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Toca Life: City

Toca Life: City is similar to Toca Boca’s other app called Toca Town. You are able to visit four locations: a hair salon, a mall, a food court, and an apartment. At each these locations you can easily spend hours interacting with the characters, items, and fun surprises! Like all other Toca Boca apps the app is very open ended and up to you to create the story. For example go to the hair salon and get your hair cut and then go the mall and doing some grocery shopping or stop by the pet store to get a new puppy. The language opportunities are endless. Have Fun!!

Save or Print Lesson Plan

A pdf version of the lesson plan can be printed or saved on a PC or tablet. Supplemental Materials (Books and Smart Charts) for this lesson are listed below and are saved or printed separately. Smart Charts provide Unity icons for each lesson to assist with modeling target words.

App Information

Toca Life: City

Download on the App Store

Expected Outcome

The person will expand their utterances by providing two step directions and utilizing conjunctions.

Purpose

  • To follow and give directions
  • To use conjunctions to join to phrases or clauses
  • To use negatives in a sentence

Vocabulary

  • But
  • Because
  • So
  • And
  • In
  • On
  • Beside
  • Under
  • Toy
  • Clothes
  • Food
  • Pet
  • Hair
  • Go
  • Stop
  • Up
  • Down
  • Want
  • That
  • Not/No/Don’t
  • Put
  • Toy
  • Buy
  • Take
  • Same
  • Different

Language Skill

The person will expand their utterances by providing two step directions and utilizing conjunctions.

Objectives

  1. The person will give, restate, and follow simple two-step directions
  2. The person will use conjunctions (but, so, because, and) to formulate sentences
  3. The person will use negatives (No, Not, Do not) in simple or compound sentences

Activities

Speaking

  • Start by opening the app and selecting the location that the person wants to visit. Take turns giving directions and receiving directions. Make sure to model conjunctions on the device. For example “Go to the food court and buy pizza” or “Go to the mall but don’t go to the toy store.” Consistent modeling will be needed to teach both use and understanding of conjunctions.
  • Using the various characters in the game have them go to the hair salon, food court, or mall. Using the words “same” and “different” compare the characters hair styles, food selections, or what they bought and the mall. This is a great opportunity to use both the comparison words as well as conjunctions “They have the same hair but her hair is green.” Or “He has a cat and a dog but he has a cat and a bird.”
  • Targeting negatives No, Not, and don’t can also be achieved easily during app play. While following directions that the device user has given you, purposely follow them incorrectly. This will force the use of words like “not that”, “no”, “don’t do that.”

Reading

  • Go the website Story Jumper. You can search books based on a topic of you can create your own. You can search for “field trip” or “trip to the mall ”A cute story on this site is called If you Take a Girl to the Mall(similar to the If you Give series by Numeroff). You can target the conjunction sequence “ If….then”
  • Read the book aloud to the students. Stop at various points to check predictions and make new ones. At stopping points, have the students share unfamiliar vocabulary words. Read the sentence containing the unfamiliar word. The teacher will record the sentence on one of the sentence strips, place it on the board and discuss the words meaning. A student will then place a vocabulary flash card on the board above the unfamiliar word.

Writing

  • Have the person pretend they went on a virtual field trip to the mall, salon, food court, or friend’s house. Some device users often have difficulty generating ideas on their own so have them work in a group or with a teacher to write down their experience in their own words. After it is written, the person if able to can read it. Another helpful approach would have the person use a graphic organizer to help them make a list of likes and dislikes. These can be “ What I liked, What I learned, What I didn’t like, What I recommend to my friends, etc…” They can share their list with their class mates or have a group/class discussion about it.
  • Use the attached “My Trip to the _____” activity sheet to help organize and sequence a recent field trip.
  • Finally, it is a good idea for students to write thank you notes to anyone who especially made the field trip successful — chaperones, site guides, donors, etc. The person can choose items from their graphic organizer to share in the thank you note to let the person know what they appreciated and learned.

