Guided Practice / Collaborative (20 min): Place physical red/orange strips on the desert travel card. Error-Correction: If student highlights camel riding as problem: "Is a camel dangerous or is it transport? Look at sentence 3: 'no water'. That's the trouble."
Checking for Understanding (5 min): Color-coded flashcard response drill of "problem" vs "action" statements.
Independent Practice (10 min): Highlight trouble/action sentences in a passage about Santiago reaching the oasis.
Wednesday: 60 minutes
Student-Friendly Objective: "I can put our summary pieces in order and find the ending (Then)."
Anticipatory Set / Bell Work (5–10 min): Arrange 3 daily life cards in order (e.g., wash hands → dry hands → eat).
Direct Instruction / Modeling (10 min): Model highlighting the final treasure outcome in blue (Then) and linking all five color-coded strips into a chain.
Guided Practice / Collaborative (20 min): Match visual outcome cards from Ch 5/6. Error-Correction: "Does Santiago have gold or sheep at the ending? Gold. Put your blue token on the treasure card."
Checking for Understanding (5 min): Thumbs-up/down checking on whether a model sentence describes the ending.
Independent Practice (10 min): Paste scrambled color strips onto their SWBST graphic template.
dream, shepherd, travel, sheep, thief, crystal, oasis, treasure, summary
The Alchemist Part 1 modified passage cards, color-coded highlighters, dry-erase marker templates, tactile sequence strips, Chromebook text reader.
Visual: Laminated template directories on desks. Color boundaries on matching response fields.
Tactile: Physical cuttable sequence paper strips. Transparent sliding highlighted trackers.
Low Memory: Static colored model paragraph visible on smartboard throughout instruction.
Daily tracking data on organizer completion. Independent paste evaluation against the standard master sequence chart. Student self-correction logs.
• 3-Card Visual Sorting Board
• Color-Coded Semantic Mapping
• Structured Choral Response Drill
World Geography: Tracing Santiago's travels from Spain across North Africa to Egypt on maps.
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check paste-boards for correct chronological order of the 5 key travel cards.
Closure (5 minutes): Tap cards sequentially while chorally stating the SWBST summary sequence.
Student Reflection Prompt (Exit Ticket): Place the blue token on the graphic organizer box that says "The End" to show Santiago's goal was met.
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can write a 3-sentence summary of Santiago's journey using my colored organizer and sentence frames."
Anticipatory Set / Bell Work (5–10 minutes): Select the correct conjunction ("but" / "so") to link two simple Santiago sentences.
Direct Instruction / Modeling (10 minutes): Model transferring green Somebody (Santiago) and yellow Wanted (find treasure) into sentence frame 1: [Somebody] wanted [Wanted]. Continue modeling sentences 2 and 3 using the remaining frames.
Guided Practice / Collaborative Activity (20 minutes): Write on laminated dry-erase sentence strips in pairs. Fill in the blanks from the color-coded chart. Error-Correction: If a student drops a conjunction: "Let's read. 'He was robbed, worked at a shop.' We need our 'so' connector. Write 'so he' before 'worked.'"
Checking for Understanding Strategy (5 minutes): Student pairs swap and read their dry-erase strips aloud to verify flow and sentence connectors.
Independent Practice (10 minutes): Transcribe completed 3-sentence summary into their ELA journals using colored guidelines.
Assessment / Evidence (1–5 minutes): Evaluate transcribed journal summaries against a capitalization and period punctuation rubric checklist.
Closure (5 minutes): Choral recite of the transition word definitions listed on the word bank.
Student Reflection Prompt (Exit Ticket): Complete the self-checking check boxes: [ ] Capital letter at start [ ] Period at end.
This lesson prioritizes raw narrative comprehension over pure decoding speed. If students demonstrate significant decoding deficits, utilize text-to-speech software or read the passage card sets aloud so vocabulary decoding blocks do not confound core comprehension metrics.
The 3-Card Visual Sorting Board bypasses linguistic retrieval blocks by allowing students with autism to communicate structural story points through visual representation instead of raw oral recall. Pair cards with physical tokens for positive reinforcement.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Guided Practice / Collaborative (20 min): Scan Ch 2 text card. Highlight evidence of Jonas's curiosity in green. Error-Correction: If student highlights the rules instead of Jonas's action: "This is a rule. We need Jonas's personal action. Look at sentence 2."
Checking for Understanding (5 min): Place green tokens over Jonas's action phrases.
Independent Practice (10 min): Complete the "Jonas Profile" character chart by selecting his two core traits.
Wednesday: 60 minutes
Student-Friendly Objective: "I can cite book quotes that show Jonas's temporary apprehension."
