WEEKLY LESSON PLAN TEMPLATE

This Weeks Lessons At-a-Glance

Week of:

Content Objective Language Objective Assessments or Other

Notable Items

Monday SWBAT model the process of DNA SWBAT to write a paragraph DNA Modeling Activity
replication. summarizing the process of DNA
replication with sequencing words.
Write a paragraph that
summarizes the process of
replication using
sequencing words

Tuesday SWBAT review DNA structure and DNA SWBAT use vocabulary and sentence Review and Quiz
replication. frames to show their understanding of
DNA structure and DNA replication.

Wednesday SWBAT explain the structure and function SWBAT use target vocabulary to
of a chromosome. describe the structure of a chromosome.

Thursday SWBAT distinguish between sexual and SWBAT compare and contrast sexual and Double-bubble map
asexual reproduction. asexual reproduction.

Friday SWBAT explain the function and purpose SWBAT to write and say compound Quiz-Quiz-Trade
of mitosis. sentences to explain the function and
purpose of mitosis.
 Monday, November 16th, 2015

Unit #, Lesson #: U2: L9 Anchor Text (if applicable): N/A

Guiding Question: How do cells replicate their DNA?

How does each step of DNA replication look like?

Content Objective(s): CO: SWBAT model the process of DNA replication.

Language Demands: Interpretive Collaborative Productive

Through this lesson, how will students be

using language in each of the three
Students will interpret the steps of
modes? DNA replication in order to show the
process through a model.
Students will work with a partner
to model the process of DNA
replication.
Students will be able to orally
describe the process of DNA
replication and to show this
process through the aid of a
model.

Therefore, what specific language will

they need to use and understand at the
Word Level Sentence Level Discourse Level
word, sentence, and discourse level to
engage in these modes?
Tier I First, _____ Students will be able to describe
divide Next,______ the process of DNA replication in
unzips Then, _____ a paragraph using transition
After that,____ words.
parent Finally,_____
new
free

Tier II
replicate/replication
strand

Tier III
DNA replication
Enzyme
Chromosome
Helicase
DNA polymerase
Single Strand Binding Protein (SSBP)
nucleotide
free nucleotides
Parent Strand
New Strand

Language Objective(s): SWBAT to write a paragraph summarizing the process of DNA replication with sequencing words.
Based on the language demands you
identified above, what will you prioritize
for your LO? You will likely build upon one
LO over multiple lessons.

*Culture Focus: Which value(s) are you emphasizing? How are you emphasizing the school-wide core value?
[]Courage [ ]Professionalism
[]Perseverance []Vision
[]Responsibility []Community
[]Growth

Assessment: Do Now participation, Exit Ticket, and class participation

When and how will you determine if
students are on track to meeting the
objectives?
Total Time: XX min
Opening:
How will you hook students at the start
of the lesson? How will you activate
and/or build background knowledge on
new content and language?
Development:
How will students engage in content and
language throughout the lesson -
collaboratively and independently? How
will you check for understanding?
Closing:
How will you summarize the days
learning, and how will students show you
that theyve met the objectives?
Materials / Resources:
Homework:
Lesson Agenda
Time Teacher and Student Actions ELL Strategies
4 Do Now + attendance
minutes Students will complete the Do Now silently and independently. The Do Now Strong routine
will consist of ordering the events of DNA replication in the correct word bank
sequence. The Do Now will consist of a sentence that is paired with a visual
of the stage of DNA replication being shown.
3
minutes Class regroup
sentence frames
As a class, we will order the events together.
3 Talk/Turn - Ping Pong
minutes Using sequencing words, students will say the events of DNA replication by turn talk
reading the sentence that we had ordered as a class. Students will take turn
reading the events:
Partner A: First _____
PArtner B: Next_____ and so on.
8 Class review of DNA replication class review
minutes As a class we will model the steps of DNA replication. Teacher will ask You teach, I do
students to silently raise their hands to guide him through the process of
DNA replication. We will first make a list of the key players in this process
(enzymes). Then walk through the process to set students up for their partner
modeling.
Students: orally guide teacher through the modeling and record in their
guided notes.
Teacher: follow student direction, correcting any misconceptions and using
radar to make sure all students are with the lecture.
3 Modeling DNA with a partner clear expectations
minutes Teacher will explain the activity and model what it looks like. Teacher will
also go over expectations on volume, movement, and participation.
15 In pairs students will model the process of DNA replication. They are
minutes expected to complete all part of the lab within the class time. Students will
Using manipulatives
receive penalties if this lab is not completed within the class time.
Language Experience Approach
As a class we will construct a paragraph describing the activity. Teacher will LEA
7 call on students to describe what we did. Teacher will not correct student
minutes mistake, but might try to push students to be more specific or give more
details.
Choral reading/increasing ratio
Student: write with teacher as he records what classmates are saying.
Choral reading
3 After construction our LEA paragraph, we will read the text as a class.
minutes Teacher will point, students will read.
Individual Reading
Teacher will ask for 3-4 readers to read the paragraph independently.
7 Exit Ticket
minutes Students will complete the exit ticket silently and independently. The volume
expectation is silent. Students should raise their hand for help.
Paper materials for DNA modeling activity
Previewing tomorrows quiz: Writing a paragraph with sequencing words and target vocabulary to describe DNA replication.
 Tuesday, November 17th, 2015

