Lesson #1: Introducing Community Circle and Activity Routines, and Creating Rules and Agreements

for this Space

Lesson Topic:
The topic of this first lesson in the unit will be to introduce students to a weekly practice every
Friday called Community Circle and Activity that will happen for the last 1 hour of the school
day, and collectively create rules and agreements for this space.
Students Backgrounds (Prior Skills/Readiness, Interests, and Learning Preferences):
Student class profile The group of students that this lesson plan will be created for is for an
inclusive, 2nd grade classroom. There are 25 students in the class, with 14 boys and 11 girls.
All students live in different communities in New York City. The student body is
predominantly white, including 15 white students, 3 African American students, 1 French
student, 1 German student, 1 Russian student, and 4 Hispanic students. Two of the students
have disabilities in the class, categorized as students with autism, and both students are oral.
Prior skills/readiness Students have already learned about communities and what makes up a
community in their 1st grade classrooms. Students are familiar with collaborating in small
groups, and with the routines of large group discussion, including being an active listener,
raising hands to participate, etc. 11 students in the class have IEPs, and there are 2 English
Language Learners (ELLs).
Interests The students are very diverse, and have many interests. Many students are involved
in extra-curricular activities, including piano lessons, sports teams (baseball, basketball, soccer
football, tennis), the arts (dance, drama, music), cooking, learning a new language, and video
games.
Learning preferences The student body is composed of very diverse learners. Students love
social studies, and are interested in topics related to social studies. Students thrive with
interactive and multi-modal learning, and have difficulty sitting on the carpet for extended
periods of time. There is a wide range of different types of learners, including kinesthetic
learners, auditory learners, visual learners, and reading/writing learners. The students in the
class have different preferences with working in groups some enjoy and are successful
working in small groups and partnerships, though there are some students that prefer to work
independently.
Because of the diverse learners, learning interests and preferences, a Universal Design for
Learning (UDL) template is utilized to allow all students to access content through
differentiation in various participation structures, multiple means of engagement,
representation, and expression.
Although I have explained the learners in this classroom, it is significant to note that these
lesson plans are to take place at the beginning of the school year. Thus, as in any classroom,
with any lesson, ongoing assessment throughout this lesson will serve as information for the
teacher for how students like to learn, what their interests are, and in what ways students prefer
to express themselves, and engage with content.
Lesson Objectives (Instructional, Social and Behavioral):
Instructional Objectives:
Social Objectives:
Behavioral Objectives:
Students will
Students will
Students will
Infer what the different
components of the
community circle/activity
mean.
Create a list of wants, needs,
and rules during this time
that represent the rules and

Understand their roles as

active listeners and
collaborative participants in
our classroom community.
Take turns speaking and
sharing ideas.
Be able to realize and follow

Be able to transition
smoothly when prompted
with signals that
demonstrate when to stop
working, and listen to
directions.
Work together in different

agreements to create a
productive environment of
support and trust among
class members
Analyze actionable steps and
ways of interacting that can
make the community
meeting and activity space
one of respect and trust.
Identify and describe
examples of what might be
put in the suggestion box.
Identify and explain
different kinds of kindness
graffiti we could write.
Describe the different
components of community
circle/activity.

the routines and structures

participation structures
that surround the success of
throughout the lesson
the community activity each
collaboratively.
week, including the first 15
Understand the routine of
minutes as the inquiry
writing on the kindness
/question/introduction to the
graffiti wall, and the times
activity, check in time,
during the day we can do
and look at the kindness
that, as well as add
graffiti, the next 30 minutes
suggestions to the
doing the activity, and the
suggestion box.
final 10-15 minutes
Realize that the rules and
discussing, closing, and
agreements will be
adding to our community
ongoing, and if conflicts or
wall.
new ideas arise, we can add
them.

