2015 lesson plan

Dates: Week of March 30th-April 3rd, 2015
Subject: Vocational [Corner Store]
Teacher: Katybeth Adamo <3
Identify Desired Results
Aim: How do we operate the Corner Store in a highly effective manner?
Do Now: Corner Store Meeting: Discuss student task groups based on
this period’s store objectives.
What kinds of long-term independent
accomplishments are desired? Students
will be able to use their learning to:
*Behave and converse professionally in
vocational environments
*Familiarize US currency and conduct
actual money transactions with support in
a vocational setting
*Work toward 2014-2015 Individualized
Education Plan goals
*Self-Assess realistically on their
Individual and Group Corner Store Lesson
Roles, as well as their Individual goals
they are working toward. [attached]
Standards (CCLS/CDOS):
Higher Order Thinking Questions (HOT)
Reading for Information 9-10.1: Cite strong and
thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters
uncertain.
Reading 9-10.10: Read and comprehend literacy
nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of
the range.
Writing 9-10.1: Write arguments to support claims in an
analysis of substantive topics or texts, using valid
*Why is it important to adhere to your assigned role
within the Corner Store? Why should we not rotate
among groups without being assigned to a group? How
would this affect the overall function of the Corner Store?
P721K Suggested Lesson Plan 2014-­‐15 *Why is it important to behave professionally within the
Corner Store Environment? Would you go back to an
establishment within the community where employees
are behaving unprofessionally? (state relevant examples
of unprofessional behavior)
reasoning and relevant and sufficient evidence. Explore
and inquire into areas of interest to formulate an
argument.
Speaking and Listening 11-12.1: Initiate and participate
effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners
on grades 11-12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
Listening 11-12.6: Acquire and use accurately general
academic and domain specific words and phrases,
sufficient for reading, writing, speaking, and listening at
the college and career readiness level: demonstrate
independence in gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
Alg HS: High School Math CCLS:
A-SSE: Interpret the structure of expressions
1. Interpret expressions that represent a quantity in
terms of its context.
a. Interpret parts of an expression, such as terms,
factors, and coefficients.
A-CED: Create equations that describe numbers or
relationships.
1. Create equations and inequalities in one variable and
use them to solve problems. Include equations arising
from liner and quadratic functions, and simple rational
and exponential functions.
A-REI: Understand solving equations as a process of
reasoning and explain the reasoning.
Explain each step in solving a simple equation as
P721K Suggested Lesson Plan 2014-­‐15 *How would you rate the job your doing with your
assigned task? Why would you give yourself this rating?
Based on what criteria?
*Using the self assessment, how are you doing with each
of your IEP goals? How are you meeting a selected goal
within this task?
*Did you meet this period’s quanitified goal for your
task? Yes or no? Why? If not, how can we change our
work habits in the future in order to meet our goal? If
you did meet this period’s goal, should we adjust our goal
next time? How can we be even more efficient?
following from the equality of numbers asserted at the
previous step, starting from the assumption that the
original equation has a solution. Construct a viable
argument to justify a solution method.
Lesson
Opening:
Instructor pulls up (or a student pulls up) the document “Corner Store Schedule” on the SmartBoard, which includes
three “time slots” per 50-minute period, with a class number, name of a teacher, and phone number on it. Students
are called up to find the day and period, then state aloud which classes are coming, at which times. Students can
volunteer to interact with the schedule on the Smartboard by using the data found therein to make phone calls to
classes to remind them of their confirmed visiting time.
I Do: I make a “role assignment” on the board with three or four groups—Group roles, paraprofessional and teacher
assignments, and student assignments. Roles within the “Corner Store” group include: cashiers, baggers, greeters,
card sellers/security, bag station/phone duty, customer service, janitor.
We Do: All students, upon entering the Corner Store, must use their “Sign In Cards” to clock in for their shift. They
also must hang their coats up and put on their vocational wear (smock, nametag, etc). The class should check the
Corner Store Schedule together. If classes are late or have forgotten their appointment, students must use the
schedule to determine for themselves which day and period is appropriate, what number to call, what teacher to ask
for, and what time they should be reminded to stop by the Corner Store. After deciphering together who should be
coming in to visit corner store that period, all students must get into their assigned groups and begin their
designated activity within the Corner Store Vocational Shop.
You Do: GET INTO YOUR ASSIGNED POSITION!! With the support of the paraprofessionals and teachers, students
sign in and get into their designated groups with as much independence as possible. Teacher should be taking note
of the level of independence in Corner Store tasks for bi-weekly assessment purposes. Once the students fall into
their assigned roles and it is taken note of with what level of independence they do so, students should effectively
P721K Suggested Lesson Plan 2014-­‐15 manage the school’s Corner Store for operation, using appropriate professional behavior, socialization, and
integrating word problems that contain money (at the register) in this realistic Corner Store environment.
Within the designated groups, students should be asking this month’s curriculum theme questions as appropriate
relating to the task they are completing:
*How do I assess my personal hygiene within this task?
*How am I developing overall health and wellness as I effectively complete this corner store task?
