aco as0nDirerendaedtesson Pon Rubte ome ema Points=> | Unsatisfactory | Basic Proficient Distinguished Most Criteria Met | All Criteria Met All Criteria Met and Criteria Exceeded Below 10 pts. | 10-14 points 15-19 points 1 points Alignment of _ | Alignments Lesson parts are | Good alignment of /| Content and Language Lesson Pian | poor or missing. | mostly aligned. | all parts of lesson. ( | aways, strategies and pans tightly al Evidence of | Many SIOP Most SIOP AIISIOP features All SIOP required features SIOP 1-6,7-9, | features are features are are included clearly addressed and used 16-19 and 27- | missing. included. in an exceptional manner. 30 SIOP noted in lesson at the int of occurrence. Differentiation | Much of the Some. 5 target students | samrget students describe for3 target | differentiation is | differentiation for | are differentiated and followed throughout studentsin | missing. these S target | forin process and | lesson with thoughtful and process and students is | content throughout || appropriate content missing. | the lesson. accommodations made in | tent, process, and pro | Assessments | Little or no Some |zirete and summative Differentiated | differentiation of | assessments are | differentiated for _//assessments differentiated assessments is | differentiated for | each of the 5 target / for each of the 5 target evident the 5 target students. students in very appropriate students. [Ways Clear and ‘Accommodations | Accommodations | Accommodations smmodations are ver specific are unclear or | arementioned —_| are clear. | - specific for targeted student differentiation | missing. vaguely. and are clearly written into ban 7 02 100 éDIXIE STATE UNIVERSITY — DEPARTMENT OF EDUCATION ELEMENTARY 2" SEMESTER LESSON PLAN TEMPLATE (Ga/25/13) Teacher Candidate _Daven Trammell ____ Grade Level _sth_Title__Comprehension-Sharks CONTEXTUAL FACTORS (classroom factors) sae ‘Contextual Boys: Girl 10 15 ELLs: Josue, Isaac, Kaylee (all a WIDA level C) Accommodations: Sive (hearing impaired, does have a hearing aid but needs to sit in the front of class) Behavioral Concerns: Brogen (ADHD no IEP available, needs to be motivated) Jordan (likes to argue) Micah (needs extra attention) Katelyn (helpless hand raiser but is extremely smart) Emotional Issues: Sammy (very sensitive, cries a lot) Advanced: Amanda (very gifled in social studies) Emily (reading, math) Ellic (reading, math) Kinley (reading, always gets done early) Doesn’t like to participate: Kaylee, Chantsey Classroom environment: Students are grouped in tables. There are four group tables. There is a Promethean board in front of class, along awhite board. The teacher's desk is in the front of the class in the left comer, There are references all around the room (including references that they are learning currently). There are two tables in the class for small group instruction. There is a computer for the teacher, tablets for the students, laptops for the students, textbooks for each student, and an Elmo, There is a couch in the room that is used for those who are allowed for that day. She will pick one to two students who have the opportunity to learn and participate with the class while sitting on the couch. This motivates the students to be on task. She has a motivation system using tickets (the whole school uses this method). Each student has a job each week. The chart is posted by the sink in the classroom. There are book shelves that are organized into genre and reading level, There are cubbies for the students located in the back of class by the door that leads outside where their recess takes place. There is also a microphone for the teacher’s use during instruction. WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) Slate Standard/Objective (from Unit Plan): Reading: Foundational Skills Standard 4 Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding,Content Walk-Away= “Twill summarize important information about sharks using my graphic organizer to better understand the at) ad Language Walk-Away: “Lwill summarize important information about sharks and write in my graphic organizer to help me better understand the text.” Vocabulary: Predator, pups, characteristics ASSESSMENT EVIDENCE (What evidence do T need to show the students have learned the Walk-Away? ) Modifications/Aecomoda- tions (ELL, IEP, GATE, etc.) Formative Evidence (checking for understanding throughout the lesson): Students will be reading the text and filling out their graphie organizer. I will be y¥, observing them. a’ Content Walk-Away Evidence (Summative): Students will understand the characteristics of sharks and select at least thr&¢ s specifically to write about using their graphic organizer. Language Walk-Away Evidence (Summative): ‘Students will understand the characteristics