Lesson Procedures:
1. Starting the Lesson
(Anticipatory Set student background
1. Assessment of prior knowledge
knowledge):
(Formal, informal, formative, and summative
15 minutes 10 min. for inquiry, 5 min. for
assessments):
discussion
To start the lesson, all students will sit in a
There will be multiple ways to assess student
circle that includes all students on the carpet
prior knowledge during the starting activity.
(whether students are sitting in a chair,
Informally, I can assess student discussions
standing, etc.).
about what they think the different aspects of
I will briefly state, Today, we will start a
community circle/activity mean, and how
weekly practice in our classroom. Every
they are related to what this time of the day
Friday, for the last 1-hour of the school day,
will look like and mean for us as a group. I
we will all be together to work on a
can use this information to see how explicit I
community activity, and have discussions
should be in explaining what the different
during community circle meetings. Today I
components of the meeting are in the next
want to introduce to you different routines
section of the lesson.
and practices that will help us to stay
More formally, I can assess what students
organized and productive as a group during
write, type, or fill out, if they choose to do a
this time, but before we do that, I want you to
graphic organizer. I can also utilize this
do the following. Look at the space we are
information to see which stations are more
in, and either sit where you are and take
popular, and which stations students are
mental notes, talk with a partner, or walk
more hesitant to gravitate to. I can utilize
around and discuss with other students in a
this information as well to see how much I
group the following: What do you think we
need to go in depth with explaining what
will use the suggestion box for? What do
each component of community circle/activity
you think kindness graffiti is? What are
is.
rules and agreements? Finally, how are all Finally, I can informally assess which
of these things related, and what do you think
students gravitate towards certain
we will do in this blank wall space called
participation structures. For example, which
our community?
students are drawn to using technology?
There will be these same questions up on the
Which students are choosing to write versus
SMART board, or chart paper, etc., in the
have discussions with classmates? Which

classroom for visual learners. Additionally,

at different places in the room there will be
stations titled, suggestion box, kindness
graffiti, rules and agreements, and our
community wall. At each station there will
be laptops, paper, markers, and graphic
organizers for students to write, type, or just
discuss their ideas about what they think and
feel about these different aspects of
community circle/activity. Students can
work independently, in groups, or
partnerships, and participate in the way that
works for them. Students can also attend the
stations they feel compelled to, and dont
have to attend all stations.
After about 10 minutes, which will be put on
a timer for students to consider how much
time they have to get to different stations, we
will meet back together, and look at what
students wrote/typed, and discuss.
Throughout this time, I will begin to create a
visual class coggle to map out student
ideas about what community circle/activity
will be about, and the different elements.
This will be completed and added to
throughout the discussion.

Anticipated Prior
Knowledge:
Students will have learned
about what a community is
from their 1st grade social
studies curriculum.
Students will have
previously engaged with
similar routines, such as
morning meeting, or another
whole class activity or
discussion.
Students may have engaged
with collaboratively creating
class rules and agreements.
Students will have utilized

students choose to work independently

versus with a partner or in a small group?
Which students seem to already have good
relationships with each other? I can use all
of this information in planning for future
community activities. For example, if there
is a group of students that only work with
each other, I will consider more activities to
foster all students to get to know other
students in the classroom to help ensure the
real sense of community and
inclusiveness I seek with this space. I can
also use this information when considering
what participatory structures and means of
representation to utilize in future lessons, and
means of expression to allow students to
fully and meaningfully represent their
knowledge, and means of engagement so that
students are encouraged and motivated to
continue participating and collaborating.
I can also use what students come up with to
consider the following: What are students
thinking of that I hadnt considered? What
are ways I can incorporate their new ideas
about these elements into the community
circle/activity? Where should I go from here
utilizing student ideas and brainstorming?
I can also assess student collaboration skills
students are demonstrating during this time.
The class coggle will serve as a whole
class assessment of understanding of these
concepts, and the prior knowledge students
bring about the different components of
community circle/activity, and what they
think the time will be spent for.
Opportunities to
Questions to Discover Prior
Demonstrate Prior
Knowledge:
Knowledge:
Partner, or small group
What do you think we will
discussions about various
use the suggestion box
components of community
for?
circle/activity.
What do you think
Chart paper, graphic
kindness graffiti is?
organizers, and visual,
What are rules and
written, group or individual
agreements?
representations of prior
What do you think we will
knowledge through opendo in this blank wall space
ended stations.
called our community?
Typed responses to the
How do you think all of
inquiry based questions.
these things related?
Opportunities to type, write,
or verbally express their

