers
Pencil
Tape
Review process of solving problems that include units, such as miles/hour, hours, and miles.
Have student choose which object, plastic spoons, paper towel rolls, and sponges (manipulatives), would represent the units of hours, minutes and miles.
Have student set up the equation in a given problem the materials (pipe cleaners represented the dividend (e.g. miles per hour, the pipe cleaners represent the “per”).
As student solves problems tactually, ask questions about thought process in order to guide him then questions become opportunity to check learning and assessing learning.
Provide colored sheets under the manipulatives and write out the numbers in the problems on index cards (one number per card).
What are extensions and applications of the skill or concept?
Use everyday household items to represent units of measurement to solve problems.
Use concrete materials to investigate situations that relate to multiplication and division.
Formulate algebraic expressions that include real numbers to describe and solve real-world problems.
Choose appropriate units of measure and ratios to recognize new equivalences to solve problems.
Use measures expressed as rates and measures expressed as products to solve problems, check the units of the solutions and analyze the reasonableness of the answer.
What is the skill or concept to be taught?
Calculating units of measurements in algebraic problems using 3 problems presented.
What are the prerequisites for this skill or concept?
Ability to answer questions about own thought processes also questions such as “So what will the unit be for the answer?”
Terminology (fractions, ratios, “per”, nominator, denominator, cross-multiply, inverse, etc.)
What does it take for students to master this skill or concept?
Three to four days
Move manipulatives to solve problems
Pipe cleaners
Colored paper
Plastic spoons
Paper towel rolls
Sponges
Index cards
The players select a game piece to use in the game. Each player rolls the dice to see which player begins (highest number wins, in case of a tie, a “roll off” will determine the player to start first). The players begin at the same corner and roll the dice, they will move their game piece as many spaces as the dice’s number. The student finds the correct stack of questions (see Game Board in materials) and answers the question on the card. They must answer the question correctly in order to continue around the board. If they cannot answer the question they must attempt to answer a question (from the same category) one more time, regardless if they get the answer correct or not, they may continue around the board. Once a player has a chance to answer a question, whether they get right or not, the next player rolls the dice.
Continue; alternating rolls and answering questions until a player passes the starting point and answers a question correctly.
What are extensions and applications of the skill or concept?
Game can be used for a variety of topics.
For example, on Monday use as a math review game, on Tuesday use to quiz students on Spanish vocabulary words. By producing different games boards (size, number of spaces, etc.) you can select a game board that is best for the particular student(s) that you are working with.
What is the skill or concept to be taught?
Use a game board to learn or review existing material learned in class.
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
A number of different sized boards and selection of the appropriate size board depending on student needs.
Prepared game cards (five questions per student per category on 18 point font) with 1.25”x 1.25”texture square on blank index cards
Game boards, dice, game pieces and cards with questions
* Make Game Board: Using a piece of cardboard, determine how many categories (spaces) you would like; for example, this game will have 5 categories(Triangle, Area, Volume, Trig, and Grab Bag), thus each side will have 6 spaces, I used 10.5” x 10.5” board (10.5”= 1.75” per space)then marked the 1.75”x 1.75” spaces along the perimeter of the board. Then cut 5 unique textures to 1.25”x1.25” in size (4 squares per texture to go around the board) and glue them in sequential order to cover the 20 spaces. Then with Dap’s Kwik Seal, outline each space to ensure the durability of each of the textured spaces.
Position student in adaptive seating so that tray is utilized to support the joystick mouse. Adaptive is on wheels which facilitates the practice session. Instructional assistant is present and observes the practice sessions. Instruct student in operation of the joystick mouse. Explain that it is a simulator of the joystick that will be used on the new power wheelchair. Explain that whenever he moves the joystick on the tray, instructor will move his chair in the direction indicated by the joystick and that the only way the chair will stop moving is if he takes his hand off the joystick. Next review terminology. Give student opportunity to ask questions.
Begin trial with student moving the joystick mouse and instructor moves chair accordingly. Do not stop moving the chair until his hand comes off the joystick. Student may run into objects, discover turning circles and become more proficient in guiding the direction of the chair. Review responsibility of being a safe driver and not endanger others or destroy objects by running into them.
What are extensions and applications of the skill or concept?
Visual tracking, motor planning, problem solving, decision making, auditory processing, knowledge of concepts, influence of posture and influence of muscle tone.
Develop finite movement
Maintenance of wheelchair
What is the skill or concept to be taught?
Developing concepts in preparation for driving a powered wheelchair.
What are the prerequisites for this skill or concept? Review of terminology for chair movement: forward, backward, right, left (in relation to movement of joystick) and safety issues (not running into objects or people).
What does it take for students to master this skill or concept?
Anticipate 10 visits (two school weeks)will be necessary to complete the arc.
Adaptive seating device with tray (bolster chair)
Assistive technology device (joy stick mouse) to simulate wheelchair joystick
PT to provide “power”
Basic construction of game: If you build the game, you’ll always be able to repair it. Each face is made of a white card board box like a shoebox mounted on a cardboard tube. The tube is slit up the sides and slid onto the sides of a carton where it is held in place by a wooden clothespin. When hit from the side the face falls over against the top of the carton side, rotating on the clothespin. The white box used for the face is painted yellow with features painted or drawn in heavy black lines. Some dry rice, spaghetti, or macaroni inside each shoebox creates a little sound as the box falls over.