Anticipatory Set / Bell Work (5–10 min): Match a picture of an anxious face to the word "apprehensive."
Direct Instruction / Modeling (10 min): Model using quotes inside quote frames: "Lois Lowry writes, 'Jonas was careful about language.'"
Guided Practice / Collaborative (20 min): Transcribe quotes showing Jonas's anxiety. Error-Correction: "We need quotation marks around Lois Lowry's exact words. Put the quote marks at the start and end of the copied line."
Checking for Understanding (5 min): Put green tokens on quotation marks on smartboard.
Independent Practice (10 min): Identify and copy 1 quote showing Jonas's fear of release.
trait, emotion, apprehensive, release, ceremony, obedience, community
The Giver Ch 1-2 modified text excerpts, character emotion visual dials, quote board guides, laminated sorting folders.
Visual: Dual-color folder panels (green for traits, yellow for emotions).
Tactile: Pull-string emotion dial dials. Texture cards for traits vs temporary states.
Low Memory: Visual reference board of Jonas's rules on front desk.
Accurate sorting on Wednesday. Correct extraction of text quotes showing Jonas's internal states. Teacher observation log.
• Visual Semantic Traits Sorts
• Visual Emotion Dials
• Two-Way Matching Grids
Social Studies: Comparing the community's strict rules in the novel to actual local laws.
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check transcribed quotes for correct layout and capitalization.
Closure (5 minutes): Tap quotes sequentially while chorally stating Jonas's core traits vs temporary feelings.
Student Reflection Prompt (Exit Ticket): Complete the sentence starters to express why Jonas felt apprehensive about the ceremony.
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can explain how Jonas's traits helped him become the Receiver of Memory."
Anticipatory Set / Bell Work (5–10 minutes): Look at visual card of the Giver passing memories. Identify the emotional state (wonder).
Direct Instruction / Modeling (10 minutes): Model connecting Jonas's permanent trait of intelligence to his assignment of Receiver. Write sentence: "Jonas's trait of intelligence helped him receive memories."
Guided Practice / Collaborative Activity (20 minutes): Write on laminated paragraph guides. Link Jonas's traits directly to his community assignment. Error-Correction: "We need to connect his permanent trait, not his quick feeling. Replace 'scared' with 'intelligent' or 'brave' in your sentence."
Checking for Understanding Strategy (5 minutes): Read partner paragraphs aloud to double-check structural connections.
Independent Practice (10 minutes): Transcribe completed character analysis paragraph into journals.
Assessment / Evidence (1–5 minutes): Check journal entries against a neat handwriting and trait-evidence matching rubric checklist.
Closure (5 minutes): Choral recitation of Jonas's core five qualities (Intelligence, Integrity, Courage, Wisdom, Capacity to See Beyond).
Student Reflection Prompt (Exit Ticket): Complete the self-checking checkboxes: [ ] Capital letter at start [ ] Period at end.
Students with autism benefit from distinct visual categorization of traits vs temporary emotions. Jonas's community rules provide an excellent concrete anchor to study abstract feelings safely.
The Visual Emotion Dial allows students to turn a dial to communicate emotional states without needing immediate verbal expression. Pair with color indicators for positive reinforcement.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Guided Practice / Collaborative (20 min): Color-code opinion markers in Ch 5 paragraph cards. Error-Correction: If student highlights "dug a hole": "Is that an opinion or did they physically dig? They dug. Find a value word like 'hardest' instead."
Checking for Understanding (5 min): Hold up pink tokens on identified opinion words.
Independent Practice (10 min): Locate and transcribe 2 opinion statements from Stanley's intake scenes.
Wednesday: 60 minutes
Student-Friendly Objective: "I can separate Camp Green Lake's claims from objective facts."
Anticipatory Set / Bell Work (5–10 min): Compare a picture of a dry lake to the camp's welcoming sign.
Direct Instruction / Modeling (10 min): Model using T-charts to list "What they say we do" (build character) vs "What actually happens" (dig holes in sun).
Guided Practice / Collaborative (20 min): Fill in T-charts with pre-cut fact/claim cards. Error-Correction: "They say digging builds muscle, but Stanley has blisters. Is muscle-building a proven fact for Stanley yet? No, it's their claim."
Checking for Understanding (5 min): Thumbs-up/down checking of claim vs fact matching cards.
Independent Practice (10 min): Complete the double-text comparison diagram for Camp Green Lake rules.
fact, opinion, claim, Warden, yellow-spotted lizard, shovel, character-building
Holes modified novel cards, fact/opinion physical sorting boards, green/red feedback cards, dry-erase T-chart guides.