Generalization

  • Remember that the person may be a motor learner, not depending on the metaphors associated with the icons. Lots of practice will establish automatic motor patterns for these beginning words. Need some help learning the Unity Patterns? Visit prentrom.com/training/courses/unity
  • Parent Link Use for homework or to reinforce what was done in therapy.

Supplemental Materials

Smart Charts

Writing Templates

Common Core Standards

Below are references to the Common Core Standards organized by grade level and associated with the goals and objectives of this lesson plan. When considering which standards to target in your lessons with students, begin by looking at the standards at your student’s grade level. You may need to refer to that same standard at a lower grade level to adapt your lesson to best meet the needs of your student.

Kindergarten

  • K.RIT.1

    Ask and answer questions about key details in a text.

  • K.RIT.4

    Ask and answer question to help determine or clarify the meaning of words and phrases in a text.

  • K.SL.6

    Speak audibly and express thoughts, feelings and ideas clearly.

  • K.L.1b

    Use frequently occurring nouns and verbs.

  • K.L.4

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

  • K.W.2

    Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

  • K.W.6

    With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

1st Grade

  • 1.W.6

    With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

  • 1.W.8

    With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

2nd Grade

  • 2.L.6

    Use words and phrases acquired through conversations, reading and being read to and responding to texts, including using adjectives and adverbs to describe.

  • 2.W.6

    With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

  • 2.W.6

    With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

4th Grade

  • 4.L.3

    Use knowledge of language and its conventions when writing, speaking, reading or listening.

  • 4.W.6

    With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting.

  • 4.W.10

    Write routinely overextended time frames and shorter time frames for a range of descipline-specific tasks, purposes and audiences.

5th Grade

  • 5.SL.6

    Adapt speech to a variety of context and tasks, using formal English when appropriate to task and situation.

  • 5.L.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition and other logical relationships.

  • 5.W.6

    With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.

  • 5.W.10

    Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

6th Grade

  • 6.SL.2

    Interpret information presented in diverse media and formats and explain how it contributes to a topic, text or issue under study.

  • 6.SL.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • 6.L.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • 6.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.

  • 6.W.4

    Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

  • 6.W.5

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.

  • 6.HSS.2

    Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

  • 6.HSS.4

    Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical contest relevant to grades 6-8 texts and topics.

7th Grade

  • 7.SL.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • 7.SL.4

    Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation.

  • 7.L.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension and expression.

  • 7.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

  • 7.W.6

    Use technology, including the internet to produce and publish writing and link to and cite sources as well as interact and collaborate with others, including linking to and citing sources.

  • 7.W.10

    Write routinely overextended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

8th Grade

  • 8.SL.5

    Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

  • 8.SL.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • 8.L.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • 8.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

  • 8.W.6

    Use technology, including the internet, to produce an publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

  • 8.W.10

    Write routinely overextended time frames and shorter time frames.

Grades 9 and 10

  • 9.10.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 9.10.L.3

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • 9.10.L.6

    Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • 9.10.W.2

    Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content.

  • 9.10.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • 9.10.W.6

    Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

  • 9.10.W.10

    Write routinely overextended time frames and shorter time frames.

  • 9.10.ST.7

    Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words.

  • 9.10.HSS.4

    Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Grades 11 and 12

  • 11.12.SL.6

    Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

  • 11.12.L.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • 11.12.L.3

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • 11.12.L.4

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

  • 11.12.L.6

    Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  • 11.12.W.2

    Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

  • 11.12.W.3

    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • 11.12.W.6

    Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

  • 11.12.W.10

    Write routinely overextended time frames and shorter time frames for a range of tasks, purposes and audiences.

  • 11.12.ST.2

    Determine the central ideas of conclusions of a text, summarize complex concepts, processes or information presented in a text by paraphrasing them in simpler but still accurate terms.

  • 11.12.ST.4

    Determine the meaning of symbols, key terms and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

  • 11.12.HSS.4

    Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.