Unit #, Lesson #: Unit 2, Lesson 10 Anchor Text (if applicable): N/A

Guiding Question: How does a cell replicate its DNA?

What is the role of complementary base pairing in DNA replication?
What are the structural components of a nucleotide?

Content Objective(s): SWBAT review DNA structure and DNA replication.

Language Demands: Interpretive Collaborative Productive

Through this lesson, how will students be

using language in each of the three
Students will interpret visuals and
modes? diagrams to show their understanding
of DNA structure and DNA
replication.
Students will work in pairs and
as a group to review the key
ideas on DNA structure and
DNA replication.
Students will be able to show
their understanding of DNA
structure and DNa replication
through a writing a paragraph
on a quiz.

Therefore, what specific language will they

need to use and understand at the word,
Word Level Sentence Level Discourse Level
sentence, and discourse level to engage in
these modes?
Tier I Students will write in full Students will be able to write a
divide sentences to explain the process paragraph with complete
unzips of DNA replication. sentences and sequencing words
to show the process of DNA
parent replication.
new
free

Tier II
replicate/replication
strand

Tier III
DNA replication
Enzyme
Chromosome
Helicase
DNA polymerase
Single Strand Binding Protein (SSBP)
nucleotide
free nucleotides
Parent Strand
New Strand

Language Objective(s): SWBAT use vocabulary and sentence frames to show their understanding of DNA structure and DNA replication.
Based on the language demands you
identified above, what will you prioritize
for your LO? You will likely build upon one
LO over multiple lessons.

*Culture Focus: Which value(s) are you emphasizing? How are you emphasizing the school-wide core value?
[]Courage [ ]Professionalism
[]Perseverance []Vision
[]Responsibility []Community

Assessment:
When and how will you determine if
students are on track to meeting the
objectives?
Total Time: XX min
Opening:
How will you hook students at the start
of the lesson? How will you activate
and/or build background knowledge on
new content and language?
Development:
How will students engage in content and
language throughout the lesson -
collaboratively and independently? How
will you check for understanding?
[]Growth
Quest performance, and review participation
Lesson Agenda
Time Teacher and Student Actions ELL Strategies
5 Do Now Review prior knowledge
minutes Students will work silently and independently on the Do Now. Their Do word bank
Now will involve a survey of the major points on DNA structure and DNA visuals
replication through matching and labeling visuals with a word bank.
2 Turn/Talk
minutes Check and compare your answers with your partner.
timer
3 Share out
minutes As a class we will go over the Do Now, checking for group understanding.
4 Review DNA structure
minutes Teacher will first show students a picture of a nucleotide and go over each
of the three components.
3
minutes Turn and Talk
Using the ping-pong method, students will turn and talk with their partner,
saying one component at a time. Sentence frames will be posted on PPT.
3 Word bank
minutes Checking for understanding - name that component! Sentence Frames
Using whiteboards, students will identify the each component. Visuals
Alignment to classwork and Exit
5 Review Cell Cycle Tickets
minutes Have students take out their cell cycle wheel. Show questions on the PPT
and have students turn to the correct phase of the Cell Cycle that is
described on the slide with their wheel. differentiated quests for certain
students
No wheel: With the whiteboards already in use, students can write the name
of the phase on their whiteboard.
5 Review DNA replication
minutes Simple matching the major players (enzymes and proteins) involved in
DNA replication.
First: Teacher will use cold calling through name cards to ask students to
match each of the major players of DNA replication.
Then: teacher will have the class do a choral repeat of the player and the
function that it does.
20
minutes Quest (happy medium between quiz and test)
After reviewing and giving students a chance to ask questions, students will
begin their quiz. Teacher will affirm the following expectations both
verbally and visually on a slide:
M: Stay in your seat. Raise your hand for help. Eyes always on your own
paper.
V; silent. No talking whatsoever
P: Eyes on your own paper. All pencils moving.
Teacher preparation: separate desks before hand. Create different versions
and tell students all the quests are different.
For students who finish early:
color worksheet on mitosis.
For more advance students, short reading with some questions.
FInished students will be held to the same volume expectations in respect
for students who are still talking the exam.
Closing: 7 When everyone is finished, as a class we will go over the exam
How will you summarize the days minutes materials.
learning, and how will students show you
that theyve met the objectives?

