Lesson Plans Weebly

Maria Duran Lesson Plans 11/14- 11-18
Day/Ti
me
PK4
Services: Resource Room M-F
Reading (Spanish)
Social:
TEK: III.C.2. Child
TEK: I.B.3.a Child
recognizes at least 20
sustains attention to
distinct letter sounds in personally chosen or
the language of
routine (teacherinstruction.
directed) tasks until
IEP: Nayla will be able
completed.
to identify and name
ELP: C3G Express
letters (upper case and opinions, ideas and
lower case).
feelings.
IEP: Child regulates
8:15-8:45 (30 mins)
own behavior with
occasional reminders
or assistance from
teacher.
Math (English):
TEK: 5.A.1 Child
knows that objects, or
parts of an object, can
be counted.
ELP: 1E Use and
reuse new basic and
academic language to
internalize language.
IEP: Nayla will be
able to number
objects or parts of
objects.
12:00-12:30 (30
mins)
10:30-11:00 (30
mins)
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Activity: Letters in My
Name
TTW: review the letters
by playing a video and
signing along.
Model using letter
manipulatives Esta es
la letra a avion a,a,a
Primary focus on letter
formation (letters in
name)
Model how to write
letter N.
TSW: sing along to the
song and try to name 20
letters
(uppercase/Lowercase).
Work on writing the
letter N.
Accommodations:
partial physical
prompting, broken down
steps, visual aids,
frequent breaks.
Name
Activity: Lets Play

Together!
TTW: review
classroom
expectations. Give
student options of
activities. Model
appropriate
behaviors, sentence
stems (I want to play
with____; Can you
play with me?; I dont
like___; Can I play
with ____)
TSW: Choose
activity and have a
simple conversation
with teacher of her
choosing.
Accommodations:
broken down steps,
visual aids.
Activity: Working
with the Number 1!
TTW: play interactive
video of the number
1. Model using the
number 1
manipulative, visuals
of the number 1 and
fingers.
TSW: sing along and
say/ or point to the
number 1.
Identify the number 1
when given 2 or more
numbers.
Accommodations:
broken down steps,
visual aids, gestural
prompting, and verbal
prompting.
Activity: Lets Play

Together!
Activity: Working
with the Number 1!

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signing along.
Model using letter
name)
Model how to write
letter a.
letters
Work on writing the
letter a.
Accommodations:
partial physical
steps, visual aids,
frequent breaks.
TTW: review
classroom
expectations. Give
student options of
activities. Model
appropriate
behaviors, sentence
with____; Can you
like___; Can I play
with ____)
TSW: Choose
activity and have a
simple conversation
with teacher of her
choosing.
Accommodations:
broken down steps,
visual aids.
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Name
signing along.
Model using letter
name)
Model how to write
letter a.
letters
Work on writing the
letter a.
Accommodations:
partial physical
Activity: Lets Play

Together!
TTW: review
classroom
expectations. Give
student options of
activities. Model
appropriate
behaviors, sentence
with____; Can you
like___; Can I play
with ____)
TSW: Choose
activity and have a
simple conversation
with teacher of her
choosing.
Accommodations:
broken down steps,
visual aids.

video of the number
1. Model using the
number 1
of the number 1 and
fingers.
Model making the
number 1 out of play
dough.
TSW: sing along and
number 1.
when given 2 or more
numbers.
Make the number 1
with teacher direction
out of play-dough.
Accommodations:
broken down steps,
prompting.
Activity: Working
with the Number 1 &
2!
video of the number
1. Model using the
number 1 & 2
of the number 1 & 2
and fingers. Model
making the number 1
& 2 out of play dough.
TSW: sing along and
number 1 & 2.
& 2 when given 3 or
more numbers.
Make the number 1
&2 with teacher
direction out of playdough.

steps, visual aids,
frequent breaks.
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Name
signing along.
Model using letter
name)
Model how to write
letter y.
letters
Work on writing the
letter y.
Accommodations:
partial physical
steps, visual aids,
frequent breaks.
Activity: Lets Play

Together!
TTW: review
classroom
expectations. Give
student options of
activities. Model
appropriate
behaviors, sentence
with____; Can you
like___; Can I play
with ____)
TSW: Choose
activity and have a
simple conversation
with teacher of her
choosing.
Accommodations:
broken down steps,
visual aids.
F
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Name
signing along.
Model using letter
name)
Model how to write
letter l.
Activity: Lets Play

