Your Information: Adam Rodgers
Target grade level and content area:
High School Biology I, most likely 9th graders
Student characteristics & anticipated challenges:
Narrative of 3 Northwest students:
Student 1: This student is a young man that has emigrated from Africa. He is 15 years old, and extremely intellectual. He has trouble however putting his thoughts into words
with regards to writing. He makes excellent points, and takes away a great detail from discussion; his best form of communication is through speech. He is most likely a level 3
English Language Learner; he can speak well, but struggles still with writing. This student in accordance with WIDA would be a level 3 Developing Reading/Writing, but at a
Level 4 Expanding Listening/Speaking student. This student will have difficulty with the content terminology, but should be able to take away a great deal from lectures as he
is clearly an auditory learner.
Student 2: This young woman emigrated from Burma with her family, and is 14 years old. She is also very intelligent, which is evident by her ability to grasp complex
concepts in her business math class where she is learning about taxes. She can both read and speak very well; however, she also struggles with proper writing formats, she
leaves words out of sentences She is a level 3 English Language Learner, she can speak well, but still struggles with writing. As far as WIDA is concerned I would classify her
at a Level 3 Developing Writing, but is at Level 4 Expanding for Reading, and as far as Speaking/Listening she is at a Level 4 and able to communicate very well verbally. I
think that she will benefit from the online research because she has great reading comprehension skills and will be able to synthesize the information about Mitosis/Meiosis
obtained online better than anything else.
Student 3: This young man also emigrated from Burma with his family, and is 15 years old. He excels in his classes when able to use his native language; however, when
English comes into play he shuts off and gets extremely anxious. When able to get his ideas across he is brilliant, but he needs a lot of help with English. He will need
differentiated course work, and will benefit from the use of visual representation of the topics presented. This young man has a great deal of trouble with communication in
English and I would rate him at a WIDA Level 1 Beginning for Reading/Writing and Listening/Speaking. This lesson will help him better understand key terminology in
context because of the use of visuals to connect with the academic terminology. He should be able to better comprehend the terminology due to the visual cues presented in the
online setting, and the ability to read about Mitosis/Meiosis in his native language on Wikipedia.
Student lottery results:
My class of 20 students consists of two level 5 ELL students, two level 3 ELL students, and one level 1 ELL students. The rest of the class (15 students) are native English
speakers. The class will require some differentiated instruction to help the level 3 ELL students to help them with the writing portion of the class, and the level 1 ELL student
will require texts most likely in his native language which will help him understand the key concepts, and enable him to work on building his academic vocabulary at the same
time. The two level 5 ELL students should be able to proceed without issue. The rest of the students should be able to understand the content without issue.
Indiana Academic Standard:
http://www.doe.in.gov/standards
Write your content standard here
Explain the processes (i.e., mitosis and meiosis) by which new cells are formed from existing cells and how in multicellular organisms groups of
cells cooperate to perform essential functions within the organisms.
Write your content objective here
B.6.1 Describe the process of mitosis and explain that this process ordinarily results in daughter cells with a genetic make-up identical to the
parent cells.
How will you assess this objective?
I will have the students draw out the process of Mitosis and Meiosis. They will need to depict each stage in the graphic organizer provided for
their use. I want to see that students are presenting the cell at the correct stage of Mitosis/Meiosis, with the chromosomes drawn in the correct spot
in each phase (i.e. lined up in the middle with spindle fibers attached to chromosome in metaphase), and list the key terminology as well as giving
a brief explanation of what is happening during each phase. I can differentiate for ELL students in this objective by allowing the use of bulleted
terminology to describe the points in the cycle, and by presenting the cell cycle in a different medium than normal students have the option to
view the content in their native language to deepen their understanding.
What criteria will you look for to determine how well the students master the lesson academic objective?
The students will have to draw out each phase that is present in the two various cell division mechanisms. They will need to show that the
chromosomes replicate themselves and then split off. A small amount of detail will be required; students must show where the chromosomes will
be aligned in the cell at each phase, if they have spindle fibers attached to them, where those fibers would be attached. Students will need to be
able to tell the difference between a cell in mitosis, and a cell in meiosis. Students will also need to include a short few sentences describing what
is happening in the cell at each stage for each picture that they drew. I will expect different things from each ELL student based off of their level
of knowledge and understating of English, if the student is a level 1 ELL than I would expect them to copy the pictures, and use arrows to label
the key parts of Mitosis/Meiosis in one word phrases; however, if it is a level 5 student, I would expect a few sentences explaining what is
happening during each different phase of the cell cycle all the while incorporating academic terminology into his/her explanations.
