Overview

This detailed plan is designed for a mild to moderate Special Day Class (SDC) of 15 students in grades 5 and 6. The entire 360-minute Monday is structured to meet Common Core State Standards (CCSS) for English Language Arts (ELA) and Mathematics, integrating social-emotional learning (SEL) with sensory and self-regulation supports. The plan maximizes engagement through visual supports, hands-on manipulatives, and scaffolded instructions tailored for students with diverse learning needs.

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Schedule Summary

Time	Activity
9:00 - 9:15	Breakfast
9:15 - 9:30	Morning Routine & Warm-up
9:30 - 10:25	Literacy Block
10:25 - 10:30	Transition & Prep for Recess
10:30 - 10:45	Recess
10:45 - 11:30	Math Activities
11:30 - 11:45	Movement Break & Calming Strategies
11:45 - 12:00	SEL Self-Regulation & Reflection
12:00 - 12:30	Lunch
12:30 - 2:30	Project-based Storytelling & Sentence Building
2:30 - 2:50	Wrap-Up Review, Movement Break
2:50 - 3:00	Dismissal Preparation & Goodbye Routine

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Learning Objectives

English Language Arts (ELA)

Aligned with CCSS.ELA-LITERACY.RL.5.2, RL.6.2, L.5.4, L.6.4, L.5.1, RL.5.7

• Students will retell stories with key details and sequence events using visual story maps.
• Students will develop and use a growing vocabulary through hands-on word play and props.
• Students will construct complete sentences using scaffolds and visual supports.
• Students will demonstrate comprehension by describing characters, settings, and major events in a story.

Mathematics

Aligned with CCSS.MATH.CONTENT.5.NBT.B.7, 5.NBT.B.5, 6.NS.B.3, 6.NS.B.2

• Students will fluently add and subtract multi-digit whole numbers using manipulatives and visual aids.
• Students will solve real-world addition and subtraction problems using hands-on strategies.
• Students will demonstrate understanding of place value and regrouping concepts.

Social-Emotional Learning (SEL)

Aligned with CASEL competencies - Self-awareness, Self-management, Responsible Decision-Making

• Students will practice calming strategies and movement breaks to regulate emotions.
• Students will use simple self-regulation tools and reflect on their feelings.
• Students will demonstrate following classroom routines with support.

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Materials Needed

• Visual story maps, story sequence cards
• Storytelling props: puppets, felt board characters, picture cards
• Word cards & vocabulary picture flashcards
• Sentence construction boards with moveable word tiles
• Manipulatives: base-10 blocks, counters, colored paper strips
• Whiteboards and dry erase markers
• Calming tools: stress balls, visual breathing exercise cards
• Movement resources: yoga mats or open area, sensory balls
• Timer with visual countdown
• Anchor charts for routines and expectations
• Individual visual schedules for each student

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Detailed Activities

9:15 - 9:30: Morning Routine & Warm-up (15 minutes)

Purpose: Provide structure and prepare students for learning with predictable routines and energizing warm-up.

Steps:

1. Visual Schedule Review: Show each student the day’s visual schedule. Use simple phrases and gestures.
2. Greeting Circle: Round-robin greeting with name cards to boost attention and social skills.
3. Movement Warm-up: Simple stretches or a 3-minute “Follow the Leader” movement game (jumping jacks, tapping shoulders). Cue with visual supports and verbal prompts.
4. Calming Breaths: Use a breathing exercise puppet – 4-count inhale/out, modeled and practiced.

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9:30 - 10:25: Literacy Block (55 minutes)

Focus: Storytelling, Vocabulary, Sentence Building

Standards:

• CCSS.ELA-LITERACY.RL.5.2: Summarize key details and describe story elements
• CCSS.ELA-LITERACY.L.5.4: Determine word meanings through context and reference materials
• CCSS.ELA-LITERACY.L.5.1: Write and speak complete sentences

Steps:

1. Story Read-aloud and Interactive Retelling (20 minutes)

• Use a short picture book with clear narrative structure (e.g., “The Lion and the Mouse”).
• Read aloud with visual story maps shown concurrently. Pause to ask simple questions (e.g., “What happened first?”) and allow pointing/selecting on cards.
• Using puppets, students dramatize parts of the story with adult facilitation.

2. Vocabulary Building with Props (15 minutes)

• Introduce 5 targeted vocabulary words from the story using picture flashcards and props (e.g., “brave,” “help,” “tiny”).
• Engage students in matching words to pictures on a felt board or magnetic board.
• Use repetition and sentence frames: “The ___ is very ___.”

3. Sentence Construction Using Visual Supports (20 minutes)

• Provide sentence-building boards with word tiles (articles, nouns, verbs, adjectives).
• Students construct simple sentences related to the story (e.g., “The mouse is tiny.”) working in pairs for peer support.
• Encourage writing or copying sentences on individual whiteboards.
• Scaffold with sentence starter strips and clear visual models.