Visual: Dual-color sorting columns (green for facts, yellow for opinions).
Tactile: Laminated hook-and-loop cards for physical category sorting.
Low Memory: Keep a constant "Fact Rules" directory visible on front board.
Daily sorting accuracy score sheets. Success rate in distinguishing value adjectives from objective measurements on Wednesday.
• Hook-and-Loop Semantic Sorting
• Visual Adjective Highlighting
• T-Chart Compare Guides
Earth Science: Studying desert weather patterns, water evaporation, and dehydration factors.
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check completed T-charts for accurate placement of fact vs claim strips.
Closure (5 minutes): Hold up facts or claims while reciting definitions.
Student Reflection Prompt (Exit Ticket): Complete the prompt: "Camp Green Lake says digging holes builds character, but I think ___."
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can write a persuasive statement explaining why Stanley did not steal the shoes."
Anticipatory Set / Bell Work (5–10 minutes): Select the card that shows a logical reason for Stanley's innocence (e.g. "He was walking home when they fell" vs "He is a bad kid").
Direct Instruction / Modeling (10 minutes): Model formulating a clear claim statement. Write: "Stanley is innocent because the sneakers fell from the sky." Highlight claim in green and reason in yellow.
Guided Practice / Collaborative Activity (20 minutes): Write persuasive claim lines in pairs on desk protectors. Error-Correction: "That's an opinion statement about the shoes being pretty. We need a provable fact reason showing why Stanley didn't steal them. Look at the court timeline."
Checking for Understanding Strategy (5 minutes): Hold up green and yellow tokens to verify claim-reason bridges.
Independent Practice (10 minutes): Transcribe completed claim response onto their Friday portfolio worksheet.
Assessment / Evidence (1–5 minutes): Review journal entries for capitalization and complete claim-reason structure.
Closure (5 minutes): Recite the structural parts of an argument (Claim + Reason + Evidence).
Student Reflection Prompt (Exit Ticket): Complete the self-checking checklist: [ ] Capital letter at start [ ] Period at end.
Persuasive reasoning can be abstract. Students with learning disabilities benefit from concrete legal templates (court trials) where "claims" and "proof" have distinct, physical boundaries.
The T-Chart Compare Guides reduce layout-processing load by giving students specific, pre-formatted zones to sort cards. Pair with physical templates for positive reinforcement.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Direct Instruction / Modeling (10 min): Display a simple map and Holden's quote about Grand Central. Model filling in the intersection of a Venn Diagram with shared facts (both mention trains/location).
Guided Practice / Collaborative (20 min): Place shared-fact labels in the overlapping area of a landscape Venn poster. Error-Correction: "Holden says the station is gloomy. Does the factual map say it's gloomy? No, maps just show tracks. Keep 'gloomy' in Holden's circle."
Checking for Understanding (5 min): Hold up overlapping tokens for shared traits.
Independent Practice (10 min): Complete a dual-text Venn Diagram for Holden's hotel description vs a travel brochure.
Wednesday: 60 minutes
Student-Friendly Objective: "I can find Holden's coping mechanisms and match them to real teen support resources."
Anticipatory Set / Bell Work (5–10 min): Match emotion cards (Overwhelmed, Lonely) to Holden's quotes.
Direct Instruction / Modeling (10 min): Discuss Holden's loneliness. Model searching for trustworthy youth helplines (.org/.gov) and listing contact details in a "Resource Card."
Guided Practice / Collaborative (20 min): Complete help-resource listings in pairs. Error-Correction: "Don't copy personal blogs. We need a proven helper organization. Copy the phone number and hours of the Arizona Teen Helpline."
Checking for Understanding (5 min): Place green checkmarks on trusted helpline URLs on smartboard.
Independent Practice (10 min): Complete 3 resource cards detailing local teen help numbers and addresses.
subjective, objective, comparison, transition, helpline, Central Park, Grand Central
The Catcher in the Rye modified quotes, NYC historical maps, youth support helpline directory cards, landscape Venn diagrams.
Visual: Overlapping Venn sheets printed with contrasting colors (blue/yellow making green overlaps).
Tactile: Physically slide circular transparent rings over comparison texts.
Low Memory: Visual step-by-step guideline checklists on student desk folders.
Mastery scoring on Venn card placements. Success rate in copying accurate resource contact numbers into emergency safety guides.
• Translucent Overlapping Venns
• Visual Helpline Cards
• Color-Coded Fact Sorts
Life Skills / Transition: Building a personal emergency coping directory for postsecondary high school transition.
