Alyssa Ciccarelli
Dr. Hickson
Module 6 (6.2)
Teacher Endorsement Lesson Plan Template
Lesson Background Information
Name: Alyssa Ciccarelli
District:
Content Area: Science
Date: October 6, 2014
Lesson Length: 50 minutes
Lesson Topic: Reading descriptions of
different types of rocks
Focus Language Domain(s) (R-reading, W-writing, L-listening, S-speaking):
Reading and Speaking are the Focus Domains
Massachusetts Curriculum Frameworks
Science and Technology/Engineering Curriculum Framework October 2006. Science Strand
Science Standards: Earth Processes and Cycles Grade 4 pg. 26
 3. The three categories of rocks and the process that creates them.
Content Objective:
Language Objective for students at WIDA
All students will be able to describe the
ELD levels 1-3 (choose 1 level):
differences between various types of rocks into
categories such as Igneous, Sedimentary, and
ELD Level 2 students at will be able to
Metamorphic rocks. Students will classify a
identify facts and describe pictures, events,
minimum of five rock samples with 80%
objects or people using phrases or short
accuracy.
sentences in English
Language Objective for students at WIDA
ELD 4-5 (choose 1 level):
ELD Level 4 students at will be able to
match graphic organizers to different texts
and compare/contrast content-based
functions/relationships in English.
Key Content Vocabulary:
Igneous: Granite, Gabbro, Basalt, Rhyolite, Obsidian, and Scoria
Sedimentary: Limestone, Chert, Breccia, Shale, Sandstone, and Conglomerate
Metamorphic: Quartzite, Slate, Marble, Schist, Serpentinite, Gneiss
Materials/Equipment:
Prerequisite Knowledge:
24 Igneous, Sedimentary and Metamorphic
Students will have prior knowledge of rock
rock worksheets
types from watching videos, readings and
24 Rock Report worksheets
class discussions from previous classes. Also
24 Igneous, Sedimentary and Metamorphic
students will be familiar with describing rock
diagrams
samples from prior worksheets.
24 samples of various Igneous, Sedimentary
and Metamorphic rocks
24 Rock Formation Charts
24 Rock Classification Charts
Instructional Procedure
Duration
Description
5 minutes
Connection to prior learning or background building activity:
Students will have completed a worksheet on describing various types of
rocks. Today the students will expand on their knowledge of Igneous,
Sedimentary, and Metamorphic rocks by describing the different forms
of each category of rocks.
20 minutes
Activities, resources, and materials to present new content area
knowledge or skill:
Students will be in small groups and each group will have various
samples of Igneous, Sedimentary, and Metamorphic rocks. The students
will have a worksheet titled Rock Classification for easy reference for
the names of the different forms of each Igneous, Sedimentary, and
Metamorphic rock. The samples will provide a visual and sensory aid
for ELL students.
Group members will choose a sample of rock and describe its
appearance to the group. After describing the rock, the group members
will discuss which category the sample belongs to (Igneous,
Sedimentary, and Metamorphic) based on prior knowledge of each rock
characteristics. For example: Sample #1 appears to have a glass-like
appearance, black in color and looks shiny or smooth texture. This
sample could possibly be an igneous rock due to the glass-like
appearance: glass is given a smooth/glossy exterior from intense heat.
After correctly sorting the rocks into categories, the groups will decide
from their Rock classification chart the correct name of each rock
sample. For example: Sample # 2: described in appearance as black in
color and contains numerous visible holes. They appear to be air bubbles
that erupted under intense heat or pressure. After making these
observations students look under igneous rocks and see which sample
meets the description: in this case the sample is Scoria.
ELD Level 2 students will be given worksheet with the names of various
rock samples in English and they will be asked to identify the correct
sample using phrases or short sentences.
ELD Level 4 students will be given graphic organizers to compare and
contrast Igneous, Sedimentary, and Metamorphic rocks categories. They
will be provided with a Rock Report Worksheet for easy reference. They
will the similarities and differences between the types of rocks.
15 minutes
Activities, resources, and materials to present new language knowledge
or skill:
Students will have examples of rocks displayed on posters as a visual
reference. Students will have a Rock formation worksheet and Igneous,
Sedimentary and Metamorphic diagrams describing the development of
each type of rock.
10 minutes
Activities, resources, and materials to assess or review learning of new
language, content, and/or skill:
Sorting rocks with similar characteristics and describing the appearance
of each unique rock will assess ELL level 2 students’ comprehension of
the lesson objective.
Comparing and contrasting the various rock samples using a graphic
organizer will assess ELL level 4 students’ comprehension of the lesson
content.
General education students will be assessed on their ability to describe
the physical appearance of the various rock samples and sort them
according to their group’s characteristics. Example: Igneous rocks are
formed from cooled lava. They may have crystals, air bubbles or glassy
surface. They can also appear to be hard and dense.
Homework/Extension Activities
A practice worksheet for homework or independent work, which includes classification of
Igneous, Sedimentary and Metamorphic rocks. Each student will be assigned different samples
to identify and describe for homework. Visual aides such as diagrams and images will be used
to accompany the worksheet for easy identification.
Descriptive sentences: Students will explain their reasoning behind identifying the samples as
Igneous, Sedimentary and Metamorphic rocks. The students will draw a picture of the rock for
visual reference or model for future use in activities.
Reflection:
1) What do you consider to be the most effective elements of this lesson to be for
English learners?
The most effective element of this lesson for the English Language Learners consists
of visual components, sensory teaching and/or learning methods, and interactions within
small groups. Also the reading and communication component of the lesson can be
viewed beneficial for English Language Learners: the practice of oral communication to
effectively describe the physical appearances of the rock samples to group members.
2) What feedback did you get from others (or determine for yourself) regarding the
PLANNING of this lesson?
The feedback I determined from planning of this lesson-included the incorporation of
sensory learning. The sensory component in the lesson objective gives the students a
physical approach in order to complete the lesson objective. They are able to pick up the
rock samples, feel the different textures, as well as using the sample as a visual aid. The
implementation of oral communication was beneficial for the English Language Learners
to improve on their English proficiency.