Lesson Plan Format edTPA

Name: Dayna Rodriguez

Grade:

1st Grade

Date: November 21, 2014

School:
Subject Area:

ELA/Science

Type of Setting: General Education

Instructional Context
What do I know about my students that will inform my lesson?
Text:
This lesson is designed for a 1st grade general education class comprised of 30 students.
Furthermore, there are three English language learners in the class and a student with a conduct
disorder. All of these students are receiving Response to Intervention first tier services for reading
from the Academic Intervention Services team at the school. The student with the conduct
disorder is also receiving counseling services. The lesson will include several visual
representations of the concepts including a slide show presentation in order to aid comprehension
for the English language learners and the student with the conduct disorder. The students will also
be required to create an arts and craft piece that will simulate the life cycle of the butterfly. This
method of tactile learning will not only benefit the students whose reading and writing skills are at
or above grade level but will also benefit the English language learners and the students who are
below level in reading and writing because it will give them another method by which to learn and
demonstrate what they have learned from the learning segment. The use of a graphic organizer
will further scaffold instruction to aid the English language learners and the student with conduct
disorder in comprehending the text. Sentence frames will provide the vehicle for English language
learners, students below level in reading and writing, and the student with conduct disorders to
explain orally and in writing what they have learned from the lesson. Lastly, the teacher will
carefully sequence the materials for the student with a conduct disorder during the arts and craft
activity to avoid confusion on the part of the student. The teacher will also give the student with
conduct disorders the writing graphic organizer page by page to avoid any confusion on the part
of the student with the assignment and also to avoid overwhelming the student with all the pages
of the graphic organizer.
How does this lesson connect with and build on the previous lesson(s)?
Text:
With prompting and support from the classroom and science teacher, the students in this
classroom have been reading the classroom science textbook ReadyGen Science. In this
classroom, New York States science standard LE 4.1a,e. was addressed in the last science lesson.
In that lesson, students learned that animals have life cycles. This learning segment will
specifically build on the last science lesson by having the students describe the life cycle of a
butterfly. The students will have to master the lesson concepts in order to be able to describe both
orally and in writing the sequence of events in the butterflys life cycle. In previous lessons, the
students were taught about the features of informational text. This lesson will build on that lesson
by having the students recognize and use the features of informational text to cite evidence from
the text to support their descriptions of the sequence of events in the life cycle of a butterfly.
Students will be given sentence frames to cite evidence in order to assist them.
How do you expect to build on this lesson in subsequent lessons?
Text:

In subsequent lessons, the teacher will continue to develop students ability to describe the
sequence of events or processes in informational or literary text that they are reading by requiring
them go back into the text to find evidence that will support their explanations. In addition,
student mastery of ordering/sequencing skills will assist them in all academic areas including
scientific reasoning and math problem solving.

I) Purpose (Concepts/Essential Question)

The central focus of this learning segment is comprehension. In this learning segment, the
essential literacy strategy that will be used to achieve student comprehension of lesson concept is
the correct ordering/sequencing of events and processes. Correct ordering/sequencing of events
and processes is an essential skill that students will need to master in order to understand
informational and literary text. Specifically, ordering/sequencing of events and processing is an
essential skill that students must master in order to develop analytic, scientific reasoning and
math problem solving skills. Therefore, students ability to correctly order or sequence events and
processes will have cross curricular benefits. In this lesson, correct ordering/sequencing of events
by the students in this classroom will be a clear indication to the teacher that the students have
grasped the lesson concepts.
Specifically in this first lesson, the students in this classroom will be required to describe the
sequence of events in the life cycle of a butterfly. The students will also be required to go back to
the text to find evidence that will support their description of the life cycle of a butterfly. As
students use facts drawn from the text to support their description of events in the butterflys life
cycle, they will also learn to self- correct any misconceptions that they may have in regard to the
lesson concepts.

Essential Question: Describe the sequence of events in the life cycle of a butterfly?

II) Academic Language (Vocabulary, Language Function, Linguistic Forms-Grammar, Key

Terms)
It will be critical for students to describe the sequence of events in the life cycle of a butterfly.
They will have to use proper sentence syntax in order to describe the butterfly life cycle. In order
to help all the students in the classroom use proper sentence structure, the teacher will provide all
students with sequencing words that will assist the students in starting their sentences correctly.
In other words, sequencing words will assist students in expressing themselves correctly when
they orally explain the butterfly life cycle during the classroom lesson questioning and will also
assist them in writing their sentences correctly when they express themselves in writing.
Specifically, the teacher will provide the students with the sequencing words first, after that and
then to assist them. In addition to the sequencing words, the teacher will define the following
vocabulary words for the students during the shared reading: Monarch Butterfly, life cycle,
milkweed plant, stage, larva, hatch, wasted, chrysalis, pupa, and mate. The pictures in the slides
and the life cycle booklet will also be used to define these vocabulary words for these students.
Lastly, students will have a writing self-assessment checklist and writing rubric that they will use
to determine whether they have the spaces between words, whether they have capitalized the
first letter of their sentences, used lower case letters for the rest of the words in their sentences,

and ended all sentences with a period.