Indiana Content Literacy Standard:
Language Arts/Social Studies: http://www.doe.in.gov/sites/default/files/standards/2014-04-15-contentlit-historysoc.pdf
Math/Science: http://www.doe.in.gov/sites/default/files/standards/2014-04-14-contentlit-sciencetech.pdf
Write your content literacy standard here
9-10.LST.7.2. Gather relevant information from multiple authoritative sources, using advanced searches effectively; annotate sources; assess the
usefulness of each source in answering the research question; synthesize and integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation (e.g., APA or CSE).
9-10.LST.7.3: Draw evidence from informational texts to support analysis, reflection, and research.
Write your content literacy objective here
The students will have the ability to cite sources in an APA format once they have finished researching the necessary sources to find out more
about mitosis and meiosis. They will also be able to find a reliable source and gain information that supports their learning of the topic at hand.
How will you assess this objective?
I will have the students use the internet to go to a website where mitosis and meiosis are both explained, and shown through different pictures.
This will help not only give visual representation of both processes but also put with the pictures a small description of what exactly is going on in
the cell at the various stages of mitosis and meiosis. The students will have to draw out each phase that is present in the two various cell division
mechanisms. They will need to show that the chromosomes replicate themselves and then split off. A small amount of detail will be required;
students must show where the chromosomes will be aligned in the cell at each phase, if they have spindle fibers attached to them, where those
fibers would be attached. Students will need to be able to tell the difference between a cell in mitosis, and a cell in meiosis. Students will also need
to include a short few sentences describing what is happening in the cell at each stage for each picture that they drew. I will expect different
things from each ELL student based off of their level of knowledge and understating of English, if the student is a level 1 ELL than I would expect
them to copy the pictures, and use arrows to label the key parts of Mitosis/Meiosis in one word phrases; however, if it is a level 5 student, I would
expect a few sentences explaining what is happening during each different phase of the cell cycle all the while incorporating academic
terminology into his/her explanations.
What criteria will you look for to determine how well the students master the lesson content literacy objective?
Prior to the primary assessment administration, students will be asked to provide an annotated bibliography with the source that they found about
mitosis and meiosis, the source will be cited in APA format, and a short explanation will show the reasoning as to why they picked this source,
and why it is a reliable source to cite in their bibliography. I want to see the students using specific academic language: Mitosis, Meiosis,
Chromosomes, Chromatids, Centrosomes, Spindle fibers, Interphase, Prophase, Metaphase, Anaphase, Telophase, Prophase I/II, Metaphase I/II,
Anaphase I/II, Telophase I/II.I want to see the student describing each phase using this terminology, for example, in metaphase the spindle fibers
are already attached to the chromosomes and the centromeres, now the chromosomes are lining up in the middle of the cell while being prepared
to be split.
WIDA Can-Do Indicators:
Use your content/language objectives as a basis for differentiation with the WIDA Can-Do Indicators
http://www.doe.in.gov/elme/wida-english-language-development-eld-standards-framework
Context for Language Use-Reading/Listening:
Cognitive Function: Students are being asked to comprehend a website of their choice that has information about Mitosis/Meiosis. Then students
are then being asked to synthesize the information as best they can and make some meaning of it by discussing it. .
Write your Can-Do indicators here:
Level 1: Entering – The use of pictures will help students to understand the processes that are taking place in cellular division
Level 2: Beginning – Students will be able to better understand the process of cellular division because of the use of video aids, and the internet
where students may be able to find some information in their native language as well.
Level 3: Developing – Students will be able to derive the key terminology involved with the cell cycle, mitosis, meiosis, prophase, metaphase
and so forth they will be able to provide a written description that loosely incorporates this terminology.
Level 4: Expanding – Students will be expected to use technical terminology to describe the process that is occurring in each phase, be able to
make the connection that the product of mitosis and meiosis are genetically identical daughter cells.
Level 5: Bridging – Students will be penalized if technology is not used correctly, they are expected to talk about the daughter cells being
genetically identical, and then be able to accurately describe each phase of mitosis and meiosis in detail
Students at all levels of language proficiency will understand the following academic vocabulary:
Mitosis, Meiosis, Chromosomes, Chromatids, Centrosomes, Spindle fibers, Interphase, Prophase, Metaphase, Anaphase, Telophase, Prophase I/II,
Metaphase I/II, Anaphase I/II, Telophase I/II. Students need to comprehend the information presented to them from the website of their choice.
