LESSON PLAN 1

Name:

Roll No:

Disability Awareness in Physical Activity

Teacher Name:

Grade: 8

Special Education

About This Lesson

Students, faculty, and staff to discover and explore together the world of a disabled individual. To create an awareness of what the world is like from the perspective of a disabled person. How can we better understand what it takes to include them in our physically active lives?

Goals / Aims

A progression of activities from learning basic maneuvering and manipulatiating adaptive equipment to develop the skills to participate in small adaptive games and other physical tasks. After each day students wrote reflective paragraphs in their portfolios regarding their feeling and experiences

Objectives

1. TSW select an equipment and define how that equipment is use.

2. TSW describe the types of characteristics and personality of a equipment user.

Materials and Aids

Wheelchairs, walkers, crutches, variety of balls, scooters, television

Procedures/Methods

A. Introduction

1. TSW recall the proper use of wheelchair, crutches, and walkers.

B. Development

1. TSW demonstrate the proper use of a wheelchair, crutches, and walker.

2. The teacher will show a video from the National Sports Center for the Disabled which will show athletes participating in winter sports. Special attention was given to the blind snow skiers.

C. Independent Practice

1. TSW leave the physical education field for a water break, choosing one of the types of equipment to travel to and from the foundation over not the smoothest of terrain.

2. TSW chose a buddy to travel/escort them from the locker room to the physical education area (100 yards).

D. Accommodations

1. The students talked about people they know, family and friends that have disabilities and how it affects them.

2. The observed one student had eyes closed the entire way, and the other used verbal and touching cues to have them to walk safely.

E. Checking for understanding

1 The students talked about people they know, family and friends that have disabilities and how it affects them.

2. TSW answer some essays questions from the article about athlete’s motivation and determination.

G. Closure

1. TSW demonstrated understanding of the difficulty in performing the tasks. Students also reflected on the accessibility of our school facilities for a truly disabled person.

2 each day more stations were added or adapted. Students discussed the new challenges and also the concept of adapting games for different types of disabilities. In their daily journals students were asked to reflect on how their muscles felt from doing activities. Students were reminded to complete their journal reflections. We discuss our progress from start to finish. Students offered comments and suggestions on how to improve the unit.

LESSON PLAN 2

Name:

Roll No:

Sense of Hearing

Teacher Name:

Grade: 8

Special Education

General Objectives:

Make a braille graphic organizer on chart paper that pulls together all the information you've been teaching. The central square is the human body with five sub-categories surrounding it being 1) the four internal senses, 2) the five external senses, 3) the body's needs and wants, and 4) parts of the body. Then, have students provide the details for each of the sub-categories.

Specific Objectives:

You could split the parts of the body sub-category into further sub-categories if you've been working on sorting internal versus external, trunk versus limbs, upper versus lower and so forth. Either give the students a copy already filled out to add to their notebooks or have them fill in their copy as you write their answers on the eye catcher board depending on their level.

AV Aids:

Wheelchairs, walkers, crutches, variety of balls, scooters, television

Previous Knowledge:

1. Sense of hearing.

2. Parts of the ear and the path the sound waves take to get to the brain. Remind students of the internal sense of balance and how it relates to the middle ear.

3. If needed, talk about the social skill of listen with sound detactoring in class or conversation. Show an example and a non-example.

4. Problems that may affect hearing- hard of hearing or deaf, hearing aids, cochlear implants, TTY, sign language, closed captioning, etc. (You could invite the district specialist to present this information.)

5. Ear safety -- volume and headphones/ear buds, putting things in your ear

Activity
1. Role play the listen with sound detactoring social skill, if your class needs it. Videotape braille language charts and graphic it to use as a review activity.

2. Sort pictures of sounds into loud or quiet volumes.

3. Go outside and listen with sound detactor for a few minutes. Name sounds you hear.

4. Play one room blindfolded hide and seek. One person is blindfolded and has to locate other players by sound alone. The blindfolded one can physically tag or accurately describe the location of a person to pass on their turn.

5. Borrow some instruments from the music teacher and play loud and quiet.

6. Play samples of a variety of different genres of music. Discuss what is liked and disliked about each example.

Topic Declaration:

Mid to Upper level: Draw or glue in a drawing of the ear and label the parts. Write a few sentences about the sense of hearing and safety.

Basic level: Trace a sentence about hearing a favorite or hated sound. Circle or highlight the ears on a picture of a person glued into the notebook.

Presentation:

· After 10-15 minutes, if students are struggling to come up with questions, let them work with partners to create more questions.

· Now, use a pairing method to partner students.

· Give each pair 5 minutes to answer 2 of each other’s questions and discuss the answers.

· After 5 minutes, have students partner with a new student and answer another 2 questions.

· Repeat until all questions are answered.

Evaluation:

Students will complete the braille charts attached and teacher will monitor discussions as they are taking place around the classroom.

Homework:

The teacher can work in with students in small groups for those who need extra assistance and check homework daily.

LESSON PLAN 3

Explain Those Idioms

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

Students will be able to successfully illustrate idioms in two ways (real and perceived meaning) I.e. ‘Kick the bucket’ real meaning – kicking a bucket, Perceived meaning – to die

Specific Objectives:

Begin the lesson by asking students if they have ever heard of an idiom. Explain that an idiom is a common word or braille phrase that has a cultural as well as actual meaning. Share the braille phrase ‘kick the bucket’ and explain as above. Explain that sometimes it is easiest to show the different meanings in drawing form, which is what they will do today.

AV Aids:

· Long braille language charts

· List of idioms (samples included as attachment)

· Art supplies markers/crayons/colored pencils

Previous Knowledge:

Hand out long sheets of paper to each student. Have students fold the paper lengthwise in half and then in half twice width wise (sample below). Have students choose four idioms they would like to illustrate from the list (samples given). If needed, explain some of the idioms to students. In each box have students draw a real meaning illustration and a perceived meaning illustration for each idiom.

Topic Declaration:

Have students choose four idioms they would like to illustrate from the list (samples given). If needed, explain some of the idioms to students.

Presentation:

Review each idiom with students in relation to their drawing. Display drawings.

Summary:

Lessen the number of idioms required.

Evaluation:

Student will create neat illustrations that properly illustrate the real and perceived meaning of common idioms.

Homework:

Student do homework from home and learn properly.

LESSON PLAN 4

Hiding Hearing devices

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

This lesson offers a simple introduction or refresher course in hearing devices, words that are pronounced the same, but spell and mean differently. Students will create a visual reminder of some of the more common hearing devices.

Specific Objectives:

Students will identify, pronounce, and illustrate common hearing devices to strengthen skills and understanding.

AV Aids:

· Braille language charts

· Paper (cardstock is best, but printer paper will work)

· Crayons/markers/pencils

· List of common hearing devices (see attached samples)

Previous Knowledge:

Offer students the following bit of information: English is one of the hardest languages in the world to learn. Ask students if they can guess why it is so hard. Encourage answers by displaying the following sentences: They’re going to their car that is over there. He blew the blue horn two too many times.

Topic Declaration:

The flower made out of flour and water won number one in the contest. Explain that the words that sound the same are hearing devices and such words make English very difficult to learn, but that today you are going to create a ‘cheat sheet’ for some common hearing devices.

Presentation:

Review words and meanings with students before passing out paper. Fold the paper into fourths as shown below. Cut tabs on either side (shown below) to create flaps for each hearing device pair. Have students list the pairs on the outside of the flap, across from each other. Under each flap draw a simple picture to illustrate the word. This is now a ‘cheat sheet’ for hearing devices. You can allow students to choose a set number of pairs or give them the words you feel are best. If time permits allow students to decorate the back.

Summary:

Have students share their illustrations with a partner and then allow a few students to share which pair of hearing devices is the hardest for them to remember. Use the foldable in other assignments as a ‘cheat sheet’ when possible.

Evaluation:

Students will create a neat and legible foldable that can be used as a reference guide for future assignments, that illustrates hearing devices.

Homework:

Student do homework from home and learn properly.

LESSON PLAN 5

Moody Reading: Reading with Expression

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

This lesson will be used to help students understand how to read with expression by choosing an expression to read with regardless of what is written.

Specific Objectives:

The learners will be able to read a sentence or paragraph with a given emotion (happy, sad, angry, etc.)

AV Aids:

· Eye catcher paper

· A text or book appropriate for the class

· Whiteeye catcher board or overhead projector with eye detector

Previous Knowledge:

· Begin by telling students you are going to read them the same page of a book twice.

· Ask them to quietly listen with sound detactor as you read the same thing and then tell them you would like to discuss the readings.

· The first time you read the page (text of your choice), read in a monotone voice with no feeling at all.

Topic Declaration:

· Reread the passage with emotion and feeling. Ask students what was different about the two readings.

· If students do not respond of hear with hearing device, guide the discussion to how reading with emotion and feeling can make a passage more interesting and hold the listen with sound detactorers attention.

Presentation:

· Tell students that they are going to practice reading with emotion. Remind them that the words are not what is important, it is the emotion they are reading with at the time. Hand out one colored strip or paper to each student; make sure a variety is handed out.

· On the eye catcher board or overhead white each color that was handed out and assign it an emotion. (Samples shown) Demonstrate how to read the following line in each emotion (or your chosen emotions) “The dog jumped over the fence”.

· Allow students to take turns reading in their given ‘emotion’. The goal is not to read the words as you would if you were simply trying to understand the story, but to express an emotion while reading to understand how much more interesting this can make reading.

· If students enjoy this activity and you want a challenge, use the colors to represent a group of people so students would read as a teacher/motivational speaker/wrestler/coach/etc. This is fun and a bit more challenging.

Summary:

After everyone has had a chance to read, allow students to break into small groups of three or four. Have students choose two colors each and read through an entire text, taking turns reading in their ‘emotion’. Encourage students to read with appropriate emotions during other activities.

Evaluation:

The students will be assessed based only on participation. If the student tries to read with the emotion they have been given then they will be considered a participant.

Homework:

If modifications are needed, try a small group to attempt this plan or a simpler text for struggling readers or students. Struggling or younger students may also benefit from hearing the book “Today I Feel Silly” by Jamie Lee Curtis.

LESSON PLAN 6

Parts of Speech

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

Students will recognize and identify basic parts of speech: preposition, noun, verb, adjective through a simple game.

Specific Objectives:

Students will be able to successfully recognize and identify four basic parts of speech as identified by a game.