Rationale (Based on Theory and Research)

Lev Vogtsky (1930) believed that as children develop they begin to be aware of their own thought
processes and realize that they need more than memory to aid them. Vygotsky (1930) stated that
as children grow older they learn to use images, diagrams, the written word, etc as psychological
tools to aid their memory (Vgotsky, 1930). The use of images in this lesson in the form of the slide
show presentation, the tactile objects in the life cycle paper plate activity, the graphic organizer,
and the sentence frames graphic organizers serve as tools to aid the memory of these younger
students until they develop the self awareness to create and utilize their own memory aids. In
addition, scaffolded instructional strategies using graphic organizers and sentence frames graphic
organizers in this learning segment are based on Lev Vygotskys Theory of Proximal Development
(Vygotsky, 1935/2011). The definition of the Theory of Proximal Development is The ZPD of the
child is the distance between the level of his actual development, determined with the help of
independently solved tasks, and the level of possible development, defined with the help of tasks
solved by the child under the guidance of adults or in cooperation with more intelligent peers
(Vygotsky 1935/2011, p. 204). The instructional materials in this learning segment serve the
purpose of scaffolding lesson content for the student until the student can independently
comprehend the lesson without them.

III) Skills

Ordering/Sequencing
Describing

IV) Objectives (Performance Indicators What the learner will be able to do as a result of the
lesson. Include IEP or 504 goals if appropriate.)

Students will be able to:

1. Describe the sequence of events in the
life cycle of a butterfly?

2. Cite Evidence from the text to support

explanation.

Assessment:
1. Oral questioning of students during slide
presentation/shared reading of booklet. Life
cycle paper plate and written life cycle
booklet.

2. Oral questioning of students during slide

presentation/shared reading of booklet. Oral

questioning during life cycle paper plate

activity. Written life cycle booklet.
3. Use various text features to locate key
fact or information in a text.

4. Self-assess grammar and punctuation on

written assignment.

3. Oral questioning of students during slide

presentation/shared reading of booklet. Oral
questioning during life cycle paper plate
activity. Written life cycle booklet.
4. Writing self-assessment checklist at the
bottom of writing graphic organizer and
writing rubric.

V) Common Core Learning and NYS Standards (Include number and text. Describe how
standards and learning objectives address: essential literacy strategy, requisite skills
reading/writing connections)
CCSS.ELA-LITERACY.RI.1.5 Know and use various text features (e.g., ..) to locate key
facts or information in a text.
CCSS.ELA-LITERACY.RI.1.10 With prompting and support, read informational texts appropriately
complex for grade 1.
CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a topic,
supply some facts about the topic,

VI) Pre Assessment (How you determine that objects are appropriate for the learners. At what
level the learners may be expected to meet the objectives.)
Students in this classroom have been reading the classroom science textbook ReadyGen Science.
In this classroom, New York States science standard LE 4.1a,e. was addressed in the last science
lesson. In that lesson, students learned that animals have life cycles. The teacher will go over the
lesson concept from the last lesson. The teacher will review what the terms life cycle, life span,
and life stages mean. The teacher will then have the students orally explain the life cycle of a dog
which was briefly explained during the last science lesson. The teacher will let the students know
that the life cycle of the butterfly is different from that of the dog. The teacher will let the students
know that the life cycle of the butterfly is very special and then she will let them know why
(butterflies unlike dogs change shape through each stage of their life cycle). The teacher will also
remind students of previous lessons where they learned about the features of informational text.
The teacher will briefly go over the text features such as illustrations, title, and text that the

students will be using to cite evidence to justify their descriptions of the butterflys life cycle

Rationale
Webbss Depth of Knowledge levels is based on the theory that students will slowly build on lower
level thinking skills to develop and attain higher levels of thinking and knowledge (New York City
Department of Education, 2014). In previous lessons, students learned about the features of
informational text. The learning objectives and common core standards addressed in this lesson
build on the students previous knowledge of text features by having students use those features
to cite evidence (a higher order thinking skill) to justify their descriptions of the sequence of
events in the butterflys life cycle.