Together!
TTW: review
classroom
expectations. Give
student options of
activities. Model
appropriate
behaviors, sentence
with____; Can you
like___; Can I play
with ____)
TSW: Choose
Accommodations:
broken down steps,
prompting.
Activity: Working
with the Number 1 &
2!
video of the number
1. Model using the
number 1 & 2
of the number 1 & 2
and fingers. Model
making the number 1
TSW: sing along and
number 1 & 2.
& 2 when given 3 or
more numbers.
Make the number 1
&2 with teacher
Accommodations:
broken down steps,
prompting.
Activity: Working
with the Number 1 &
2!
video of the number 1
& 2. Model using the
number 1 & 2
of the number 1 & 2
and fingers. Model
making the number 1
Model writing the
number 1 & 2 using
pencil and paper.

letters
Work on writing the
letter l.
Accommodations:
partial physical
steps, visual aids,
frequent breaks.
Day/Ti
me
M
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activity and have a

simple conversation
with teacher of her
choosing.
Accommodations:
broken down steps,
visual aids.
TSW: sing along and

number 1 & 2.
& 2 when given 3 or
more numbers.
Make the number 1 &
2 with teacher
Write the number 1 &
2 using tracing paper,
pencils and teacher
guidance.
Accommodations:
broken down steps,
prompting.
K
Services: Resource Room M-F
Math (English)
Reading (Spanish)
TEK: 2.B read, write and represent
TEK: K14.A Dictate and writing
whole numbers from 0 to at least 20
verbal sentences to tell a story
with and without objects or pictures.
and write chronological order.
ELP: Use visual, contextual
K15.A They write from a dictate
linguistic support to confirm and
or create a list
enhance understanding.
IEP: By the end of 36 weeks,
IEP: By the end of 36 weeks,
Dayana will be able to name at
Dayana will use words to rote count
least 20 letters, recognize at
from 1-30, count 10 items, with one
least 20 letter sounds and
count per item, count up to 10
produce the correct sounds for at items, and demonstrate that the last
least 10 letters.
count indicates how many items
were counted; and recognize one
9:00-10:00 (60 mins)
digit numerals, with 70% accuracy
when working one on one.
Activity: Writing Stories/ syllable

m
TTW: go over letters and letter
sounds using visuals, songs and
12:00-1:00 (60 mins)

Activity: Counting objects up to 10!
TTW: Play number songs 1-30.
Focus on numbers 1-10. Model
counting and writing the numbers 1-

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movement. Practice syllables M.

Model how to write a sentence
(sounding out letters, appropriate
spacing, punctuation and
capitalization) by thinking out
loud.
TSW: Identify all letters and
sounds.
Write a story using words that
contain syllables with m.
Ask for help when needed.
Accommodations: visuals,
broken down steps, verbal and
gestural prompting.
m
loud.
sounds.
gestural prompting.
m
loud.
sounds.
10. Model counting objects/pictures

and how the last number counted
represents the total.
TSW: Write and name the numbers
1-10. Name how many objects are
on the table with teacher assistance
(4 times/1-10)
Work on 3 problems independently
(counting objects 1-10).
Accommodations: visuals, broken
down steps, verbal and gestural
prompting.

Focus on numbers 1-10. Remind
student of counting objects one by
one.
if needed (4 times/1-10)
prompting.

counting and writing the numbers
11-20. Model counting
objects/pictures and how the last
number counted represents the
total.
(4 times/11-20)
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Day/Ti
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gestural prompting.
m
loud.
sounds.
gestural prompting.
m
loud.
sounds.
gestural prompting.

prompting.
counting and writing the numbers
11-20. Model counting
objects/pictures and how the last
number counted represents the
total.
(4 times/11-20)
prompting.
counting and writing the numbers 120. Model counting objects/pictures
and how the last number counted
represents the total.
(4 times/1-20)
prompting.
5th Grade
Services: Resource Room M & W
Reading (English)
Math (English)
TEK: 7 Students understand,
TEK: 5.3I Represent and solve