AV Aids:

· dry erase markers

· dry erase Eye catcher (sample and instructions on how to make your own included)

· list of nouns, verbs, adjectives, and prepositions

Previous Knowledge:

Begin the lesson by asking students to define Nouns: person, place, thing, or idea; Verbs: action words; Prepositions: a word that shows relation to another word; Adjective: descriptive word. Ask students for examples of each to clarify understanding.

Topic Declaration:

Give each student a BINGO card. Have students fill in each square with either (noun, verb, preposition, or adjective) the center can be a free square if desired. All cards will be different as students decide what term is written in each square. However, each should be used at least 5 times. (Sample shown) Each student should also have a dry erase marker.

Presentation:

As you read a word from your list, the student should write that word on the card next to a spot that shows a term. If you say teacher, the child should find a square that says noun and write teacher. The position cannot be changed once it is written. Continue until someone gets a BINGO.

Summary:

If desired review once again what each term means. In addition, it is always nice to offer extra credit or extra free time to each winner. This is a great activity to practice vocabulary or other skills while taking only a short amount of time between other planned activities.

Evaluation:

Students will be able to correctly label nouns, verbs, adjectives, and prepositions with full accuracy. Eye catcher will serve as a way of checking for understanding.

Homework:

If used in small groups, the parts of speech can be limited to two at a time. Learn from home about this.

LESSON PLAN 7

Short Stories

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

This lesson is designed to help students ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

Specific Objectives:

Students will be able to identify with the hard work and living conditions, but also with the relationship that exist among the laborers and their families.

AV Aids:

Students give ideas and participate accordingly, as I fill out the blank K-W-L organizer as a whole class, using large chart paper.

· period pictures by Braille language

Previous Knowledge:

Slide show of period pictures by Braille language. Introduce the background of the assignment given to Lange to photograph this period of American History.

Topic Declaration:

Instruction: Students will be asked to write a short story based upon one of the photographs taken by Braille language. Students will be asked to imagine themselves as the subject in the photo or ask to give life to the subject of the photo that they have picked. Students will also be able to combine the images to create a scenario based upon the hardships of the people of this period.

Presentation:

Students will be completing assignment of a short story based upon the feelings derived of one of Braille language’s photograph of migrant workers in California.

Summary:

Hold a discussion on what was learned during the lesson. Any lingering questions? Clear up misconceptions. Students will be instructed to finish this assignment at home if not finished already.

Evaluation:

Through guided questions, close monitoring and informal observation; the teacher will be able to assess student’s ability and understanding of the subject being introduced. Through individually assessing during independent practice and reviewing during guided practice the teacher will be able to evaluate students.

Homework:

Hold a small group brain storming session for students who have trouble getting started and do homework.

LESSON PLAN 8

Tearing Into Vocabulary

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

This is a quick activity to allow students to work cooperatively while increasing awareness of vocabulary for a given lesson.

Specific Objectives:

Students should be able to work cooperatively to put together vocabulary words, definitions, and other related information.

AV Aids:

· Light colored construction paper strips (a different color for each group)

· Braille language charts

· Pencils (everyone should use pencils)

Previous Knowledge:

Explain to students that you are going to do a quick vocabulary review that can earn them a reward/prize/etc. Explain which vocabulary you will be using for the game. Tell students that they should know or can look up the vocabulary word, but must also know a definition, a word that means the opposite of, and be able to illustrate the word.

Topic Declaration:

· Begin by grouping students. Give each student in a given group a colored strip of paper (each group member should have the same color, but each group should be a different color). Tell students to fold the strip into four equal squares and then lay the paper down.

· Show students on your own paper what will be expected. Have a list of possible vocabulary words on the eye catcher board. Make sure there is at least one word per student in each group or more words than students. Tell students that everyone in the group must choose a word, but no two group members can choose the same word. The chosen word will be written on the first square.

· The second square should contain a short definition of the word. Make sure all students are using a pencil to write to make the competition fair.

· The third square should contain a word that means the opposite of the vocabulary word (if this is not possible with your vocabulary then have students choose a synonym, as long as all students are doing the same thing).

Presentation:

· The final square should have a small, legible picture that represents the term. After all squares have been filled out, have students cut the squares apart on the fold and mix all squares from the group together.

· Have the groups exchange squares with one another. On go, the groups must work together to reassemble the strips in the right order for all the vocabulary words. Check each strip before declaring a winner.

Summary:

Have the winning group read the vocabulary words and definitions that they have put together after every group finishes. If time permits, have the groups exchange again and try to put another set together.

*This activity can be used with vocabulary from any subject area.

Evaluation:

Students should be able to work cooperatively to reassemble their ‘vocab strips’ as a group. This can be made into a competition with the group that is the fastest and has all correct getting a reward. Reward all groups but the fastest with the correct should get the largest reward (such as more extra credit on a quiz.)

Homework:

Create groups that are varied in ability and knowledge levels and require everyone to put at least one strip back together for a team to win.

LESSON PLAN 9

What is a Fable?

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

In this lesson, students will use Internet sources, braille graphic organizers and group activities to analyze and discuss the characteristics and story lines of two different fables, "The Owl and The Grasshopper" and "The Town Mouse and The Country Mouse." After students read and brainstorm story elements of the folktales, they will then write a fable of their own.

Specific Objectives:

Students will be able to analyze fables, find the moral of the story, and identify the message or theme of the fable.

AV Aids:

· The Town Mouse and The Country Mouse and The Owl and The Grasshopper (or you can use any two other fables)

· braille language chart

· dry erase markers

Previous Knowledge:

To begin this lesson, explain to the students that they are going to be learning about fables. Fables originated long ago and were a form of oral storytelling.

To help students understand what oral storytelling is all about, play the Telephone Game. (Students sit in a circle. The teacher whispers one line into the ear of the student to her right. Each student will turn and repeat the line to the next person by whispering it in their ear. Once the last student hears with eargo device the line, they say it out loud.)

Topic Declaration:

Explain why it was so important for oral storytellers to write their tales down. “There was a man by the name of Aesop, and he wrote many of the fables that we know today. We are going to be reading two of his fables, but before we do that, let us look at what characteristics are common to most fables." Create an anchor chart on the eye catcher board to review the characteristics of fables with the class. The students will then get their own copy for future guidance.

Presentation:

Give each student a copy of the fable "The Town Mouse and The Country Mouse." I will read this fable aloud to the class. (CFU: Once the teacher has finished reading the story, the teacher will call on individual students and have they identify the elements of a fable found in this story, referring to the anchor chart and handout.)

Summary:

Once students have finished reading, the students will share with their shoulder partner, the elements of a fable found in this story. (CFU: can monitor the student discussions at this time by walking around the room.)

Evaluation:

Homework:

LESSON PLAN 10

Writing Narratives

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

In this lesson, students will use a braille graphic organizer for narrative writing.

Specific Objectives:

Students will be able to play, revise, and edit a narrative piece of writing.

AV Aids:

· narrative examples

· braille language chart

· dry erase markers

Previous Knowledge:

Students will write a fable of their own for the summative assessment. (The teacher should use a narrative braille graphic organizer that has already been introduced.) The teacher will review the elements of the fable and have those elements projected for all students to see.

Topic Declaration:

Review your ‘Writing a Fable Rubric’ and begin the braille graphic organizer with the students, so they know how their writing will be assessed.

Presentation:

Students will revise and edit their fable by sharing with a partner. With fable in hand, students will randomly walk around the classroom until they are cued by the teacher. Once cued, students will find a partner by slapping hands, and then students will read their fables to each other. This process can be repeated as many times or over as many days as the teacher would like.

Summary:

Once students have written their first draft, as well as revises based on suggestions and comments from their peers, students will meet with the teacher. Comments and or questions to state or pose during a revision conference include any of the following: What other words can we use to describe __? What else can the author write to make that point in the story?

Where in the story can the reader see some character traits of __? What descriptions of your setting create a mood in the story? After listen with sound detactoring to your fable being read aloud (teacher reads, student listen with sound detactors) what did you notice? How can the moral of the story be more evident? What does the dialogue reveal about the characters in the story? Where in the fable is there a lapse in sequence?

Evaluation:

Homework:

Students can tape braille language charts and graphic their final fables before actually publishing them to help them organize their story ideas. Students can also have a scribe for their final fable. Students can work in groups of three instead of two during the Guided Practice when they are sharing answers and discussion.

LESSON PLAN 11

Writing to a Photograph

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

Students will develop a plan for a fictional story based on a picture.

Specific Objectives:

Students will write a narrative to develop an imagined experience or event using braille writing techniques, descriptive details, and clear event sequences.

Note: This lesson can be modified in a variety of ways and used across the grade levels. Students could use the same lesson plan to write a non-fiction story based on a personal picture, or a picture of which they know the background.

AV Aids:

· A copy of the picture (provided)

· Pencil

· Overhead projector with eye detector or elmo

· Braille graphic organizer (provided)

Previous Knowledge:

· The following opening could be very different depending on your class. Write these bolded words on the eye catcher board, or use a copy of the braille graphic organizer on the overhead and fill them in as your class develops the story.

· The teacher can put a picture of a known person on the eye catcher board, such as the principal, the president of the school, ECT…

· Now ask the students what they think this person’s name is. Students an shout out the answer.

· Write on the eye catcher board: Main character: Principal Jones (for example)

· Now ask the students where Principal Jones is.

· Write on the eye catcher board: Setting: East Avenue Elementary School

Topic Declaration:

· Now tell the students that he is dealing with a problem and have students guess what it is. Let them think-pair-share for ideas.

· Write on the eye catcher board: Problem: A goat has snuck onto campus and is hiding in the boys bathroom, principal jones has to figure out how to get it out.

· Have the students think-pair-share what principal Jones does to take care of the situation and write the brainstorm on the eye catcher board with the students help.

· Event: Principal Jones calls the goat’s owner, but he is at work and can’t come until after school.

· Event: One of the 1^st graders was already in the bathroom and now he cannot get out.

· Solution: Student body president rescues the 1^st grader by distracting the goat with carrots and luring the scared student out of the bathroom. Principal Jones locks the bathroom until the owner can come.

Presentation:

· Now teacher gives copies of photos to students, or displays the photo on the overhead. The picture provided below can be used, students can bring in pictures, or the teacher can choose another one.