e VII) Learning Segment/Presentation

Set Induction (How will you get learners interested and attentive. How will you activate
prior knowledge)

(3 minutes)
The teacher activates students prior knowledge by asking them what they remember about the
previous science lesson when they learned that animals have life cycles and life spans.
Specifically, the teacher asks the students if they remember during the previous lesson when the
teacher talked about how a puppy grows and grows into an adult dog. The teacher waits for
students to agree that they remember that the class discussed the changes that animals go
through in order to become an adult. The teacher tells the students that this sequence of changes
in the animals appearance is called an animals life cycle. The teacher hands out The Life Cycle of
the Monarch Butterfly booklet. The teacher tells the students that today they will learn about the
life cycle of the butterfly. The teacher tells the students that the sequence of changes that a
butterfly undergoes to become an adult is very special. The teacher will let the students know that
the life cycle of the butterfly is very special and then she will let them know why (butterflies unlike
dog change shape through each stage of their life cycle).The teacher tells the students to look at
the cover of their Monarch Butterfly booklet. The teacher lets the students know that the butterfly
starts its life as a butterfly egg like the one pictured on the cover of the booklet. Teacher shows
students picture slides of the Monarch Butterfly on learner.org/jnorth. After the teacher shows the
students the picture slides from the learner.org website she begins to do a shared reading of The
Life Cycle of the Monarch Butterfly presentation from the website that accompanies the booklet.

Instructional Strategies/Learning Task

Students will participate in a shared reading of the The Life Cycle of the Monarch Butterfly
presentation slides. The teacher will instruct the students to read along as the teacher reads from
the slides. The teacher will tell the students that they should read along with the teacher during
the presentation because later they will need to go back and read the accompanying booklet to
answer teacher questions about the sequence of changes in the butterflys form during its life
cycle. During the presentation, the teacher will pause to introduce students to new vocabulary and
will also pause to ask students about the lesson concepts. During the presentation, the teacher

will use sequence words such as first, after that, then, etc. to introduce the students to the lesson
concepts that require students to understand that the butterfly goes through a sequence of
changes in form during its life cycle. The teacher will ask the students questions about the slide
presentation to assess student comprehension of the material. In addition, the teacher will instruct
students to use their booklets to look up information to answer the teachers questions regarding
the butterfly life cycle. As explained above, the students will need to go back and cite evidence
from their booklets to answer the teachers questions during the slide presentation.
After the shared reading, the students will participate in an arts and crafts activity. In the activity,
students will have to create a mock butterfly life cycle on a paper plate with beans and pasta. The
teacher will model for the students every step in the creation of the paper plate model of the
butterfly life cycle. The teacher will use sequence words such as first, t after that, then, etc. during
the activity so that they students can comprehend the sequence of changes in the butterfly form
during its life cycle. Once more during the arts and craft activity, the students will have to answers
the teachers question with evidence that they have drawn from the booklet.
After the arts and craft activity, the students will write about the life cycle of a butterfly on a
writing organizer. The students will create their own butterfly life booklet on the writing organizer.
The teacher will instruct the students to use their booklet and paper plate model of the butterfly
life cycle to write about and create their own booklet about the life cycle of a butterfly.

Procedure (Detailed description of what you and the student will do during the lesson. This
should include the description and sequence of activities, organization of lesson, process
products, and 3 tiered assignments which provide opportunity for practice.)

(45 minutes)
Slide Show Presentation and shared reading of presentation text and booklet:
1) Teacher hands out The Life Cycle of a Monarch Butterfly booklet. The teacher let the
students know that the life cycle of a dog if very different than that of a butterfly. The
teacher tells the students that the life cycle of the butterfly is very special.
2) The teacher does a picture preview of the butterfly cycle using the cover of the booklet and
also the picture slides on the learner.org website.
3) The teacher begins the presentation of the butterfly life cycle on the learner.org/jnorth
website.
4) The teacher pauses the slide show to ask students what the title of the slide show is and to
ask the students to point to the author of the slide show on their booklet. The teacher
defines life cycle and monarch butterfly for the students.
5) During the next slide (Slide #1), the teacher will ask students: How large is the butterfly
egg? Possible student answer: Very tiny. As big as the head of a pin. The teacher will ask
students: How long is the monarch in an egg? Possible student answers: Seven days. The
teacher will ask students to go to the booklet to answer the questions and cite the page
number where they found the answer to the question.
6) During the next slide (Slide #2), teacher will define milkweed plant and hatch for the
students. Teacher will ask students: Where does the adult butterfly lay its eggs? Possible
student answers: On the leaf of the plant. What do monarch caterpillars eat when they
hatch? Possible student answer: Monarch caterpillars eat milkweed leaves. The teacher will