computers, graphic
prior knowledge about what
organizers, chart paper, etc.
they think the different
provided in the classroom.
components of the
Students will understand
community circle/activity
how to talk in a group
are, and how they are
discussion, and understand
connected.
basic group collaboration
skills (ex: taking turns,
raising hands, active
listening, etc.).
Students at this point will
already be familiar with our
transition signals that say
when to stop working, and
listen for directions.
2. Doing the Lesson
(Teaching Act explicit modeling, guided
practice, and other applications):
2. Assessment throughout the activity
30 minutes 10 min. for explicit teaching
(Formal, informal, formative, and summative
with guided practice, 20 min. for creating
assessments):
rules and agreements and building rules and
agreements collaboratively based upon ideas
After discussing student ideas, and based
While students are discussing which of the
upon assessment ongoing throughout the first
three examples would not demonstrate what
part of the lesson, I will explicitly teach what
might be put on the kindness graffiti wall, I
each of the components are for our
can informally assess students by listening in
community circle/activity, along with guided
and prompting further discussion. As
practice for ideas how we might use the
students discuss with each other the reasons
different elements.
why they think any one of the examples
Students will need to have their notebooks or
might not be one someone would put on the
laptops at the carpet. First, I will introduce
kindness graffiti wall, I can gauge how well
the kindness graffiti, which is a space on
students are understanding what types of
the wall that will be in the classroom each
comments they could write on the wall.
day for students to write on when they come
Also, the students that share their examples
in and are transitioning in the morning,
aloud to the class will demonstrate
before and after going to lunch and recess,
understanding of these concepts.
and before leaving at the end of the day, or if Additionally, if students choose to write
there is any down time throughout the day
down, or type, their ideas for the kindness
(ex: early finishers). The space will be
graffiti wall, I can more formally assess these
utilized to write moments of kindness
ideas at the completion of the lesson.
perceived by our class community members
Similarly, I can informally assess student
throughout the day. I will note that adding to
discussions surrounding what suggestions
the wall can be in many forms, writing with
they might consider putting in the suggestion
chalk, writing on a post-it and placing it on
box. Also, if students choose to write down,
the board, typing and printing to put on
or type, their suggestions, I can more
board, etc. I will then put up 3 examples up
formally assess them at the completion of the
on the board, 2 that demonstrate what might
lesson. Because the suggestion box ideas are
be put on the kindness graffiti wall, and 1
a more creative process, I will utilize student
that would not be put on. The examples
understanding of this concept for planning in
could be the following: 1. John helped me
the future. Perhaps a later lesson might be
unpack my backpack so I wouldnt be late for
required to do some more work with this
morning meeting. 2. Sahil got a perfect
concept to help students develop ideas.

score on his math test. 3. Samantha lent me

a pencil during word study so I wouldnt
miss anything. I would then have the students
talk with the person sitting next to them
about which one they think would be the one
that shouldnt go on the kindness graffiti wall
and why. After a quick discussion, I would
have 1-2 students share which one they
thought was not appropriate for the kindness
graffiti wall, and why. Next, I would ask
students to think to themselves about
something they might write about someone
in our community that they saw today, or
another time earlier in the week. Students
can either write it in their notebooks, or think
to themselves.
Second, I will discuss the suggestion box,
which is a box by the mailboxes in the
classroom where students can write
suggestions, questions, or ideas for
community circle/activity when they come in
and are transitioning in the morning, before
and after going to lunch and recess, and
before leaving at the end of the day, or if
there is any down time throughout the day
(ex: early finishers). I will emphasize that
the ideas, activities that we do, and the
questions we discuss will be based upon their
suggestions. Each week I will look in the
suggestion box and pull student ideas to
create the activities and discussions for
community circle/activity. The suggestions
could be questions you have, things you want
to share about what is going on in your life,
something going on in the world that you
want to discuss, or ideas for an activity that
the whole class could do together. (This list
of ideas will be written on the suggestion box
itself.) Then, on the board, I will put 3
examples of possible suggestions, which
could be the following: 1. I am having a
problem or a conflict that I would like some
advice about. 2. I would like to share with
my community the different traditions I do
when celebrating Diwali, or another holiday.
3. I have an idea to write letters to other
students in the world to see how school and
life is different there. Put the visual sentence
starters on the board for students, including,
I want to share I have a question about
I want to try I have an idea Next, have
students turn to the other person sitting next