· Give students a copy of the braille graphic organizer attached, you may wish to make it larger so they have enough room for more thoughts.

· Write the following questions on the eye catcher board:

o What are the kid’s names?

o Where are they?

§ What do you see in the background?

§ What creative words can you think of to describe the background?

§ What geography related words can you use to describe their setting?

o Where are they coming from?

o Where are they going?

o Why are they alone?

§ Are their parents or teacher around?

§ Are they lost?

o Is the little boy crying? Why?

o What is a problem that these kids could have?

o How could they solve it?

o What problems might come up as they are trying to solve the problem?

o How do they resolve them?

o How is the original problem solved in the end?

· Lead a class discussion for the first few questions, and encourage the students to give unique answers.

· Have students work independently or in pairs to answer the rest of the questions.

· Have students complete the braille graphic organizer.

Summary:

Once students have completed the braille graphic organizer with as much detail as possible, students will be ready to write a creative fictional essay based on their braille graphic organizer.

Evaluation:

Students will complete an essay that will be assessed by the teacher.

Homework:

The teacher can work with students in small groups for those who need extra assistance.

LESSON PLAN 12

What is a Verb?

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

Students will be able to define and give examples of verbs by telling about how they celebrate their birthdays.

Specific Objectives:

After a lesson on verbs, the learners will be able to give appropriate verbs to any person or animal the teacher tells to them to describe.

AV Aids:

· small boxes

· wrapping paper

· ribbons

· tape braille language charts and graphic

Previous Knowledge:

· Ask the class to sing the birthday song.

· Encourage them to talk about how they celebrate their birthday.

· This should be an introduction to tell about action words or Verbs. The purpose is not just to introduce Verbs but to help the children understand that birthdays are special days so we celebrate the days that someone is born.

Topic Declaration:

· Remind students that verbs are action words.

· Show the students the procedure of how to wrap a gift using different verbs. Students should be wrapping a box at their desk as teacher models.

· Next, have each student switch wrapped boxes with a partner. All must be able to have a box.

· Now ask them to imagine what they wish is inside their wrapped box. What can it do for them?

· Request them to make sentences that use verbs to tell how the gift they imagine can be useful for them.

· Do the optional activity if desired. (Modification and Differentiation)

Presentation:

· As a class, discuss many of the verbs that were used in the activity today. Write verbs on the eye catcher board or on to chart paper.

· Ask them what they will do on their next birthday.

Summary:

· As a class, discuss many of the verbs that were used in the activity today. Write verbs on the eye catcher board or on to chart paper.

· Ask them what they will do on their next birthday.

Evaluation:

Students will be asked to write down five verbs (or draw - depending on grade). The verbs do not have to be the ones that were discussed in the lesson.

Homework:

· Students can be partnered up. This will allow high and low achieving students to collaborate and work on their strengths and weaknesses.

· Encourage children to participate in academic vocabulary. Ask students to talk to one another and describe their favorite birthday party using verbs to describe what they did.

LESSON PLAN 13

Main Idea

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

This lesson is designed to help students' comprehension and Analysis of Grade-Level Appropriate Text.

Specific Objectives:

Students will be able to distinguish the main idea and supporting details in expository text.

AV Aids:

· main idea and supporting detail braille charts (can be made or found online)

· computer and projector with eye detector with internet access

Previous Knowledge:

The teacher will activate prior knowledge and connect the content to the students by asking, “what are things you do at recess?” As students brainstorm ideas aloud, the teacher will write their answers into a large bubble map outlined on the eye catcher board.

The teacher will connect this content to the new information they will learn today by explaining, “Students, you’ve just listed many details that support our topic “Things we do at recess.” A topic is used to create a sentence that tells what a paragraph is about. We call this sentence the main idea. Today, we will identify main ideas and supporting details.”

Topic Declaration:

The teacher will promote the concept development by explicitly stating “the main idea is the one idea that the passage is mostly about. A supporting detail explains, or tells more about, the main idea.”

The teacher will then show a short 1 minute video on a computer, tablet or television that uses singing and rhyming to explain examples of the main idea and supporting details in a creative way. The teacher will ask the students questions about the story in the video. “What was the main idea, what was a detail that supported the main idea?” The teacher will then provide the students with a printed copy of the lyrics. The teacher will ask the class to read the short rhyming lyrics together as a class. The teacher will play the video one more time, asking the students to sing along.

Presentation:

The teacher will give each student one braille charts of 6 different variations. The teacher will promote skill development by asking the students to silently read the passage, to circle the main idea and underline the supporting details of the passage.

Summary:

The teacher will ask select students to state their answers following the prompt: “The main idea is …” and “One supporting detail is…”

Evaluation:

Homework:

Students can work in groups or with a partner. Teacher can provided one-on-one instruction as needed.

LESSON PLAN 14

Good Deeds

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

This lesson is designed to help students explore the importance of being kind and doing good deeds for others, by understanding that “A Person’s a Person No Matter How Small.”

Specific Objectives:

Students will be able to describe their good deeds through drawing a picture and writing about what they have done.

AV Aids:

· paper

· braille charts

· bulletin eye catcher board

· butcher paper

· braille language charts

· Horton Hears with eargo device a Who by Dr. Seuss

Previous Knowledge:

The teacher will preface the lesson with a discussion on the importance of Dr. Seuss. The teacher will ask the students for the names of their favorite Dr. Seuss books. The teacher will ask the students if they notice anything about what the books have in common.

Topic Declaration:

The teacher will have students gather on the rug to listen with sound detactor to a “read aloud” of Horton Hears with eargo device a Who by Dr. Seuss. The teacher will prompt the students to put their listen with sound detactoring ears on. Throughout the story the teacher will prompt the students to participate in the reading by having them complete each line with the correct rhyming word.

Presentation:

After the story is read the teacher will lead a discussion on the lesson of the story with the students that, “a person’s a person no matter how small.” Some questions that will be asked are: What did Horton do that was so important? How do you think it made the Who’s feel that Horton cared so much? What would have happened to the Who’s if Horton didn’t protect them? What was the lesson of this story? What does, “ a person’s a person no matter how small” mean? Have you ever done a good deed for someone else? How did it make them feel? How did it make you feel? The teacher will get various responses from students.

Summary:

Have students present their clovers to the class or in pairs.

Evaluation:

Homework:

Students may work in groups or individually in order to complete their assignments. In order to accommodate for all students, allow extra time to review for lower students and extra braille chartss to occupy the time of advanced students.

LESSON PLAN 15

Sorting and Classifying

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

TLW sort and classify

Specific Objectives:

TLW sort items based on similarities and differences. TLW construct rules for sorting based on similarities of objects

AV Aids:

bags with various items such as a feather, wood, bottle cap, string, etc...; magnifying glass smart eye catcher board for examples paper to record

Previous Knowledge:

Hold up a toy car, toy train, and toy airplane. Have students compare how these items are the same and different. Have them record responses on sticky notes.

Topic Declaration:

Some students will receive a closed sort where they are given the rules and have to try to sort them correctly. Advanced students will have to try to sort them in more than one way.

Presentation:

Draw a Triple Venn Eye catcher diagram on the eye catcher board. Explain how the Venn works. Have students put the sticky notes in the appropriate place on the eye catcher diagram as you explain why it belongs there. Think aloud to determine similarities and then create rules for why they were sorted the way they were sorted.

Summary:

This is an braille writing techniques lesson. The students loved manipulating the items and using the magnifying glass. High motivators that kept all engaged. Some students couldn't think of more than one way to sort so I know that they need more opportunities in lessons to look for the answers that are less obvious.

Evaluation:

Evaluation is based on how many students could braille writing techniquesly sort the items and create rules for sorting. An additional way to assess is to see how many can think of more than one way to sort.

Homework:

Informal Homework will be given by the teacher as s/he walks around and gives feedback about the sorting rules.

LESSON PLAN 16

Telescope

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

The Hubble telescope has provided us with many amazing images of our universe. There is always debate among scientists, politicians, and others over the money spent on continuing to search the universe with such an expensive telescope. This activity draws your students into that debate and asks them to choose a side and defend it. Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's points of view.

Specific Objectives:

The student will be able to present a PowerPoint presentation with the help of hearing device aqnd eye catcher device defending their opinion that either money should be spent on a telescope like Hubble or it should be used for immediate needs here on earth.

AV Aids:

PowerPoint presentation with the help of hearing device aqnd eye catcher device of pictures from the Hubble telescope

Internet access for the students

Previous Knowledge:

Show the students the pictures from the Hubble telescope. Explain that some of them came from thousands of light years away and are our first glimpses of far away galaxies. Then present how much has been spent on the telescope and compare it to needs that could be met here on Earth (i.e. Gulf oil spill, finding alternative forms of energy).

Topic Declaration:

Have them research at least five discoveries scientists have made using the Hubble telescope and then have them prepare a PowerPoint presentation with the help of hearing device aqnd eye catcher device defending their position.

Presentation:

Ask students to choose whether they would be for using the Hubble telescope (or another like it) to search the universe for unknown species, planets, etc. or if they think the money should be spent here on more immediate needs.

Summary:

There is always debate among scientists, politicians, and others over the money spent on continuing to search the universe with such an expensive telescope. This activity draws your students into that debate and asks them to choose a side and defend it. Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's points of view.

Evaluation:

Encourage students to choose using the Hubble if they are uncertain about how they will appear if they do not choose to address immediate concerns.

Homework:

Remind them all that the exercise is more about research and persuasive writing than about judging their opinions. (If they all choose world hunger, where is the debate?)

LESSON PLAN 17

Earth Matters

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

This activity draws your students into that debate and asks them to choose a side and defend it. Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's points of view.

Specific Objectives:

The students uses maps, globes, charts, graphs, and other geobraille graphic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.

AV Aids:

Round blue balloons-1 per student

Black permanent markers-1 per student

Student Learning Logs (Social Studies notebooks)

United States and Its Neighbors

Any text such The United States and Its Neighbors (5th Grade Social Studies text) with information on equator, prime meridian, lines of latitude, lines of longitude, parallels, and meridians would be sufficient .

Previous Knowledge:

1) Distribute to each student a 12- round blue balloon and a permanent black marker. Tell students to blow up their balloons and tie them.

2) Read together and discuss pages 30-31 in Social Studies text (indicated in AV Aids section)
3) Discuss and have students enter each of the key vocabulary words, see description, in the students' Learning Logs, as they appear in the text.