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check youth helpline guides for accuracy in contact digits.
Closure (5 minutes): Pass emergency directory sheets while chorally stating the helpline numbers aloud.
Student Reflection Prompt (Exit Ticket): Complete the sentence starters: "If I feel overwhelmed like Holden, I can call ___ at ___."
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can write a professional email asking for job application help, avoiding Holden's slang."
Anticipatory Set / Bell Work (5–10 minutes): Select the card showing professional language (e.g. "Dear Sir" vs "Hey boy").
Direct Instruction / Modeling (10 minutes): Model draft email. Contrast Holden's informal/slang statements with polite requests. Write: "Dear Supervisor, I am writing to request a job application." Highlight greeting in green, request in yellow.
Guided Practice / Collaborative Activity (20 minutes): Write professional draft letters in pairs. Error-Correction: "Holden says 'phony' and 'hell'. We cannot use those in a work email. Replace 'this phony store' with 'your respected establishment' on your sheet."
Checking for Understanding Strategy (5 minutes): Read partner emails aloud to double-check casual vs professional boundary words.
Independent Practice (10 minutes): Transcribe completed professional job inquiry email into notebooks.
Assessment / Evidence (1–5 minutes): Check email letters against an objective formatting and politeness checklist.
Closure (5 minutes): Recite the core parts of a professional email (Greeting + Request + Sign-off).
Student Reflection Prompt (Exit Ticket): Complete the self-checking checkboxes: [ ] Capital letter at start [ ] Period at end.
Holden's highly informal internal monologue can make professional boundaries confusing. Students with learning disabilities benefit from contrasting lists that show "Holden's Words" side-by-side with "Office Words."
The Translucent Overlapping Venns allow visual tracking of shared data without raw text recall blocks. Contrast colored overlaps for simplified tracking.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Guided Practice / Collaborative (20 min): Read "omen" excerpt in pairs. Highlight clues showing warning signals. Error-Correction: "Holden... wait, Santiago saw birds flying as an omen. Is that a regular bird or a signal of change? A signal. That's our synonym clue."
Checking for Understanding (5 min): Synonym cards matching drill.
Independent Practice (10 min): Select the best synonym for "sacred" from 3 visual options.
Wednesday: 60 minutes
Student-Friendly Objective: "I can replace hard words with easy words to make sure they make sense."
Anticipatory Set / Bell Work (5–10 min): Put simple word cards (hot, sandy) over blank lines in a sentence.
Direct Instruction / Modeling (10 min): Model replacing "oasis" with "safe water camp." Read sentence aloud: "Santiago reached the safe water camp." Does it make sense? Yes.
Guided Practice / Collaborative (20 min): Practice replacing "alchemy" with "magic science." Error-Correction: "If we write 'car' instead of 'alchemy,' does that make sense? No. We need 'science magic.' Put the magic token on the line."
Checking for Understanding (5 min): Replacement card checking drill.
Independent Practice (10 min): Complete the word-replacement worksheet for 3 Alchemist terms.
oasis, caravan, sacred, omen, alchemy, context, synonym, antonym
The Alchemist Week 6 modified passages, context clue magnifying guides, synonym-antonym sorting boxes, visual vocabulary journals.
Visual: Underline vocabulary target terms in thick, bright borders. Visual icon menus for definitions.
Tactile: Pull-out context strips that expand to show synonym guides under target words.
Low Memory: Visual synonym/antonym anchor posters visible at eye level.
Accuracy in selecting matching synonyms during guided practice. Visual vocabulary index card assessment metrics on Thursday.
• Magnifying Glass Tracking
• Visual Replacement Sorts
• Synonym-Antonym Matrix Guides
Earth Science: Desert ecosystem features, water tables, and climate adaptation.
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check replacement sheets to ensure synonym-replaced sentences flow correctly.
Closure (5 minutes): Hold up cards while chorally reading the replaced sentences aloud.
Student Reflection Prompt (Exit Ticket): Complete the sentence frame: "Replacing hard words with easy words helps me because ___."
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can make my own vocabulary card with a definition and a visual sketch."
Anticipatory Set / Bell Work (5–10 minutes): Match 3 Alchemist terms to their correct visual illustrations on the board.
Direct Instruction / Modeling (10 minutes): Model creating a vocabulary index card for "alchemy." Show where to write the target word in green, the simple definition, and sketch a wizard/potion beaker.
Guided Practice / Collaborative Activity (20 minutes): Create index cards for "oasis" and "caravan" in student pairs. Error-Correction: "A caravan is not a house. Remember, it is a line of travelers. Erase the house sketch and draw a line of tiny walking camels."
