Voice Levels: - 0-Silent - 1 - Whisper - 2 - Normal Voice - 3 - Outside Voice

Voice Levels: 0- SILENT 1- Whisper 2- Normal Voice 3- Outside Voice
Give Me 3: (For Pre-Kindergarten-4th) Stop what you are doing!! Look at the speaker!
Listen to what they are saying!
Give Me 5: Eyes on speaker. Lips Closed. Ears listening. Sit up straight. Hands and feet quiet.
Classroom Behavior: Warning: Name on board. 10 minutes of recess. No recess. Call to parents.
Materials: 1. Deck of cards- with J, Q, K, A removed. 2. Leaf & lady bug game. 3. Number flash cards. 4. Sticker chart for numbers. 5. Small stickers. Objectives: 1. Demonstrate number recognition 1-10. 2. Demonstrate counting ability for 1-10. 3. Practice counting with numbers 11-15. 4.Recognize numbers 11-15. New York State Learning Standards: Number and Numeration
MST
Use concrete materials to model numbers and number relationships for whole numbers and common fractions, including decimal fractions. Relate counting to grouping and to place-value. Recognize the order of whole numbers. Procedures: Once student is seated at table, present sticker chart and review how it works again. (For each number student correctly identifies, she receives a sticker. If she complies with request to count to that number she will receive 2 stickers.) Remind her that this is an opportunity to earn 2 tickets to the prize box, for cooperation and following directions. Tell student that we are going to start learning about some numbers that come after the number 10, today, but, as a quick review, we will play a short game of Lady Bugs on the Leaf to help us remember our other numbers. One card at a time, show her a card from the deck of cards, out of counting order. For each number she correctly identifies, she can take that number of lady bugs and place them on the leaf. If she incorrectly names a number, the teacher gets one ladybug for her leaf. After going through one card with each number, show her a flashcard with the number 11 on it. Ask her if she knows that number. Tell her that it is the number 11 if she is unsure. Practice counting with her to the number 11. After counting to 11, she can take another ladybug. Continue in this manner until the number 15 is reached. At this point, shuffle the cards and tell her she is going to have the chance to earn some stickers. Present her with one card at a time and ask her to identify it and count to that number.
Evaluation: * Students sticker chart will provide a visual evaluation of her number sense. The previous lesson plan is one created for a 4th grade special education student with Down Syndrome, working at a pre-kindergarten level. Lesson Plan Materials: PowerPoint on Spring Objectives: Students will 1. Gather information from watching a PowerPoint
Graphic Organizer Spring Items: 2. Use notes taken on board Maple Syrup and graphic organizer to write piece on spring flowers . jelly beans 3. Write and revise their pieces. pussy willows (artificial) 4. Use experiences from their own lives to write their piece. Spring paper New York State Learning Standards: Standard 1:Language for Information and Understanding: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. Standard 2: Language for Literary Response and Expression: Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation. Procedures: Ask students to return to their seats and tell them they are going to view a short PowerPoint on spring. Show the PowerPoint through one time. Ask students to take out a piece of paper and something to write with. Students will view the PowerPoint one final time, and this time ask them to write down anything they see in the video that makes them think of spring and relates to the five senses. Play PowerPoint again.
Let students know that they will be writing a piece on spring, similar to the one they wrote at Christmas, incorporating their five senses. Ask students to list the five senses. Divide the board into six sections, one for each of the senses, and one for the sample writing. Beginning with SIGHT, ask students to list some items they can see that lets them know it is spring. ex. Birds in trees, flowers blooming, grass turning green, leaves on trees, children playing outside again, people washing their cars, raking lawns, rain, umbrellas, rainbows, etc... Continue with each of the other senses. For smell, have students smell the flowers brought in. Touch- have students touch the pussy-willow buds, and the flower petals. Taste- have students taste the maple syrup, and the jelly beans. Hearing- rain on the roof, birds chirping, thunder. Those samples will have to come from the PowerPoint. In final section of board, model the writing activity. Spring is the color of..... yellow sunshine. Spring is seeing.... green grass beginning to grow. Spring is the smell of . fresh air after a thunderstorm. Spring is the feel of.... a gentle breeze on my face. Spring is the taste of...... sweet, amber brown maple syrup. Spring is the sound of .. little children laughing outside. Ask students to create their own Spring is.... writing. The will do theirs from the information on the board, and in rough draft form. Their final drafts will be on specific spring paper and will be hung up on a bulletin board outside the classroom. The previous lesson was used with a group of 6th grade special education students with severe learning disabilities.

Voice Levels: - 0-Silent - 1 - Whisper - 2 - Normal Voice - 3 - Outside Voice

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Voice Levels: - 0-Silent - 1 - Whisper - 2 - Normal Voice - 3 - Outside Voice

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Voice Levels: 0- SILENT 1- Whisper 2- Normal Voice 3- Outside Voice

Listen to what they are saying!

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