They must then synthesize it and commit the above listed words to memory so that they are able to describe and understand what is happening in
a cell during its reproductive cycle.
Context for Language Use-Writing/Speaking:
Cognitive Function: Students will be asked to once again, comprehend what it is that they were researching, and synthesize it all into one final
graphic organizer where they are describing each phase of mitosis/meiosis in detail using key academic vocabulary listed above.
Write your Can-Do indicators here:
Level 1: Entering – These students will be able to bullet point key words, and use the general content related words to describe what is happening
in the cell at the different phases.
Level 2: Beginning – Students will be able to better describe the cell cycle in short phrases and begin to express their ideas. Their overall
sentence structure will be repetitive, and grammatical structure will be at a beginner level.
Level 3: Developing – Students will be able to describe the cell cycle in a more complete complex manner with both short and expanded
sentences. Their grammar structure is still in its beginning stages and somewhat repetitive. They will be able to use content specific terminology
with ease.
Level 4: Expanding – Students will be expected to use the content specific terminology and expressions. Students should be able to produce
some complex sentences with a mix of some expanded ones as well, their written work should be organized and express a coherent idea. Their
grammar will consist of conventions, and varied sentence patterns.
Level 5: Bridging – These students should produce multiple complex sentences in an organized fashion with a logical expression of ideas. Their
grammatical structures are consistent and utilize a broad range of sentence structure. Students must utilize content specific vocabulary when
expressing their ideas and knowledge of the subject.
Students at all levels of language proficiency will produce the following academic vocabulary:
Mitosis, Meiosis, Chromosomes, Chromatids, Centrosomes, Spindle fibers, Interphase, Prophase, Metaphase, Anaphase, Telophase, Prophase I/II,
Metaphase I/II, Anaphase I/II, Telophase I/II. Students need to comprehend the information presented to them from the website of their choice.
They must then synthesize it and commit the above listed words to memory so that they are able to describe and understand what is happening in
a cell during its reproductive cycle.
Explanation:
Explain how your content literacy standard and WIDA Can-Do indicators support your students in understanding and demonstrating proficiency
of the focus content area standard.
The content literacy standards and the WIDA Can-Do indicators support my students by providing a lesson plan that is universally designed to
target multiple learning styles, and multiple levels of ELL ability. The standards connect to help bring about understanding of what is fair to
expect out of the ELL students in the class and show that students of all levels can in fact learn the content, simply put it just will take some of the
ELL students more time to synthesize the information presented due to a language barrier. That is why I am providing an option for both small
group discussion so that ELLs can utilize their native language in a group setting, and then read the material in their language if necessary from
Wikipedia.
Agenda/detailed steps in your lesson plan
List the steps that you will take in the beginning of the lesson: How will you introduce the lesson concepts and strategies? (What is your invitation,
provocation, prior knowledge connecting, etc. activity?) I will use a YouTube video of a wound healing, and a hook question to spark their
curiosity as to how this cut heals, and how we humans are created.
Time
Teacher Activity
Introduce cellular division with a
question, how are we, humans,
created, how do our cuts heal, how
is genetic material made? Ask
students to make a prediction for
why/how cuts heal in small groups
. Then I will show a YouTube
video depicting
5-10 Minutes
Student Activity
-
-
Small group discussions
over the questions asked
and then spend time making
predictions together for
how/why cuts heal. (~57min)
Watch video (~2-3min)
Purpose
This will both invite the students to
think about the deeper meaning
behind why and how are our bodies
created and healed. Then they will
get some visual representations in a
video of cellular
replication/division on YouTube.
List the steps that you will take in the middle of the lesson: How will you teach the lesson concepts and strategies?
I will spend time modeling a prediction for those who struggle with this. I will give hints when needed for students think about why the cuts heal
and how.
Time
10-15 minutes
Teacher Activity
Student Activity
Purpose
Show the students an example of a
reliable source, a website that ends
in .gov, .edu, .org, .net, or if it ends
in .com it has peer reviews. I will
allow the use of Wikipedia for ELL
students due to multiple
translations. Students
Students will find a reliable source
that describes the process and
purpose of mitosis and meiosis.
Students will then talk about their
findings in a small group again
using a Think, Pair, and Share
method to show what they have
learned.