Throughout this part of the lesson, any

questions that students ask can be utilized to
assess understanding as well. For example,
perhaps students need clarification on what
an agreement is, which may hinder their
understanding of what the purpose of the
rules and agreements are, which is a vital
step in the process of creating a strong sense
community the collaboration of all
members to reach agreed upon rules to
follow to create a space of trust and respect.
I purposely do not go into depth with
discussing what the community
circle/activity each week is for, because I
want to see how students answer this
question with an exit ticket in the last part of
the lesson. Thus, the questions that students
ask during this part of the lesson can give
insight into student understand of the lesson
overall, and can help me to plan future
lessons to get at the core purpose of the
community circle/activity to create a strong
sense of an inclusive classroom community
upon which all other learning will build.
During turn and talk times throughout the
guided practice, I can informally assess how
students are collaborating with each other,
and which students might need more support
and facilitation.
Student notes via typing or writing will be a
useful formal assessment tool for me to look
at when responding to the prompt questions
prior to group discussions. As often happens
during group discussions, opinions are
swayed and changed to conform to the
opinion of the group as a whole. Thus,
looking at the individual responses to the
questions can give me insight into student
feelings and thoughts about what rules and
agreements should be for community
circle/activity.
When students get into groups to discuss the
1-3 rules or agreements as a group I can
informally assess what participation
structures that students choose to use. This
can give me insight into student preferences
and means of expression that students prefer.
I can also gain insight into which groups of
students individuals gravitate towards, and
use this in consideration for community
building activities in the future.
As students are discussing 1-3 rules or

to them to brainstorm ideas about what they

agreements, I can informally assess the
might do as a suggestion. Students will have
discussions that students are having for their
the option to write down their responses in
understanding and collaborative skills they
their notebook, or type them.
are utilizing with each other. Which students
Third, I will explain what the purpose is of
are facilitating the discussion? How are
our weekly community circle/activity, and
students participating? Does a future lesson
emphasize that this is our classroom, our
need to focus more on discussion-based
community, and our space to become a
practices? This assessment is aligned with
stronger community together through
behavioral objectives.
working together, and representing our
The discussion we have as a community
unique community in the ways that we want.
while sharing different rules and agreements
The purpose of the our community wall is
can be assessed for understanding of the
to add different representations of what we
major concepts of the lesson. For example,
do as a class community to this wall to show
have students analyzed the actionable steps
anyone that walks into our classroom who
and ways of interacting that can make the
we are as a community. This can be any
community circle/activity space one of
representation, writing, pictures, images,
respect and trust? Did students create the
projects, etc., that we all feel represents us.
wants, needs, rules and agreements that can
This will be ongoing throughout the school
create a productive environment of support
year.
and trust among class members?
Finally, I will introduce the rules and
agreements chart paper. I will put the
following questions on the board for students
to see as I read them aloud: 1. What rules do
you think need to be in place for this time
each week so that you can participate fully
during community circle discussions and
activities? 2. What are some ways you
want/need to feel during this time, and what
are steps we can take as a class to feel that
way each week? 3. What are some things
that we can agree on that will help to create
a productive environment of support and
trust among our community each week? 4.
What do you need to feel comfortable
discussing and working together with
students in our community? I will explain
each question in more depth as I read them,
including that the work that we do during
community circle/activity will require much
collaborative work, teamwork, and different
kinds of discussion. Then, I will ask students
to think about these questions to themselves,
write/type a few ideas for 1 minute. After
that I will tell students to get into groups of
4-5, go off to the different stations (that will
already have the resources from the
beginning part of the lesson), and as a group,
come up with/agree upon 1-3 rules or
agreements that they feel strongly about in
order to fully participate, and feel
comfortable and fully themselves in this

space every week. The questions will remain

on the board as guiding questions, and new,
relevant, graphic organizers will be handed
out. Students can write, type, create their
rules visually, jot notes, or create visuals
using technology to represent their thinking.
I will put a timer up that all students can see
that says 10 minutes to help students budget
their time.
After about 10 minutes of brainstorming, I
will have students come back to our circle to
share out and discuss the rules and
agreements they came up with. During the
share, we will discuss the rules and
agreements, and I will type them on the
board. I will explain to students, once we
agree on the rules, that I will write them on
the chart paper and hang it up in our meeting
area. I will also explain that this is an
ongoing project, and that we can add to, take
away, or change the rules as time goes on.
3. Finishing the Lesson
(Closure, culmination and connections):
3. Final Assessment
15 minutes 10 min. to review what it is we
(Formal, informal, formative, and summative
learned today and share routine visual, 5
assessments):
min. to do an exit ticket.
After going through the rules and
The review discussion will serve as an
agreements, and creating a list as a class
informal assessment to see whether or not
together, I will review with students what it
students understand what each component of
is that we did today by asking questions
the community circle/activity are, and if there
about the different components of the
is any more instruction that needs to take
community circle/activity time. For
place in order to ensure students understand
example, I would ask questions like, What
as we move forward into the implementation
is the suggestion box for? When can we
of these routines.
write on the kindness graffiti wall?
As I go through the visual representation of
After a brief review, I will introduce a prethe general structures/routine that compose
created visual that explains how most
community circle/activity, any questions that
community circle/activity times will be
students have can give insight into what
structured, i.e., with a 15 minute
areas need more review.
inquiry/question/exploration and introduction The final assessment exit ticket that asks
of the activity, check in time, and quickly
students, What does being part of a
look at the kindness graffiti for the week,
community mean to you? What do you
30 minutes to work collaboratively as a
think the purpose of having community
community on an activity or group
circle/activity is for our classroom? will
discussion, and 15 minutes to share, discuss,
serve as a pre-assessment for the year. This
add to our community wall if relevant, and
will give me insight into what students
reflect/close. I will emphasize the flexibility
understand about the meaning of
of the community circle/activity each week,
community, what that term means to them,
and that depending on the chosen activity, or
and what they feel, at this moment, based
topic of discussion, this structure may
upon the different elements of the
change.
community circle/activity that we explored
Finally, I will hand out a prompt, and put on
today. Are students beginning to put the