of sharks and select at least three sharks specifically to write about using their graphic organizer. alt foot it ‘or my behavioral students, will be sure to seat them near the front of the class so that [can monitor them and their behavior. I need to check on Brogen many times throughout the lesson. Katie and Jeff can't be sitting by each other. For my ELL students (Josue, Kaylee, and Issac G.) I will provide examples definitions and visual aids to help them understand the different sharks. They will have some of the graphic organizer filled out already. For my advanced students, | will have them do a side bar activity. Not only will they be filling out the graphic organizer using our text but they will be researching a shark on their own, using their I pads. Jeff and Jordan are both interested and knowledgeable in this topic. ‘They will need differentiation the same as Amanda, Emily, Ellie, and Kinley. For Sive | will have her sitting near the front of the room and I will wear a micro phone during my lesson so that she can hear.ACTIVE LEARNING PLAN zi] ‘Activate/Building Background Knowledge Introduee lesson ‘Asa class we have chosen to learn about ocean life. We have been learning about the ocean environment and how fish live. SIOP > We have learned about what they eat. We have learned about the different kinds. Share with your table a type of fish and what they eat. SIO? 18, 8 Well today we are going to be learning about a fish that isn’t always thought of as a fish, This fish is kind of scary. This fish is a predator. Can you say predator? Good. A predator is an animal that lives by killing and eating other animals. SIO? » So, in this case a fish that lives by eating other fish. (I have this posted on the board for future reference). Any guesses as to what it might be? Dun Dun dun... A SHARK! We will be learning all about sharks today (Ihave a picture ofa shark on the board). Let's go over our walk-aways. Students will read them with me Our walk-aways are our goal for this lesson. SIOP 1, 2, This is what you will all be able to do. We are going to be reading in our National Geographic book (Everyone has a copy). Today while we are reading we are going to use a tool that will help us comprehend, or understand this text. We will be filing out this graphic organizer along the way (I have a copy of the organizer for everyone). We are summarizing important information from our text. Our organizer will help us to write and organize our thinking. Iwant you all to look at your graphie organizer I have passed out to each of you. If you notice, ‘Sharks is in the middle box. This box is where we will write down all the characteristics of most sharks in general. Characteristies are words that describe. Can you say characteristics? Good. I have this posted on the board for future reference. Turn to your partner and share one characteristic you know already about sharks. (Jefi and Jordan are excited to share. They know a lot about this topic.) Ready go. Great! Some of us already know a lot. We all will become experts today. The circles around the box are for specific sharks we will learn about and why they are unique, ot special. SIO? Let's get started! SIOP 6 Formative assessment: Students are participating. Tam observing them as they are sharing information with their partners. Modification/accommodations: (ELL, IEP, GATE, ete.) Brogen is seated at the front of the class. Jordan and Jeff are partners. They both really enjoy sharks. This lesson was geared to their interest and our unit on ocean life. ‘My pictures and definitions are on the board for my ELL students (Josue, Kaylee, and Issae G.) and also for Brogen and Katie Katie and Jeff are not sitting by each other. They do not get along. Everyone has a copy of the text and graphic organizer. I will be using the Elmo to read our book as they follow along. Sive is sitting in the front of the room. I ain wearing @ microphone. The students at her table are aware that they need to speak loud enough for her to hear them property Focus Lesson (“Ido it”) Iwill be reading first. As Tam reading I expect you all to be following along, As we are reading, we will be writing down any information from the text that is important for us to know. (Go over Walk- Away: We are summarizing important information, The focus isn't on the graphic organizer but the thinking.) This is a great strategy that good readers all do to help them understand what they are reading. Remember the middle box is characteristics of sharks in general. Characteristics are words that what..?T point to reference on board. Describe. SIG? » Some of the things that describe a shark may include: what it looks like, what it does, where it lives. Let’s begin reading, turn to page one. begin reading, Everyone is following along, Pages 