make inferences and draw
conclusions about the varied
structural patterns and features
of literary nonfiction and provide
evidence from text to support
their understanding.
ELP: 1.D speak using learning
strategies such as requesting
assistance, employing non-verbal
cues, and using synonyms and
circumlocution.
IEP: (CA) will sequence and
summarize the plots main
events and explain their
influence of future events with
75% accuracy, using
supplemental aids (graphic
organizer). (CA) will describe the
interaction of characters
including their relationships and
the changes they undergo with
75% accuracy using
organizer).
(MJ) will sequence and
summarize the plots main
events and explain their
influence of future events with
80% accuracy, using
organizer). (MJ) will describe the
interaction of characters
including their relationships and
the changes they undergo with
80% accuracy using
organizer).
10:00-10:30 (30 mins)
multiplication of a whole number

and a fraction that refers to the
same whole using objects and
pictorial models, including area
models. 5.3J Represent division of a
unit fraction by a whole number and
the division of a whole number by a
unit fraction
ELP: 2E use visual, contextual, and
linguistic support to enhance and
confirm understanding of
increasingly complex and elaborated
spoken language.
IEP: (CA) Will apply mathematical
process standards to represent,
compare, and order whole numbers
and decimals and understand
relationship related to place value:
apply mathematical process
standards to represent and generate
fractions to solve problems, apply
mathematical process standards to
develop and use strategies and
methods for whole number
computations and decimal sums and
differences in order to solve
problems with efficiency and 75%
accuracy using supplemental aids
and calculation devices.
(MJ)Will apply mathematical process
standards to represent, compare,
and order whole numbers and
decimals and understand
relationship related to place value:
apply mathematical process
standards to represent and generate
fractions to solve problems, apply
develop and use strategies and
methods for whole number
computations and decimal sums and
differences in order to solve
problems with efficiency and 80%
accuracy using supplemental aids
and calculation devices.
1:30-2:00 (30 mins)

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Day/Ti
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Activity: Authors Purpose

TTW: introduce students to
anecdotal note taking (what I
know? What want to know?
Learned?) Read first paragraph
together and model how to read
and take notes on nonfictional
texts. Ask the big question what
was the authors purpose after
reading this text?
TSW: Continue reading
independently and fill in the KWL
chart. Define the authors
purpose.
Accommodations: dictionaries,
clarification of instruction, text,
words, graphic organizer.
Activity: Authors Purpose
(***BENCHMARK TESTING***)
TTW: introduce students to
anecdotal note taking (what I
know? What want to know?
Learned?) Read first paragraph
together and model how to read
and take notes on nonfictional
texts. Ask the big question what
was the authors purpose after
reading this text?
TSW: Continue reading
independently and fill in the KWL
chart. Define the authors
purpose.
clarification of instruction, text,
words, graphic organizer.
Activity: Multiplying Decimals

Using Models (Fraction Circles)
TTW: Follow and model according
to Gen. Ed Teachers instruction,
modify assignments, deliberation of
lesson and vocabulary as needed.
TSW: Work on assignment, seek
assistance as needed.
Accommodations: modification of
assignment/problem, calculators
broken down steps, and simplified
vocabulary.
Activity: Dividing Fractions and

Whole Numbers
TTW: Follow and model according
to Gen. Ed Teachers instruction,
modify assignments, deliberation of
lesson and vocabulary as needed.
TSW: Work on assignment, seek
assistance as needed.
Accommodations: modification of
assignment/problem, calculators
broken down steps, and simplified
vocabulary.
6th Grade
Services: Resource Room M-F Reading & M-W Math
Reading (English)
Math (English)
TEK: 2B use context (e.g., cause TEK: 6C represent a given situation
and effect or compare and
using verbal descriptions, tables,
contrast organizational text
graphs, and equations in the form y
structures) to determine or
= kx or y = x + b.
clarify the meaning of unfamiliar
ELP: 1.A Use prior knowledge and
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or multiple meaning words