ask students to go to the booklet to answer the questions and cite the page number where
they found the answer to the question.
7) During the next slide (Slide #3), teacher will let the students know that a caterpillar is also
called larva. Teacher will define the word wasted for the students. Teacher will ask students:
What does hatched mean? Possible student answers: Hatched means that the caterpillar
broke its shell and came out of the shell. Teacher will ask students: Does the caterpillar eat
something else besides leaves? Possible student answer: The caterpillar eats its own shell.
Teacher will ask the students: How long is a monarch a caterpillar? Possible student
answers: The monarch is a caterpillar for about seven days. Teacher will ask students; What
happens first in the life cycle of a butterfly? Possible student answers: First, the adult
butterfly lays its eggs on the leaves of a plant. Teacher will ask students: What happens
after that in the life cycle of the butterfly? Possible student answers: After that, the
caterpillar hatches (or breaks free) from it shell. The teacher will ask students to go to the
booklet to answer the questions and cite the page number where they found the answer to
the questions.
8) During the next slide (Slide #4), the teacher will ask students: What does a caterpillar do
during its life as a caterpillar? Possible student answers: Eat and grow. The teacher will ask
students to go to the booklet to answer the questions and cite the page number where they
found the answer to the questions.
9) During the next slide (Slide #5), the teacher will point out to the students how much the
caterpillar has grown since it hatched from its shell. Teacher will ask students again: What
does hatched mean? Possible student answers: Hatched means it broke out of its shell.
10)
During the next slide (Slide #6), the teacher will define chrysalis and pupa. The
teacher will also help the students segment the word chrysalis into syllables in order to
assist the students to pronounce the word correctly. First, the teacher will remind the
students about the sound that the digraph /ch/ makes and then will have the students blend
the digraph with the consonant sound /r/. The teacher will ask students: What happens next
to the monarch caterpillar? Possible student answers: Next, the caterpillar turns into a
chrysalis or pupa. Teacher will ask the students: What happens first in the life cycle of the
butterfly? Possible student answers: First, the adult butterfly lays eggs on the plant leaf.
Teacher will ask students: What happens next after the adult butterfly lays eggs on the
plant leaf? Possible student answer: After that, the caterpillar hatches from its shell. The
teacher will ask the students: When do the orange and black butterfly wings appear?
Possible student answers: The butterflys orange and black wings appear the day before its
born? The teacher will ask students to go to the booklet to answer the questions and cite
the page number where they found the answer to the questions.
11)
During the next slide (Slide #7), the teacher will define mate as the adult female
and male butterflies reproduce or they have babies but in this case the female butterfly lays
eggs. The teacher will ask students: What happens after the monarch butterfly is born?
Possible student answers: The female butterfly lays eggs and the life cycle begins again.
The teacher will ask students to go to the booklet to answer the questions and cite the page
number where they found the answer to the questions.
12)
During the last slide (Slide #8), the teacher briefly discusses the life span of the
Monarch Butterfly with the students because these butterflies are born in the United States
in the spring and summer and in the late summer they migrate to Mexico where the next
generation of monarch butterflies is born. The teacher briefly discusses the fact that some
monarchs are born in the United States and others are born in Mexico because many of the
students in the classroom are first generation Americans and many of the students are of
Latin American descent.