1-19 all have information on characteristics, how they are born, why they are good predators. Oh we have just read some important information! ‘The text on page 6 and 7 share that sharks are a fish. It says that they have many rows of teeth and when they lose one tooth another one simply moves forward to take its place. Their skin is bumpy and rough. These are all descriptions or characteristics of sharks SIO? 17. These go in our middle box! I write these down modeling this for them, Make sure that you all are writing this down also. Is there anything else from these two pages that go in our box? Their tail fin is large on top to help them swim. Good job. Lets review what we have learned so far before we read on, At you your tables SIO?’ 16 share one thing you learned. Ready go (I will alow sufficient wait time) SIOP 18, Lam listening to their discussion. Great sharing, [knew what to write in my graphic organizer because I knew I was looking for characteristies about sharks. Let's continue reading. Formative Assessment: Students are following along filling out the graphic organizer. Tam modeling how to do this on the Elmo so that they can See my thought process and what info is important for us to know from the text, Observation while they are discussing one thing they have learned so far. ‘ ‘Modification/accommodations: Af My advanced studer ys they have learned. TheyPare also asked to write in full sentences, This cludes Je, Jordan, Amanda, K For my Behavioral, Iam monitoring Brogen. I have giving him positive reinforcement to encourage him being on task. Tam eneouraging Jeff and Jordan to share what they know with their table because they are so interested.‘acteristies in their book for the first few pages. [have flim some for ey and Kaylee to see if they fully Tor miy FLL shuents, Ihave hightonted the a them already. During table discussion I will check for understanding with Chant understand what characteristics are and why we write this down. Guided Instruction (“We do it”) Everyone make sure we are on page 8 to continue reading about sharks. Remember we are looking for characteristics that describe sharks! I begin reading. Pages 8-13 are all about them as pups (babies) and growing up. Stop! We have just come aeross one of our vocabulary words! Pups. From the text who can tell me what pups are? (Wait time SIO? 18) Pups are baby sharks. [have they posted on the board with a picture SIOP 0. Great job, We need to add some characteristics to our graphic organizer SIO) 4! I will write the first one. Pups are baby sharks. They can be hatched from eggs. Who knows the other way sharks are born? From their mothers. Everyone should be writing this in. At your table share another characteristic about pups that we have not written. When you share the characteristics use the word pups. Twill ask each table what characteristic we chose that wasn't written down, We will add that tour organizer. I will specifically ask Jordan and Jeff what else they would like to add. Can someone remind us why we fill in the graphic organizer while we read? To better understand the textt!!! (Clear any misconceptions for L1 students, monitor their understanding SiO? 19) Let’s Continue reading. Formative Assessment: Students are engaged. They are filling out their graphic organizers with the information about sharks when they are pups. They are using the vocabulary word. Modification/aceommodations: For my ELL students (Juste, Kaylee, Issac) I have characteristies filled out on their graphic organizer already for each section. Thave written on the board, "Some characteristies of shark pups are...” They are using this format to share. The definition and pictures are on board. Iam nloachFoving this modification for Chantsey, Katie, and Brogen. For my advanced they are expected to write every one of the characteristics from the text, not just the ones [have written or modeled for the class. Jordan and Jeff are very interested in this topic so they have motivation for learning each characteristic. I will give them positive feedback for their hard work. Kinley, Emily, Elle, and Amanda are all great readers. I will be sure to monitor their work to let them move ahead if they get done eatly. For my behavioral I am making sure that they are on task. Monitoring their work. I will ask Sjogen to use the vocab specifically. I will give him positive feedback to ensure that he keeps working hard. Collaborative/Cooperative (*You do it together” Everyone should be on page 14. For the next few pages I am going to read but I want you as a table to find the characteristics that make sharks good predators. Remember predators is one of our vocabulary words (Go over definition again). I read pages 14-19. I will start you all off by writing down one characteristic in the