the board, that has the question, What does

pieces together of what the purpose of this
being part of a community mean to you?
activity is? This will serve as a foundation
What do you think the purpose of having
upon which all activities for community
community circle/activity is for our
circle will be built upon based on current
classroom? I will ask students to think
understandings of these big concepts.
about everything that we did together today,
all the components of the community
circle/activity, and to think about what it is
they know already about what it means to be
a community. Students can answer this
question through writing, through verbal
expression by talking with me individually
(particularly for ELLs), or by drawing a
picture, typing, etc. After students answer
the exit ticket, they will begin packing up for
the day.
Elements of Universal Design for Learning:
Multiple Means of Representation:
1. Starting the Lesson:
Physical students can sit how they want in the circle, whether it is on a chair, on a ball, on the
carpet, etc., they are free to engage in the community circle in multiple ways. Students can
also move around the room to observe different components of community circle/activity, or
sit still and observe.
Visual learners During the inquiry, students will have visuals of the kindness graffiti, the
our community wall, the suggestion box, and the rules and agreements chart paper. The
questions for inquiry will also be posted on either a SMART board, or on the white/chalk board
in the room to look at during the inquiry. Additionally, students will be provided with optional
graphic organizers to help them map their thinking. The class coggle will also be a useful
visual representation for students to engage with throughout the rest of the lesson. There will
be a timer on the board for students to follow when budgeting their time for work.
Auditory learners There will be much discussion for students who understand through
listening and working with others. Students can listen in on different partner and group
discussions, as well as initiate conversations surrounding discussion of the different
components of the community circle/activity.
Kinesthetic learners Students will be able to move around the classroom to engage with the
different elements associated with the community circle/activity. Students can choose to create
visuals themselves to represent their prior knowledge using the tools provided in the
classroom.
English Language Learners (ELLs) Students will be able to work with a partner or in small
groups during the activity. They can add onto discussions within groups, or ask for
explanations from classmates and share ideas with them. ELLs can refer to the visual
questions on the board to support their thinking, and can utilize the graphic organizers to help
map their thoughts.
2. Doing the Lesson:
Physical students can sit how they want in the circle, whether it is on a chair, on a ball, on the
carpet, etc., they are free to engage in the community circle in multiple ways. Students can
work at stations or around the room during the active engagement portion of the lesson.
Visual learners Throughout the explicit teaching components, there will be several visuals to
support understanding. The visual of the kindness graffiti wall itself and the suggestion
box will be referenced and visible throughout the lesson. The visual examples on the