ELP: 1.D Speak using learning
strategies such as requesting
assistance, employing non-verbal
cues, and using synonyms and
circumlocution (conveying ideas
by defining or describing when
exact English words are not
known).
IEP: (JA) In 36 weeks, Joshua will
understand and analyze literary
and informational text with a
mastery of 55% accuracy when
the questions are read to him
and with allowable
accommodations.
(JC) By the next annual review of
the IEP, the student will be able
to demonstrate comprehension
of a variety of literary texts with
80% accuracy on 8 out of 10
trials. By the next annual review
of the IEP, the student will be
able to demonstrate
comprehension of a variety of
informational texts with 80%
accuracy on 8 out of 10 trials. In
one school year, Jennifer will be
able to read fluently and
accurately as demonstrated
when reading aloud grade level.
(CC) With oral administration,
simplified vocabulary
8:30-9:00 (30 mins)
experiences to understand
meanings.
IEP: (JA) The student applies
use multiple representations to
describe algebraic relationships, to
develop concepts of expressions and
equations, to use geometry to
represent relationships and solve
problems and to use equations and
inequalities with 55% accuracy when
provided allowable
accommodations.
10:30-11:00 (30 mins)
Activity: Close Reading: note

taking.
TTW: Read the first paragraph
for the group. Model how to take
anecdotal notes about the text as
its read. (Whats important
information?). Model how to
define unknown words (context
clues, using a dictionary, or
looking for words within the
Activity: Equivalent Equations

TTW: Assist student if needed with
Gen. Ed work.
TSW: Complete assignment given
by his Gen. Ed teacher and ask for
assistance if needed.
down steps, calculators, verbal and
gestural prompting (reminders).
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word).
TSW: Read independently and
take notes or underline important
information within the text. Solve
difficult words using any of the
strategies modeled by the
teacher.
extra time, modified language,
and visuals if needed.
Activity: Close Reading: main
idea
TTW: Read the first paragraph
for the group and write what that
paragraph was about in one
sentence in the graphic
organizer, thinking out loud the
process. (Whats important
information? What did I learn just
now about the story?). Model
how to define unknown words
(context clues, using a
dictionary, or looking for words
within the word).
take notes or underline important
information within the text. Write
what each paragraph is about.
After reading story, come up with
a main idea using the
information they gathered from
their graphic organizer. Solve
difficult words using any of the
strategies modeled by the
teacher.
graphic organizer, and visuals if
needed.
Activity: Benchmark Testing
Activity: Equivalent Equations

TTW: Assist student if needed with
Gen. Ed work.
TSW: Complete assignment given
by his Gen. Ed teacher and ask for
down steps, calculators, verbal and
gestural prompting (reminders).
Activity: Benchmark Testing

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Day/Ti
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Activity: Close Reading: making

connections (text to self)
TTW: show how connections can
be made to a story. (Story about
dog= I have a dog).
make at least one text to selfconnection.
and visuals if needed.
Activity: Close Reading:
Predicting/foreshadowing.
TTW: Work with Gen. Ed text,
and have the students read as a
group. Teacher will model how to
make predictions using the text.
(Based on ________, I predict
that__________ will happen.)
TSW: Use the sentence stem to
jot down a prediction they have
about the text.
and visuals if needed..
7th Grade
Services: Resource Room Reading M-F, Math W & Th
Reading (English)
Math (English)
TEK: (1) Reading/Fluency.
TEK:
Students read grade-level text
ELP: 3.D speak using grade-level
with fluency and comprehension. content area vocabulary in context
Students are expected to adjust
to internalize new English words and
fluency when reading aloud
build academic language proficiency.
grade-level text based on the
IEP: (FD) Provided
reading purpose and the nature
accommodations/modifications such
of the text.
as calculator and supplemental aids,
ELP: 4.I Demonstrate English
Francisco will perform computations
comprehension and expand
and use algebra to solve meaningful
reading skills by employing
problems with 75% accuracy.
inferential skills such as
W 9:00-9:30 FD (30 mins)
predicting, making connections
Th 9:30-10:00 FD (30 mins)
between ideas, drawing

IEP: (FD) Provided
accommodations/modifications
such as having text pre-read to
him to explain new concepts and
vocabulary, Francisco will use
flexible range of metacognitive
reading skills in both assigned
and independent reading to
understand an authors message.
He will continue to apply earlier
standards with greater depth in
increasingly more complex texts.
(JT) Within one school year, Juan
will use a flexible range of
metacognitive reading skills in
both assigned and independent
reading to understand texts. He
will continue to apply earlier
standards with greater depth in
increasingly more complex texts.
M 2:30-3:00 FD (30 mins)
T 1:55-1:25 FD (30 mins)
W 2:00-2:30 Both Students (30
mins)
Th 12:55-1:25 Both Students
(30 mins)
F 2:00-2:30 Both Students (30
mins)
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Activity: Reading for

Understanding
TTW: Introduced and model
metacognitive skills to use while
reading a text to find the
authors message using and
filling in a graphic organizer.
TSW: use of the metacognitive
skills to better understand his
reading and to fill out the graphic
organizer.
Accommodations: simplified
language/vocabulary,
dictionaries, graphic organizer,
supplemental aids.

