Professional Documents
Culture Documents
Section
3A
contains
27
students
including:
3
Fluent-English-Proficient,
1
Limited-English-Proficient,
4
Redesignated,
and
2
Special
Need
Students.
The
FEPs
and
Redesignated
students
within
this
section
currently
have
not
displayed
any
difficulties
in
understanding
the
content
so
far.
The
LEP
student
tends
to
loose
interest
and
focus
during
lecture
instruction,
however
she
works
well
with
others
in
group
discussion
and
group
labs.
During
lecture/PP
sections
of
the
class
teacher
must
make
note
to
check
her
guided
notes
throughout
to
assess
understanding.
The
two
special
needs
students
include
1
with
ADHD/Anxiety
and
1
with
focus
problems.
The
ADHD
student
participates
in
class
and
follows
along
successfully
so
far.
He
is
allowed
to
get
up
and
have
bathroom
breaks
whenever
needed
if
he
needs
to
remove
him
self
from
an
anxious
situation.
The
girl
with
focus
issues
completes
classwork,
however
struggles
to
complete
guided
notes
appropriately
and
finish/turn
in
the
homework
on
time.
Section
4A
contains
30
students
including:
4
FEP,
4
LEP,
5
Redesignated,
and
1
Special
Needs
Students.
Similar
to
the
4A
section,
the
FEP
and
Redesignated
students
appear
to
have
no
additional
struggles
with
following
along
and
understanding
the
content.
The
LEP
students
within
this
class
need
to
be
monitored
throughout
each
activity.
They
all
appear
to
have
difficulty
with
explaining
concepts
or
thoughts
on
paper,
however
they
struggle
less
with
verbal
explanations.
Assessments
for
these
students
should
be
primarily
verbal
and
less
emphasis
on
written
assessments.
The
special
needs
student
within
this
section
is
a
high
functioning
autistic.
He
completes
his
work,
pays
attention
in
class
and
fills
out
guided
notes
well,
however
he
is
very
secluded
and
does
not
voluntarily
interact
with
peers
or
answer
questions
within
class.
LESSON
SUMMARY:
1) This lesson will span over of one class session and of another. End of 1 session and continue for whole session next
class.
2) Intro: Students will ENGAGE in the lesson by watching a video reviewing electromagnetic spectrum prior to the teacher
going over the argumentation project. After the video students will EXPLORE the question How does the absorption of
electromagnetic radiation have on humans health and can ER absorption in matter be used for positive applications?.
Students will be broken up into groups where they will research scientific evidence to support (half the group) or dispute
(other half of group) a specific claim in response to the question above. Students will EXPLAIN their claim to the class and
ELABORATE by presenting their arguments to support or dispute the claim. The class will EVALUATE each groups claims
and arguments and make a conclusion for each claim.
Evidence:
The
evidence
that
students
demonstrate
mastery
of
the
content
or
perform
the
expected
skills
will
include
the
ability
to
support
or
dispute
a
claim
of
the
effects
of
ER
absorption
in
matter
with
scientific
evidence
effectively
to
an
audience
of
peers,
resulting
in
peers
reaching
an
educated
conclusion
of
the
particular
claim.
ENGLISH
LANGUAGE
DEVELOPMENT
STANDARDS
(ELD)
RST.9-10.8
ASSESS
THE
EXTENT
9-10.I.A.1.
EXCHANGING
AUTHORS
CLAIM
OR
A
RECOMMENDATION
FOR
SOLVING
A
COLLABORATIVE
DISCUSSIONS
ON
A
RANGE
OF
SOCIAL
AND
ACADEMIC
ELECTROMAGNETIC RADIATION
SCIENTIFIC OR TECHNICAL
TOPICS
PROBLEM.
PERSUADING
OTHERS
IN
COMMUNICATIVE
EXCHANGES
ACCOUNT.
EVIDENCE DEPENDING ON
AREA
PROBLEM.
