Professional Documents
Culture Documents
Content Standards: 2b (10) C- Investigate and record some of the unique stages that insects
undergo during the life cycle.
Content Vocabulary- Butterfly, caterpillar, -Anchor chart with pictures for the students to
Life cycle, egg, stages refer back to. (Made by teacher)
Academic Vocabulary: Chrysalis, larva, -Sweet Cocoon short video by ESMA
Metamorphosis, (via-you-tube)
-Cut out pictures of the four different stages
In the butterfly’s life cycle.
-Assessment worksheet
Formal Assessment
SW: Fill out a work sheet and
2. SWBAT write what write on complete sentences Monitor the students
they have learned the four different stages in the as they are
about a butterfly’s life life cycle using the following individually working
cycle and draw a frame: on their own
worksheet. Collect the
visual to represent The first stage in butterfly’s worksheets for
each stage. life cycle us_________. In evaluation.
this stage________ happens.
SF: Your job today is to
individually fill in a handout
on the life cycle of a SW: Draw a picture to
butterfly. represent each stage in the
life cycle.
Wrap-up: Students will exchange their information on their worksheet with one another to
double check their work. . TW pick up worksheets for a grade.
Review content and vocabulary one last time with students.
Learning Strategies:
Think, Pair, Share
Whole Group discussion
Interactive video
Interaction amongst classmates
LESSON OVERVIEW
The materials for the lesson start off with an anchor chart that is made by the teacher. The
anchor chart has to include several pictures of the life cycle of the butterfly. There is also a video
on YouTube by ESMA named Sweet Cocoon. Third, you have to cut out four pictures of the
butterfly life cycle several times for all of the students to get a different one. Then you have the
assessment worksheet, which is four empty circles of the cycle and blank lines for the students to
label the stages as well as draw and color them. The content objective of this lesson is that the
SWBAT comprehend the four stages in the life cycle of a butterfly. The language objectives are
that SWBAT converse with their peers to determine the four stages in the life cycle of a butterfly
in the correct order and they will also write what they have learned about a butterfly’s life cycle
and draw a visual to represent each stage. The major activities that the teacher will have an open
discussion with the students about what they think the life cycle of a butterfly is then they will
watch a short video on it and then work on a class activity. For the class activity the teacher will
evenly pass out pictures of the four stages in the life cycle so that each student represents a
different stage. Then the students will go around the classroom and verbally say “I am ______,
what are you? The second student will respond, “I am a ______. This will continue on until there
are multiple groups of four where each student represents a different stage in the life cycle based
on the picture they were assigned. Then for the assessment they will individually work on a
worksheet where they will have to draw and label each stage accordingly. The assessment is
connected to the objective because the students will be able to identify the stages as well as know
This lesson could help second language acquisition the most in the class activity.
It is good for the students to be able to socialize with one another. If they are struggling in
English then the phrases that they must use with each other is very helpful for them. According
Vygotsky’s main assertion was that children are entrenched in different sociocultural contexts
and their cognitive development is advanced through social interaction with more skilled
individuals. Also, the anchor chart and the video are great for the students to use them as visuals
for better comprehension. In the assessment the students are allowed to draw the stages in case
they struggle in writing the language. The lesson includes all of the eight components of the
SIOP.
The Lesson firstly addresses the insight from the Coleman and Goldberg readings, by
introducing clear content and language objectives, as well as instructions. Students will know
what the activity is going to consist of, and what words specifically, they have to look out for and
pay extra attention to. Next, the oral interaction transitions by encouraging a discussion between
the students, when being asked to: “Determine the four stages in the life cycle of a butterfly in
the correct order”. Having the students begin an authentic conversation pushes students to get out
of their comfort zone and this happens when both between ELL’s and fluent English speakers
have interaction. The Sheltered instruction also references Coleman and Goldberg by allowing
for academic language to develop when students are completing the life cycle of the butterfly
activity. When asking each other for their peers “role” on the butterfly’s life cycle, they are asked
to follow a specific set of words, for example: “ I am ______, what are you?” they will also be
asked to further explain by using other words such as: Because. Using these sentence frames,
should aid ELL’s to regularly incorporate academic language in the classroom. Lastly for this
lesson, students are able to develop their literacy skills by completing an individual worksheet
towards the end of the lesson. They are also given a few sentence frames such as: The first stage
in butterfly’s life cycle is_________. In this stage________ happens. At this stage they are being
They have made while orally practicing, requiring them to pull information from their literacy
bank.