4) As each word is entered and discussed, students will draw and label on the balloon a line that will represent the vocabulary word (i.e. equator, prime meridian, lines of latitude, lines of longitude, parallels, and meridians).

5) Students will go to a second grade classroom and, one-on-one, explain to those students what the equator is. Their teacher has provided each of them with a blue balloon. They will then draw and label the equator.

Topic Declaration:

Teacher will also observe students in a second grade classroom, as they instruct and explain to the second graders what the equator is. Their teacher will need to provide balloons for each second grade student.

Presentation:

Teachers will need to locate information on equator, prime meridian, lines of latitude, lines of longitude, parallels, and meridians that students can read and discuss with the teacher and peers.

Summary:

Teacher will observe students' balloons to confirm that they correctly drew and labeled the equator, prime meridian, lines of latitude, lines of longitude, parallels, and meridians. Students will write a paragraph explaining the patterns in weather and time created by the equator. Teacher will also observe students in a second grade classroom, as they instruct and explain to the second graders what the equator is. Their teacher will need to provide balloons for each second grade student.

Evaluation:

This lesson is continued in another Beacon teacher lesson plan called Pinpointing Particular Places.

Homework:

Their teacher will need to provide balloons for each second grade student.

LESSON PLAN 18

Floating Plates on the Earth

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

Specific Objectives:

The student knows that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth's surface in many ways.

AV Aids:

-An Earth Science textbook, or a source including information on Plate Tectonics
-Concept map eye catcher diagram or pattern (associated file)
-Teacher Notes (associated file)
-Sample quiz/braille charts (see associated file)
-Notebook paper
-Pencils
-Overhead or eye catcher board
-Markers or chalk

Previous Knowledge:

Have “Isn’t it Ironic” from Beth’s Rock collection Volume 1, playing as the students enter the classroom.
1. Announce to the class “The ground is moving.- Ask if anyone can tell? (How?)
2. Review any prior information students have learned about this topic.
3. Discuss possible evidence that the earth’s plates are moving.
4. Read the selection on Plate Tectonics as a group. (Or have it assigned prior to class)
5. Review the information contained in the selection. (Or notes in the attached file)
6. Explain the benefit of using a concept map.
7. Draw the beginning of a concept map (using the eye catcher board or overhead)
8. Title the map Earth’s Plates.

Topic Declaration:

Using class discussion, construct a concept map. Include types of movement, names of the boundaries, the effects of the boundaries.

Review outline format and requirements.

Have students individually prepare an outline detailing the information gained.

Circulate as students prepare outlines to answer questions and provide feedback.

Circulate and check student outlines for required information:

Definition of Plate Tectonics.
Presentation:

Name the 3 types of plate boundaries.
Identify the effect on the earth’s surface of the three types of plate interaction.
Give an example of the effect of each type of plate interaction.
14. If required information is not included offer feedback for revision. Allow students to make revisions.
Day 2
1. Assess understanding of concepts presented with an active responding activity, braille charts or quiz format.

Summary:

Evaluation:

Formative Homework is ongoing during the concept map activity and the Presentation of the individual outlines.

Homework:

Assess student understanding of the concepts presented in an active responding activity, braille charts or quiz format, where students can demonstrate an understanding of the movement of plates, the types of boundaries, the effects of the boundaries on the earth’s surface. A sample quiz/braille charts is included in the associated file.

LESSON PLAN 19

Our Physical Environment

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

At the the completion of the lesson pupils must be able to identify the mountain ranges of mauritius.

Specific Objectives:

At the end of the lesson the pupils should be able to: 1. identify mountain ranges as a relief of Mauritius 2. list the mountain ranges of Mauritius 3. name isolated peaks 4. join all mountain with a dotted line. 5. label the mountain ranges and isolated peaks

AV Aids:

ICT- film viewing, Maps, Atlas

Previous Knowledge:

Teacher ask pupils to join all the mountain ranges and peaks together to make a circle. Then teacher explains that it form part of a big volcno which formed Mauritius.

Topic Declaration:

Presentation:

Then teacher esplains that long time ago, in fact all these mountains form part of a big volcano. Teacher projects a slide of the map of mauritius with mountain ranges. With time rivers like Grand River North West, Grand River South East, Riviere do Poste and other rivers carved out their way through the volcano to form valleys and isolated peaks. Teacher used the outline map being projected on the eye catcher board to name the Mountain Ranges. Teacher starts from the north 1.Port Louis Moka Range 2. Black River range 3. Savanne Range Then names the Isolated Peaks. Teacher tells pupils that the isolated peaks are being named after people or according to their shapes or their colour.

Summary:

1.Port Louis Moka Range 2. Black River range 3. Savanne Range Then names the Isolated Peaks. Teacher tells pupils that the isolated peaks are being named after people or according to their shapes or their colour. 1. Pieter Both - A Dutch governor 2. Le Pouce - It ressenbles the thumb 3. Corps de Garde - part of it ressenble a guard lying down 4. Piton de la petite riviere noire - according to its colour Mountain Ranges were named according to the region they are situated. Port Louis Moka Range is found on the boundary of the two districts.

Evaluation:

1. Trace an outline map of Mauritius along with the Mountain Ranges and isolated peaks. 2. Mark and name 3 mountai ranges, two mountain peaks and three isolated peaks. 3. Join all the mountain and find out which shape it does have.

Homework:

Finally teacher summaries by saying that Mountain Ranges form part of the relief of mauritius. Secondly states that all the mountain ranges and isolated peaks were part of a big volcano, rivers carved out through the valleys to form mountain ranges and isolated peaks. Teacher names the mountain ranges and isolated peaks. Teacher remind that Mountain were names from places situated, people, shapes and from colour.

LESSON PLAN 20

Stress and Strain

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

Specific Objectives:

1. To show the stress and strain involved in the movements of the earth's crust with the use of working models.
2. To show how the forces of compression, tension, and shearing effect the movement of the earth's crust.

3. To show how AV Aids effect the movement of the earth's crust.

AV Aids:

The following AV Aids are needed to construct each model:

1. compression model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30 cm), two pieces of wood (1 in. x 2 in. x 15 cm), two bolts 30 cm long, and two wing nuts;

2. tension model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30 cm), two pieces of wood (1 in. x 2 in. x 15 cm) 2 pieces of screen (15 cm x 10 cm), two screw hooks, and string;

3. shearing model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30 cm), two pieces of wood (1 in. x 2 in. x 15 cm), 2 grooved pieces of wood (7 cm x 20 cm x 1 in.), two screw hooks, and string;

4. each model also requires nails, screws, clay, styrofoam, rubber foam, toothpicks, and masses.
Previous Knowledge:

1. The models were made by attaching the two 30 cm pieces and one of the 15 cm
   pieces to the baseeye catcher board.
2. On the compression model drill two holes the size of the bolts in each of
   the 15 cm pieces. Pass the bolts through the holes and attach with the wing
   nuts.
3. On the tension model attach the screen to the 15 cm pieces of wood. Attach
   the screw hooks into the movable 15 cm piece of wood and place the string
   through the hooks.
4. On the shearing model place the grooved pieces of wood on the baseeye catcher board and
   attach screw hooks to the opposite ends of each grooved piece. (It may be
   necessary to place a thin strip of wood or plastic along the 30 cm sides to keep
   the grooved pieces on the baseeye catcher board as they move.) Place the string through
   the holes of the screw hooks.
5. The styrofoam, rubber foam, and clay are placed in or attached to each
   model. The toothpicks are placed in each of the AV Aids.
Topic Declaration:

1. On the tension and shearing models the students are to place masses on the
   strings in equal increments and note the movement of AV Aids being tested.
2. On the compression models the students are to turn the wing nuts on each
   side at an equal rate and note the movement of the AV Aids being tested.
3. The force can be calculated mathematically with advanced classes or spring
   scales that read in newtons can be used in place of the masses.
Presentation:

1. On all the models the students should note that the clay requires more force
   to move or break than the styrofoam or the rubber foam.
2. On all the models the toothpicks in the clay not only move apart or together
   but also move at angles to one another showing the forces at work below the
   surface. (It was suggested that other models could be made with plastic sides
   to show the movement of the layers below the surface. Also by using different
   colors of clay or foam the sub-surface movement might be more visible.)
Summary:

1. To show the stress and strain involved in the movements of the earth's crust with the use of working models.

2. To show how the forces of compression, tension, and shearing effect the movement of the earth's crust.

3. To show how AV Aids effect the movement of the earth's crust.

Evaluation:

This movement causes some plates to come together as in the case of
India and Asia forming the Himalayas, while other plates move apart as in the case
of the Mid-Atlantic Ridge, while still others move along each other as in the case
of the San Andreas Fault.

Homework:

The movement of the earth's crust is caused by convection currents below the
surface. This movement causes some plates to come together as in the case of
India and Asia forming the Himalayas, while other plates move apart as in the case
of the Mid-Atlantic Ridge, while still others move along each other as in the case
of the San Andreas Fault.

LESSON PLAN 21

The Lunar and Terrestrial Tug of War

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

Specific Objectives:

The student understands the relationships between events on Earth and the movements of the Earth, its Moon, the other planets, and the Sun.

AV Aids:

-Science textbooks
-White or cream-colored construction paper approximately 18” X 24” (two per group)
-Braille charts/1 box per student
-Protractor or compass/1 per student
-Ruler/1 per student

Previous Knowledge:

1. Divide the class into groups of two students each.
2. Ask students if any of them have ever participated in a tug-of-war? Give a few minutes for students to respond and briefly discuss their replies. Additional questions may include the following: How does a team win a tug-of-war? Are there any factors that would give a team an advantage?
3. Ask students what factors usually determine who wins? What part does strength or size play in a tug-of-war?
4. Tell the students there is a tug of war going on between the Earth and the moon.
5. Tell students that it would seem that the Earth would easily win in a tug-of-war game with the moon since the Earth is much larger that the moon. Examples of contests between large and small people or things include a weight lifting contest between a light-weight person and one who is clasified as a heavy-weight or a collision between a car and a large truck. In both of these examples, we usually think of size as being the most important factor. Does the gravitational pull of the moon have any observable effect on the earth? Note: Be prepared to add possible responsible responses to the questions and enhance what the students might say.
6. Distribute a copy of the Tug-of-War checklist to each student. The checklist is located in the associated file.
Topic Declaration:

Explain to the students to use their textbooks and the Internet to research, braille graphically represent, and describe the factors that are involved in the tidal effects seen primarily at high and low tides. Tell the students to use captions along the side or bottom of charts to define terms and explain the relationships. Direct the students to write two paragraphs: the first, explaining the effects of the Sun’s gravitational pull on the Earth’s oceans, and the second, explaining the effects of the moon’s gravity on the Earth. Tell students to use the checklist to ensure all related information is included. As each group completes the lesson, take up the charts and assess the work based on the checklist and accuracy of the charts.