How the game is played: The purpose of the game is to move your arm quickly and knock over the “funny face”. You can push the face upright and do it all over again. The funny face is attached to the side of a cardboard carton; one carton is attached to a student’s wheelchair so the child in the wheelchair is included in the game. Suggested rule for students is to take turns so as to appreciate the excitement of each child’s pushing over the face after which the students can cheer and clap their hands. This game can be played with an adult present all the time, or children may start organizing the turn taking and applauding on their own. If it’s used as a group activity then turn taking skill can be practiced.
What is the skill or concept to be taught?
Playing game as a group: sharing, taking turns and having fun.
What are the prerequisites for this skill or concept?
Ability to:
Move arms quickly
Knock over an object
What does it take for students to master this skill or concept?
Taking turns
Adult supervision
Sturdy white cardboard box, like a shoebox
Cardboard tube
Wooden clothespin (straight, no spring)
Glue one sample of the manipulatives you have chosen on top of each of the 6 buckets. Place the 6 tubs on the outer perimeter of the Lazy Susan.
Place the larger tub inside and make adjustments. When you are happy with the arrangement, glue the buckets on to Lazy Susan, place the items in the center bucket and you’re ready to go.
Show the students and allow them to explore it. The object of the game is to retrieve the items from the middle bucket and place them in the appropriate bucket.
What are extensions and applications of the skill or concept?
Variation: Braille the names on the items and place that on top of the bucket.
Language Arts: Letters on top-place items which began with that item
Math – numbers on counting, grouping, adding, subtracting
What is the skill or concept to be taught?
Matching manipulatives to the group they belong
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
Large Lazy Susan
7 Plastic tubs:
6 which are the same size
1 larger and which is distinctively
different
6 different manipulatives
Glue gun
Rules of the Game:
For students who know multiplication facts-
1. Each player will be given a bingo card and 5 magnetic markers.
2. Players may cover the free space in the center of the bingo card before the game starts.
3. The Caller will put the Fact Cards face down in a pile.
4. The Caller will draw one Fact Card from the pile and read it out loud.
5. Players will read the Braille or the print card to find the correct answer to the multiplication problem. If they have the correct number on their card, players will cover it with a magnetic marker.
6. When a player(s) has 5 markers in a row, either horizontally, vertically, or diagonally, the player(s) will call “Bingo” and a new round will begin.
For students who do not know multiplication facts-
1. Each player will be given a bingo card and 5 magnetic markers.
2. Players may cover the free space in the center of the bingo card before the game starts.
3. The Caller will put the Fact Cards face down in a pile.
4. The Caller will draw on Fact Card from the pile and read the answer aloud (answers found in the upper right hand corner of Fact Card.
5. Players will read the Braille or the print on the card to find the number that matches the answer read by the Caller. If they have the correct number on their card, players will cover it with a magnetic marker.
6. When a player(s) has 5 markers in a row, either horizontally, vertically, or diagonally, the player(s) will call “Bingo” and a new round will begin.
What is the skill or concept to be taught?
To learn and practice multiplication facts.
What are the prerequisites for this skill or concept?
Knowledge of numbers
What does it take for students to master this skill or concept?
Bingo cards
Magnetic “markers”
Fact cards
Instructions for making a Braille Bingo Game
Using store bought Bingo cards or self-made Bingo cards, insert cards into a Braille writer to Braille B-I-N-G-O across the top of the card and Braille each box with the appropriate symbol. Bingo game cards can vary from standard version of the game to multiplication, money, letters, vowel sounds, U.S. states and capitals, etc…
After cards have been Brailled, place a magnetic sheet across the back of the card. Use magnets as Bingo markers so that markers are less likely to slide around on the card as students are searching for their answers on the card. One side of the magnetic marker is stronger than the other, so you may wish to identify the strongest side by placing a texture on the opposite side. This will help students orient the correct side of the magnet.
Directions for the Game Box
- Cut down copier paper box to 4 ½” high on all four sides.
- Cut and glue construction paper so that it lines both inside and outside of box sides.
- Carefully use red duct tape to cover all inside and outside edges and corners so that construction paper will not peel off the sides of the box.
- Trim thin purple foam sheet to fit inside bottom of box and glue in place.
- The lid from the copier box can be used to cover the playing box and its contents.
For the tactile dice:
Three of the dice will have numbers and the fourth one will have addition and subtraction symbols. It is suggested that the numbered dice have alternate red and white squares; the die with the =, and – symbols have alternate green and white squares.
-Cut, as needed the sticky foam sheets into 3” x 3” squares.
-Remove backings from each square and carefully line them up and stick them onto the Styrofoam surfaces.
-Decide which tactile numbers will go onto the squares and paint them in a contrasting color. (i.e. white numbers on red felt and red numbers on white felt)
-Suggestion: on two of the tactile dice, use numbers 1 through 6 as on a regular die. On another die, use larger numbers like 5 to 10.
-When painted numbers are dry, glue them with tacky glue onto the felt surface.
-Note: when using numbers 6 and 9, make sure to glue a tactile bar underneath the numbers for right orientation of the 6 and 9.
-For the die with the + and – symbols, hand cut the symbols out of contrasting sticky back felt pieces (i.e. cut + symbols out of green felt and place on white squares; cut – symbols out of white felt and place them on the green squares).
What is the skill or concept to be taught?
Print/Braille literacy: organized search pattern, follow the text/proper hand shape, turning a page, planning, anticipation, drawing inferences
What are the prerequisites for this skill or concept?
Interest in book time
What does it take for students to master this skill or concept?