The life cycle of a butterfly paper plate arts and crafts activity:
13)
The teacher informs the students that the class will all create their own butterfly life
cycle on a paper plate. The teacher tells students that they will need to refer back to their
booklet to help them create their own butterfly life cycle on the paper plate.
14)
The teacher shows the students a paper plate and asks the students: What is the
shape of this plate? Possible student answers: The plate is round and its in the shape of a
circle.
15)
The teacher asks students: What do you write first on the paper plate? Teacher asks
the students to look at the cover page of their booklet and to read the title. After that, the
teacher asks the question again. Possible student answers: First, we have to write the title
so people know what we are writing about. The teacher asks the students to gesture
thumbs up if they agree. After that, the teacher asks students to write their names on the
paper plate. The teacher asks the student to point to the author of the booklet. Students will
point to the author name on the front cover of the booklet.
16)
The teacher asks the students: What is the first event that happens in the butterflys
life cycle? Possible student answers: The female butterfly lays eggs on the plant leaf. The
teacher asks students where they found that information and the students have to refer to
the page number. The teacher also asks the students if they used the pictures or if they
read the words in the booklet to find the answer to the question. The teacher asks the
students whether or not they should use the white beans to pretend that it is a butterfly
egg. The teacher models for the students how to paste the leaf and white bean on the
appropriate place on the paper plate to simulate the first stage of the butterflys life cycle.
17)
The teacher asks the students: What happens a few days after the female butterfly
lays her eggs on the leaves? Possible student answer: After a few days, the caterpillar
hatches from its egg shell. The teacher asks students where they found that information
and the students have to refer to the page number. The teacher also asks the students if
they used the pictures in the booklet or if they read the words in the booklet to find the
answer to the question. The teacher asks the students whether or not they should use the
rottini pasta to pretend it is the caterpillar. The teacher then models for the students how to
paste the leaf and rottini pasta on the appropriate place on the paper plate to simulate the
second stage of the butterflys life cycle. The teacher also draws an arrow from the first
stage to the second stage of the butterflys life cycle. The teacher asks the students: Why
did I draw an arrow from the egg stage to the larva or caterpillar stage of the life cycle?
Possible student answers: You drew an arrow because first the butterfly lays her eggs and
then the caterpillar hatches from its shell.
18)
The teacher asks the students: What happens a few days after the caterpillar hatches
from its egg? Possible student answers: After a few days, the caterpillar turns into a
chrysalis or pupa. The teacher asks students where they found that information and the
students have to refer to the page number. The teacher also asks the students if they used
the pictures in the booklet or if they read the words in the booklet to find the answer to the
question. The teacher asks the students whether or not they should use the shell pasta to
pretend that it is the chrysalis or pupa. The teacher then models for the students how to
paste the leaf and shell pasta on the appropriate place on the paper plate to simulate the
third stage of the butterflys life cycle. The teacher also draws an arrow from the first stage
to the second stage of the butterflys life cycle. The teacher asks the students: Why did I
draw an arrow from the caterpillar stage to the chrysalis stage of the life cycle? Possible
student answers: You drew an arrow because first the butterfly lays her eggs, after that the

caterpillar hatches from its shell, and then the caterpillar turns into a chrysalis.
19)
The teacher asks the students: What happens a few days after the caterpillar turns
into a chrysalis or pupa? Possible student answers: After a few days, the butterfly comes out
of the chrysalis. The teacher asks students where they found that information and the
students have to refer to the page number. The teacher also asks the students if they used
the pictures in the booklet or if they read the words in the booklet to find the answer to the
question. The teacher asks the students whether or not they should use the bowtie pasta to
pretend it is the butterfly. The teacher then models for the students how to paste the leaf
and the bowtie pasta on the appropriate place on the paper plate to simulate the fourth and
final stage of the butterflys life cycle. The teacher also draws an arrow from the third stage
to the fourth stage of the butterflys life cycle. The teacher asks the students: Why did I
draw an arrow from the chrysalis stage to the butterfly stage of the life cycle? Possible
student answers: You drew an arrow because first the butterfly lays her eggs, then the
caterpillar hatches from its shell, then the caterpillar turns into a chrysalis and after that the
butterfly comes out of its chrysalis.
20)
The teacher then asks the students: What happens a few days after the butterfly
comes out of the chrysalis or pupa? Possible student answers: After that, the butterfly lays
eggs on the leaves and the cycle begins again. The teacher asks students where they found
that information and the students have to refer to the page number. The teacher also asks
the students if they used the pictures in the booklet or if they read the words in the booklet
to find the answer to the question.
21)
Finally the teacher asks the students: Why did we put the life cycle of the butterfly in
a paper plate in the shape of a circle? The teacher tells students to discuss this question
with the students at their table. After the students do a Think, Pair, Share the teacher asks
the students the question again. Possible students answer: We used a circle to pretend its
the life cycle of the butterfly because the life cycle goes round and round and the cycle
never ends. When the adult butterfly is born it lays eggs and the butterfly life cycle begins
again.
Student butterfly booklet writing activity:
22)
The teacher lets the students know that they will write their own butterfly life cycle
booklet. The teacher tells the students to use The Life Cycle of the Monarch Butterfly and
their life cycle paper plate to help them write their own life cycle booklet.
23)
The teacher hands the students a blank graphic organizer booklet where they will
describe the sequence of events in the life cycle of a butterfly.
24)
The teacher points out to the students that they should use the self-assessment
checklist on the bottom of their writing sheet to make sure that they have spaces between
their words, capitalized letters at the beginning of their sentences, and period at the end of
their sentences. The teacher also hands the students the writing rubric so they will know
how many smiley faces they will get if they follow the writing rules described above.
25)
The students will paste pictures or draw the four stages of the butterfly life cycle on
each page of their writing graphic organizer booklet and below that they will describe the
stage of the butterfly life cycle in the correct sequence in their booklet.
26)
ELLs and students below grade level will be given fill in the blank sentences to assist
them with writing the life cycle booklet.
27)
The student with conduct disorders will be given the writing graphic organizer page
by page. After the student completes one page of the graphic organizer, he will be given the
next page to complete until he completes all the pages in his booklet.
28)
Students at grade level will be given sequencing word frames and sentence frames to