Checking for Understanding Strategy (5 minutes): Hold up cards to demonstrate clean illustrations and simple definitions.
Independent Practice (10 minutes): Construct an individual vocabulary card for the word "omen" (drawing a bird or a signal sign).
Assessment / Evidence (1–5 minutes): Grade vocabulary card portfolios against a correctness and visual clarity checklist.
Closure (5 minutes): Share vocabulary cards with classmates and explain definitions.
Student Reflection Prompt (Exit Ticket): Complete the self-checking check boxes: [ ] Word written [ ] Simple meaning added [ ] Picture sketched.
Vocabulary recall is significantly enhanced in neurodiverse students when words are linked directly to unique visual anchors (sketches) rather than abstract verbal definitions.
Magnifying Glass Tracking helps students with spatial-processing gaps focus their gaze strictly on one target word at a time, lowering tracking fatigue. Pair with physical tokens for positive reinforcement.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Underline or write the synonym clue for omen inside the passage:
Choose the best meaning of OMEN:
A wild desert camel A sign or signal of future change A heavy bag of sand
Check your work when finished with both problems.
Found synonym clues? Selected best meaning? Wrote neatly?
Arizona Standard L.9-10.4 • Vocabulary Scaffolding Page 2 of 2
Guided Practice / Collaborative (20 min): Trace repeating nouns in Ch 3 cards in pairs. Error-Correction: If student highlights random adjectives: "We need repeating nouns—the main things mentioned. Look at how many times 'desert' appears."
Checking for Understanding (5 min): Count repeating noun totals aloud.
Independent Practice (10 min): Highlight and record repeating nouns on the Ch 4 worksheet.
Wednesday: 60 minutes
Student-Friendly Objective: "I can use a Main Idea Umbrella to group supporting details."
Anticipatory Set / Bell Work (5–10 min): Match rain droplets containing matching colors to their correct umbrella.
Direct Instruction / Modeling (10 min): Model using the "Umbrella" organizer. Show how 3 detail "droplets" (robbed in Tangier, worked at shop, bought caravan ticket) fit under one main idea canopy: "Santiago worked hard to continue his travel."
Guided Practice / Collaborative (20 min): Arrange pre-cut detail droplets under the correct main idea umbrella. Error-Correction: "Does 'Santiago likes tea' support the main idea of travel obstacles? No. Leave that droplet outside."
Checking for Understanding (5 min): Thumbs-up/down on droplet relevance.
Independent Practice (10 min): Place 3 details under the central idea on their worksheet.
topic, central idea, main idea, supporting detail, repeating noun, umbrella, canopy
The Alchemist Part 1 modified passage cards, main idea umbrellas, detail droplets, green/yellow/blue colored tokens, dry-erase marker guides.
Visual: Laminated umbrella organizers with colored boundaries. Clear icons defining topic vs main idea.
Tactile: Pull-out physical detail droplets that hook together.
Low Memory: Visual reference board of active vocabulary on front board.
Mastery check on Wednesday's detail grouping. Accuracy in completing Thursday's main idea frame with 80% accuracy.
• Topic-Main Idea Sorts
• Repeating Noun Magnifiers
• Main Idea Umbrella Groups
Life Skills: Isolating the main point or urgent message of school rules and announcements.
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check completed detail droplets to ensure they connect directly to the main idea canopy.
Closure (5 minutes): Hold up detail droplets and read them sequentially to show canopy connection.
Student Reflection Prompt (Exit Ticket): Complete the sentence starters to express why supporting details are like parts of a building.
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can write a complete main idea sentence about Ch 1 of The Alchemist using my umbrella organizer."
Anticipatory Set / Bell Work (5–10 minutes): Select the card that shows a complete sentence description of a story (e.g. "Santiago dream" vs "Santiago had a dream about treasure").
Direct Instruction / Modeling (10 minutes): Model transferring topic and key details into a main idea frame: "The main idea of this chapter is that [Santiago] wants to [find his dream treasure]." Highlight parts in green and yellow.
Guided Practice / Collaborative Activity (20 minutes): Write main idea lines in pairs on desk shields. Error-Correction: "That's just a single detail about a sheep. We need the big picture from our canopy. Look at your umbrella template."
Checking for Understanding Strategy (5 minutes): Hold up green and yellow tokens to verify frame-sentence completeness.
Independent Practice (10 minutes): Transcribe completed main idea response onto their weekly assessment sheets.
Assessment / Evidence (1–5 minutes): Check journal entries for capitalization and complete sentence structure.
Closure (5 minutes): Recite the difference between topic (1 word) and main idea (complete sentence).
