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LESSON PLAN

GRADE LEVEL 5th Teacher- Ms. Reid

OBJECTIVES OF LEARNING EXPERIENCE in terms of outcomes for students.

What will students learn? What are your goals for the students’ learning?

Students will learn about Athabascan fish camps.

Alaska Content Standards this lesson addresses

English/Language Arts Standard B.3
B.3. Reflect on, analyze, and evaluate a variety of:
• oral, written, and visual information;
• experiences, including discussions;
• lectures, art and movies;
• technical materials and literature.
History: Standard A. 5, 6, 8 & 9
A.5. History is a narrative told in many voices and expresses various perspectives of historical
experiences.
A.6. Know the cultural elements
• language, customs, and belief systems
• reflect ideas and attitudes of a specific time
• know how the cultural elements influence human interaction.
A.8. Know that history is a bridge:
• to groups of people
• and to relationships to society
A.9. Understand that history is a fundamental connection that unifies all fields of human
understanding and endeavor.
Science: Standard C. 2 &3
C.2. Develop an understanding of function, behavior, development, and life cycles.
C.3. Develop an understanding that all organisms are linked to each other and their physical
environments.

MATERIALS to be used in the lesson.

• Fiction books about Athabascan fish camps and salmon: Anna’s Athabaskin Summer,
Tough Boy & Sister, and The Girl Who Swam with the Fish
• Non-fiction books: River of Life, Swimmer: The Journey of the Alaska Salmon and A
King Salmon Journey
• Student science journal and reading journals
• Infograph with computer or with paper and art supplies
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TEACHING/LEARNING ACTIVITIES: Include UDL

1. Students will each read or listen to a copy of Tough Boy & Sister
2. In small groups, students will read together River of Life and Swimmer
3. Teacher will read Anna’s Athabascan Summer to class
4. Teacher will discuss all books with students
5. Invite an Athabascan elder to explain and to tell stories of fish camp life
6. Look for a field trip to take the students on to learn the cycle of salmon
7. Students will work individually or in groups to make an infograph on the computer or
with art supplies demonstrating the life cycle of a salmon
8. Make fish prints with a salmon—maybe even taste smoked salmon (yummy!)
9. Have students write, draw or tell a story of their idea or ideal fish camp.
10. Have a discussion on the importance of salmon for Alaskans

ASSESSMENT by teacher to determine if objectives have been realized. How will you
know if students met your purpose? What will you look for in the students’ behavior?
1. The teacher will ask each student questions to determine his or her understanding of
the content of the lesson. The teacher will discuss the content of the books, the
Athabascan elder’s visit, and the field trip, to determine what the students learned
from each of these activities.
2. The teacher will collect and read both science and reading journals.
3. The teacher will circulate around the room and observe the children as they work on
their infograph projects.
4. The teacher will develop a rubric. The teacher will use this rubric to evaluate each
individual or group infograph project.

ADAPTATIONS. How will students with disabilities be fully included in all activities
related to this lesson? How will the teacher use this lesson to help these students’ make
progress toward mastery of their IEP goals?
Student: Emmanuel is an eleven-year-old student with a learning disability. He struggles
with reading comprehension, expressive writing, and receptive language (i.e., listening).

Adaptations:
• One of Emmanuel’s IEP goals is to read orally and demonstrate comprehension
of text. The teacher will help Emmanuel choose several books based on fish camps,
Native Athabascans, and the salmon life style. Emmanuel will read aloud to the
teacher, the teacher’s assistant, with a 5th grade peer. Emmanuel will visit the first
grade classroom and read these books aloud to one or two first graders. The teacher
will discuss each book with Emmanuel to assess his comprehension.
• After the teacher has discussed and read a book about the life cycle of a salmon,
Emmanuel will retell the life cycle of a salmon to the teacher.
• Emmanuel’s second IEP goal is also to improve his expressive writing skills The
teacher will allow Emmanuel extra time to write in his journal. Emmanuel will be
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allowed to use invented spelling when writing in journal.

• Emmanuel will construct complete sentences, including correct capitalizations,
punctuation and grammar on formal writing assignments with 80% accuracy.
• Emmanuel’s third IEP goal is to improve his receptive language (i.e. listening).
After listening to a story read by the teacher, Emmanuel will retell it in age-
appropriate detail with 80% accuracy. Given a multistep set or oral directions, Connor
will follow each step with 90% accuracy.

Student: Anthony is an eleven-year-old student with an emotional/behavioral disorder. He

also struggles with reading comprehension. Sound-symbol relationships are also especially
difficult for him.

Adaptations:
• One of Anthony’s IEP goals is to interact appropriately with his peers and
classmates. The teacher will use a behavior modification system that acknowledges
and reinforces Anthony’s appropriate interactions with his peers. Anthony will receive
a check mark for each appropriate social behavior during the Elder’s visit.
• Nonverbal cues will be used to let the student know that rules are being followed, such
as a smile or a thumbs-up.
• Teacher will use peer-mediated intervention strategy and reward the entire class if
Anthony engages in appropriate social interactions with his peers during the group
infogragh project.
• Anthony’s second IEP goal is to read orally and demonstrate comprehension of
text. Given a paragraph from the class reading list, Anthony will use context clues to
predict unknown words. Given a paragraph at his reading level, Anthony will read the
text and responds to comprehension questions orally or in writing.
• Anthony’s third IEP goal is to demonstrate the ability to make sound-symbol
correspondences for vowels and consonant sounds. Given a series of common
consonants, Anthony will correctly identify the associated sounds with 80% accuracy.
Given a list of vowels, Anthony will correctly identify short and long vowel sounds
with 90% accuracy.