9-10.I.C.9. EXPRESSING
CONTENT
STANDARD
(S)IF
APPLICABLE
HS-PS4-4.
EVALUATE
THE
WHST.11-12.8
GATHER
RELEVANT
INFORMATION
FROM
MULTIPLE
AUTHORITATIVE
PRINT
AND
DIGITAL
SOURCES,
USING
ADVANCED
SEARCHES
EFFECTIVELY;
ASSESS
THE
STRENGTHS
AND
LIMITATIONS
OF
EACH
SOURCE
IN
TERMS
OF
THE
SPECIFIC
TASK,
PURPOSE,
AND
AUDIENCE;
INTEGRATE
INFORMATION
INTO
THE
TEXT
SELECTIVELY
TO
MAINTAIN
THE
FLOW
OF
IDEAS,
AVOIDING
PLAGIARISM
AND
OVERRELIANCE
ON
ANY
ONE
SOURCE
AND
FOLLOWING
A
STANDARD
FORMAT
FOR
CITATION.
-Students
will
be
able
to
summarize
and
record
evidence
from
the
oral
presentations
of
their
classmates
to
derive
at
a
conclusion
for
each
claim.
-Students
will
be
able
to
analyze
and
cite
multiple
sources
of
evidence,
and
develop
an
effective
and
logical
argument
for
a
particular
side
of
their
claim.
Informal
PM
Formal
PM
-Responses
directed
questions
to
each
group
-Students
understanding
of
the
effects
of
the
absorption
of
electromagnetic
radiation
in
matter
-Group presentation
-Student
understanding
at
particular
points
in
research
TIME
LENGTH
(MINUTES)
10
TEACHER(S)
DESCRIPTION:
DAY
1:
STUDENTS
DESCRIPTION:
DAY
1:
STUDENTS
WILL
WATCH
A
VIDEO
REVIEW
ON
ELECTROMAGNETIC
RADIATION
BODY
OF
LESSON
HOW
WILL
YOU,
THE
TEACHER,
TEACH,
SUPPORT,
AND
MONITOR
STUDENT
LEARNING?
DESCRIBE
WHAT
YOU,
THE
TEACHER;
CO-TEACHER
(S);
AND
STUDENTS
WILL
BE
DOING,
INCLUDING
IF/HOW
STUDENTS
WILL
BE
GROUPED.
TIME
LENGTH
(MINUTES)
30
(DAY
1)
55
TEACHER(S)
DESCRIPTION:
STUDENTS
DAY
1:
TEACHER
WILL
BEGIN
A
DISCUSSION
ASKING
STUDENTS
TO
NAME
DAY
1:
STUDENTS
WILL
CONTRIBUTE
SCENARIOS
WHERE
THEY
THINK
ELECTROMAGNETIC
RADIATION
AFFECTS
HUMAN
HEALTH
OR
CAN
BE
USED
PRODUCTIVELY.
STUDENTS
WILL
LISTEN
TO
THE
TEACHER
EXPLAIN
THEIR
ARGUMENTATION
PROJECT
AND
WILL
ASK
CLARIFYING
QUESTIONS
WHEN
NEEDED.
STUDENTS
WILL
BREAK
UP
INTO
3
GROUPS
OF
8
STUDENTS.
AFTER
EACH
GROUP
IS
ASSIGNED
THEIR
DESCRIPTION:
PARTICUALR CLAIM THE STUDENTS WILL SPLIT UP THEIR OWN GROUPS IN HALF AND DECIDE WHICH
STUDENTS WILL SUPPORT THE CLAIM AND WHICH WILL DISPUTE THE CLAIM.
STUDENTS
WILL
COMPLETE
THEIR
HOMEWORK
BY
RESEARCHING
THEIR
SIDE
OF
THE
PARTICULAR
CLAIM
AND
BRING
THE
ACQUIRED
RESEARCH
WITH
THEM
TO
THE
NEXT
CLASS
SESSION.