Dependent on student’s ability ranging from successful book time to completion of hosted activity with peers/class.
Read: The Very Hungry Caterpillar
If the student can read, then have them do so in parallel or independently.
If the student can read: Become comfortable enough with the story and the manipulatives to be able to read it to a class or a small group of peers.
If the student can not read: While the story is read to the class by an adult, have the student use manipulatives with the class and/or follow along with the print/Braille
If student is non-verbal: load a switch to “say” “…but he was still hungry” or the final phrase of the book so he/she can still be perceived as having read the book to the group/class.
Host an art activity tied to the book. Have student plan the activity, collect and prepare the materials, and distribute the materials during the activity; logic sequencing, scheduling, social skills, fine motor skills.
If the student cannot think of his/her own activity, see:
What are extensions and applications of the skill or concept?
Read Caterpillar Express Occasional newsletters from Eric Carle:
Have student chose a resource cited in Volume 1 and use the cited resource for a selected creative project.
Have the student write for the free promotional materials cited in Volume 5 using proper letter writing skills and spelling.
Visit the Eric Carle Museum of Picture Book Art:
Take the virtual tour.
Additional lesson plan/learning arc ideas:
When I presented this to the fist baby who is multiply impaired and blind, I placed the blanket on his hands and directed his hands to various parts of the blanket. At first he wrinkled up his nose, but kept his hands on the blanket. He appeared to like the flannel and the furry quadrants. He latched on to the rings on his own. The mother suggested that some light toys be added, se we added a light ball and some more rings for sound.
At the second session, I added feathers to one of the rings. The baby held on to the feathers and allowed me to pull then through his hands.
Caution: watch this closely. He did not seem to enjoy the added weight and released that side. He held on to the ring for quite a while when the heavy light ball was removed.
A baby that is developing typically, about 9 months of age, took the blanket, sought out the texture he preferred and put it to his face. He appeared to use it for comfort, rather than exploration.
What is the skill or concept to be taught?
Developing motor skills through guidance, exploration and experience of textured toys.
What are the prerequisites for this skill or concept?
What does it take for students to master this skill or concept?
Adult supervision
Adapted toy (s)
Variations of “feely blankets” with four different textures on one side with a variety of small texture tags along the sides of the blanket; one side to be neutral silky texture, which could be used for contrast background.
Cut one hole on the side of each box, big enough for a person’s hand to through. Place one of the pairs of items in each box. You can cover each hole with a piece of material if you wish.
PLAY
Allow student to place one hand in each box. Their task is to feel through the box to find the pair that is the same in each box by touch only. Once the student has felt the pair with their hands then they can pull out the item from the box.
*Student without disabilities tried the game. It was fun because of the challenge.
*A student with multiple disabilities tried the game. Since one left arm is stronger than his right, I adapted the game so he would place his left hand in the box. Then he would pull out an item. I would place items in his weaker hand and allow him to feel through the second box searching for its pair. Even though the student is non verbal, I could tell by his facial expression when he had located the other pair. He successfully did.
What are extensions and applications of the skill or concept?
Vary the types of items
Vary the amount of items
What is the skill or concept to be taught?
Develop skill of identifying and matching items by touch only.
What are the prerequisites for this skill or concept?
Know same and different
Distinguish between textures
What does it take for students to master this skill or concept?
2 medium sized boxes (about the size of a shoe box)
About 10 pairs of hand held items (stress ball, sponge, blocks, fuzzy ball, etc…)
Rules of Play:
1. All players roll one die to see who goes first. The person who rolls the highest number starts the game.
2. Play goes in clockwise direction. (a) Two dice are tossed into the box. (Box can be shaken back and forth instead of tossing the dice). (b)Player looks at or tactually feels the number that is showing on top of the dice and adds the numbers. (1 If answer is correct, then player is awarded a poker chip and his turn ends. 2 If answer is incorrect, the player’s turn ends.)
3. Next player begins their turn and performs steps 2a and 2b above.
4. Game ends when the first player gets 12 chips.
5. Prizes: players get a treat (i.e. lollipop, chocolate kisses, snack size candy bar of their choice, etc.) for every 4 chips they win.
Variations:
1. A third numbered die can be added to the play and the player will need to add the top facing numbers of all three dice.
2. With 2 numbered dice in play, the die with the + and – symbols can be added to the play. Whichever symbol is “up” determines whether the numbers are added or subtracted from each other.
3. For more advanced players, a die can be created to have =, -, x and / and used instead of the addition/subtraction die.
4. Vision stimulators or blindfolds can be added and worn by students who are not disabled to promote educational awareness and sensitivity to the needs of those who are vision impaired or blind.
What is the skill or concept to be taught?
Promote and reinforce basic math skills
What are the prerequisites for this skill or concept?
Counting, social experience
What does it take for students to master this skill or concept?
Visual tracking
Using fine and gross motor skills
Empty copier paper box with lid
Construction paper (CVI colors recommended such as red, orange, yellow and purple)
4 Styrofoam cubes 3”x 3” x 3”
2 red 9” x 12” sticky back felt sheets
2 white 9”x 12”sticky back felt sheets
1 green 9” x 12”sticky back felt sheet
1 purple 12” x 18”thin foam sheet (for lining inside bottom of box)
Package of 2” tactile numbers as needed
Poster paint (red and white) with paintbrush
Glue or spray-mount glue
Roll of red duct tape
Package of poker chips
Blindfolds (optional)
Tactual dice
Note taking on relevant material: All lessons will have a video that the students see at least twice to do individual notes. All lessons will then involve the students sharing their notes with each other and thereby supplementing their own and helping each other.
