Explain the specific accommodations you would make for students with the following exceptionalities: Speech and language delay Attention...
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Question

Explain the specific accommodations you would make for students with the following exceptionalities:

  • Speech and language delay
  • Attention Deficit/Hyperactivity Disorder (ADHD)
  • Intellectual and developmental disability (IDD)

lesson plan

Standards: G5.2.1 - Identify titles and symbols on maps. G5.2.2 - Recognize spatial patterns, i.e., political units, physical features, on a map and globe. G5.2.6 - Identify geographic information within media sources, i.e., maps, books, photographs. Essential Questions: • When and why are maps used? • What are the different parts of a map and globe? • Where can you find maps? Student Objectives: • I can identify titles, symbols, and features on a map. • I can identify geographic information in books. DOK • Level 1 (Recall) → 5 W's, Identify, Define, List, Recognize, Recite, Tell • Level 2 (Skill/Concept) → Graph, Estimate, Infer, Predict, Summarize • Level 3 (Strategic Thinking) → Critique, Hypothesize, Compare, Revise • Level 4 (Extended Thinking) → Design, Connect, Create, Analyze, Prove Materials: Globe (1) Maps of the U.S. (per student) Class library (for book scavenger hunt) Scavenger hunt sheets Social Studies Journals Projector/Laptop for BrainPop Jr. Vocabulary Poster Vocabulary: Geography: the study of the physical features of earth Map: an image showing the physical features or land or water Globe: a round model of the earth Feature: a characteristic of something Compass Rose: a circle showing directions on a map or globe Key: a map feature that explains what the signs, colors, and symbols on a map mean Scale: a map feature that tells the true size of the land and sea represented on a map Procedures Introduction (15 min): • T: "Students, today we will be learning what maps are and how they are used. We will also learn about different map features that help you use maps." • Students watch "Reading Maps" BrainPop Jr. video ◦ The video can be paused in order for students to make predictions and answer 'Think About It' questions. • Teacher walks students through the "Easy Quiz" to check for understanding. LESSON ANALYSIS5 • Teacher introduces new vocabulary using vocabulary cards and a vocabulary anchor chart. ◦ Class definitions are added to the chart as the cards are projected and the meanings explained. ◦ Students read the word, read the definition, clap out the syllables, and reread the word. • T: "Now, we are going to use real maps to learn more about these features." Independent (35 min): • Teacher gathers students to observe the classroom globe. Teacher points out the compass rose, scale, key/legend, and other features asking what each feature is for. • After examining the globe, students return to their seats and each receive a map of the United States. • Students are asked to locate the following features: key/legend, scale, compass rose. Students are asked if they notice other features (can be recorded on the board). ◦ In this activity, student may color the features specific colors if using a black and white copy. This may also be added to their Social Studies journal • T: "Students, now that we have practiced identifying map and globe features, let's see how this geographic information is used in different sources, such as the books we read everyday." • Scavenger Hunt: Students use the scavenger hunt pages and classroom resources and books to locate geographic features/information. Students are asked to find a picture of a globe, a map of a state or country, a map of a neighborhood, a key/legend, a scale, a compass rose, and more. ◦ Students independently complete their scavenger hunt by marking the text/source where they found the geographic information and the page number where applicable. ◦ Students can compare their results if they complete their search. ◦ Teacher can offer prizes for the students who complete their scavenger hunt first. Closure (10 min): • Students take the BrainPop Jr. "Hard Quiz" to review. • T: "Today we learned what a map and globe are and what features they have. Map features, such as a key, compass rose, or scale, help you use a map correctly. Geographic information can be found all around us—in books, videos, photographs, and more." Enrichment Critical Thinking: • Students will complete Scavenger Hunt Challenge Questions in addition to the given questions for each item on the hunt: 1. What was the purpose of this geographic information in this source? 2. How is this feature or information helpful to a reader? Intervention Guided Support: • Teacher will pull an intervention group during the scavenger hunt. • Students will review the day's vocabulary words with echo reading. • The teacher will then lead the students in exploring a classroom library book for one or more of the scavenger hunt items [Teacher will need to pick a book with one or more of the items before the small group begins]. • Students return to their independent scavenger hunts to locate the rest of the items.

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