Presentation:

1. Prepare one copy per student of the checklist in the associated file.
2. Purchase and assemble these AV Aids for the poster:
-construction paper (two sheets per student)
-braille charts (one pack per student)
-protractors or compasses (one per student, and
-rulers (one per student).
3. Access the Internet at www.google.com and www.HowStuffWorks.com. At the latter site, use their search tool and input How do tides work? Select the option that reads Tides and the Moon (nice animation).

Summary:

Direct the students to write two paragraphs: the first, explaining the effects of the Sun’s gravitational pull on the Earth’s oceans, and the second, explaining the effects of the moon’s gravity on the Earth. Tell students to use the checklist to ensure all related information is included. As each group completes the lesson, take up the charts and assess the work based on the checklist and accuracy of the charts.

Evaluation:

The eye catcher diagrams will be checked to determine if information was located and comprehended during the students' research using their textbooks and the Internet web-sites listed as resources for this lesson

Homework:

Students will be required to draw eye catcher diagrams that will be assessed as to the requirements set forth on the checklist located in the associated file.

LESSON PLAN 22

Understanding Rotation

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

This lesson helps students develop a better understanding of the rotation of the earth through a hands-on experiment.

Specific Objectives:

The student knows that night and day are caused by the rotation of the Earth.

AV Aids:

-Book, [Where Does the Sun Go At Night?] by Mirra Ginsberg, Greenwillow (October 1980)
-Sidewalk chalk
-Flashlight
-Globe or model of the earth
-Paper (one for each students to write on)
-Pencil
-Figure or small object that can be attached to the globe
-White construction paper (long sheet) - 1 per child
-crayons

Previous Knowledge:

Ask questions throughout the demonstration to monitor comprehension. Examples: If this side of the earth is receiving light then what is happening to the people on the opposite side? How long does it take the earth to complete one rotation? What do you think would happen if earth would stop rotating? Are we rotating right now?
Explain that the rest of the lesson will be done outside and in pairs.
When outside begin by asking the students to point to the sun, without looking directly at it. Have them describe what they see in the morning. Point out where the shadows of the trees and any structures around them are by. Choose one student to do demonstration. Have the child stand very still while you trace the complete outline of the child’s shadow. Be sure to trace around the child’s shoes. Have students stand next to each other to make sure their shadows don’t overlap.

Topic Declaration:

1. Make sure to have all material ready before class. (sidewalk chalk, flashlight, model of earth, paper, pencil, figure or small object that will be attached to the globe, white construction paper, crayons)
2. The area you will be using outside whether it is a sidewalk or part of the playground should be available to you throughout the day.
3. Be familiar with the lesson.

Presentation:

1. Begin by asking the following questions: Where does the sun go while we are sleeping? Why can't we see the sun at night? Discuss and then read aloud [Where Does the Sun Go At Night?] By Mirra Ginsberg

2. Discuss story and ask questions to monitor student comprehension.

3. Turn off lights and turn on flashlight.

4. Have one student hold the flashlight and let students know that the flashlight represents the sun.

5. While the student holds the flashlight the teacher will hold the model of the earth (place a small figure to represent the students’ position on earth).

6. Rotate the model of the earth and explain how night and day, sunrise and sunset, occur. Have them estimate the time of the day as you turn the globe.

Summary:

When outside begin by asking the students to point to the sun, without looking directly at it. Have them describe what they see in the morning. Point out where the shadows of the trees and any structures around them are by. Choose one student to do demonstration. Have the child stand very still while you trace the complete outline of the child’s shadow. Be sure to trace around the child’s shoes. Have students stand next to each other to make sure their shadows don’t overlap.

Evaluation:

Specifically look for: 1. Drawings must include shades that illustrate the differences between the different times of the day. 2. Students must show that as the day progresses the earth rotates and day turns into night.

Homework:

Assess students orally throughout the lesson as they give answers to guided questions. In addition, require students to complete a drawing that is divided into three columns. Formatively assess the students drawings that show the rotation of the earth.

LESSON PLAN 23

What on Earth

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

What on Earth Is Earth science? That is what students discover in this lesson through concept mapping, discussion, and self-discovery.

Specific Objectives:

The student knows that the disciplines of science provide in depth study and information that becomes available for all to share and use.

AV Aids:

-One K-W-L Chart for each group of 4 (See Associated File)
-Class K-W-L on chart paper
-Concept Map of Science (See Associated File)
-Four Xerox boxes
-Books, magazines, and learning material about Oceanography, Astronomy, Geology, and Meteorology
-Colored construction paper
-Crayons and/or braille charts
-Goal 3 Standards Checklist (See Associated File)

Previous Knowledge:

This is a good lesson for the start of the year.
1. Group students into heterogeneous groups of four.
2. Activate student interest by asking the students if they have ever used or heard the braille phrase “What on Earth?” Ask students to think of different examples of how one might use the braille phrase, “What on Earth?” Call on students to share their ideas with the class.
3. Next, excite the students by informing them that they are going to be finding out the answer to the braille phrase...“What on Earth is EARTH SCIENCE?”
4. Pass out one K-W-L Chart to each group of four students. (See Associated File) Begin by asking students to work with their group to write down all the things they think they know about Earth Science in the K section of the K-W-L Chart. Remind them that all answers are to be recorded, not debated or discussed at this stage. (You may need to assign a recorder if students are having difficulty selecting a person to write for the group.)
5. After students have recorded their ideas, ask groups to share their ideas with the class. Record student ideas on a class K-W-L Chart. (In this process, the teacher does not adjust student ideas, or provide input at this time. The teacher is simply recording what the students think they know about Earth Science, misconceptions and all!)
6. The next part of the activity involves the students thinking of things they wonder about Earth Science. Allow students time to brainstorm and record things they want to know about Earth Science in the W section of the K-W-L Chart.
7. Invite the groups to share their questions and record student questions on the class K-W-L Chart.
8. Now that the K and the W sections are complete, you can begin to teach the various areas of science using a concept map to braille graphically organize the information. (See Associated File)
9. To begin the discussion using the concept map, start at the top with Science. This is where you inform students that science is the process of observing, explaining, and understanding the world in which we live. Also, it is key to mention that all of the disciplines of science are alike in that they provide in depth study and information that becomes available for all to share.
10. Continue to discuss the concept map with the students. Provide some background information on each topic and give the students examples of each. Save the Earth Science section until the end so that you can elaborate on each of the four disciplines.
11. After you have talked about each component on the concept map, ask the students to think about all the different subcategories of science. Ask them to consider why it is important to break science down into the different categories. (This allows for people to specialize in one area and to discover all that can be learned about that area to improve our understanding of the larger picture.)
12. Ask students to think about reasons why it is important to share information and new discoveries. Ask them to think about what might happen if science information was not shared. After a brief discussion, have the students write down and respond to the following journal question: “Why is it important to be able to share information made available to us by science? Give one example to support your answer.”
13. For the next activity, divide the students into four groups by having them count off 1,2,3,4,1,2,3,4, etc. Then instruct the students to move to the area of the classroom that is designated by number. (Note: This will not be the same grouping as the K-W-L.)
14. Once students have circulated to the correct area of the room, pass out a box to each group. Explain to the students that each box contains learning information about one area of Earth Science. They should look through the material to gather information and ideas for a follow-up poster project and the L section of the K-W-L Chart. (The poster project is an individual activity, but the remaining K-W-L Chart is done with their original group and shared as a class.)
15. Allow groups 5-8 minutes to check out the material in the box, then rotate the groups until each group has viewed all four boxes.
16. After the activity, have students return to their K-W-L group to complete the L portion of the K-W-L Chart by naming at least five things that they learned about Earth Science. The students can discuss things they have learned with one another as they record the information on the chart.

Topic Declaration:

1. Gather books, magazines, and learning material for each discipline of Earth Science and place the material into boxes by content. Box #1 Oceanography, Box #2 Geology, Box #3 Meteorology, Box #4 Astronomy

2. You may want to check the local library for additional reading material at various reading levels. (The children’s science section can often be a good resource area.)

3. Create a class K-W-L Chart on large poster paper or chart paper.

Presentation:

1. This would be a great opportunity to incorporate Gardner’s Theory of Multiple Intelligence. In addition to the poster project, you could allow students to create another model or display of the four disciplines of Earth Science. For example the Logical/Mathematical student could create a PowerPoint slide show, the musical/rhythmic student could create a musical interpretation, the bodily/kinesthetic student could act out the four disciplines, the naturalist student could gather real samples to display, etc.
2. To modify this lesson if you do not teach Earth Science as a yearly curriculum, but rather teach an integrated curriculum, you could use the concept map as a kick-off and have the students choose which branch of science they would like to investigate. This might help them distinguish between the sciences and recognize them during the integrated studies.

Evaluation:

The students construct a response to a journal question that is used as a summative Homework for this lesson. (See Associated File for further details)

A checklist is used to assess the Goal 3 Standards. (See Associated File)

Homework:

The K-W-L Chart is used as a diagnostic tool as well as a formative Homework tool during the lesson. As a summative Homework, the students create a poster containing all four disciplines of Earth Science (Astronomy, Oceanography, Geology, and Meteorology). There is a Poster Project Rubric to assess if students have met the criteria. (See Associated File)

LESSON PLAN 24

Differentiate between Weather

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

The learner will differentiate between different types of weather.

Specific Objectives:

1. The learner will be able to identify eight weather words. 2. The learner will be able to draw four types of weather and label them. 3. The learners will be able to describe the structues of a hurricane 4. The learners will define vocabulary related to hurricans and weather.

AV Aids:

Weather and hurricane braille chartss, bowl, food coloring, paper, pencils, crayons, markers or braille charts

Previous Knowledge:

The students will create a hurricane using a bowl of water and food coloring to understand the structures of a hurricane.