cite evidence to help them complete their butterfly life cycle booklet.
29)
Above level students will be given sequencing word frames and sentence frames to
cite evidence to assist them in completing their butterfly life cycle booklet.
(2 minutes)
Closure (What will you do or say to end the lesson and clarify the lesson objectives)
Students will place their completed life cycle booklet and paper plate life cycle under the
document projector and they will describe the butterfly life cycle in the correct sequence while
they show their writing booklet and their art work to the rest of the class.
Rationale (Relate methods, strategies to theory and research)

According to Piaget (1964), there are different stages of development in the human beings life. He
stated that children reach the concrete stage of operation at approximately seven years of age
(Piaget, 1964). Piaget (1964) also stated that before the age of seven children are in the preoperational stage of development. At the pre-operational stage of development children use
sensorimotor activities to derive meaning from their environment (Piaget, 1964). According to
Piaget (1964), during the sensorimotor stage of development the child ties the world of symbols to
those sensorimotor activities to slowly develop language (Piaget, 1964). Piaget (1964) also stated
that the ordering or sequencing of ideas and concepts is what constitutes the development of
knowledge in the child since ideas cannot exist in isolation. He stated that a series of ideas or
concepts is what constitutes knowledge itself (Piaget, 1964).
This learning segment incorporates the paper plate life cycle activity in response to Piaget s
theory of child development. The activity offers students who are at the end of the pre-operational
stage of development the opportunity to derive meaning from a sensorimotor activity. The activity
also includes the opportunity for the children to visualize ideas in a concrete manner since the
children are almost at the concrete stage of development as well. In addition, the activity makes
the sequence of events in the life cycle of the butterfly clearer to the student since those events in
the life cycle do not appear on the physical paper plate in isolation but as a series of events that
result in the butterfly reaching adulthood.
David Ausubel was an American psychologist who created and researched the effects of advance
organizers as tools for aiding comprehension (Ausubel, 1960). He believed that the manner in
which material is presented is as important factor in learning (Ausubel, 1960). He believed that
advance organizers helped the learner to derive personal meaning from the material thereby
making the comprehension of the concepts presented easier for students (Ausubel, 1960).
This learning segment incorporates the use of graphic organizers in order to aid the
comprehension of the material for the students. The writing organizers that will be used in the
learning segment will organize the material and thus make the comprehension of the concepts
easier for the student.
Researchers found that the cooperative learning condition of training resulted in higher scores and
no failures in an investigation of naval officer traffic controller training (Johnson, Johnson, &
Hulebec, 1993). In addition, Vygotskys (1935/2011) Theory of the Zone of Proximal Development
stresses the importance using the assistance of more competent peers to help children
understand concepts that they are not able to understand themselves at the present moment.
This learning segment will utilize this cooperative learning strategy described above to help ELLs

and students who are below grade level answer a higher order question during the paper plate
activity.

VIII) Questioning (Write out key questions and prompts to promote higher order thinking)
Level one question: Who, What, Where, When, Why
What
What
What
What
What

is the first event that happens in the butterflys life cycle?

happens a few days after the female butterfly lays her eggs on the leaves?
happens a few days after the caterpillar hatches from its egg?
happens after a few days after the caterpillar turns into a chrysalis or pupa?
happens a few days after the butterfly comes out of the chrysalis or pupa?