This step has multiple purposes,
first it will set up the students so
that they can create their annotated
bibliography with a source, second
it gives them experience in
researching a topic online while
finding a reliable source, next it
gives them the necessary
information on Mitosis/Meiosis
they need to fill out a graphic
organizer, and lastly it gives them a
chance to discuss their results
together.
List the steps that you will take at the end of the lesson: How will you help your students to draw conclusions and/or self-assess on the lesson
concepts and strategies?
I can have a power point running in the background to assist visual learners, I have a TPS set up so students can participate in social learning, and
finally fill out their primary assessment of a graphic organizer to show what they have learned.
Time
25 minutes
Teacher Activity
I will provide the students with a
graphic organizer that has enough
space to draw and describe each
phase of mitosis and meiosis in
detail. Now when students
complete this organizer, the ones
who are correct I will use this
activity as a scaffold to have them
begin looking at DNA Replication
and give them a short guided
reading worksheet to see if they
can begin to figure it out on their
own.
Student Activity
Purpose
Students will use the information
that they found online, once
clearing their source with me, to
fill out a graphic organizer with
each phase of the cellular cycle.
They will then write a short
description about what is going on
in this picture. Students are
allowed to work in small groups if
desired (no more than 3 to a
group). If Students complete the
graphic organizer, they will then
have to use their knowledge of
cellular replication and apply that
to DNA replication and fill out a
guided reading worksheet to see if
they can begin understanding the
topic on their own.
This assessment serves multiple
purposes, it has visual
representation of the cell cycle so
visual learners can make
connections between the process
and the vocabulary, it has written
aspect so that students can practice
their writing abilities, and it forces
them to work on overall
terminology to grow both their
academic vocabulary, and their
social vocabulary because they are
able to help each other out. The
guided reading will help students to
be able to scaffold their knowledge
of how cells replicate and apply
that understanding to DNA.
Explanation:
Explain how you are supporting the cognitive, academic, and language development of your students throughout your lesson. Why did you make
the instructional choices that you made?
I choose to utilize a graphic organizer for a number of different reasons, one it utilizes both pictures and written work to appeal to multiple learners,
it forces students to write out terminology that is otherwise difficult to spell and understand. This will help them to develop an academic
vocabulary because they are learning new words like mitosis, meiosis, prophase, metaphase, telophase, etc. and these are all important vocab words
with regards to biology. The small group work and discussions will help to develop social linguistic skills, as well as by answering the introductory
hook question, this will help them to work on their ability to make inferences using prior schema to think through logically the ways the body heals
itself, and this will also push their zone of proximal development because this is usually a topic most don’t know about therefore it will make this
lesson somewhat harder, and thusly challenge the students. As referenced in the Calla Science reading from class, ESL students will have a
particularly difficult time with science courses simply because of all the new and complex vocabulary that they must learn; therefore, I felt that is
was necessary to provide a source, Wikipedia, that is multilingual and can support my ESL students in helping them learn about Mitosis/Meiosis
(p. 195). This will allow them to still learn the content and terminology used, just in their own language so the ELL students can connect it later
down the road to the English translation. I choose to use a Think-Pair-Share method and small group discussion because it was talked about in the
Comprehensible Input article provided in class which stated that by using those activities it will give ELL students more time to practice their
answer but also allow them to work with other students so that they may help each other as well before being called on (p.144). I also used a video
as a form of comprehensible input because it offers a real life, relevant example in watching a time lapse video of how cuts heal. In other words
when a student asks why does this stuff matter whether it is an ELL student or not, after watching the video and connecting it to the cellular cycle
of reproduction they will understand that this is important to learn. Lastly I received the idea of using something graphic from Shout and Vogt, the
talk about how utilizing visual representations of key concepts i.e. a graphic organizer will allow the ELL students to picture what is going on in
their head and associate the proper terminology with that picture (p. 38).
Materials
List the materials (readings, supplies, etc.) that you will need in order to teach the lesson.
Access to a multiple computers will be necessary for the research, a projector for the introduction, graphic organizers for the final assessment, I
will also need maybe a biology book or two that students can reference if they so choose instead of the internet.
References
Calla Science. What’s Difficult in Science for ESL Students?
Comprehensible Input. Activities and Techniques for SIOP Science Lessons.
Shout, D., Vogt, M., & Echeuarria, J. (2011). The SIOP Model for Teaching Science to English Language Learners. Indianapolis: Pearson.