Materials / Resources: Quest, whiteboard, dry erase markers

Homework: No Homework (TBD)

Starting new topic next (sexual vs asexual reproduction)

Wednesday, November 18th, 2015

Unit #, Lesson #: Unit 2. Lesson 11 Anchor Text (if applicable): N/A

Guiding Question: What is the function and purpose of a chromosome?

What information is held in a chromosome and what are chromosomes made of?

Content Objective(s): SWBAT explain the structure and function of a chromosome.

Language Demands: Interpretive Collaborative Productive

Through this lesson, how will students be

using language in each of the three
Students will new interpret new
modes? vocabulary words and build
understanding of these words through
demonstrations, visual aids, and native
language translations.
Students will work in pairs to share Students will be able to make a
ideas and practice developing oral poster showing the relationship
language. in structural composition from
chromosomes to sister chromatid
to centromere to histones to
DNA.

Therefore, what specific language will they

need to use and understand at the word,
Word Level Sentence Level Discourse Level
sentence, and discourse level to engage in
these modes?
Tier I N/A
sister The ______ is composed of ______.
connect
center The _______ is connected by
spin _____

Tier II
A chromosome has _________
composed
coil

Tier III
Chromosome
Sister Chromatid
Centromere
DNA
histone protein
genes
traits

Language Objective(s): SWBAT use target vocabulary to describe the structure of a chromosome.
Based on the language demands you
identified above, what will you prioritize
for your LO? You will likely build upon one
LO over multiple lessons.
*Culture Focus:
Assessment:
When and how will you determine if
students are on track to meeting the
objectives?
Total Time: XX min
Opening:
How will you hook students at the start
of the lesson? How will you activate
and/or build background knowledge on
new content and language?
Development:
How will students engage in content and
language throughout the lesson -
collaboratively and independently? How
will you check for understanding?
Which value(s) are you emphasizing? How are you emphasizing the school-wide core value?
[]Courage [ ]Professionalism
[]Perseverance []Vision
[]Responsibility []Community
[]Growth
Class participation, completed vocabulary entries, and partner posters
Lesson Agenda
Time Teacher and Student Actions ELL Strategies
2 Copy objectives and take attendance
minutes
reflection
5 Do Now -Reflection on yesterdays quest and KWL
minutes Students will complete the Do Now silently and independently.
3 Revisit this site to frame what we have learned and where we are going. graphic organizer
minute http://learn.genetics.utah.edu/content/cells/scale/ framing the lesson
15 Framing new vocabulary to set up mitosis
minutes Students will first add new vocabulary to their vocabulary notebook. Each
new word will follow this format:
7 step vocabulary strategy
1.) Teacher will introduce the word and have students repeat three
(slightly modified)
times.
2.) A.) Teacher will have students take out their dictionaries to find
the spanish word. Many of these words might not be listed in the
standard dictionary, so teacher will emphasis parts of the word
(like sister in sister chromatid). Teacher will give the definition
and the gestures linked to the world.
3.) We will draw a picture to reinforce understanding to the word.
4.) If applicable, do a turn and talk to build comprehension: like for
centromere have students turn and talk on What is an analogy we
can make for centromere? One analogy is tape, because they both
hold something together. Turn and talk to your partner to think
about another analogy, partner closest to the window goes first
5.) Turn and Talk: We will write a sentence together. We will choral
read the sentence and then students will turn and talk to read the
sentence to their partner. EXTRA support: ask a student to
translate the sentence for the whole class.
6.) Teacher will use visual support or demonstration aid to build
understanding of the word (pipe cleaners or clay to model a
chromosome and its parts).
7.) Repeat the word 2 more times before moving to the next word.
5 More information on chromosomes (PPT)
minutes -How many do we have? What are sex chromosomes?
-What happens when we have a different number of chromosomes?
Students: Will follow along the lecture through a guided note taking sheet.
15 Reinforcement activity
minutes After finishing up the vocabulary introduction, we will given a large sheet of
white paper (11 by 13). Going from the macroscale to the nanoscale, students
will have to create a diagram showing a progression from a chromosome to
DNA to nucleotide. A word bank will be given to them as well as colored
pencils and markers. Students will work in pairs for this section.
 5 Share out
minutes Have 3-4 groups of students share their posters.

