TRACK

2 B
(6:1:1 & 8:1:1)

High School/ Transition Unit:

bruary

My Community

Timeframe: 1 months (3 weeks)

CORE LEARNING STANDARDS ELA.LITERACY

r Information 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences draw
etermining where the text leaves matters uncertain.
0: By the end of grade 11/12, read and comprehend literary nonfiction in the grades 11/12CCR text complexity band proficiently, with scaffoldi
d of the range.
-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidenc
reas of interest to formulate an argument.

10.1.A - Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among clai
easons, and evidence.

: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grad
s, and issues, building on others ideas and expressing their own clearly and persuasively
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at th
iness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or e

ng concept description:
ill demonstrate knowledge of transportation, landmarks and safety skills within their community.

nal topic(s) (Students will understand that..)

udents will focus on following direction in order to navigate their local community. i.e. recognition/identification of comm
mmunity landmarks (school, police station, fire department, grocery store, laundry mat, etc.).
udents will develop an understanding of different public and private modes of transportation.
udents will build upon functional communication skills fore the purpose of shopping.

ated Skill Outcomes- DOK (Students will )

will be able to:
el 3: Follow/identify/obey safety signs within the community
el 2: Identify/use different forms of transportation
el 1: Identify important community landmark

Questions:

ow does identification of community signs increase my safety skills in the community?

hy should I know the important community landmarks?
hat are the different modes of transportation within my community?

nal Resources (books, materials, websites/SMART Board lessons, community resources):

E INSTRUCTIONAL CALENDAR

(Online) Explore Your Community - Out Shopping

Unique (Lessons from February)
Attainment Life Skills Reader
BLENDSPACE (Scan the QR Code for instructional videos about the NYC):

Attainment Explore your Community

ou adapt this unit of study to actively include all students in the class?
SANDI LEVEL 3
SANDI LEVEL 2
gating my community safely
Identification of community
tification of three different modes
landmarks and safety signs
ansportation
Identification of one mode of
erstanding of vocabulary and
transportation
ar up method for shopping
Understanding of expectations for a
hange with cashier within the
shopping exchange (ie: vocabulary,
munity.
waiting for change, handing over
money, etc.)

SANDI LEVEL 1
Following safety directiv
picture symbol support
Identification of one to th
community signs

sition skills will you focus on for the range of students in the class?
mmunity safety,
dependence within my community,
derstanding of appropriate communication skills when shopping in my community

D ASSESSMENT TOOLS

NDI Reading 63 checklist (sign identification)

e-Post Unique
NDI Aligned assessment (math, reading, vocational)
tainment Quizes

our culminating activity for this unit:

g project:
o Level 1: Community walk/ following directions/ practicing community safety skills
o Level 2: Trip to restaurant/ Laundromat or store identify signs during trip.
o Level 3: Holding an exchange during shopping and completing transaction independently.

ension activities:
Winter Break homework: Take home Unique, Lesson 4: Article 2: Being a Good Citizen


UNIQUE Lesson
UNIQUE PRE-
ASSESSMENT
Lesson 3: Getting
around your
community
(Safety)

ACTIVITIES

Level 1: Identify
signage within the
school building
Level 2: Navigate
school building
using
checklist/scavenge
r hunt

Instructional topics Lesson Map

VOCABULARY
ID, walk, dont
walk, fire house,
police station, stop
sign, sidewalk,
alone, group,
bathroom, 911,
trusted adult,
crosswalk, exit,
entrance

Level 3: Navigate
community safely
using preferred
mode of
transportation

Lesson 11: 3 Way
Planning

Travel in the
community
Level 1: walk,
Level 2: school bus
Level 3: train

Bus, train, Taxi
cab, access-a-ride,
bus stop, train
station

EXTERNAL RESOURCES

Brainpop: Community Helpers

Blendspace (Scan the QR code to pull upo instructiona
navigating NYC)

Attainment Community Helpers

Brainpop: Transportation

N/A

N/A

Winter Break

Winter Break

Suggested home work - Unique, Lesson 4: Article 2: Being a Good Citizen

Unique Lesson 5:
Important Places
in Your
Community
Unique Lesson 14:
Everyday
communication
UNIQUE POST
ASSESSMENT

Level 1,2: Unique

Lesson 7: See
Problem Soling

Level 2,3:
Community Game
Make a purchase
within the
community.

Grocery store,
Dollar up method (SANDI)
stores, Restaurant,
fast food, deli,
malls, Laundromat