Level one question: Identify

What is the shape of this plate?
Level two question: Organize, Identify Pattern
Why did I draw an arrow from the egg stage to the larva or caterpillar stage of the life cycle?
Why did I draw an arrow from the caterpillar stage to the chrysalis stage of the life cycle?
Why did I draw an arrow from the chrysalis stage to the butterfly stage of the life cycle?
Level two question: Compare
The teacher asks the students
a butterfly egg.
The teacher asks the students
caterpillar.
The teacher asks the students
the chrysalis or pupa.
The teacher asks the students
butterfly.

whether or not they should use the white beans to pretend that it is
whether or not they should use the rottini pasta to pretend it is the
whether or not they should use the shell pasta to pretend that it is
whether or not they should use the bowtie pasta to pretend it is the

Level three question: Cite Evidence

The teacher asks students where they found that information and the students have to refer to the
page number. The teacher also asks the students if they used the pictures in the booklet or if they
read the words in the booklet to find the answer to the question.
Level four question: Analyze, Synthesize
Why did we put the life cycle of the butterfly in a paper plate in the shape of a circle?
Rationale (Relate to theory and research

Webbss Depth of Knowledge levels is based on the theory that students will slowly build on lower
level thinking skills to develop and attain higher levels of thinking and knowledge (New York City
Department of Education, 2014). Blooms Taxonomy also is based on the theory that teachers
should build student thinking skills and advance student knowledge by incorporating questions in
the lesson that require higher order reasoning by the students. The questions in this learning
segment address both theories by having students answer question that require basic thinking
skills and also having students answer questions that require higher order reasoning skills.
Specifically, the questions in the learning segment require students the use the most basic of
thinking skills by having them identify a shape and also have them use the highest level of
reasoning skills by having them analyze and synthesize the ideas presented in the lesson.

IX) Materials/Resources/Technology (Handouts & Power Point or Smartboard

slides)
List:
http://www.learner.org/jnorth/tm/monarch/jr/LifeCycle.html (Slide presentation and booklet)
http://www.scholastic.com/teachers/article/butterfly-life-cycle-plate-craft (Paper plate life
cycle activity)
See list of paper plate activity supplies at scholastic.com above
Vocabulary list
Sequencing Words for Life Cycle Sentences
Sentence Frames for Citing Evidence
Writing graphic organizers differentiated by student ability level
Writing rubric

Rationale for Use

See above

X) Follow Up Differentiated Activities for Re-engagement Lesson

N/A
Rationale

XI) Post Assessment (How will you determine/record whether and to what extent the learners
have met objectives. How will learners demonstrate knowledge and criteria for mastery. Include
provision for student self-assessment as well as teacher based assessment
See objectives section

Rationale

XII) Special Needs (Site strategies, accommodations and modifications you will incorporate to
differentiate activities and worksheets. List what you are using to support student
learning/organization.)
Differentiation:
Students who are below grade level and English Language Learners:
1) The picture slide that accompanies The Monarch Butterfly Life Cycle booklet will help the
English language learners and students who below grade level in reading to describe the life
cycle of a butterfly. Students will be able to read the booklet and also see enlarged images
of the life cycle in the slide presentation.
2) The arts and crafts activity will be a good multi-modal instructional strategy to help English
language learners and students who are below grade level in reading to comprehend the
sequence of events in the butterfly life cycle.
3) English language learners will identify with multi-cultural aspect of Monarch Butterfly births
in both the United States and Mexico.
4) Vocabulary definitions
5) Think, Pair, Share to help them with the level four question: Why did we put the life cycle of
the butterfly on a paper plate in the shape of a circle?
6) Writing graphic organizer.
7) ELLs and students below grade level will be given fill in the blank sentences to assist them
with writing the life cycle booklet.
8) Self-assessment checklist on the bottom of their writing sheet to make sure that they have
spaces between their words, capitalized letters at the beginning of their sentences, and
period at the end of their sentences.
9) Writing rubric so they know how many happy faces they will get if they follow the writing
rules described above.

Student with conduct disorder:

1) The picture slide that accompanies The Monarch Butterfly Life Cycle booklet will help the
student with conduct disorder to focus his attention and therefore will assist him with the
learning task which is to describe in the correct sequence the life cycle of a butterfly. The
student will be able to read the booklet and also see enlarged images of the life cycle in the
slide presentation which will help to focus his attention.
2) The arts and crafts activity will be a good multi-modal instructional strategy to help the
student with conduct disorder to focus his attention and comprehend the sequence of
events in the butterfly life cycle. The teacher will give this student the activity materials in
sequential order as needed to avoid the student becoming overwhelmed with all the project
steps and materials.
3) Vocabulary definitions
10)
Think, Pair, Share to help them with the level four question: Why did we put the life
cycle of the butterfly on a paper plate in the shape of a circle?
4) The student with conduct disorders will be given the writing graphic organizer page by
page. After the student completes one page of the graphic organizer, he will be given the
next page to complete until he completes all the pages in his booklet. This is done in order
to avoid confusion and to not overwhelm the student with all the project steps and
materials.
5) This student will be given sequencing word frames and sentence frames to cite evidence to
assist him with completing his butterfly life cycle booklet.
11)
Self-assessment checklist on the bottom of his writing sheet to make sure that he has
spaces between his words, capitalized letters at the beginning of his sentences, and period
at the end of his sentences.
12)
Writing rubric so that he will know how many happy faces he will get if he follows the
writing rules described above.