Compare and Contrast Parks with T-Charts and Venn Diagrams: individual and group work)
Individual power points of student’s favorite park designed to promote the park and attract visitors.
Classroom discussions of tangential concepts that arise
Grand Finale: Create Your Own Park.
Each student will use any/all of classroom craft stuff to create a model of his/her ideal park or a map (with legend) of what it would contain and look like… (land features, location, climate, recreational activities, etc…)
What are extensions and applications of the skill or concept?
-Explore a different ecosystem in a given park of your choice
-Explore parks around the world and how they differ from ours in all respects
-How are park resources managed? And by whom?
-Understand Federal legislative protocol for a park to become a park
-Explore the adaptation and migration of various animals in the parks
-Explore elements of culture: why are some parks considered sacred? And by whom?
-Explore conflicts between government and private use of land?
-Conservation issues: Competition for resources, Global Warming, too many visitors, etc…
-Explore the variety of recreational sports and hobbies that exist. How to learn.
What is the skill or concept to be taught?
-Explore the concept of “national park” in the United States. Identify the 17 most commonly known that exist. Introduce why parks are created. What makes all parks special? How are parks used? Who owns the parks? Who controls the parks? How do they change over time?
-Identify 4 that students want to study: based on the research they do with their families (this is a weekend assignment) about their favorite parks and why, or ones they would like to visit and why.
-Locate the parks on the classroom map and identify the region to which it belongs
-Compare and contrast the 4 parks chosen
-Identify features the park is meant to preserve
Explore ecosystems that live in the park
What are the prerequisites for this skill or concept?
Map reading; learned last month, reinforced here again
General knowledge of the regions of US
Elements/forces of nature and their power to create various landforms
Note taking skills
Team work to do group notes
The ACE method to answer extended-answer questions
The ability to work in a group with all members participating: elements of successful group discussions, and descriptive skills to share materials with those with less vision.
The ability to explore and find materials on the internet and in the library
Computer skills: Powerpoint, Google, Word, Jaws, and Magic
Videos, Books, National Geographic articles and the internet to explore the 4 parks chosen by consensus: Yellowstone, Grand Canyon, Everglades, and Acadia.
Teacher provided “stuff” (lots of it) for Create Your Park Assignment
Printed matter in both Large Print and Braille for students
• Read: Turn Left, Turn Right
• Where can you go using left and right? Plan a route.
• Play left/right by randomly choosing left or right as you travel a route; see where it takes you
• Can you reverse the route?
• Takes notes, check your memory, build your own story book and/or map
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Have children page through the book with you. Ask: Who is narrating this story? How do you know? Who can show me the direction the dog is going now?
2. Discuss with children the various street signs from the story.
3. Examine the last page of the book with children. Point to the map features. Then say: Tell me the route taken by the dog and its owner. Use direction words such as turn right or turn left to tell the route.
Direction-Word Simon Says
To help reinforce the meanings of direction words from the story, play a game of Simon Says with children. Call out directions such as turn right, turn left, walk across two steps, look up, and look down.
School-Home Connection: Map the Neighborhood
Have children work with family members to create a simple map of the route to a favorite place.
What are extensions and applications of the skill or concept?
Travel Tales: A Mobility Story Book
Boppin’ Around the Block
City Slicker
www-tc.buster/parents/pdf/Buster_Lessons_25-26.pdf
free-coloring-pages/print/cable-car-coloring-page/
/printables/TCR/052706.pdf
printables/POBeginSchool3Truths1FibActivityMO.htm
2009/07/14/baby-sea-lion-learns-to-s_n_231911.html
dive-with-sea-lion-video.html
video-footage/sea-lion.html
html/ccsfvideo.html
Time for Breakfast
Harcourt
Grade Two – ELL Collection
ISBN: 0-15-327631-2
Materials for each recipe
Cane, if appropriate
Monocular, if appropriate
CCTV, if appropriate
What is the skill or concept to be taught?
Cultural foods
What are the prerequisites for this skill or concept?
Interest in book time. Willingness to try new foods.
What does it take for students to master this skill or concept?
Completion of task; show and tell; host a portion or all of the activities with peers/class
• Read: Time for Breakfast
• Make pancakes; discuss/explore/try various toppings
• Make tortillas from scratch; discuss/explore/try purchased tortillas
• Cook refried beans from scratch; discuss/explore/try canned beans
• Prepare cereal; cut bananas; discuss/explore/try other fruit toppings
• Prepare sweet bread from scratch; try purchased sweet bread
• Make hot chocolate from scratch; make hot chocolate from mix
• Make muffins with fruit; boxed blueberry muffins
• Make orange juice from concentrate; compare to prepared juice
• Make fruit salad
• Male bacon and eggs breakfast; explore hard boiled; explore over easy; sunny side up, scrambled, etc.
• Explore condiments; salsa, catsup, salt and pepper, butter, etc.
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Examine the story pages with children. Pause at certain pages and ask questions such as: This family lives in Mexico. What are they having for breakfast? What food does the picture on this page show?
2. Discuss with children things that their family eats for breakfast. Then say: What do you like to eat for breakfast? What do you do to help make breakfast at your house?
Foods Around the World
Explain to children that some of the foods described in the story are traditional Mexican foods. Ask children to suggest foods they have tasted or heard of that come from other countries and cultures. Children can create a food map with pictures of food cut from magazines.