Closing: 7 Exit Ticket

How will you summarize the days minutes Students will complete the exit ticket silently and independently. The volume
learning, and how will students show you expectation is silent. Students should raise their hand for help.
that theyve met the objectives?

Materials / Resources: Vocabulary notebook sheets, pipe cleaners, yo-yo, Do Now, Exit ticket, guided note taking sheet

Homework: Chromosome worksheet

Thursday, November 19th, 2015

Unit #, Lesson #: Unit 2, Lesson 12 Anchor Text (if applicable): N/A

Guiding Question: How do organisms reproduce?

How is sexual reproduction different from axsexuall reproduction.

Content Objective(s): SWBAT describe sexual and asexual reproduction.

Language Demands: Interpretive Collaborative Productive

Through this lesson, how will students be

using language in each of the three
Students will interpret visuals and
modes? pictures to determine the type of
reproduction being shown.
Students will work together to do Students will be able to say and
a sorting activity in which they write characteristics about
describe asexual and sexual asexual and sexual
reproduction. reproduction.

Therefore, what specific language will they

need to use and understand at the word,
Word Level Sentence Level Discourse Level
sentence, and discourse level to engage in
these modes?
Tier I This shows _____ reproduction N/A
parent because ____
same
Tier II In _______ reproduction, there
offspring are ______
reproduction (reproduce)
identical

Tier III
asexual reproduction
sexual reproduction
genetically identical
gametes (sperm cell, egg cell)
binary fission

Language Objective(s): SWBAT compare and contrast sexual and asexual reproduction.
Based on the language demands you
identified above, what will you prioritize
for your LO? You will likely build upon one
LO over multiple lessons.

*Culture Focus: Which value(s) are you emphasizing? How are you emphasizing the school-wide core value?
[]Courage [ ]Professionalism
[]Perseverance []Vision
[]Responsibility []Community

Assessment:
When and how will you determine if
students are on track to meeting the
objectives?
Total Time: XX min
Opening:
How will you hook students at the start
of the lesson? How will you activate
and/or build background knowledge on
new content and language?
Development:
How will students engage in content and
language throughout the lesson -
collaboratively and independently? How
will you check for understanding?
Closing:
How will you summarize the days
learning, and how will students show you
that theyve met the objectives?
Materials / Resources:
Homework:
[]Growth
Do Now, Classnote completion, class participation, sorting activity and packet
Lesson Agenda
Time Teacher and Student Actions ELL Strategies
1
minutes Copy Objectives and take attendance
Activating prior knowledge
sentence frames
4
turn/talk
minutes Do Now
Turn and Talk
Why do livings things need to reproduce?
One reason living things need to reproduce is ______
Another reason livings things need to reproduce is ____
4 graphic organizer
minutes Regroup
Prompt students to refer to the second part of the do now (a graphic
organizer). Teacher will have students share out their response. Teacher will
chart down the responses. Students will use the graphic organizer to follow
along.
8 Notes
minutes New concepts will be introduced through guided notes. Teacher will draw
and write notes on the board. Students will copy down on guided notes.
5 PPT
minutes After the initial introduction of the theme, as a class we will go to the PPT to
clarify and show more visual examples of each mode of reproduction.
Students will follow along with guided notes.
3 Checking for understanding: Hands up
minutes Examples of sexual or asexual reproduction will be shown on the PPT.
Students will raise 1 hand if the PPT is showing asexual reproduction, and
two hands (for two parents) if the PPT is showing sexual reproduction.
7 Sorting Activity and Independent Practice
minutes Working with a partner, students will sort cards with different description or
visuals into two categories: asexual and sexual reproduction.
To get full participation, student must show teacher their completed
description sorts. Teacher will initial their packet/worksheet.
12 After finish the worksheet, students will answer the remaining questions in
minutes their packet for interdependent practice.
5 Class regroup
minutes As a class we will regroup to go over the packet questions. Teacher will use
cold calling through name cards to increase participation. Teacher will seek
out students who do not normally participate regularly and assigment them
certain questions before regrouping as a class.
7 Exit Ticket
minutes In the remaining time of class, students will complete the exit ticket
silently and independently.
If time permits, we will go over the exit ticket as a class.
 Friday, November 20th, 2015