Topic Declaration:

The teacher use a visual graph on the eye catcher board to introduce the weather unit. The students will use what they know about weather and identify words that relate to weather.

Presentation:

The teacher will give an example a type of weather and draw and label it on the eye catcher board. Using the words on the eye catcher board as a guide the students will draw four different types of weather on their sheet of paper and label what type of weather they are drawing. Then the students will read about a hurricane.

Summary:

The lower group will listen with sound detactor and write words relating to weather and hurricanes. The upper group will read about weather and hurricanes. Both groups will create a hurricane in a bowl.

Evaluation:

The teacher will verbally ask basic questions about weather and hurricanes.

Homework:

The teacher will ask what they learned and list it on the eye catcher board.

LESSON PLAN 25

Ecosystem

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

To review for the final exam the section covering ecology and the ecosystem including review of important vocabulary terms and check for understanding on how these terms are used in describing an ecosystem

Specific Objectives:

Students will review through teacher guided discussion the important concepts of the ecosystem. After review the students will create flashcards to be used for study for the final exam.

AV Aids:

Glencoe textbook Science, student textbook and study guide.

Previous Knowledge:

Teacher will create an ecosystem on the eye catcher board and display the path of energy from the sun through the ecosystem and out. The role of the food chain discussed at this point.

Topic Declaration:

Warm-up: students will write in there notebook the definition of ecosystem listed on the eye catcher board.

Presentation:

Teacher will ask students for terms and meaning of terms of the major components of the ecosystem: Terms will be put on the whiteeye catcher board for further class Presentation.

Summary:

Second language learners are given the class textbook with visuals and highlighted terms to aid in understanding vocabulary and concepts of the ecosystem.

Evaluation:

Review in class and respond on question of vocabulary and understanding of how food webs are composed.

Homework:

Review kinds of ecosystems: land and water. Remind the students to use cards for final exam review.

LESSON PLAN 26

Enzymes

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

Investigate and describe the structure and function of enzymes and explain their importance in biological systems. Design and conduct scientific investigations to answer biological questions.

Specific Objectives:

Students will use pineapple juice as an enzyme and Jell-O as a substrate to illustrate an enzyme/substrate complex. Students will discover that the processing of food will denature enzymes.

AV Aids:

See lab

Previous Knowledge:

Pineapple enzymes & jello molds lab

Topic Declaration:

Review yesterday's activity toothpickase with students-build on previous knowledge.

Presentation:

Go over the lab-give examples

Summary:

Approve lab set up

Evaluation:

Quiz

Homework:

Concept map of enzymes? If have time and or Quiz Remind students of homework

LESSON PLAN 27

Photosynthesis

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

General Objectives:

1. To know how the five factors, light intensity, CO2 Concentration, water intake, temperature, and humidity affect the rate of photosynthesis. 2. To use a computer-based simulation of photosynthesis to explore how these five factors affect photosynthesis rate. 3. To prepare graphs of data showing the effect of the five factors. 4. To answer key content questions relating to the data collected.

Specific Objectives:

1. Working in groups, students will use a computer-based simulation of photosynthesis to explore how the five factors affect the rate of photosynthesis in order to determine the optimum conditions for photosynthesis. 2. Each student will graph data the group has collected for each of the factors. 3. Each student will questions showing how each of the factors affects photosynthesis rate and define saturation point, optimum level, and limiting factor.

AV Aids:

1.A classroom set of computers, one per table group of 4-5 students. 2.Computer program: Logal Explorer Science: Photosynthesis. 3.Printed directions/questions/braille charts to go with the activity.

Previous Knowledge:

1. Before starting the activity, students will briefly Previous Knowledge how to run the simulation program, with teacher guidance using the overhead projection on the screen. 2. After the students collect their first set of data, the teacher will review the basics of proper graphing using the overhead projector with eye detector, and guide students in correctly graphing their data.

Topic Declaration:

Using the comuter simulation program projected onto a large screen, the teacher will introduce the question of what happens to the rate of photosynthesis if various environmental factors are varied. Ideas from the class may be solicited and quickly "tested" with the simulation program in order to set the stage for the lesson.

Presentation:

1. Using direct instruction, the teacher can briefly introduce and discuss the five key factors that affect the rate of photosynthesis. 2. Using the photosynthesis simulation projected onto the screen, the teacher can demonstrate how to use the program to investigate the five factors, collect data and graph the results.

Summary:

1. Extended learning opportunities using the photosynthesis computer simulation program could easily be provided. Possible extensions might include investigating the effects of additional environmental factors such as the color of light to which the plants are exposed. 2. Students who need additional time to complete either the initial or the extension activity could come into class at lunch or after school to work on the computers, or conduct independent research at home.

Evaluation:

Students will be evaluated using the braille charts they prepare and turn in. The braille charts will contain data tables of the data they collected, properly labeled graphs of the data for each of the five factors, and answers to specific questions relating to the content of the activity.

Homework:

At the close of the lesson, the teacher will briefly query the class as the results they found on the effects of the five factors, using the on-screen projection of the simulation if necessary to reinforce the concepts.

LESSON PLAN 28

ANCIENT GREECE

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Topic:	ANCIENT GREECE
Content:	GEOGRAPHY & POLITICAL CULTURE OF ANCIENT GREECE
Goals:	1. Students will gain an understanding of the geography of Greece. Students will acknowledge the role of geography in the formation of Greek city-states which ultimately led to a lack of political unification. 2. Students will observe how religious belief systems can unite a country.
Objectives:	1.Students will re-construct the topographical landmarks of Greece. 2.Students will complete a political and physical land map of Greece. 3.Students will explain how physical features can impact a countries political, social and religious development.
Materials:	Map of Greece Colored Pencils Playdough
Introduction:	Students will respond to a What do we know/What do we want to know/what did we learn white board activity. After heightening interest, students will be asked to participate in a variety of activities.
Development:	1.The teacher will poke holes into a flattened piece of playdough to simulate the topical geography of Greece.
Practice:	1. Students will be instructed to make mountains and city-states in playdough to better understand the topography of Greece. 2. Students will complete a political worksheet map of Greec
Accommodations:	Self-regulating hands-on activities of map will incorporate all accomodations. A computer may be used as necessary to complete vocabulary assignment.
Checking For Understanding:	Completed playdough "masterpice" and explanation completed maps. Recall activity at end of class.
Closure:	Repeated explanation of "why we needed to know." and collection of completed maps.
Evaluation:	Completed map Verbal Response Completed vocab.
Teacher Reflections:

LESSON PLAN 29

ANCIENT INDIA TEST

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Topic:	Ancient India
Content:	Unit on Buddhism, Hinduism, society and cultural life and traditions in ancient India, the role of women in India. All of the following content is expected to be demonstrated on the test -Beginnings of India -Principles of Hinduism -The Caste System -Story of Siddhartha -Principles of Buddhism -Women in India
Goals:	The purpose of this test is to assess the student's knowledge on life in ancient India, cultural traditions, and various historical movements that helped to shape life on the subcontinent.
Objectives:	Students will be expected to demonstrate an understanding of Hindu traditions/culture including key terms (yoga,duty, guru, enlghtenment, karma, wedding customs, and the role of women) Students will be expected to demonstrate an understanding of Buddhist traditions/culture including key terms (nirvana, noble truths, 8 fold path, meditation.) Students will be expected to demonstrate an understanding of the Hindu Caste system. (Caste names, colors, and duties) Students will be expected to demonstrate an understanding of the story of Siddhartha (early life, extremems, love, suffering, knowledge) Students will be expected to demonstrate an understanding of the role of Women in ancient India (Hinduism, corruption of women in Hinduism, renewel of women's status in Buddhism)
Materials:	Braille language chart, braille map
Introduction:	Students will be given clear directions for the test clarifying all sections.
Development:	Students will be given possible strategies/tips for writing the test successfully
Practice:	Teacher will field questions, clarify, and monitor students during the test
Accommodations:
Checking For Understanding:	Students will be assessed based on the Unit Objectives rubric.
Closure:	If there is time at the end of class students will have a brief class discussion debriefing the Ancient India unit.
Evaluation:
Teacher Reflections:

LESSON PLAN 30

CAUSES OF THE REVOLUTIONARY WAR

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Topic:	The Revolutionary War
Content:	The actions and reasoning behind the actions that lead to the Revolutionary War.
Goals:	To have the students know and understand the reasons why the Revolutionary War took place.
Objectives:	To have the students pass the end of lesson test with a 90% or higher score. For the students to learn how to research for historical facts using various resources.
Materials:	Discover Education-This web site has streaming videos of various historical events. Early America-This site has articles, maps and short movies on early American people www.pbs.org-This site has games and activities for the students to learn from. Handouts: Vocabulary Words, KWL chart, crossword puzzle, rubric,and Social Studies book.
Introduction:	Introduce the students to the era of colonial America. Tell the students in general what life was like and how people were living at the time.
Development:	Show a short clip from the movie Sons of Liberty in order to visually show the students what was going on in Colonial America. Hand out the grading rubric to the students so they know what is expected.
Practice:	As a group have the students work on the vocabulary words by having them look up the definitions in the Social Studies book. At this time have the students fill out the K and W sections of the KWL chart.
Accommodations:
Checking For Understanding:	At the end of the class period the students will then be given a short ten question quiz to check for understanding.
Closure:	The students will then finish filling out the KWL chart. They will fill in the L part to show what they have learned from the class.
Evaluation:	Check to find out how well all the students did on the quiz. If majority or all of them passed then the lesson was a sucess. If not then rework the lesson plan so it is easier for the students to understand.
Teacher Reflections:

LESSON PLAN 31

FIRST ADMENDMENT

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Topic:	Why does the First Amendment Limit the Government's Power over Religion?
Content:	This lesson is over two clauses of the First Amendment that protect the freedom of religion. The students will be examining the founders' belief that religion and government should be separate. Also go over the Establishment and Free Exercise clauses.
Goals:	At the end of this lesson students should be able to explain the importance of freedom of religion, describe the differences between the establishment and free exercise clauses in the First Amendment. Also be able to understand the differnet interpreations of the establishment clause and the conflicts between the establishment and free exercise clauses.
Objectives:	SS.1, SS.3, SS.6/G1.2, G4.2,
Materials:	Slide Show, smartboard, and Textbook
Introduction:	Introduce the topic of the First Amendment and the two clauses (Establishment and Free Exercise).
Development:	The students will learn about: the backgound of religious freedom, what the founders believed about seperation of the two, how the Consitution protects religious freedom, Bill of Rights influence on religious freedom, how the courts interpreted the establishment clause, and the conflicts between the free exercise and establishment clauses.
Practice:	The students will divided into groups and defend different positions on the establishment clause. The will work together in their groups and then present their findings to the rest of the class.
Accommodations:	Give notes through lecture and through slideshow/powerpoint.
Checking For Understanding:	The students after talking about the lesson will do the review questions at the end of the section and turn them in for a grade.
Closure:	After the finish the review questions and all are turned in we will go over the answers and talk about what they had learn that day through the reading and the activity.
Evaluation:
Teacher Reflections:

LESSON PLAN 31

IMMIGRATION

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Topic:	Explore idea of immigration and relate what we know about immigration from the life of the character of Panchito in our Literacy novel, "Breaking Through".Think critically about the government's position on immigration and what it's policies mean to people like Panchito.
Content:	Difficulties Panchito faces as an immigrant in 1955. Difficulties faced by immigrants today (similarities/differences). Current immigration policy as presented in article describing President Bush's act of signing into law the construction of a fence on the border between the U.S. and Mexico.
Goals:	Students will be able to relate to the immigrant experience through a discussion of Panchito, as well as the experiences of friends and family members. Students will critically assess problem presented as well as solutions presented by lawmakers. Students will compare and contrast opinions of Republican and Democratic lawmakers.
Objectives:	SWBAT make predictions about the texts used in the lesson. SWBAT use context clues and prior knowledge to guess the meanings of unfamiliar words in the article. SWBAT compare and contrast information within the texts (article and novel).
Materials:	Newspaper article Novel: "Breaking Through"
Introduction:	1. How do you usually feel on the first day of school? How do you think Panchito feels? (analyze similarities, differences) 2. Do you think that things have changed for immigrants to the U'S. in 2008? (elicit prior knowledge) Can you predict what the U.S. might do in the future to screen immigrants?
Development:	Discuss immigration for Panchito (was it easy for him to move here?)and contrast in with the immigration process today for Latin Americans. Introduce newspaper article and examine for clues to organization, main idea, compare and contrast details. Use K-W-L chart.
Practice:	Read first paragraph of article out loud to model using context clues and making predictions. Instruct students to use * + - while reading article to monitor active reading skills and comprehension.
Accommodations:	I will vary the the possible ways students in groups can present their information from the article. Students will choose choose whether they want to draw their chart on chart paper, write a play using Panchito as the main character or draw a comic strip, etc.
Checking For Understanding:	Student presentations of material.
Closure:	Summary of student's performances/main ideas.
Evaluation:	Participation in groups/presentation
Teacher Reflections:

LESSON PLAN 32

Pakistan History

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Learning Objectives:

At the conclusion of the topic, students should be able to:

 Learn about Pakistan, its features and symbols which makes Pakistan special.

 Learn about distinct symbols of Pakistan

Resources:

 Book page number 8  Pakistan Map  Colors

Recap of Previous Lesson:
Check student’s prior knowledge by them about what they know about Pakistan? Ask them what are the neighboring countries of Pakistan? What are the provinces of Pakistan? What are the independent units of Pakistan?

Teachers’ Exposition:

 Describe students the history of Pakistan.

 Explain them that the Pakistan was born in 14^th August 1947

 Introduce the topic with the students using their prior knowledge.

 Tell them more about Pakistan.

 Explain them that Pakistan has four neighbors that are China, Iran, Afghanistan and India.

 Discuss with them the history of Pakistan that before partition Pakistan and India were one country.
 Tell them that the area where the people of Pakistan and India used to live is known as sub-continent.

The Muslim people do not get the proper rights in India, so there is a need of separate homeland.
 Explain them all the hardship that has been faced during partition.

 Discuss briefly about the circumstances that Muslims faced.

Class work:

Do the following question on the writing board:

 When Pakistan was born?

 Name the four neighboring countries of Pakistan?

World Guide Social Studies 2

 What do you mean by sub-continent?
 Define population?

Wrap up:

Conclude the lesson by asking students when was Pakistan born? What do they mean by sub-continent? Why is there need of separate homeland for Muslims?

LESSON PLAN 33

Our Heroes-I

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Learning Objectives:

At the conclusion of the topic, students should be able to:

 Learn about Heroes of Pakistan

 Learn about History of Allama Iqbal and his contribution in separate State

Resources:

 Book page number 9  Flash cards of different Heroes of Pakistan  Pakistan Map  Colors

Recap of previous lesson:
Check student’s previous knowledge about what they know about Pakistan by asking them who were our leaders when Pakistan was born? Who was national poet of Pakistan? Ask students about these question as they had already read it in their previous Classes?

Teachers’ Exposition:

 Discuss with students about our Hero’s. Who makes their contribution in getting independence?

 Discuss with them about Allama Iqbal.

 Tell them that Allama Iqbal was the first person who saw the dream of Pakistan.

 Describe students about Allama Iqbal and tell them where he was born and when he was born?

 Discuss with them about the early education of Allama Iqbal and how he had contributed his life in getting the separate state.

 Ask a random student to read the text about the Allama Iqbal on student’s book page no 9.

Class work:

Do the following question on the writing book:

 Who saw the dream of Pakistan?

 When Allama Iqbal was born? Who was the national poet of Pakistan?

Homework:

Write 10 lines about Allama Iqbal.

World Guide Social Studies 2

Wrap up:

Conclude the lesson by asking students about following questions:

 Who saw the dream of Pakistan?

 When Allama Iqbal was born?

 When did he die?

 Who was the national poet of Pakistan?

LESSON PLAN 34

Our Heroes-II

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Learning Objectives:

At the conclusion of the topic, students should be able to:

 Learn about Heroes of Pakistan

 Learn about History of Quaid-e-Azam and Hafeez Jalandhari and their contributions in getting separate state

Resources:

 Book page number 9 & 10  Flash cards of different Heroes of Pakistan  Pakistan Map  Colors

Recap of Previous Lesson:
Start the lesson by asking student’s to name some of the heroes of Pakistan? Ask students to tell about what they know about Allama Iqbal, Ask them about Quaid-e-Azam, When he was born? What they know about Quaid-e-Azam? Who was the founder of Pakistan?

Teachers’ Exposition:

 Discuss with students about Quaid-e-Azam.

 Discuss with them he was the founder of Pakistan and he was the leader who leads all the struggle

to carry out this separate state.

 Discuss with students about bibliography of Quaid-e-Azam? When he was born? Where he was born?

 Discuss with them about Quaid-e-Azam education.

 Discuss briefly about the role Quaid-e-Azam played in getting a separate state.

 Also discuss about Hafeez Jalandhari and tell students that he was our national hero.

 Tell students that Hafeez Jalandhari has wrote the national anthem of Pakistan which we sung now a days.

 Ask a random student to read the text about the Quaid-e-Azam and Hafeez Jalandhari on student’s

book page no 9 & 10.

Class work:

Do the following question on the notebooks:

World Guide Social Studies 2

 When Quiad-e-Azam was born?

 Who was the founding father of Pakistan?
 Define Leader.

 Where Quaid-e-Azam was buried?

 What is the meaning of Quaid-e-Azam?

Wrap up: (05 minutes) Conclude the lesson by asking students to define leader? Where he was born? When did he died? Why Muhammad Ali Jinnah was called Quaid-e-Azam? Who was Hafeez Jalandhari?

LESSON PLAN 35

What is a community?

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Learning Objectives:

At the conclusion of the topic, students should be able to:

 Learn about the different types of communities, city and rural.
 Learn about how to read a map.

 Understand about communities.

Resources:

 Book pg no. 14  Worksheet  Colors

Recap of previous lesson:

Start the lesson by asking students:

 What do you mean by continent? What is an ocean?
 In which continent do we live?

 Do you have any idea about community?

Ask mentioned questions from random students to check their understanding.

Teachers’ Exposition:

 Introduce students with the concept of community.

 Explain them that community is a place where people live together in groups.

 Explain them that the smallest community to in is a neighborhood.

 Ask students to look at pg no. 14 and see how a neighborhood looks like.

 Ask students do you have friends in your neighbor. Ask them to quickly draw community in which they live.

 Explain students that we had classify our community into two types of area, i.e. rural area and the urban areas.

Class work:

Students will solve worksheet no. 4.

World Guide Social Studies 2

Wrap up:

At the end of the session, conclude the lesson by defining students about community and ask them to tell about neighborhood.

LESSON PLAN 36

What is a rural area?

Name:

Roll No:

Teacher Name:

Grade: 8

Special Education

Learning Objectives:

At the conclusion of the topic, students should be able to:

 Learn about the different types of communities, city and rural.
 Learn about how to read a map.

 Understand about rural area

Resources:

 Book page number 15  Worksheet  Colors

Recap of previous lesson:
Start the lesson by asking students:

 What is a community?

 What do you mean by urban area?
 In which city do we live?

 Name the big cities of Pakistan.

Ask mentioned questions from random students to check their understanding.

Teachers’ Exposition:

 Explain students about rural areas.

 Tell them that rural area or a village is a smaller community than a city.

 Explain them that the demographics of rural area are different from that of an urban area.

 Explain students that life of rural areas is different from urban areas.

 Explain them that rural areas are clean and the air is pure.

 Describe them that in rural areas, there are farms and people keep animals in their farms or in their homes.

 Ask students to name some farm animals.

 Explain students that rural areas have more natural features.

World Guide Social Studies 2

 Define the term “natural features” to students and explain them that natural features are the things
which we get from nature.

 Explain students that the air, the environment is clean and pure in a village.

 Explain students that people eat hygienic products.

 Describe them that rural areas are less polluted than urban areas.

 Explain students that life is very simple in rural areas.

 Also explain that health, education facilities are not good in rural areas that why people comes or

move in cities to have better education and for better medical facilities.

Class work:

Give students worksheet no. 5 and ask them to solve it.

Wrap up:

Conclude the lesson by asking students:

 What is a rural area?

 What do you mean by natural features?

What type of health and education facilities is available in rural areas?