School-Home Connection: Breakfast Treats
Ask children to discuss with a family member typical breakfast menus at their house. Children can share the information with classmates.
What are extensions and applications of the skill or concept?
opb/meaningoffood/classroom/pop-lesson_plan.shtml
food2.html
page81.html
learning/teachers/lessons/20010622friday.html?searchpv=learning_lessons
h30411.www3.articles/viewArticle/p/courseId/1332/History_and_culture_through_food_lesson_plan_.htm?webPageId=1000400
Fall Colors
Harcourt
Grade Two – ELL Collection
ISBN: 0-15-327632-0
Knife
Bowl
Plate
Cane, if appropriate
Monocular, if appropriate
Community trip
Braille Art; Leaf – Sawleaf Zelkova, Leaf-Aspen, Leaf-Birch, Pumpkin-Large, Pumpkin-Small, Corn-Vibunzi or Large Ear of Corn, Squirrel, Frog, Crow, Swan, Apple, Squash
Read: Little Red Riding Hood
Discuss theme, lesson/moral, key points, and “threads”
Read: The Better to Eat You With
Discuss theme, lesson/moral, key points, and “threads”
Critical Thinking: Compare both stories; discuss theme, lesson/moral, key points, and “threads”
Student directed activity: Use the key points and “threads” of both stories to write your own story. (Set a minimum number of words or pages for the assignment) Proofreading and drafts required.
No Boring Practice, Please! Funny Fairy Tale Proofreading
-Page 37; Directions to Grandma’s House
-Page 43; Wanted by the FBI (Fairy Tale Bureau of Investigation)
-Page 46; The Wolf’s Side of the Story
No Boring Practice, Please! Funny Fairy Tale Grammar
-Page 38; Sentences
-Page 39; Draw the Line (Subjects and Predicates/Diagramming sentences);
-Page 40; Report Card; Little Red Riding Hood, The Faraway Land School for Girls (sentence fragments)
What are extensions and applications of the skill or concept?
Eats, Shoots & Leaves; Why, Commas Really DO Make a Difference! Lynne Truss
ISBN: 0-399-24491-3
Painless Grammar
Rebecca Elliott
ISBN: 0-7641-3436-1
Dictionary of Idioms; More than 600 Phrases Sayings & Expressions. Marvin Terban
ISBN: 0-590-38157-1
Painless Writing
Jeffrey Strausser
ISBN: 0-7641-1810-2
Patterns: The Primary Braille Spelling and English Program; APH
The Braille Connection; APH
Fun with Braille; APH
SQUID Tactile Activities Magazine; APH
Teacher’s Pet; APH
Talking Typer; APH
Braille Art: Dog, face and/or profile; MSS Web Page
kids.
What is the skill or concept to be taught?
Creative writing, fairy tales, grammar, proofreading
What are the prerequisites for this skill or concept?
Foundational reading and writing skills.
Determine the maturity level and appropriateness of the “Once Upon a Crime” stories for your student.
What does it take for students to master this skill or concept?
Critical Thinking; find the common thread between the stories.
Once Upon a Crime
The Better to Eat You With
John Helfers
It Happened at Grandmother’s House
Bill Crider
Grimm’s Complete Fairy Tales
Little Red Riding Hood
Brothers Grimm
No Boring Practice, Please! Funny Fairy Tale Grammar
Justin McCory Martin
ISBN: 0-439-58846-4
No Boring Practice, Please! Funny Fairy Tale Proofreading
Justin McCory Martin
ISBN: 0-439-58847-2
Read: Rapunzel
Discuss theme, lesson/moral, key points, and “threads”
Read: Rapunzel’s Revenge
Discuss theme, lesson/moral, key points, and “threads”
Read: Good Luck is Better than Gold
Discuss theme, lesson/moral, key points, and “threads”
Critical Thinking: Compare the three stories; discuss theme, lesson/moral, key points, and “threads”
Student directed activity: Use the key points and “threads” of both stories to write your own story. (Set a minimum number of words or pages for the assignment) Proofreading and drafts required.
No Boring Practice, Please! Funny Fairy Tale Proofreading
-Page 35; Rapunzel Online
-Page 41; One-Minute Makeovers
-Page 49; Home, Sweet Castle
No Boring Practice, Please! Funny Fairy Tale Grammar
-Page 22; Pronouns
-Page 23; Pronouns to the Rescue!
-Page 24; Clued In
-Page 25; Cross the Bridge
What are extensions and applications of the skill or concept?
Eats, Shoots & Leaves; Why, Commas Really DO Make a Difference! Lynne Truss
ISBN: 0-399-24491-3
Painless Grammar. Rebecca Elliott
ISBN: 0-7641-3436-1
Dictionary of Idioms; More than 600 Phrases Sayings & Expressions. Marvin Terban
ISBN: 0-590-38157-1
Painless Writing. Jeffrey Strausser
ISBN: 0-7641-1810-2
Patterns: The Primary Braille Spelling and English Program; APH
The Braille Connection; APH
Fun with Braille; APH
SQUID Tactile Activities Magazine; APH
Teacher’s Pet; APH
Talking Typer; APH
Braille Art: Crown, Dragon; MSS Web Page
kids.
What is the skill or concept to be taught?
Creative writing, fairy tales, grammar, proofreading
What are the prerequisites for this skill or concept?
Foundational reading and writing skills. Determine the maturity level and appropriateness of the “Once Upon a Crime” stories for your student.
What does it take for students to master this skill or concept?