SMART/white board for what might be put on the kindness graffiti wall, as well as the possible
suggestions for the suggestion box will be useful supports for these learners. There will be a
timer on the board for students to follow when budgeting their time for work.
Auditory learners The options to discuss with partners, in a group setting, and the explicit,
verbal teaching will all appeal to auditory learners.
Kinesthetic learners Students will have the opportunity to touch the suggestion box.
Students will be able to move around in groups when working on creating rules and
agreements.
English Language Learners (ELLs) The visual examples and the sentence starter prompts
will be useful for ELLs in formulating ideas. Also, graphic organizers and small group
discussions will be useful supports.
3. Finishing the Lesson:
Physical students can sit how they want in the circle, whether it is on a chair, on a ball, on the
carpet, etc., they are free to engage in the community circle in multiple ways.
Visual learners There will be a pre-created visual schedule of how most of the community
circle/activity times will go.
Auditory learners During the group discussion review, as well as the introduction to the
visual schedule for how most community circle/activities will be structured, students can listen
as I express this information orally.
Kinesthetic learners Students can sit how they want in the circle during this time, and I can
also pass around the visual schedule for students that want to look closely at it.
English Language Learners (ELLs) The visual representation of the schedule will be useful
for ELLs.
Multiple Means of Engagement:
1. Starting the Lesson:
Students can sit how they want in the circle, whether it is on a chair, on a ball, on the carpet,
etc., so that they are free to engage in the community circle in multiple ways.
The first part of the lesson is inquiry based, and allows students to take ownership of their own
ideas and learning by engaging how they want.
Students have the options to work independently, in pairs, or in small groups.
Students may work at different stations in the classroom, or different areas across the room.
Students may engage with paper and markers, or with technology.
All students are given the option to write, or talk through ideas, as well as physically and
graphically represent what they know, or are thinking, about the different components of the
community circle/activity.
2. Doing the Lesson:
Students will have the choice to write down their ideas for the kindness graffiti wall, type
them, or just think in their heads. Also, for adding to the kindness graffiti wall generally,
students can write on it in multiple ways write on it in chalk, write on a post-it not and put it
on, type it on a laptop and print it out, etc.
Students can talk to a partner when brainstorming ideas, or write their responses down
individually, or type them.
There will be various participation structures, including partner discussions, individual work,
as well as large and small group discussions.
There will be several moments where students can choose how they want to participate,
including when they are doing the activity with rules and agreements, they can write, type,
create a visual, jot notes, or use technology to represent their group thinking. Students will
also not be limited to the number of rules or agreements they can create, although 1-3 will be a
helpful guideline.

3. Finishing the Lesson:

Students can sit how they want in the circle, whether it is on a chair, on a ball, on the carpet,
etc., so that they are free to engage in the community circle in multiple ways.
Students can answer the exit ticket question in a way that is right for them, whether it be
creating a thinking map, typing up ideas, drawing a picture, or verbally talking with me
individually about their response.
Multiple Means of Expression:
1. Starting the Lesson:
Students can express their knowledge in multiple ways, including through writing, through
talking and discussion with classmates and peers, through drawing, using technology, or
creating representations of their knowledge using the materials in the classroom.
2. Doing the Lesson:
Students can express their knowledge in multiple ways, including through discussion (talking
with a partner, in a small group, or participating in the large group discussion), students can
write, type, or just discuss their ideas for kindness graffiti and suggestions for the suggestion
box.
During the rules and agreements activity, students can express their knowledge through their
choice of representation, including typing ideas, creating a visual, drawing, using technology,
writing on a graphic organizer, or just writing down and listing ideas.
3. Finishing the Lesson:
When we are in our final review discussion, students can choose to participate to answer the
review questions aloud.
As students answer the exit ticket, they can express their knowledge in many ways, including
typing, writing, verbally expressing to me individually, drawing a picture, or another form of
representation that the student might choose.
Materials:
1. Starting the Lesson:
Chart paper, markers, laptops, SMART board or chalk/white board, a chart paper with rules
and agreements on it, a section of the chalk/white board that says kindness graffiti, a
personalized suggestion box, and a section of the wall in the room representing our
community, and a visual timer for students to reference throughout.
2. Doing the Lesson:
The suggestion box already made, kindness graffiti and our community wall already
made, SMART board or chalk/white board for questions and prompts, graphic organizers, a
chart paper with rules and agreements on it, laptops, chart paper, markers, and a visual timer
for students to reference throughout the activity.
3. Finishing the Lesson:
A pre-created visual representation of the visual schedule for how most of the community
circle/activity times will go, individual papers with the exit ticket questions on top with room
for responses and thinking maps, and any materials students might need to respond to this exit
ticket, including pencils, pens, laptops, etc.
Technology (Computer and/or Assistive) to Support Learning:
Any students that need to use assistive technology will be able to do so throughout the lesson.
In the beginning, inquiry based, part of the lesson, students can utilize technology, computers,
laptops, etc., to type their ideas, or create visual representations of their knowledge.
Throughout the lesson, if students are non-oral, the different participation structures allow for
students to use technology to support their learning, engage with discussion, and participate in

multiple ways.
The teacher will use the SMART board and utilize it throughout the lesson with different
question prompts and visuals to support learning.
Laptops will be provided throughout the lesson to help students engage with the content and
support varied learning needs by allowing students to express their knowledge through typing
or creating visuals.