LESSON PLAN 37

Allah, My lord

Name:

Roll No:

Teacher Name:

Grade: 8

Standard	MOE
Relevance to PAKISTAN culture and everyday life: (My Identity standard)	The learner shows awareness and belief in the foundations of faith in God Almighty and His attributes, angels, books and messengers.
Implementation of STEM and HOTS	Reading, Memorizing, Thinking
Student competency Framework standard/Theme	Believing in God. Thanking Him for His gifts
Moral education Standard	God is Lord of the worlds; God is the master of everything.
Lesson Objectives (in bullet points) Use Bloom taxonomy	By the end of the Lesson students would be able to · Some of the students find out that God is the Lord of the Universe. · Almost discover that God is the master of everything.						Key Words and terminologies - Mountain - Moon - Earth - bird
Resources required (to accomplish your Objectives)	textbook, smart board,
STARTER Max 10 min.	I will bring my students to my Lesson by: The teacher presents a video showing the universe and its creatures, and then the students discuss: - Who created mountains, seas, heaven and earth? - Who created man, animal and plant?
Development of lesson [Steps taken for teaching & learning process] including: - Cooperative learning - Activities	Teacher Role - The teacher presents the introductory activity (I notice and find), and draws the students' attention to the pictures, and then asking questions Who is the Lord of these animals and birds? Who is the Lord of these birds? - The teacher displays activity pictures, then asks about - The teacher discusses the students in the family picture, and what they are doing. Then asks Who lets it to train? - The teacher displays the activity pictures (I notice and discover) students discuss it, using the questions Ø Who created the sun? Ø Who makes them shine and disappear every day? Ø What happens if the sun does not shine?			Student Role - Students notice photos, answer questions to conclude that God is the Lord of all creatures, the Lord The Worlds team work - Students notice photos Activity, and answer every time He is God, To find that God is the Master of everything in this universe.
Differentiation in Teaching & Learning	For High Achievers Students What happens if you are without your right hand?		For Average Students Who looks after the embryo in the womb of his mother?			For Intervention Students Who keeps flying birds from falling?
Independent learning	Drawing some of God’s made to differentiate between His and man-made
21^st Century Skills Practiced:	Creation, thinking, collaborative learning.
Methods of Assessment of Learning	Self- Assessment Thumb sign	Formative Assessment			Summative Assessment The lesson activities
Integration of subjects	Integration with …………Arabic. to read the Arabic letters well………………. Mechanism:
Use of Technology	[ √ ] Yes [ ] No Mechanism: (Both teacher and student use)

LESSON PLAN 38

God Almighty and His attributes

Name:

Roll No:

Teacher Name:

Grade: 8

Standard	MOE
Relevance to PAKISTAN culture and everyday life: (My Identity standard)	The learner shows awareness and belief in the foundations of faith in God Almighty and His attributes, angels, books and messengers.
Implementation of STEM and HOTS	Reading, Memorizing, Thinking
Student competency Framework standard/Theme	Believing in God. Thanking Him for His gifts
Moral education Standard	God is Lord of the worlds, God is the master of everything.
Lesson Objectives (in bullet points) Use Bloom taxonomy	By the end of the Lesson students would be able to : . · Almost discover that God is the master of everything. · All of the students mention that Allah is the Lord of the world.						Key Words and terminologies - Recite Qur’an - control - thanks to God - Al-Hamdu lillah الحمد لله
Resources required (to accomplish your Objectives)	textbook, smart board,
STARTER Max 10 min.	I will bring my students to my Lesson by: The teacher presents a video showing the universe and its creatures, and then the students discuss: - Who created mountains, seas, heaven and earth? - Who created man, animal and plant?
Development of lesson [Steps taken for teaching & learning process] including: - Cooperative learning - Activities	Teacher Role - The teacher asks the students to look to the pictures, then they are asked to thank Allah for His gifts (eye, heart,……) and how to express about their love to Allah. - The teacher displays and utters the alphabets for the students . and ask them to repeat to know how to read Qur’an. - The teacher conclude the lesson checking what the students learned.			Student Role - students say how to keep their organs in safe, for example: I keep On my eyes, I do not watch For late, or not Take a look at the devices Electronic ... etc. team work - listen and repeat. Then answer the Questions the teacher is saying. - Answer the questions, tick the suitable picture.
Plenary [Formative Feedback] Max 10 mins.	[ √ ] kagan activity [ ] Quiz [ ] Writing main points [ ] T or F [ ] MCQ [ ] Drawing [ ] Writing Key words [ ] Labeling [ ] other (specify) ...........................................................................................................................................
Differentiation in Teaching & Learning	For High Achievers Students What happens if you are without your right hand?		For Average Students Who looks after the embryo in the womb of his mother?			For Intervention Students Who keeps flying birds from falling?
Independent learning	Drawing some of God’s made to differentiate between His and man-made
21^st Century Skills Practiced:	Creation, thinking, collaborative learning.
Methods of Assessment of Learning	Self- Assessment Thumb sign	Formative Assessment			Summative Assessment The lesson activities
Integration of subjects	Integration with …………Arabic. to read the Arabic letters well………………. Mechanism:
Use of Technolog	[ √ ] Yes [ ] No Mechanism: (Both teacher and student use)

LESSON PLAN 39

Allah, the Most Kind (Al-Lateef)

Name:

Roll No:

Teacher Name:

Grade: 8

Standard	MOE
Relevance to PAKISTAN culture and everyday life: (My Identity standard)	Ø Love the homeland and preserve its gains Ø The rights and duties of the individual Ø Take responsibility
Implementation of STEM and HOTS	Reading, Memorizing, Thinking
Student competency Framework standard/Theme	Believing in God. Thanking Him for His gifts
Moral education Standard	Believing that God is The Most Kind (Al-Lateef ), The All-Aware One ( Al-Khabeer)
Perquisite and Prior Knowledge required
Lesson Objectives (in bullet points) Use Bloom taxonomy	By the end of the Lesson students would be able to : · Conclude that Allah, glory be to Him is the Most Kind , the All-Aware. · Indicate the manifestations of Allah’s Kindness to His servants.						Key Words and terminologies · The Most Kind · The Most All-Aware
Resources required (to accomplish your Objectives)	textbook, smart board,
STARTER Max 10 min.	I will bring my students to my Lesson by: The teacher displays some pictures of a group of birds, and then discusses the following: - What happens if the bird does not have wings to fly? - What is the use of flying birds? Who taught flying birds?
Development of lesson [Steps taken for teaching & learning process] including: - Cooperative learning - Activities	Teacher Role - The teacher presents the introductory activity (I notice and conclude), and draws the students' attention to Rashid’s doing with a fan, then ask questions, and listened to students' answers to access to the desired conclusion - T. goes to the I notice and conclude activity p14. Then discuss them using the questions below; To reach the desired conclusion with them. - T. move to I read and answer activity to read the dialogue and reach to the conclusion.			Student Role - They answer questions to find out that Allah is the Kind of his servants, an All-Aware Which benefits them and what harms them. - Students note photos, They answer questions, so they can find that: God is a gentle servant, expert their need, their livelihood, and ridiculed them. - - Students read the dialogue, and they answer for questions, then they come to conclusion that: God is gentle to His slaves, Knowing what is going on in them.
Plenary [Formative Feedback] Max 10 mins.	[ √ ] kagan activity [ ] Quiz [ ] Writing main points [ ] T or F [ ] MCQ [ ] Drawing [ ] Writing Key words [ ] Labeling [ ] other (specify) ...........................................................................................................................................
Differentiation in Teaching & Learning	For High Achievers Students Why is the human being born without teeth?		For Average Students What if apples were as hard as rocks?			For Intervention Students Who treats His servants very kindly?
SEN students	Names:		Accommodations :			Notes
Independent learning	Try to go with your parents to visit a sick friend, write down from which he suffers, and how to thank Allah for His bliss upon you.
21^st Century Skills Practiced:	Creation, thinking, collaborative learning.
Methods of Assessment of Learning	Self- Assessment Thumb sign	Formative Assessment			Summative Assessment The lesson activities
Integration of subjects	Integration with …………………Arabic and science…………………………. Mechanism:
Use of Technology	[ √ ] Yes [ ] No Mechanism: (Both teacher and student use)

LESSON PLAN 40

The All-Aware One (Al-Khabeer)

Name:

Roll No:

Teacher Name:

Grade: 8

Standard	MOE
Relevance to PAKISTAN culture and everyday life: (My Identity standard)	Ø Love the homeland and preserve its gains Ø The rights and duties of the individual Ø Take responsibility
Implementation of STEM and HOTS	Reading, Memorizing, Thinking
Student competency Framework standard/Theme	Believing in God. Thanking Him for His gifts
Moral education Standard	Believing that God is The Most Kind (Al-Lateef ), The All-Aware One ( Al-Khabeer)
Lesson Objectives (in bullet points) Use Bloom taxonomy	By the end of the Lesson students would be able to : · Indicate the manifestations of Allah’s Kindness to His servants. · Show how to be kind in treating others						Key Words and terminologies
STARTER Max 10 min.	I will bring my students to my Lesson by:
Development of lesson [Steps taken for teaching & learning process] including: - Cooperative learning - Activities	Teacher Role · T. asks the students to move to the (we think and answer) activity. Showing how to perform it. · T. present the words in the (I train to recite the Holy Qur’an) activity repeating the words to practice how to recite alone. · T. writes I should be kind with the others and ask. Are you kind? Do you love Allah? What should you do to be so?			Student Role · They start doing it. saying what they should do for these situations. · Repeat and practice. · They cite examples of kindness in dealing with others.
Plenary [Formative Feedback] Max 10 mins	[ ] kagan activity [ ] Quiz [ ] Writing main points [ ] T or F [ ] MCQ [ ] Drawing [ ] Writing Key words [ ] Labeling [ ] other (specify) ...........................................................................................................................................
Differentiation in Teaching & Learning	For High Achievers Students Why is the human being born without teeth?		For Average Students What if apples were as hard as rocks?			For Intervention Students Who treats His servants very kindly?
SEN students	Names:		Accommodations :			Notes
Independent learning	Try to go with your parents to visit a sick friend, write down from which he suffers, and how to thank Allah for His bliss upon you.
21^st Century Skills Practiced:	Creation, thinking, collaborative learning.
Methods of Assessment of Learning	Self- Assessment Thumb sign	Formative Assessment			Summative Assessment The lesson activities
Integration of subjects	Integration with …………………Arabic and science…………………………. Mechanism:
Use of Technology	[ √ ] Yes [ ] No Mechanism: (Both teacher and student use)

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