Assessment:

• Observe participation during retelling and sentence construction.
• Use a simple checklist noting whether the student can sequence images or form basic sentences with support.

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10:30 - 10:45: Recess (15 minutes)

• Outdoor free play or structured game to promote movement and socialization.

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10:45 - 11:30: Math Activities (45 minutes)

Focus: Addition and Subtraction with Manipulatives

Standards:

• CCSS.MATH.CONTENT.5.NBT.B.7: Add and subtract multi-digit whole numbers fluently
• CCSS.MATH.CONTENT.6.NS.B.3: Fluently add, subtract multi-digit decimals using strategies

Steps:

1. Number Place Value Review (10 minutes)

• Use base-10 blocks and colored paper strips to represent hundreds, tens, and ones.
• Group and regroup using a counting board.
• Visual charts illustrate place value concepts.

2. Hands-On Addition Practice (15 minutes)

• Students work in pairs solving 2- and 3-digit addition problems using manipulatives and color-coded steps.
• Example: 237 + 489. Students physically group blocks, exchange 10 tens for 1 hundred.
• Teacher models step-by-step with large demonstration set.

3. Subtraction with Regrouping (15 minutes)

• Use similar manipulatives to model subtraction with regrouping.
• Real-world word problems presented with picture supports.
• Students use colored paper strips to visualize “borrowing.”
• Students write final answers with help on whiteboards.

4. Quick Mental Math Game (5 minutes)

• Use a timer; students solve flashcard problems aloud to maintain engagement. Visual cues support response.

Assessment:

• Check students’ ability to model problems with blocks and provide correct sums/differences.
• Use a simple exit card: students pick 1 problem and solve with or without support.

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11:30 - 11:45: Movement Break & Calming Strategies (15 minutes)

• Guided movement such as “Simon Says” focusing on large muscle groups, incorporating sensory balls.
• Transition to calming breathing exercises using visual card prompts.
• Introduce “Mood Meter” – students point to how they feel using a color-coded chart.

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11:45 - 12:00: SEL Self-Regulation & Reflection (15 minutes)

• Quick group reflection: “What do you do when you feel frustrated?” Using pictorial choice cards, students share strategies.
• Practice hands-on calming strategies: squeezing stress balls, deep breathing, visualizing calm places.
• Use social stories for managing emotions and following classroom rules.

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12:00 - 12:30: Lunch

• Supervised social time with support for communication and routines.

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12:30 - 2:30: Project-Based Storytelling & Sentence Building (120 minutes)

Extended hands-on experiential learning integrating literacy and creativity.

Steps:

1. Create a Group Story (45 minutes)

• Use a large story map posted in the room.
• Teacher facilitates brainstorming story ideas using pictures and student input (choice boards).
• Assign roles: character creators, setting artists, storyline planners (small groups).
• Use puppets, felt boards, and props to develop story sequences.

2. Vocabulary Expansion and Sentence Writing (45 minutes)

• Select new vocabulary from the created story; students identify and illustrate words.
• Construct sentences about the story using word tiles and guided writing frames.
• Practice reading sentences aloud with peer support.

3. Story Presentation Preparation (30 minutes)

• Rehearse storytelling using puppets and visuals.
• Teacher models fluent reading and expressive storytelling.
• Students practice speaking in small groups or pairs, supported by visual cards.

Assessment:

• Anecdotal notes on participation, use of vocabulary, sentence construction, and oral skills.
• Collect student-generated sentences and drawings for portfolio evidence.

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2:30 - 2:50: Wrap-Up Review & Movement Break (20 minutes)

• Review key vocabulary and math facts with interactive games (e.g., vocabulary bingo, math “around the room” stations with manipulatives).
• Guided movement/stretching to help transition from focused work.

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2:50 - 3:00: Dismissal Preparation & Goodbye Routine (10 minutes)

• Review home visual schedule to prepare students for dismissal.
• Use calming breathing and positive affirmations.
• Goodbye circle with teacher giving individual praise cards.

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Visual & Instructional Supports Included

• Daily visual schedules
• Step-by-step picture task cards for all major activities
• Color-coded manipulatives and word tiles
• Object and picture cues for vocabulary
• Social stories and calming strategy cards

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Assessment Overview

• Formative Assessment: Ongoing teacher observation with simple checklists during activities (e.g., ability to sequence story cards, count and regroup blocks, construct sentences).
• Exit Tickets: Short whiteboard problems or sentence constructions.
• Student Portfolios: Collect sentence boards, drawings, and story maps created.
• SEL Reflection: Mood meter responses and verbal sharing of calming strategies.

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By carefully sequencing scaffolded activities across literacy, math, and SEL with multisensory supports, this plan aligns deeply with Common Core Standards and fosters academic growth, emotional regulation, and student confidence in a mild to moderate SDC setting.