Student Reflection Prompt (Exit Ticket): Complete the self-checking checkboxes: [ ] Capital letter at start [ ] Period at end.
Main idea can be highly abstract for students with SLD. Using physical umbrella containers and droplet tokens translates the abstract process of synthesis into a concrete spatial task.
Repeating Noun Magnifiers reduce visual scanning blocks by isolating identical terms. Students with autism find patterns easily with physical token counters.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Direct Instruction / Modeling (10 min): Model Body Paragraph 1 (Spain) with exactly 5 sentences. 1: Claim, 2: Background context, 3: Quote proof, 4: Explanation, 5: Transition sentence.
Guided Practice / Collaborative (20 min): Draft Body Paragraph 2 (Tangier) using the 5-sentence checklist. Error-Correction: If student misses sentence 4: "You wrote claim, context, quote, and transition. We are missing sentence 4: Analysis. Explain why he worked."
Checking for Understanding (5 min): Hold up color tokens corresponding to each written sentence.
Independent Practice (10 min): Draft the 5-sentence Body Paragraph 3 (Egypt) on their organizer worksheets.
Wednesday: 60 minutes
Student-Friendly Objective: "I can write a 5-sentence Conclusion Paragraph summarizing my main points."
Anticipatory Set / Bell Work (5–10 min): Choose concluding transition cards. Sort summary cards in order.
Direct Instruction / Modeling (10 min): Model 5 conclusion sentences: 1. Restated thesis, 2. Summary of Spain, 3. Summary of Tangier, 4. Summary of Egypt, 5. Universal life lesson.
Guided Practice / Collaborative (20 min): Write the 5 conclusion sentences in pairs. Error-Correction: "Erase this. Sentence 3 must summarize his Tangier crystal shop experience, not Spain. Look at our thesis order."
Checking for Understanding (5 min): Check list sequence on student boards.
Independent Practice (10 min): Write the complete 5-sentence Conclusion Paragraph on their worksheets.
essay, paragraph, thesis, introduction, body, conclusion, hook, transition
The Alchemist modified 5-paragraph organizers, 5-sentence paragraph checklists, thesis guides, visual transition strips.
Visual: Lined essay paper with matching colored margins corresponding to the five sentences inside each paragraph.
Tactile: Pull-out physical card folders representing paragraph folders.
Low Memory: Desktop checklists detailing the 1-to-5 goal for each paragraph type.
Assembly of the 25 total sentences (5 per paragraph). Verification check against standard writing rubric checklist.
• 5-Sentence Graphic Folders
• Paragraph Color Margin Guides
• Sentence-Combining Templates
History: Discussing the structures of historical essays (causes of historical migrations).
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check concluding paragraph sheets for 5 complete, sequential sentences.
Closure (5 minutes): Hold up cards while chorally reading the concluding sentences aloud.
Student Reflection Prompt (Exit Ticket): Complete the sentence starters to express why we restate our thesis statement.
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can combine my 5 paragraphs into a complete 25-sentence informative essay about Santiago's travels."
Anticipatory Set / Bell Work (5–10 minutes): Arrange 5 folder pockets in correct order (Introduction → Body 1 → Body 2 → Body 3 → Conclusion).
Direct Instruction / Modeling (10 minutes): Model combining paragraphs. Show how transition words connect paragraph boundaries. Write: "First, Santiago left Spain..." and "In addition, he reached Tangier...".
Guided Practice / Collaborative Activity (20 minutes): Arrange paragraph drafts on poster board in pairs. Check for 5 sentences in each column. Error-Correction: "This column only has 4 sentences. Let's add a closing/transition sentence to make it exactly 5."
Checking for Understanding Strategy (5 minutes): Hold up green and yellow tokens to verify paragraph transitions.
Independent Practice (10 minutes): Transcribe completed 5-paragraph essay onto clean final sheets (5 sentences per paragraph).
Assessment / Evidence (1–5 minutes): Review finished essays against an objective formatting and punctuation rubric checklist.
Closure (5 minutes): Share essays with classmates and read paragraphs aloud.
Student Reflection Prompt (Exit Ticket): Complete the self-checking checkboxes: [ ] Introduction [ ] 3 Body Paragraphs [ ] Conclusion.
Writing a 5-paragraph essay is an immense executive-functioning task. Bypassing raw layout tracking with colored paragraph folders and pre-coded transition banks reduces memory fatigue.
The 5-Sentence Graphic Folder gives students five discrete folders to file their sentences, ensuring they hit the exact numerical requirement for each paragraph block.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Write a complete Main Idea Sentence using this frame: The Alchemist taught Santiago to...