Student: Jake is a ten-year-old student with attention deficit hyperactivity disorder. Jake is
a bright student he wants to learn and make good grades. His attention span is very short,
and he is easily distracted, He frequently gets out of his seat and walks around the room.
Jake does not have an IEP, instead, he has a 504 Plan that describes specific accommodations
that the classroom teacher and school principal are responsible for implementing.

Adaptation:
• One specific accommodation in Jake’s 504 Plan is that Jake will be given extra
time to complete his assignments. He will be given assignments divided into
shorter objectives so that his progress can be checked sooner. The teacher will
allow extra time for Jake to write in his reading journal and in his science journal. The
teacher will modify the journal writing activity by breaking it up into several discrete
activities that can be complete in 10-15 minute intervals. Spelling and grammar will
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not be graded in either journal.

• The second specific accommodation in Jake’s 504 Plan is that Jake will sit in the
front of the class. Jake will sit near the front of the class during the Elder
presentation. Also, during the independent reading and journal writing activities, Jake
will sit by students who generally remain on task.
• The teacher will provide Jake with lecture notes on the Athabascan elder’s
presentation. The teacher will take notes. Important concepts will be highlighted.
• The third specific accommodation in Jake’s 504 Plan is that Jake will work with
selected other students in cooperative learning arrangements. During the
cooperative leaning activities—when the student are designing and rating their
infographs—Jake will be assigned to a cooperative learning group with students who
generally remain on task.
• The fourth specific accommodation is Jake’s 504 Plan is that an assignment
notebook will be sent home each day with specific assignments noted. Parents will
sign the assignment notebook daily and return to school. The assignment notebook
should include a list of the books (Athabascan, fish camp, fish circle of life) that Jake
read, and brief description of the class field trip, a description of the Athabascan elders
presentation, a description of the infograph project, and a summary of Jake’s reading
journal and his science journal.
• The fifth specific accommodation in Jake’s 504 Plan is that a behavior
management plan will be developed and implemented for Jake for the entire day.
The plan will include time for Jake to take Ritalin and will focus on positive
reinforcement. The teacher will use a positive reinforcement system that
acknowledges and reinforces Jake’s “on task” behaviors (e.g. staying in his seat,
completing assignments in a timely manner, compliance with his medication
schedule). Jake will receive check marks for “on task” behaviors—with redemption
for rewards or special activities at the end of the day.
• Jake will be given permission to leave the room occasionally—or to get up, stretch,
and walk around in the back of the classroom—during independent reading and
cooperative learning group activities that involve extended periods of seat work.
• Losing recess privileges will NOT be used as a discipline for not being “on task.”
• The teacher will ask Jake to repeat oral directions for each activity to make sure that
he understands what is expected of him.

Student: Andrea is an eleven-year-old student with autism. She struggles with written
expression, group activities and expressive vocabulary.

Adaptation:
• Andrea’s first IEP is to work on written expression. When given a set of letter and
word templates, Andrea will be able to trace the letters and words on four or five
trials. Given a set of letters and words on a piece of paper, Andrea will be able to write
the letters and words on four of five trials.
• A student will be assigned to help Andrea with her infograph
• Andrea can draw pictures in her journal rather than writing sentences. Andrea will
dictate what the drawings meaning to the teacher.
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• Andrea’s second IEP is to participate in group activities. During the infograph

project, Andrea will be able to remain with a selected group on four of five trials
without disruption or leaving the group. Given the opportunity to participate in a
cooperative learning activity, Andrea will do so for at least 10 minutes, without any
inappropriate behaviors on four of five trials.
• Andrea’s third IEP is to use expressive vocabulary. Given an opportunity to
express herself verbally, Andrea will increase her expressive vocabulary by 10 words
over a 2-week period. Given the need to go to the bathroom, Andrea will verbally
communicate the need to go to the bathroom appropriately on five of five trials.

Student: David is a ten-year-old student with a communication disorder. He is a person

who stutters.

Adaptations: David’s teacher should do the following: Do not complete sentences for
David. Do not tell David to “slow down” or “relax.” During a discussion, call on David fairly
early in the discussion and ask David questions that can be answered with relatively few
words. Speak slowly during group instructions to help slow the pace of tall interactions in
class. Talk about stuttering with the class and with David just as you would any other matter.
• David’s first IEP is to read in a variety of settings with normal fluency. David will
read a short passage with normal fluency in 8 of 10 trials.
• David’s second IEP is to learn techniques that facilitate fluent speech. David will
demonstrate breathing techniques and relaxation techniques. David will practice slow,
each speech in the therapy settings.