Repetition; multiple visits for completion of arc
Once Upon a Crime
Rapunzel’s Revenge
Brendan Dubois
Grimm’s Complete Fairy Tales
Rapunzel
Brothers Grimm
Good Luck is Better than Gold (1882)
Juliana Horatia Ewing
The Oxford Book of Modern Fairy Tales
No Boring Practice, Please! Funny Fairy Tale Grammar
Justin McCory Martin
ISBN: 0-439-58846-4
No Boring Practice, Please! Funny Fairy Tale Proofreading
Justin McCory Martin
ISBN: 0-439-58847-2
Play Ball!
Harcourt
Grade Two – ELL Collection
ISBN: 0-15-327653-3
Cane, if appropriate
Monocular, if appropriate
CCTV, if appropriate
Baseball
Softball
Bat; wood, metal, plastic, whiffle
ball; soft, base, plastic, whiffle
glove; catcher, pitcher, baseman, dress, bike, work, garden, etc.
T-ball set
Read about Hans Christian Anderson
Read original tales of preference; The Complete…Fairy Tales
And/Or
Use to hear the audible professionally narrated fairy and folk stories by Anderson (with liberties); includes games that can be accessed by visual learners.
Use for audible narrated stories by Anderson and Oscar Wilde.
Original With Liberty
The Jumper Leaping Match
The Emperor’s New Suit Emperors New Suit
The Princess and the Pea Real Princess
Little Tiny or Thumbelina Thumbelina
The Little Mermaid Little Mermaid
The Nightingale The Nightingale
The Fir-Tree The Fir Tree
The Snow Queen The Snow Queen
The Elfin Hill Elfin Hill
The Red Shoes The Red Shoes
Grace James
The Moon Maiden and Other Japanese Fairy Tales
ISBN: 9780486443928
The Moon Maiden
The Peony Lantern
The Star Lovers
The Singing Bird of Heaven
The Rat's Espousal
Eugene Field
The Fly-Away Horse
The Dinkey Bird
Robert Louis Stevenson
The North-West Passage The Flowers
The Looking-Glass River Bed in Summer
My Shadow Treasure Island
Kidnapped Black Arrow
Strange Case of Dr. Jekyll and Mr. Hyde
What is the skill or concept to be taught?
Critical thinking, compare and contrast, drawing inferences, internet research, cultural differences, drawing a conclusion/making a preference
What are the prerequisites for this skill or concept?
Foundational reading and writing skills. Minimal internet skills. Determine the maturity level and appropriateness of the stories for your student.
What does it take for students to master this skill or concept?
Repetition; multiple visits for completion of arc
Games, puzzles, and stories about Anderson
Some of the stories by the listed authors
History of Aesop and narratives done by students
Stories, Legends, and Folktales from Around the World
Tales by: Brother’s Grimm, Anderson, Jean de La Fontaine, Aesop, Charles Perrault. You can surf by continent, author, or tale style. Fun games…I liked the gofer matching game.
The Moon Maiden and Other Japanese Fairy Tales
Grace James
ISBN: 9780486443928
Scholastic’s site Myths, Folktales, and Fairytales:
Classroom activity guides, printable sheets, guides to writing your own myths, folktales, and fairytales.
The Complete Hans Christian Anderson Fairy Tales; Gramercy Press
ISBN: 0-517-336324
Or
What is the skill or concept to be taught?
Baseball; general rules and items to be used
What are the prerequisites for this skill or concept?
Interest in book time. Mild interest in sports
What does it take for students to master this skill or concept?
Completion of task; community based instruction; possibly several visits; show and tell; host a portion or all of the activities with peers/class
• Read: Play Ball!
• Discuss/explore; T-ball or baseball, bat (metal, wood, plastic, whiffle, ball (soft, base, plastic, whiffle), glove (catcher, pitcher, baseman, dress, bike, work, etc.)
o Do it!
• Host the activity; have the student read the book to his/her peers/class and deliver a hands-on activity for the group to complete such as Braille Art, show-and-tell, craft activity involving an image/concept from the book, and/or play a short adapted game.
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Ask: Have you ever watched a baseball game? Have you ever played in a baseball game? What happened?
2. Ask children to name the players that they would pass if they ran all the way around the bases and scored a run.
Words with Double Meanings: Tell children that a baseball bat can be made of wood, metal, or plastic. Remind them that a bat is also an animal. Ask the students to look at these baseball words; run, home, pitcher, plate, and ball. Have them discuss the other meanings of these words.
School-Home Connection: Play Ball! Ask children to share what they have learned about baseball. Suggest that they ask family members to help them find information about the nearest professional baseball team. If it is baseball season, suggest family members listen to a game on the radio.
What are extensions and applications of the skill or concept?
Braille Art: Baseball with Bat
Jean de La Fontaine
The Grasshopper and the Ant
The Man and His Image
The Tortoise and the Two Ducks
The Swan and the Cook
Charles Perrault
The Sleeping Beauty in the Wood
Little Red Riding Hood
Blue Beard
The Master Cat: or, Puss in Boots
The Fairies
Cinderella, or The Little Glass Slipper
Ricky of the Tuft
Little Thumb
-Discuss history of the author’s. How did their geographical origin/family origin/cultural origin influence their stories?
-Do the authors have similarities in their stories? How so? Why?
-Have you heard of these authors? Why do you think some authors are more well-known than others? Compare.
-What is the purpose of creating Folk Tales and Fairy Tales?
What are extensions and applications of the skill or concept?
Easy: Student directed activity: Look up words you don’t understand in the stories or poems. Does understanding the word change the quality of the story?
