Teacher Name:



Teacher Name: Angela Johnson Week of: Oct. 31-Nov. 11 2011

Life Skills Room 105

Lesson Plans

|Social Studies |Objective: (8.28) Science, technology and society. The student understands the impact of scientific discoveries and technological |

| |innovations on daily life in the United States. Recognizes the impact of scientific discoveries and technological innovations on daily |

| |life in the United States. |

| |Share in cooperative groups. |

| |Warm-Up: Get Science Binder Pencil ready to learn |

| | |

| |Class work: Student will identify an example of technology. The student will assist in using the technology. The student will identify|

| |one way in which the technology helps people in daily life. Students will work in groups of two and complete a grocery list on the |

| |computer using the words from their Vocation class. |

| | |

| |Homework: Student will list one item a day of technology used in their home. |

| |Instructional Strategies-Daily re-looping of previously learned material, Cooperative Learning, |

|Vocational |Objective: |

| |Student will identify functional Grocery Words which provides an individual with the words necessary to find items in a grocery store. |

| |Spell familiar English Words |

| |Warm-Up: Student will get pencil, and handouts ready to learn |

| | |

| |Class work: Student will complete assignments relevant to Grocery words. Self Pace |

| |Circle the words that match the picture, Draw line from the word to its matching picture, Cut out pictures and place next to the correct|

| |word. Student will match a grocery list with pictures from sales papers. |

| |. |

| |Homework: Student will write word of the day 10 times and draw one picture of item |

| | |

| | |

| | |

| |Instructional Strategies-Daily re-looping of previously learned material, Cooperative Learning, |

| |Verbal Cue, Demonstration cue, and Physically assist the student. |

|ELA/READING |Objective: |

| |(7.17) Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas |

| |and information to specific audiences for specific purposes. The student is expected to revise an expository text. |

| |Use Visual and textual supports to read. |

| |Warm-Up: Get ELA binder and pencil ready to learn. |

| | |

| |Class work: |

| |The student will be randomly presented sentence strips for at least three steps explaining how to make a product. Each step will be |

| |written on a sentence strip. The student will arrange the sentence strips in the order necessary to complete the product. The student |

| |will be presented with a slight change in the product he or she will be making. The student will revise the appropriate step to reflect |

| |the change. Using the steps, the student will assist in making the product. The student will choose a comment that reflects his or her |

| |opinion of the change that was made. |

| |Edmark reading program |

| |Homework: |

| |Student will draw/write 1 sentence strip. |

|Math |Objective: |

| |(8.12) Probability and statistics. The student uses statistical procedures to describe data. The student is expected to displays and |

| |interprets relationships among data. |

| |Learn new language heard in classroom interactions and instruction. |

| | |

| |Warm-Up: Get Math binder pencil ready to learn. |

| | |

| |Class work: The student will be presented a pictograph and a bar graph that displays the same data. The pictograph will have all data |

| |for four categories completely displayed. The bar graph will have one of the four categories of data missing. The student will match the|

| |displayed data from the pictograph to the displayed data on the bar graph. The student will identify which category of data is missing. |

| |The student will supply the missing data on the bar graph. |

| | |

| |Homework: Complete graphing worksheets |

|Science |Objective: |

| |(8.11) Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human|

| |activities can affect these systems. |

| |Recognizes the interdependence of organisms with each other and with their environment. |

| | |

| |Share in cooperative groups. |

| |Warm-Up: Get Science Binder Pencil ready to learn |

| | |

| |Class work: Student will learn about one type of living thing: green plants. They will learn how to start their own plants. They will|

| |identify what plants need to grow and stay healthy. And learn scientific facts about plants. |

| |Janus Life Science Green Plants Unit 1-6 |

| | |

| |Homework: Student will list items need to complete daily plant assignment. |

| |Instructional Strategies-Daily re-looping of previously learned material, Cooperative Learning, |

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