ETF Lesson Plan Template
Date:
Monday, 11-10-14
Unit Name:
Lesson Focus:
TEKS Standards:
Earth and Space Science (unique learning unit 3, lesson 9&10)
Changing weather: changing activities; focus on Watching the Weather
SCI.8.10, BIOL.3E, ELA.9.C *significant modifications for IEPs and pre-requisite
skill level
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Describe different types of inclement weather that occur in warmer climates.
SWBAT: Demonstrate safety skills for a weather emergency.
Key Points: What, What: Students will learn about types of weather changes that affect us,
How, Why?
specifically warm climate inclement weather.
How: By looking at video examples and pictures of each event and describing
safety procedures.
Why: To increase general knowledge of science and weather and apply
knowledge to increase safety preparedness plan.
Materials:
Book chapter 5, Warm weather storms,” and associated worksheets, pencils,
Monday folders and visual supports.
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language
 Weather
 Tornado
 Hurricane
 Thunderstorm
 Tropical storm
 Flood
 Dust storm
Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective?
What will I do if they haven’t? Writing/expression
Gallery walk/exit ticket/worksheets are 50% of daily grade, while the participation in the discussion
and answering group questions/activity is the remaining 50% of their daily grade.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
10 min
Teacher Actions:
Student Actions:
 DO NOW activity: “We will participate in
 Ss will listen to the instructions.
a gallery walk around the classroom. As
 Ss will start examining the pictures in the
you look at each picture, write your name
gallery walk, located around the
and a word or sentence that it makes you
classroom.
think about while looking at each picture.
 Ss will write about each picture as
When you have finished all pictures, take
instructed.
your seat and be ready to share your
 Ss will sit down in their assigned seat
answers.”
once they have finished.
ETF Lesson Plan Template



“I would like for a volunteer to share their
journal entry with the class.”
After all students have sat down, T will
take the Ss through each picture
together to discuss what was written
underneath. “Starting with this picture
(#1) (student) wrote……..Why did he/she
write that?”
Pictures on the gallery walk include;
flood, thunderstorm, hurricane, tropical
storm, tornado.


Ss will wait for further instructions.
Ss will follow the T and re-examine and
discuss their observations of the pictures
on the gallery walk, as a group.
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
20 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
 T shows a video of hurricane footage.
 T asks students, “What’s did you notice
about this video?”
 “Now we will read chapter 5, warm
weather storms, and learn about
different types of storms. A copy of your
book is in your Monday folders. Please
follow along with me as we take turns
reading together.”
 Teacher will read each comprehension
question after each page has been read
by students. 1. Why do we need to know
about storms? 2. What is a
thunderstorm?, 3. What is a tornado, 4.
Discuss the difference between a
tornado watch and a tornado warming
and 5. What is a tropical storm? 6. What
is a hurricane, 7. What is a flood?, 8.
What is a dust storm?
Student Actions
 Ss will volunteer to answer question,
discussing the wind and the heavy rain
and destruction being caused in the
video.
 Ss will track the teacher, raise hands if
they have questions relevant to the
topic, and may take notes if needed.
 Ss will actively listen, sitting in SLANT
position.
 Ss will open their folders to get their
books.
 Ss will follow along with the T, taking
turns reading.
 Ss will answer the comprehension
questions, as asked by the teacher.
 Ss will not speak unless reading out loud
to the class or answering a question.
Guided Practice (We Do): How will I walk students step by step through what I want them to do?
30 min
How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group
practice) CFU: How will I know During the lesson that students are on track to master the objective? What
are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize
key points?
Teacher Actions
 CFUs: “You have a picture of storms on
your desk. Raise of the card that
Student Actions
 Ss will listen to the Teacher’s instuctions.
ETF Lesson Plan Template
represents your answer, as I ask you
 Ss will listen to each question, holding up
these questions.”
the corresponding picture for each one.
 1. “A_____ has lightning and thunder.”
 Ss should hold up the thunderstorm.
 2. “A______ has fast wind.”
 Ss should hold up the tornado.
 3. “A lot of rain can make a _____.”
 Ss should hold up the flood.
 4. “The wind can make a ______ in the
 Ss should hold the dust storm.
desert.”
 There is no picture, this is a verbal CFU
 5. “Go to a ____place.”
called out by all students.
 “Now we will answer some multiple
 Ss will listen to the questions presented
choice questions together, writing the
and answer, raising their hands to
answers on the board.”
volunteer.
 T will read the unique learning worksheet
 Ss will come up to the board, as called
questions, projecting them on the board.
upon by the T to write their responses.
 ALL QUESTIONS ARE FROM THE UNIQUE
 T will listen to the T discuss emergency
BOOK
plans and raise their hands to address
 “Now we will discuss emergency
the question, “why….be prepared?”
preparedness. It is very important to have
 Ss will assist the teacher in creating a
a plan. Does anyone know why we need
universal plan for a dangerous storm.
an emergency plan?”
 T lists supplies needed in a emergency,
asking Ss for more suggestions. Ideas are
written on the board.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
30 min
adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I
circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery?
Teacher Actions
 “Now we are going to make weather
preparedness posters to show our plans.
We need to list emergency supplies we
might need. Cut out pictures of things
you think will help you from the
magazines being passed out, and glue
them to your poster. You may use the
plan we wrote on the board as an
example.”
 “If you have any questions or need help,
raise your hand silently and I will come
help you.”
 “If you finish early, turn your papers in
and read a library book or begin a game
in the rec room until everyone is
finished.”
 T passes out the materials to the class.
Student Actions
 Ss will listen to the T’s instructions,
without speaking.
 Ss will raise hands if they have questions
during the independent practice activity.
 Ss will cut out pictures from magazines,
glue them onto the poster board to
create preparedness posters.
 Ss who finish early will get a book or
begin a game in the rec room.
 AG/DD/JS have a modified assignment.
 Ss may consult their book for answer
choices, should they have difficulty
choosing the answers from memory.
 This assignment may take multiple days
to complete, so it may not be finished
during the end of this lesson.
ETF Lesson Plan Template


T will circulate the room until the
assignments are turned in and everyone
has completed the assignment.
T has modified the assignment for
AG/DD/JS.
Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s
10 min
importance and its link to past and future learning?
Teacher Actions
Student Actions
 Exit ticket: Survey, “Do you feel prepared
 Ss complete their exit ticket and turn it
for a terrible storm?”
in.
 “If you finish early, get a library book or
 Ss will get an appropriate leisure activity
you may request the computer, signing
once they are finished with the Exit
up on the sign-in sheet. “
ticket.
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which
strategies will I choose to make sure I engage every student on his/her ability level?
Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while
J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will
not be able to respond to verbal group questions or write.
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing
Frequent checks for understanding
Extended time
Shortened assignment
Peer tutoring
Assessments read orally
Modified work
Learning Lab for extra help
Check list provided
Preferential seating
Other (state below)
ETF Lesson Plan Template
Exit ticket
Name:__________________________
Do you feel prepared for a dangerous storm?
YES 
NO 
maybe
Exit ticket
Name:__________________________
Do you feel prepared for a dangerous storm?
YES 
NO 
maybe