Moderate: Check out Scholastic’s site Myths, Folktales, and Fairytales: teacher.writewit/mff/index.htm
Using the tips provided by the workshops, write your own original myth/tale or write your own myth/tale from inspiration by a tale you have heard/read. Be able to defend the commonalities.
Challenge: What are the commonalities between the original Folk Tales and Fairy Tales and stories and movies today? Choose a story and find the modern stories that appear to take their origins from early Folk Tales and Fairy Tales. Identify which ones. Compare.
Challenge: Think of expressions, children’s songs, rhymes, folktales, myths, jokes, and proverbs of today. Where do they originate? Research.
Sample:
Further lesson plans:
Aesop
The Tortoise and the Hare
Ant and the Grasshopper
The Donkey and the Lap Dog
The Bat and the Birds
Belling the Cat
The Bundle of Sticks
The Dog in the Manger
The Dog and the Wolf
The Eagle and the Arrow
The Fisherman and the Little Fish
The Fox and the Goat
The Fox and the Grapes
The Fox and the Stork
The Frog and the Ox
The Frogs Desiring a King
The Goose with the Golden Eggs
The Hare with Many Friends
The Hare and the Tortoise
The Hares and the Frogs
The Heart and the Hunter
The Jay and the Peacock
The Lion in Love
The Lion and the Mouse
The Man and the Satyr
The Milkmaid and her Pail
The Miser and his Gold
The Mountains in Labor
The Old Man and Death
The Old Woman and the Wine Bottle
The Rooster and the Pearl
The Sick Lion
The Town Mouse and the Country Mouse
The Wind and the Sun
The Wolf and the Kid
The Wolf in Sheep’s Clothing
The Woodman and the Serpent
A Day in the City
Harcourt
Grade Two – ELL Collection
ISBN: 0-15-327654-1
Cane, if appropriate
Monocular, if appropriate
CCTV, if appropriate
• Read: Salt and Sand
• Discuss/explore; sensory systems and what they are used for, waves, sand, seagulls, water (cold/warm/hot/salt/fresh), tide pools (who’s in there?),
o Some ideas include community based instruction, build your own tide pool, and viewing on the internet.
o What else do you do at a beach?; sand castles, digging, playing in the water…do it!
• Host the activity; have the student read the book to his/her peers/class and deliver a hands-on activity for the group to complete such as Braille Art, craft activity involving an image/concept from the book, imagine your own beach, Braille Art.
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
1. Have the children look at the last picture in the book. Ask them to recall and discuss he senses they would use to explore what is pictured in the scene.
2. Ask children to be aware of the senses they are suing right now in the classroom. Ask: What can you see? hear? feel? touch?
3. Provide some examples of things mentioned in the story: salty water, seashells, sand, etc. Ask children to use their senses as they tell about each one.
Book of Senses: Give children five sheets of paper stapled together and labeled I See, I Hear, I Touch, I Smell, and I Taste. Have children draw a picture that illustrates each label. Encourage children to share their books with their classmates and describe their pictures.
School-Home Connection: A Sensory List
Have children make a list of all the things they see, hear, touch, smell, and taste in one hour at home. Have children share their lists at school.
What are extensions and applications of the skill or concept?
Match and Sort Shells; Exceptional Teaching Inc.
Braille Art: Sand Toys, Sand Castle
What is the skill or concept to be taught?
Beach; attending to your senses and the information they provide about your environment
What are the prerequisites for this skill or concept?
Interest in book time.
What does it take for students to master this skill or concept?
Completion of task; community based instruction; possibly several visits; show and tell; host a portion or all of the activities with peers/class
Salt and Sand
Harcourt
Grade Two – ELL Collection
ISBN: 0-15-327658-4
Cane, if appropriate
Monocular, if appropriate
CCTV, if appropriate
Variety of sea shells
Variety of sea critters
Sand
• Read:
• Discuss/explore; apartment buildings, subways, skyscraper, elevator, museum, park, bridge.
o Some ideas include community based instruction, build your own, using “archeological dig” kits, and viewing on the internet.
• Host the activity; have the student read the book to his/her peers/class and deliver a hands-on activity for the group to complete such as Braille Art, craft activity involving an image/concept from the book, or imagine your own city.
From the Book:
Discussion for Language Development
Use the following items to discuss the book with children and note their level of understanding of the concepts and vocabulary in it. Allow children time to discuss the items with partners or in small groups, negotiating for meaning and generating new ideas, before you evaluate their comprehension.
3. Page through the story with children. Be sure children know the names of the things and places being described. Ask: How do the pictures help you understand what you see on each page?
4. Encourage children to talk about their own community. In what ways is it like the city in the story? In what ways is it different?
5. Discuss with children what a museum is. Ask them to tell about museums they have visited.
Use a City or Town Map: Show children a map of your community. Locate pars and other points of interest. Ask children about places they would like to visit. Use the map to discuss which things are nearby and which are far away.
School-Home Connection: Taking a Walking Tour; Encourage children to go on a walking tour with a family member in their own community.
What are extensions and applications of the skill or concept?
Play O&M Bingo
Travel Tales: a Mobility Story Book; Movin’ on Up; City Slicker
Braille Art: Skyscraper, Bridge, Dinosaur, City Skyline
forums/esl-forums/esl-games-activities/big-city-lesson-plan-1393/
xpeditions/lessons/04/g35/citycountry.html
xpeditions/lessons/09/g35/topcities.html
newfiles/levels/lesson_plans/d/getting_around_the_city/gettingaroundthecity_print.html
What is the skill or concept to be taught?