Students at grade level in reading:

13)
Vocabulary definitions
14)
Think, Pair, Share to help them with the level four question: Why did we put the life
cycle of the butterfly on a paper plate in the shape of a circle?
15)
Sequencing word frames and sentence frames to cite evidence to help them
complete their butterfly life cycle booklet.
16)
Self-assessment checklist on the bottom of their writing sheet to make sure that they
have spaces between their words, capitalized letters at the beginning of their sentences,
and period at the end of their sentences.
17)
Writing rubric so they know how many happy faces they will get if they follow the
writing rules described above.
Students above grade level:
18)
Think, Pair, Share level four question: Why did we put the life cycle of the butterfly in
a paper plate in the shape of a circle? This is a higher level question designed to stimulate
high order thinking in the above grade level students.
In the Think, Pair, Share they will have to explain to the students who are at lower level why

the life cycle was placed in the paper plate in the shape of a circle.
19)
Sequencing word frames and sentence frames to cite evidence to assist them with
completing their writing life cycle booklet.
20)
Self-assessment checklist on the bottom of their writing sheet to make sure that they
have spaces between their words, capitalized letters at the beginning of their sentences,
and period at the end of their sentences.
21)
Writing rubric so they know how many happy faces they will get if they follow the
writing rules described above.

Rationale (Refer to IEP or 504 and learning styles)

The sequencing of the materials used in the paper plate activity and the sequencing of the writing
graphic organizer sheets will assist the student with conduct disorders to organize his thoughts
and focus his attention on the task at hand thereby meeting the students IEP goal of increasing
and sustaining his attention during learning tasks (U.S. Department of Education, 2006).
The use of graphic organizer during the writing assignment will help the English language learners
and the students below level in reading and writing to improve their writing skills. The graphic
organizer will slowly help these students to improve their writing skills until they are able to write
a paragraph unaided as per the students IEP goals.
The Total Physical Response Model developed by James Asher emphasis the use of verbal
commands given by the teacher followed by a physical response from the English language
learner in order for the student to acquire the second language. This model according to James
Asher closely mimics the childhood acquisition of the childs first language where the child
physically responds to the commands of the parent (Asher & Price, 1965). The paper plate activity
in this learning segment incorporates James Ashers theory that verbal commands followed by the
childs physical response is an effective way the English language learner to acquire the second
language. Throughout the paper plate activity the teacher models the instructions for completing
the project followed the physical response of the student mimicking the verbal instructions that
have been given by the teacher.

Reflection
What worked and for whom? Why?

What didnt work and for whom? Why?

What are instructional next steps based on the data from this plan?

References
Asher, J & Price, B. (1965). The Learning Response to the Total Physical Response. Retrieved
from:
http://readingvocabgroup.wikispaces.com/file/view/TPR+asher+%26+price.pdf
Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful
verbal material.
Journal of Educational Psychology, 51(5), 267-272. Doi: 10.1037/h0046669
Blooms Taxonomy. Retrieved from www.bloomstaxonomy.org
Holubec, E., Johnson, D. W., & Johnson, R. T. (1993). Impact of Cooperative Learning on Naval Air
Traffic Controller
Training. Journal Of Social Psychology, 133(3), 337-346.
New York City Department of Education 2014. Webbs Depth of Knowledge Levels. Retrieved
from:
http://schools.nyc.gov/NR/rdonlyres/522E69CC-02E3-4871-BC48BB575AA49E27/0/WebbsDOK.pdf
Piaget, J (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of
Research in Science
Teaching, 2 (3), 176-186. doi:10.1002/tea.3660020306

U.S. Department of Education, 2006. Teaching Children with Attention Deficit Hyperactivity
Disorder: Instructional
Practices and Strategies. Retrieved from:
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg3.html
Vygotsky, L.S. (1930). Mastery of Memory and Thinking. Mind and Society. Retrieved from:
http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/Edu_Psy/EP_03_New.pdf
Vygotsky, L. S., & Kozulin, A. (2011). Dinamika umsstvennogo razvitija schkolnika v sviazi s

obucheniem. The dynamics of

the schoolchilds mental development in relation to teaching and

learning. Journal of Cognitive Education &

Psychology, 10(2), 198-211. doi: 10.1891/19458959.10