DAY
2:
STUDENTS
WILL
MEET
IN
THEIR
GROUPS
AND
SHARE
WITH
THEIR
PEERS
THE
RESEARCH
THEY
HAVE
FOUND
OVER
THE
WEEKEND
FOR
HOMEWORK.
THEY
WILL
RECORD
THE
EVIDENCE
THEY
WILL
USE
FOR
THEIR
PRESENTATION
ON
THE
PROVIDED
WORKSHEET.
STUDENTS
WILL
PRESENT
THEIR
SIDE
OF
EACH
CLAIM
TO
THE
CLASS
AND
ANSWER
FOLLOW
UP
QUESTIONS
THAT
MAY
ARISE
FROM
THEIR
FELLOW
CLASSMATES
AFTER
THEIR
PRESENTATION.
WHILE
OTHER
GROUPS
ARE
PRESENTING
EACH,
STUDENT
WILL
FILL
OUT
A
SUMMARY
SHEET
ALLOWING
STUDENTS
TO
RECORD
EACH
GROUPS
CLAIM
AND
IMPORTANT
POINTS
PRESENTED
DURING
THE
PRESENTATION.
LESSON
CLOSURE
HOW
WILL
YOU,
THE
TEACHER,
AND
THE
CO-TEACHER
HELP
STUDENTS
PROCESS
AND
ORGANIZE
WHAT
WAS
LEARNED?
DESCRIBE
WHAT
YOU,
THE
TEACHER,
(S)
AND
STUDENTS
WILL
BE
DOING,
INCLUDING
IF/HOW
STUDENTS
WILL
BE
GROUPED.
TIME
TEACHER(S)
STUDENTS
LENGTH
(MINUTES)
DESCRIPTION:
DAY
2:
TEACHER
WILL
LEAD
A
CLASS
DISCUSSION
OF
ASKING
STUDENTS
TO
DESCRIPTION:
DAY
2:
STUDENTS
WILL
CONTRIBUTE
THEIR
WHY
THEY
FELT
ONE
SIDE
OF
A
CLAIM
WAS
MORE
CONVINCING
THEN
ANOTHER.
15
HOW
WILL
YOU,
THE
TEACHER,
SUPPORT
STUDENTS
WITH
LEARNING
NEEDS?
PROVIDE
A
DESCRIPTION
OF
ALL
MAJOR
ADAPTATIONS
(INCLUDING
ASSESSMENTS)
FOR
THE
LESSON.
ENGLISH
LEARNERS
STRIVING READERS
ADVANCED STUDENTS
SPECIAL NEEDS
RATIONALE SECTION:
THIS
LESSON
IS
BASED
ON
THE
EPISTEMIC
PRACTICE
OF
ARGUMENTATION.
STUDENTS
WILL
ACCESS
PRIOR
KNOWLEDGE
OF
THE
ABSORPTION
OF
ELECTROMAGNETIC
WAVES
BY
WATCHING
A
SHORT
VIDEO.
AFTER
THE
VIDEO
STUDENTS
WILL
BREAK
UP
INTO
GROUPS
TO
COMPLETE
THEIR
ELECTOMAGNETIC
RADIATION
ABSORPTION
ARUGUMENTATION
PROJECT.
EACH
GROUP
WILL
BE
SLIP
UP
IN
HALF
TO
ALLOW
BOTH
SIDES
OF
AN
ER
ABSORPTION
CLAIM
TO
BE
PRESENTED.
STUDENTS
WILL
NEED
TO
CONDUCT
RESEARCH
FOR
THEIR
PARTICULAR
SIDE
OF
A
CLAIM
AND
PRESENT
THEIR
ARGUMENT
TO
THE
CLASS.
STUDENTS
WILL
THEN
HAVE
AN
OPPORTUNITY
TO
ANALYZE
EACH
GROUPS
ARGUMENTS
TO
DETERMINE
WICH
SIDE
OF
WHICH
CLAIM
PRESENTED
THE
BEST
ARGUMENT.
HTTPS://YOUTU.BE/CFXZWH3KADE