This found in a big city
What are the prerequisites for this skill or concept?
Interest in book time.
What does it take for students to master this skill or concept?
Completion of task; community based instruction; possibly several visits; show and tell; host a portion or all of the activities with peers/class
A Day in the City
Harcourt
Grade Two – ELL Collection
ISBN: 0-15-327654-1
Cane, if appropriate
Monocular, if appropriate
CCTV, if appropriate
• Read: Everybody Needs a Rock
o Go on a rock hunt and test the rules of rock selection; orientation to the environment, use of senses, challenge willingness to “get dirty” and touch unfamiliar things
• Choose additional appropriate activities for your student from:
• Host the activity; have the student read the book to his/her peers/class.
▪ If feasible, have the student carry a tray of geodes around the room for the peers to select their own rock.
▪ When complete, outside, have each peer break open their selected geode; put the rock in a paper bag or pillow cover and hit with the hammer until it splits open (once or twice is plenty)
▪ Allow them the time to compare the results; crystals, solid, colors, textures, etc.
What are extensions and applications of the skill or concept?
What are crystals? Where do they come from?
Space Age Crystal Growing Kit
NSI Smithsonian Crystal Growing Kit
Grow you’re your own: ,
Rock Candy:
Quiz:
Rock lessons:
What is the skill or concept to be taught?
Use of senses to gain information about the environment, choice making, selection, rejection, social skills
What are the prerequisites for this skill or concept?
Interest in book time. Successfully carry a tray
What does it take for students to master this skill or concept?
Completion of task; community based instruction; possibly several visits; show and tell; host a portion or all of the activities with peers/class
Everybody Needs a Rock
By Byrd Baylor with pictures by Peter Parnall
Cane, if appropriate
Monocular, if appropriate
CCTV, if appropriate
Geodes
Hammer
Paper bags or pillow cases
Protective eye wear
Tray
• Discuss events in February
• Discuss Valentine’s Day
• Read: Five Little Candy Hearts
• Discuss who the student would like to give candy hearts to
• Make a list
• Know how many bags/ribbons/cards student will need
• Have student make “Happy Valentine” cards
• Punch a hole in each card, preferably with a hand held hole punch
• Have student count out the chosen number of candy hearts to place in each bag
• Fill the bags
• Measure the ribbons and cut them
• Tie the bags with the ribbon and note card using a knot or bow; using the student’s skill level and fine motor ability
• Practice beginning and ending a conversation
• Practice facing the person to whom you are speaking
• Do it!
o Distribute the bags by traveling the school building and locating the people through Orientation and Mobility skills and social skills
o Post results on student’s “glory board”/a memory box/bag/book
What are extensions and applications of the skill or concept?
Braille Art; Heart (tiny), Heart-Interposed (Large), Heart-Double (small), Heart (Hollow), Heart (Solid), Heart – Full, Heart – Outline
Have student host activity:
These activities can be done in one visit or blended into the classroom teacher’s lessons through the week/month
• foam heart art projects with class/peers
o write your own message for your heart
• share Braille Art to be used by class/peers for coloring and gluing/sticking shapes and candy hearts
• Show class/peers how to make their own candy heart bags for them to share
Others
What is the skill or concept to be taught?
Orientation and Mobility techniques, sharing, beginning and ending a conversation, counting, facing the person to whom you are speaking, Valentine’s Day
What are the prerequisites for this skill or concept?
Interest in book time. Willing to part with product
What does it take for students to master this skill or concept?
Completion of task; community based instruction; several visits to prepare, and a visit to complete deliveries
Five Little Candy Hearts
By William Boniface
Illustrated by Lynn Adams
ISBN: 0-8431-0603-4
• Candy Hearts
• Baggies
• Something to carry the baggies
• Paper
• Scissors
• Ribbon or yarn
• Hole punch
What is the skill or concept to be taught?
Orientation and Mobility techniques, sharing, beginning and ending a conversation, counting, facing the person to whom you are speaking
What are the prerequisites for this skill or concept?
Interest in book time. Willing to part with product
What does it take for students to master this skill or concept?
Completion of task; community based instruction; several visits to prepare, and a visit to complete deliveries
• Read: Give a Little Love
• Discuss occasions one might share balloons
• Explore the different colors, shapes, and materials of balloons
• Discuss where one might purchase balloons
• Compare air filled balloons with helium balloons
• Discuss who the student would like to give balloons to
• Make a list
• Visit a party shop, explore, and make appropriate purchase
• Fill the balloons
• Have student make name cards
• Punch a hole in each card, preferably with a hand held hole punch
• Measure the ribbons and cut them
• Tie ribbon and note to balloon using a knot or bow; using the student’s skill level and fine motor ability
• Practice beginning and ending a conversation
• Practice facing the person to whom you are speaking
• Do it!
o Distribute the balloons by traveling the school building and locating the people through Orientation and Mobility skills and social skills
o Post results on student’s “glory board”/a memory box/bag/book
What are extensions and applications of the skill or concept?
Braille Art; Balloon on a String
Variation: A Book of Hugs By Dave Ross; ISBN: 0-06-000273-5
Five Little Candy Hearts
By William Boniface
Illustrated by Lynn Adams
ISBN: 0-8431-0603-4
• Candy Hearts
• Baggies
• Something to carry the baggies
• Paper
• Scissors
• Ribbon or yarn
• Hole punch
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