Week 8 Learning task# 2 Math lesson

https://drive.google.com/a/nyit.edu/file/d/0B4vopt8SHpRobzJxSFFKSFNLYWs/view?usp=sharing

Week 7-Learning Task and Assignment #2

Your name:  Renee Williamson

Grade Level:  Special Education

Title of the lesson:  A Good Man Is Hard To Find

Length of the lesson:  30 minutes

Key Questions: Will establish the goal of the lesson:     What are the characteristics of a good man?     What are the characteristics of a bad man?

Knowledge and skills of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●        What are you doing to becoming a good man? ●        Does a good man vary depending on where they live and how they were raised?

Common Core State Standards/Content Standards/ISTE Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)

Support literacy (traditional literacy, domain specific literacy, or new literacy) development through language (academic language) ●        Using a Venn Diagram, compare and contrast the difference between a good man and bad man. ●        Students will discuss in groups men they have seen in their communities ●        Students will write a list of different occupations that have good men and occupations that have bad men. Vocabulary ●        General academic terms:  categorize, compare/contrast, describe, explain, question, retell, summarize. Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?

Learning objectives : Students with special needs can draw the things that make a good man as well as the things that don’t Students can work in different groups that will allow communication and help each other.

Instructional resources and materials used to engage students in learning.   Visual pictures of different men doing different occupations and in the community. Interactive technology would be beneficial in getting the students involved and being able to see the different characteristics of men. Having visuals of the different characteristics and how they interact within the community.

Reflection ●        Did your instruction support learning for the whole class and the students who need great support or challenge? ●        What changes would you make to support better student learning of the central focus? ●        Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

week 5 Assignment #2

Week 5- Assignment #2

Desired Learning Outcomes

-           The effects of organisms and populations in an ecosystem.

-          How Organisms survive in harsh or hanging aquatic environments

Acceptable Evidence

-          The PH level of water

-          The temperature of water

Learning Activities

-          Looking at Google Earth to see how the environment and weather changes.

-          Trip to a pond to gather sample of water and different organisms.

Title:     Environmental Changes

Teacher Name:      Renee Williamson

Student Name:                                                       Date:                     

	Excellent - 4	Good - 3	Fair - 2	Unacceptable - 1
Content	The content is substantial, intriguing, and original. It relates directly to the topic.	The content is clear and directly related to the topic.	The content is ordinary and somewhat related to the topic.	The content is absent or not related to the topic.
Purpose	Clearly defined purpose, carefully and convincingly presented.	Purpose is defined and understandable, supported by details.	Purpose is vague, misstated, or not always supported by details.	There is no purpose.
Description	Concrete language and sensory images create a highly imaginative and descriptive piece; rich use of literary devices such as simile, metaphor, and alliteration	Concrete language and sensory images create a descriptive piece; uses many literary devices	Some concrete language and sensory images; uses some literary devices	Uses little or no concrete language or sensory images
Details	Uses details such as explanations and examples that are accurate, appropriate, and fully support the topic.	Uses details such as explanations and examples that are accurate and support the topic.	Uses some details that are accurate; some details such as examples and explanations are not appropriate for the topic; details do not always support the topic.	Uses little or no detail to support and explain the topic.
Organization	Logical presentation of ideas; all parts contribute to a strong central idea	Most ideas are connected; some parts don't contribute to the central idea.	Some ideas connected to each other; many parts don't contribute to the central idea.	ideas have little connection to each other; there is no strong central idea.
Conclusion	Completely integrates and extends key ideas of assignment, furthering understanding of topic.	Summarizes main ideas.	Restates main ideas.	There is no conclusion. The piece just ends.

Total Score:                  points out of 24 possible points.

Teacher Comments:

Week 6 Assignment #3

Week 6 Assignment #2 BD Writing Lesson Plan Desired Results
• Students will be able to understand nutrition information on food labels.
• Plan and write a balance meal for themselves
• Students will write:
- How does what you eat affect your health?
- How can a healthy diet for one person be unhealthy for another?
Assessments
- Quiz on the food groups and the USDA food pyramid
- Write two health problems that happen with poor nutrition and how they can be avoided.
Learning Activities
- Work as a group to write a balance menu for three days. Include 3 main meals, and three snacks.

Week 6 Assignment #2 ELA Lesson Plan

Lesson Plan Reading ELA-
Life Skills Class Book: Cloudy with a Chance of Meatballs by Judi Barrett
Desired Results
1. What do you think it would be like to live in a place where food really did come from the sky?
2. Would you like to live in a place like this? Why or Why not?
3. How is the town of Chewandswallow different from our town?
Assessments
Students will each have a chart and separate items needed for each season and, show what is needed for different weather patterns. Example, rain, snow, wind.
Learning Activities:
Read the book “Cloudy with a Chance of Meatballs”. Before starting lesson have students make a prediction of what they think the story is about.
The teacher will show visuals of umbrellas and ask student which one might be used in the town of Chewandswallow and which one might be used in real life.
Resources Materials:
- Cloudy with chance of Meatballs by Judi Barrett
- Markers - Pencils - Crayons - Umbrella Coloring Sheets - Umbrella cut out/real umbrella 45 minute for lesson to discuss and do activities.

Week 6 Assignment #1

Week 6 Assignment #1- Analyze ELA instruction -

The students read the text with minimal intervention from the teacher first. -
The teacher picked a text and story that they had an interest in
. - When students read the text, they jot down the gist of the story.
- Students who are weak in reading, divide the text into smaller chunks.
- In groups, they work together to connect the text with the main idea.
- Students sit and communicate with each other about the text.

Week 4 Assignment #3

https://www.smore.com/qurf9-what-are-those