Check your work when finished with all 5 problems.
Found the topic? Filled out sentence frames? Wrote neat?
Arizona Standard RL.9-10.2 • Main Idea Scaffold Page 2 of 2
Weekly Novel Review Roadmap Slide 6 of 10
AZ.W.9-10.2
Santiago risks his life to warn the oasis **chieftains** of the upcoming war. The chieftains prepare their guards to protect the holy, neutral camp.
Review subject-verb agreement and use conjunctions ("because", "but", "so") to write complex sentences explaining Santiago's warnings.
Weekly Novel Review Roadmap Slide 7 of 10
AZ.W.9-10.2.b
Santiago meets the mysterious **Alchemist** in the desert. The Alchemist tests his courage and guides him on the final stretch of travel toward the pyramids.
Practice quote transcription mechanics. Insert exact dialogue blocks inside quotation marks using the visual quote bridges template.
Weekly Novel Review Roadmap Slide 8 of 10
AZ.W.9-10.2
Santiago reaches the **pyramids** and digs for treasure. A robber beats him up but reveals a key clue: the real gold chest is buried back in Spain under the tree where he started.
Combine all your cumulative writing pieces into a full **5-paragraph essay** (with exactly 5 sentences per paragraph) detailing Santiago's dream destiny.
Weekly Novel Review Roadmap Slide 9 of 10
IEP Goal Tracking
Ensure students utilize their **5-sentence graphic organizers** and **visual vocabulary charts** to track personal comprehension success throughout the 9-week novel study.
Week 3: Central Idea Umbrella Completed
Week 5: Chronological SWBST Chart Completed
Week 9: 25-Sentence Informative Essay Completed
The Alchemist Novel Study Framework Slide 10 of 10
Guided Practice / Collaborative (20 min): Place stop-sign markers on scrambled run-on strips. Error-Correction: "We have two complete thoughts here: 'The boy woke up' and 'He saw the sun.' Put a period after 'up' and capitalize 'He'."
Checking for Understanding (5 min): Identify correct period boundaries with fingers.
Independent Practice (10 min): Rewrite 3 long run-ons into 6 clean sentences on their worksheet.
Wednesday: 60 minutes
Student-Friendly Objective: "I can merge short sentences using 'because', 'but', and 'so'."
Anticipatory Set / Bell Work (5–10 min): Choose the best connector word to link two daily life thoughts (e.g. "It was cold, [so] I wore a coat").
Direct Instruction / Modeling (10 min): Model using green connector blocks (because, but, so) to link: "Santiago was sad [because] a thief stole his gold."
Guided Practice / Collaborative (20 min): Select and glue connector cards between short sentence strips. Error-Correction: "If we use 'but' here: 'He was robbed, but he worked.' That works! It shows the obstacle."
Checking for Understanding (5 min): Raise matching colored connector cards.
Independent Practice (10 min): Complete the sentence-combining worksheet using because/but/so.
subject, verb, agreement, run-on, conjunction, because, but, so, partner
Subject-Verb sorting tokens, physical sentence connector strips, stop-sign punctuation stamps, dry-erase writing boundaries.
Visual: Highlight subject nouns in blue and action verbs in green on worksheets.
Tactile: Physically slide red circular tokens to mark sentence boundaries.
Low Memory: Visual reference board of connector words (Because, But, So) on desks.
Successful assembly of combined sentences on Wednesday. Sentence boundary check success rate on Thursday.
• Stop-Sign Boundary Stamps
• Connector Block Builders
• Subject-Verb Partnership Tokens
Vocational Writing: Understanding complete sentence boundaries when typing workplace safety messages.
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check completed sentence combinations for accurate conjunction usage.
Closure (5 minutes): Hold up connector cards while chorally reading the combined sentences aloud.
Student Reflection Prompt (Exit Ticket): Complete the sentence starters to express why we merge short sentences.
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can proofread my combined sentences for capitalization and period placement."
Anticipatory Set / Bell Work (5–10 minutes): Look at visual card of a complete sentence. Identify missing periods on the board.
Direct Instruction / Modeling (10 minutes): Model self-editing. Use a green pencil to trace starting capitals and a red pencil to circle periods on Ch 4 model paragraphs.
Guided Practice / Collaborative Activity (20 minutes): Swap writing sheets in pairs. Peer-check capital and period targets. Error-Correction: "You started 'santiago' with a small 's'. Since it is a proper person's name, we must change it to capital 'S'."
Checking for Understanding Strategy (5 minutes): Hold up green and red tokens to verify proofreading matches.