Unit #, Lesson #: Unit 2, Lesson 13 Anchor Text (if applicable): N/A

Guiding Question: How is the process of aseuxal reproduction similar and different from sexual reproduction?

Content Objective(s): SWBAT distinguish between sexual and asexual reproduction.

Language Demands: Interpretive Collaborative Productive

Through this lesson, how will students be

using language in each of the three
Students will interpret the process of
modes? asexual and sexual reproduction to
determine how they are similar and
different.
students will work in pairs to
share ideas and develop oral
language.
Students will be able to create a
paragraph describing the how
asexual reproduction is
different from sexual
reproduction. Students will be
able to say these differences as
well.

Therefore, what specific language will they

need to use and understand at the word,
Word Level Sentence Level Discourse Level
sentence, and discourse level to engage in
these modes?
Tier I This shows _____ reproduction Students will be able to create a
parent because ____ paragraph describing the how
same asexual reproduction is
different from sexual
Tier II In _______ reproduction, there reproduction using target
offspring are ______ vocabulary.
reproduction (reproduce)
identical

Tier III
asexual reproduction
sexual reproduction
genetically identical
gametes (sperm cell, egg cell)
binary fission

Language Objective(s): SWBAT compare and contrast sexual and asexual reproduction.
Based on the language demands you
identified above, what will you prioritize
for your LO? You will likely build upon one
LO over multiple lessons.

*Culture Focus: Which value(s) are you emphasizing? How are you emphasizing the school-wide core value?
[]Courage [ ]Professionalism
[]Perseverance []Vision
[]Responsibility []Community
[]Growth

Assessment: Class participation, Class Work completion, completed paragraphs

When and how will you determine if
students are on track to meeting the
objectives?

Lesson Agenda

Total Time: XX min Time Teacher and Student Actions ELL Strategies
Opening: 5 Do Now
How will you hook students at the start minutes Students will complete their do now silently and independently. Routines
of the lesson? How will you activate
and/or build background knowledge on
new content and language? 5 Go over the Do Now
minutes

Development: 6 Double Bubble Map Graphic organizer

How will students engage in content and
language throughout the lesson -
collaboratively and independently? How
will you check for understanding?
minutes In pairs students will fill out a double bubble map with sentence frames to
compare and contrast asexual reproduction and sexal reproduction.
Teacher will circulate to make sure all students are on task.
4
minutes Regroup
After filling out their individual double bubble maps, teacher will ask for
2-3 volunteers to show their double bubble maps. Teacher will ask the
volunteers to say one similar and one difference.

10 Constructing a final compare and contrast paragraph

minutes As a class we will summarize the similarities and differences between Writing frames
asexual and sexual reproduction in a paragraph. Teacher will help guide sentence frames
students to organize their ideas and use transition words to describes
similarities and differences.

3 Choral Reading choral reading

minutes After completing the paragraph as a class, we will read the paragraph as a
class.

4 Turn/Talk
minutes Students will read the paragraph to their partner. Partner closest to the Turn and talk
widow goes first.

3
minutes Individual Reading reward risk taking
Teacher will call on 3-4 students to read the whole paragraphs by
themselves.

6 Independent practice
minutes Students will work with a partner to complete additional practice
distinguishing asexual reproduction from sexual reproduction.

4
minutes Review of the IP

Closing: 7 Exit Ticket routines

How will you summarize the days minutes
learning, and how will students show you
that theyve met the objectives?

Materials / Resources: all worksheets needed for the lesson (DN. IP, CW packet, ET)

Homework: Leave your binder for Mr. N to check