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Understanding
TTW: Model metacognitive skills
to use while reading a text to find
the authors message using and
filling in a graphic organizer.
organizer.
supplemental aids.
Understanding
TTW: assist students if needed
when using the previously
learned skills.
organizer.
supplemental aids.
Understanding
learned skills.
organizer.
supplemental aids.
Understanding
learned skills.
BENCHMARK TESTING
Activity: Shapes and Proportions

TTW: assist/modify assignment if
requested by student.
TSW: work on assignment, request
Accommodations: supplemental
aids, modification of work,
calculator.

organizer.
supplemental aids.
Day/Ti
me
8th Grade
Services: Resource Room Reading W & Th
Reading (English)
TEK: (1) Reading/Fluency. Students read grade-level text with fluency
and comprehension. Students are expected to adjust fluency when
reading aloud grade-level text based on the reading purpose and the
nature of the text.
ELP: 4.I Demonstrate English comprehension and expand reading skills
by employing inferential skills such as predicting, making connections
between ideas, drawing
IEP: (GG) Within one school year, George will be able to read a grade
level passage independently and provide evidence of understanding by
drawing conclusions, making inferences and answering wh questions.
(GG) Within one school year, George will have acquired new vocabulary
appropriate for age and grade level as demonstrated in his
understanding of grade level passages and use of new unfamiliar words
in his writing prompts. (AG) By the end of 36 weeks, Ashley will
understand and draw conclusions about the structure and elements of
informational and literary text and provide evidence from text to
support her understanding with 75% accuracy wen provided with tools
to know the process.
2:30-3:00 (30 mins)
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Activity: Reading for Understanding

TTW: Introduced and model metacognitive skills to use while reading a
text to find the authors message using and filling in a graphic organizer.
TSW: use of the metacognitive skills to better understand his reading
and to fill out the graphic organizer.
Accommodations: simplified language/vocabulary, dictionaries,
graphic organizer, supplemental aids.
Activity: Reading for Understanding

TTW: Model metacognitive skills to use while reading a text to find the
authors message using and filling in a graphic organizer.
TSW: use of the metacognitive skills to better understand his reading

S
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and to fill out the graphic organizer.

Accommodations: simplified language/vocabulary, dictionaries,
graphic organizer, supplemental aids.

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Maria Duran Lesson Plans 11/14- 11-18

Activity: Lets Play

Activity: Lets Play

Maria Duran Lesson Plans 11/14- 11-18

TTW: review the letters

Activity: Lets Play

TTW: play interactive

Maria Duran Lesson Plans 11/14- 11-18

Activity: Lets Play

Activity: Lets Play

Maria Duran Lesson Plans 11/14- 11-18

activity and have a

TSW: sing along and

Activity: Writing Stories/ syllable

12:00-1:00 (60 mins)

Maria Duran Lesson Plans 11/14- 11-18

movement. Practice syllables M.

10. Model counting objects/pictures

Activity: Counting objects up to 10!

Activity: Counting objects up to 20!

Maria Duran Lesson Plans 11/14- 11-18

down steps, verbal and gestural

Maria Duran Lesson Plans 11/14- 11-18

multiplication of a whole number

Maria Duran Lesson Plans 11/14- 11-18

Activity: Authors Purpose

Activity: Multiplying Decimals

Activity: Dividing Fractions and

Maria Duran Lesson Plans 11/14- 11-18

or multiple meaning words

Activity: Close Reading: note

Activity: Equivalent Equations

Maria Duran Lesson Plans 11/14- 11-18

Activity: Equivalent Equations

Activity: Benchmark Testing

Maria Duran Lesson Plans 11/14- 11-18

Activity: Close Reading: making

Maria Duran Lesson Plans 11/14- 11-18

Activity: Reading for

Maria Duran Lesson Plans 11/14- 11-18

Activity: Shapes and Proportions

Maria Duran Lesson Plans 11/14- 11-18

Activity: Reading for Understanding

Activity: Reading for Understanding

Maria Duran Lesson Plans 11/14- 11-18

and to fill out the graphic organizer.

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