Independent Practice (10 minutes): Complete the final proofreading assessment worksheet.
Assessment / Evidence (1–5 minutes): Grade sheets against a capitalization and period punctuation rubric.
Closure (5 minutes): Recite proper capitalization rules (Names, start of sentences, proper nouns).
Student Reflection Prompt (Exit Ticket): Complete the self-checking checkboxes: [ ] Capitals checked [ ] Periods checked.
Grammar convention drills can cause extreme fatigue. Color-coding parts of speech and using physical stamps for boundary punctuation reduces spatial processing loads during editing.
The Stop-Sign Boundary Stamp gives students physical, tactile boundary markers that make paragraph sentence boundaries tangible, improving period retention.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Guided Practice / Collaborative (20 min): Connect starter frames to Santiago quote cards in pairs. Error-Correction: "Remember the comma before the quote. Comma sits on the line before we open our quotation marks."
Checking for Understanding (5 min): Circle commas on the board before quote blocks.
Independent Practice (10 min): Complete 3 quote-starter sentence worksheets.
Wednesday: 60 minutes
Student-Friendly Objective: "I can transcribe a book quote exactly without changing spelling."
Anticipatory Set / Bell Work (5–10 min): Copy simple, non-English words to practice character-by-character visual transcription.
Direct Instruction / Modeling (10 min): Model looking at the word in the book, reading it in parts, and copying it. Show how to check letter-by-letter to avoid spelling errors.
Guided Practice / Collaborative (20 min): Copy 2 Santiago quotes in pairs. Spot-check transcription. Error-Correction: "You wrote 'treashur' but the book says 'treasure.' Let's check letter-by-letter. Fix the ending spelling."
Checking for Understanding (5 min): Call out spelling matches between board and book pages.
Independent Practice (10 min): Transcribe 2 short quotes from Fatima's scenes on their worksheets.
quotation, quote, quote frame, transcription, comma, capital, proof, copy
The Alchemist Week 8 quote card blocks, quote-mark plastic frames, visual transition templates, transcription guide rulers.
Visual: Quotation marks highlighted in thick, bright borders on all worksheets.
Tactile: Laminated sliding guide rulers that help isolate lines during transcription.
Low Memory: Visual reference board of active vocabulary on front board.
Accurate transcription check on Wednesday. Capital and period tracking checks on Thursday.
• Sliding Guide Rulers
• Quote Bridge Organizers
• Comma Placement Pointers
Vocational Writing: Transcribing numerical specifications and contact notes inside work templates.
PPEP TEC High School • Lesson Plan Template Page 1 of 2
PPEP TEC
Lesson Plan
PPEP TEC High School • Lesson Plan Template Page 2 of 2
Wednesday Continuation
Assessment / Evidence (1–5 minutes): Check transcribed quotes for correct layout and capitalization.
Closure (5 minutes): Hold up quote cards while chorally reading them aloud.
Student Reflection Prompt (Exit Ticket): Complete the sentence starters: "We use quotation marks to show ___."
Thursday: 60 minutes
Student-Friendly Daily Objective: "I can proofread my direct quotes for correct comma and quotation mark placement."
Anticipatory Set / Bell Work (5–10 minutes): Find missing quote marks on simple board sentences.
Direct Instruction / Modeling (10 minutes): Model self-checking. Use green highlighter on comma, opening quote marks, and closing quote marks on Ch 5 model paragraphs.
Guided Practice / Collaborative Activity (20 minutes): Swap quote sheets in pairs. Partner-check punctuation marks. Error-Correction: "You wrote the period after the closing quotation marks. In standard ELA, the period sits inside the quote marks. Move it here."
Checking for Understanding Strategy (5 minutes): Hold up green and red tokens to verify quote-bracket completeness.
Independent Practice (10 minutes): Complete the final quote punctuation editing worksheet.
Assessment / Evidence (1–5 minutes): Grade sheets against an objective quote punctuation checklist.
Closure (5 minutes): Recite standard quote rule sequence (Comma → Open Quotes → Copied Text → Period → Close Quotes).
Student Reflection Prompt (Exit Ticket): Complete the self-checking checkboxes: [ ] Comma checked [ ] Quote marks checked.
Visual tracking during copying can cause immense spatial fatigue. Utilizing sliding guide rulers helps students keep their eyes aligned to the correct line in the book.
The Sliding Guide Ruler reduces visual scanning tracking errors by completely blocking out surrounding lines, making the target sentence clear.
Approved by: Admin Board
Department: Special Services
Form: PPEP-LP-V3
PPEP TEC High School • Lesson Plan Template Page 2 of 2