box. Sharks can see better than humans. I want you as a table to find the rest of the characteristics. Make sure that everyone is working together. You might have to re-read. You have § minutes. I will be walking around looking for tables that are on task, this means table points! SIOP 16, 17 After they have finished filling out their organizer I finish reading the book to them as they follow along, Formative Assessment: ‘Students are working as a table to fill out characteristics of sharks and why they are good predators, Modifieation/accommodatio Thave Jordan and Jef sitting at a table with my ELL students to help them better understands what to write down (shat is important). Ihave my definitions on the board to help them. Thave my advanced students filling out the organizer and have allowed them to continue reading on because they will be doing something more in depth for the next section of this lesson, Independent (“You do it alone”) ‘Wow! This book has taught us so much. We have written down all the characteristics for sharks. Everyone look at your graphic organizer SiO? 5, 6. The circles around your middle box are still empty. This part I want you to do on your own. T want you all to go through the last couple of pages and write down the different types of sharks in each circle. In the circle should be one shark and what characteristics that makes it special or unique. I will model the first one. Remind students to use the vocabulary words. SIOP 9 ‘Summative Assessment: SIO!’ 30,20 (L will be monitoring and giving specific feedback) Students are filling out the rest of the graphic organizer. Some are asked to draw, or research more on the topic. Modification/accommodations.For this Thave asked my advanced learners to use thelr I pads to search a shark that is not in our book to patina orale ‘They are expected to have its name, what it looks like, and how it fs special in each cirele. I will have Jordan and Jeff do this also; they are really interested in this topic and are advanced in this arca. SIOP 5, 6 For my BLL I have one filled out for them. Iwill ask them to fill in at least two more. They can draw a picture to describe how it looks but they must write its namaand how itis special For my behavioral have asked Brogen \ do the same. He enjoys drawing. Twill use his interest in drawing asa motivator to finish the writing first (VIP). ® Clos ‘walk-aways, vocabulai tial qu (Note: Closure includes student interactions, reflection, and/or demonstrations.) Great job everyone! We have learned so much about sharks. We have used our graphic organizer to better understand our text, Who can share what a predator means? What are some characteristics we have learned? (Review one from each section: How they look, pups, and how they are good predators)S!0) 27, »8 We also learned about specific sharks and how they are special. I will have my ELLs share, my advanced that researched more, an also one behavioral (I will give feedback) SiO} 29. Great Job everyone. I will you to put this in your science expert notebook! We will continue talking about ocean life on Friday! z [esson plan Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, S-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for Li students Review/ Assessment: 27-Review vocabulary, 28-Review concepts, 29-eedback, 30-Assessment TEACHING NOTES What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Graphic Organizer. A copy of the book for everyone. Definitions and pictures for on the board. ‘Some of the characteristies highlighted in the books of my ELL students, Also some of their organizer filled in A list of websites for my students to use to research more. go min. REFLECTION AFTER LESSON, ‘How can Tuse the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I irangfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?Hammerhead ‘Shark: head shaped like @ Largest tiny atinnati Goad Smallest shark teeth, eats ‘at hunting, {8in.), Glow in plankten. the dark belly. Sharks: © Area fish © Donot have bones. Soft cartilage to help the twist and turn ‘* Many rows of teeth, Lose one and another moves forward to replace it. 4 kinds: Long/spiky- for catching. Fiat- for grinding. Serrated- for ripping, '¢ Skin is rough and bumpy for protection (feels, like sand paper, ‘© Tall fins are large on top to help them swim. through water better. Babies are called pups (either hatched from ‘Smell blood from miles away. (example: 1 drop of blood in 25 million drops of ocean) ‘* Can see better than humans ‘+ Test bite their prey. (Connect we try food to see if we like it) Lantern Shark: Glows in the dark (slime that covers it) to attract prey. Deep sea shark. Mako Shark: Shark: When they Fastest (20 mph). bite their prey Leaps out of water their eyes roll back to protect to catch prey. them.