3
Differentiated Activities and Student Groups
2
• Role: Greeter
• Role: Bagger
• Role: Inventory Keeper
• Wrapping Projects
• Merchandise Markup and Tag
*Register Duty
*Phone Duty
*Basket Projects
*Merchandise Markup
*Cart Duty
*IEP Goal Station [various]
*Unique Station
*Attainment/Connections group
*Homework Review Station
*Attainment: “Connection in the
Workplace” Novella #8, 11, 14, 25,
28, 35, 31, “Not the Newest
Anymore” Social Behaviors at Work
*Attainment: “Whose Future Is It?”
Lesson 1 “Getting Started”
*Re-Decorating the Store/Window
for Spring
*Penny Harvest Donation Decision
P721K Suggested Lesson Plan 2014-­‐15 Appending
• Cart Duty
• IEP Goal Station [various]
• Unique Station
• Attainment/Connections group
• Homework Review Station
*Attainment: “Connection in the
Workplace” Novella #8, 11, 14, 25,
28, 35, 31 “Not the Newest Anymore”
Social Behaviors at Work
*Attainment: “Whose Future Is It?”
Lesson 1 “Getting Started”
*Re-Decorating the Store/Window
for Spring
*Penny Harvest Donation Decision
1
*Role: Janitor
*Role: Bag/Card Station
*Role: Security
*Role: Decoration Duty
*IEP Goal Station [various]
*Unique Station
*Attainment/Connections group
*Homework Review Station
*Attainment: “Connections in the
Workplace” activity “The Dream”
Novella #8, 11, 14, 25, 28, 35, 31 “Not
the Newest Anymore” Social
Behaviors at Work
*Attainment: “Whose Future Is It?”
Lesson 1 “Getting Started”
*Re-Decorating the Store/Window
for Spring
*Penny Harvest Donation Decision
Assessment:
Assessment:
Assessment:
*Daily Buzz individualized self- and
teacher-assessment 8th period [using
current IEP goals]
*Laminated, Color Coded-IEP and
SANDI-based self-assessments
throughout lessons at teacherdecided intervals.
*Paraprofessional and teacher
observation and data tracking [biweekly data tracking sheets and daily
behavioral sheets-sample attached]
*Daily Buzz individualized self- and
teacher-assessment 8th period [using
current IEP goals]
*Laminated, Color Coded-IEP and
SANDI-based self-assessments
throughout lessons at teacherdecided intervals.
*Paraprofessional and teacher
observation and data tracking [biweekly data tracking sheets and daily
behavioral sheets-sample attached]
*Daily Buzz individualized self- and
teacher-assessment 8th period [using
current IEP goals]
*Laminated, Color Coded-IEP and
SANDI-based self-assessments
throughout lessons at teacherdecided intervals.
*Paraprofessional and teacher
observation and data tracking [biweekly data tracking sheets and daily
behavioral sheets-sample attached]
Student Choices (Optional):
Students may choose to be in any instructional group if they approach their frustrational threshold with a vocational
task in their assigned group. They may choose to work in a different staff-facilitated group, or choose to switch roles
within their previously assigned group.
Closure/Share Back:
Daily Buzz at the end of the day-Students self-assess based on goals. We will also have a “Corner Store Recap”
meeting daily to discuss our daily successes and failures and plan for the next day (Like they do at Target and other
retail locations within the Community). After students’ self-assessment, they are to clock out as independently as
possible, and hang up their smocks and nametags in their lockers.
Throughout the lesson, students should be self-assessing at teacher-led intervals using their color-coded laminated, IEP and SANDI
based self assessments.
Paraprofessional Assignments
P721K Suggested Lesson Plan 2014-­‐15 1—Mr. Will Bree: 1:1 health para for Joseph Spadaro
3—Ms. F: Alternate Placement Paraprofessional:
*Assigned Leader of any of the aforementioned,
differentiated groups
*Bathroom duty for students in a Z class at any time
during the day that he is called to do so
Language: Mohammed, Ashiqur, Nazame, Nahida, and
Sarah
*Leader of any one of the aforementioned, differentiated
groups
*Co-Toilets Alexis and Kebon
2—Ms. Emose: 1:1 crisis para for Massiah Pearson
4—
*Assigned Leader of any of the aforementioned,
differentiated groups
*Co-toilets Alexis and Kebon
Resources/Materials
*School’s Monthly Track 1C Lesson Plan: Unit: My Community
*Attainment workbooks and student readers
* “Connections in the Workplace” student workbooks
*My illustrious brain :D
*Refer to my bi-weekly Student Data Folder
*SmartBoard
*Music for the Store’s “Mood”
*Cleaning Supplies for Janitor Roles
*Register cash/care of Gina Gallo :D
*Ongoing Shopping in the Community Trips for Merchandise
*Data Tracking Sheets for Individual Students’ Goals
*Self-Assessment Packets
Homework/Extensions
P721K Suggested Lesson Plan 2014-­‐15 SANDI Group 3: *Reading Book “Wonder” & Comprehension Questions/ Reading book “The Warrior Heir” and
summary journal
*“Student Shopper” functional money math workbook and homework calendar
SANDI Group 2: *”Student Shopper” functional money math workbook and homework calendar
SANDI Group 1: *Counting, Pattern-Identifying Math workbook and homework calendar
**SEE RESPECTIVE HOMEWORK CALENDAR FOR SPECIFIC, DIFFERENTIATED HOMEWORK
ASSIGNMENTS BASED ON SANDI GROUPS**
P721K Suggested Lesson Plan 2014-­‐15