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Science Lesson Plan Teacher: Helen Lee
Title: FARM VS. ZOO ANIMALS Grade Level and Course: 2nd Grade Time Segment of Lesson: 40 minutes Standard(s) Addressed in Lesson: CA.ELD.3. Part 1. A.1.2. Part I: Interacting in Meaningful Ways. A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia). CCSS. Science.3.L.3.b 3.b Students will know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands with different types of animals living in corresponded habitats STUDENT DIVERSITY AND DIFFERENTIATION OF INSTRUCTIONStudent DiversityDifferentiation of Instruction
-Give a copy of Chinese and English vocabulary definitions ahead. – Use visuals and timers to engage their work – Some easier level of worksheets or assignments to promote students’ confidence level in English. -Positive complement in every activity to reinforce students’ English confidence. 1. Emotional Disturbance– Timer (if necessary for his or her bad behavior). – Clear instructions (repeat at least 2 times). – 1:1 assist in individual activity or worksheets 2. ADD/ADHD-Physical activities implied into the lessons at all times. -More patience. -Positive individual complement for good behavior. FORMATIVE AND SUMMATIVE ASSESSMENTSMeasurable Objectives to be AddressedFormative and Summative Assessment
Big Ideas to be Addressed in the Lesson:
TEACHING STRATEGIES AND RELATED STUDENT ACTIVITIES Reinforce ABC alphabet song to warm-up students’ English pronunciation and phonics practice (2min.) – Introduce or go over the zoo animal vocabularies PowerPoint and emphasize speaking English vocabularies. Then ask the students to say the vocabularies in Chinese (5 min.) – Go over “Wheel Spinner” random number picker to identify animal names. The picked student will come up to the whiteboard and touch the correct answer. For example, the student will choose and touch the right animal name that the teacher calls. (10min.) – Practice animal vocabularies by “Who Am I?” quiz. Students will look at the clues of animal parts and guess the animal name by raising their hands. This practice reinforces Individual learning time (3min.) – The students will work on animal matching sort worksheet individually. The students will categorize which animal lives in which habitat. For example, a penguin might be seen in a zoo rather than farm. (10 min.) – Watch “What Do You See?” animal song video to reinforce animal vocabularies and to close the lesson. (7min.) – Exit Ticket: Mini-whiteboards exercise. Show any animal picture on the PowerPoint. Let the students write the answer in their min-whiteboards. Then the students will read the answer to the teacher in English when they get out of the class. (3min.) *If no mini-whiteboards are available, the students can write animal words on the board in the correct category when they leave the class. TEACHER/STUDENT INPUT:The whole lesson plan is “I do it”, “You do it alone”, “We do it”, and “You do it alone” type of activities. GRADUAL RELEASE APPROACH I do it – The teacher introduces English animal vocabularies in every lesson either to reinforce or introduce. You do it alone – Some lessons will ask the students to speak up individually what the animal vocabulary was in the previous week or lesson. We do it – During a game based learning activity, students will call out animal names to reinforce the “memorization” skill. You do it – Students will do an individual animal matching worksheets or take a quiz. * Teacher’s job: facilitate the classroom, observe individual and group works, and guide instructions at the beginning of the lesson. *Students’ job: Participate in collaborative work, practice reading, writing, and listening skills, and comprehend animal features REVIEW:
1. Animal Vocabulary PowerPointTo introduce zoo animal vocabularies. 2. YouTube Animal Train VideosTo engage my students’ attention and to enhance their speaking practice. 3. Animal Picture Matching WorksheetsTo help students’ “memorization” skills. 4. Chinese and English Outline of the lessons with visuals (for ELL/ Special Need students )To help ELL and Special need students to follow along without confusions 5. Mini-whiteboards (eraser+markers)Prepare either 12 pairs or 6 individual erasers or markers.
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Lesson Plan_Blog_Writing
Grade level Standard Grade: 5th Proficiency Level: Expanding Setting: South Korea Which local, national, international standard are you using to develop this lesson? California Department of Education English Language Development Standards for Grade 5th Standard: CCSS. English/ Language Arts: W.5.6; L.5.1,3,6 -Section 2. Elaboration on Critical Principles for Developing Language and Cognition in Academic Contexts Part I: Interacting in Meaningful Ways -Collaborative A.2-.Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, etc. Theory/ Approach: Sociocultural Theory/ Krashen’s Affective Filter Hypothesis and Input Hypothesis Learning Outcomes -Students will be able to product a writing sample using their opinions with the given informational texts. -Students will be able to acquire writing skills using an online “Blog” site as a tool. Communicative Approach/Strategy -Technology Approach - Communicative Language Teaching (CLT) Learning Sequence ENGAGEMENT WARM-UP: “What is a Blog?” 1) The teacher presents one sample of a “blog” to the class 2) Discuss about what is a “blog” 3) Then compare/ contrast different types of blogs. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities): Main Lesson: Show an outline of “how to write a blog” sample to the class. 1) Students read the text out loud as a class. 2) Pair the students and let them read the article together using “I agree” or “disagree” sentence starters on the board. 3) Then read the article individually and underline relevant meaningful facts using “Talking to the Text” method. 4) Circle hard vocabularies. 5) Discuss the text thoroughly and the teacher models how to publish using “how to write a blog” sample on the board. 6) The teacher writes sentence starters on the board. For example, “ I agree with the author because…” APPLICATION ACTIVITY (Practice and/or Reflection): 1) Group the students into three. 2) Using sentence starters on the board, the students discuss about their opinions about the given text. For example, “I agree with the author” or “I disagree with the author” in a group. 3) Students decide either “agree” or “disagree” as a group to come up with only one agreement and three supportive examples.Students may use Korean to support their communication skills. 4) Students publish their own “blogs” on a given website collaboratively. How does the present learning plan support equitable student participation? 5) Each student comes up with an idea before they get into groups. 6) Publish the post on online “blog” collaboratively. Formative Assessment Check: 1) Go around the class and look at the students’ collaborative participation. Q&A: Did the students use the sentence starters appropriately? Did the students use English more than Korean? Can the students explain to the class what was useful/ not useful using English? |
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