ETF Lesson Plan Template Date: Friday, 10-07-14 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: Demonstrate comprehension of written text and apply it to solve problems. SWBAT: Show knowledge of weather and the science of meteorology. Key Points: What, What: Students will learn about types of weather changes that affect us. How, Why? How: By reviewing meteorologist jobs and comparing weather to life skills applications, such as appropriate clothing choice. Why: To increase general knowledge of science and weather. Materials: Chapter 4, watching the weather and associated worksheets, pencils, Friday folders, unique learning weather scenarios and visual supports. Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language Weather Cool Wear Hot Thermometer Forecast Meteorology/meteorologist Precipitation Wind 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 Do now/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? 5 min Teacher Actions: Student Actions: DO NOW activity: “Fill out your do first Ss will listen to the instructions. free journal. When you are finished, wait Ss will write in their journal for 5 quietly for your classmates to finish.” minutes. “I would like for a volunteer to share their Ss will read their responses to the class, journal entry with the class.” standing up in show and tell- style. ETF Lesson Plan Template 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 will play the funny weather video from youtube. “We are going to continue learning the weather, we are going to talk about watching and monitoring the weather. Who monitors the weather?” “Now we will read the chapter 4 of the book, about watching the weather. Please take your copy out of your Friday folders and open to page 1.” Teacher will read each comprehension question after each page has been read by students. 1. Who watches the weather for us? 2. Discuss types of weather-appropriate clothing, 3. Discuss ways we prepare for the weather, 4. Discuss weather-specific activities and 5. Why is it important to know about the weather? Student Actions Ss will watch the video, showing intentional viewing throughout. Ss will watch and may comment as asked by the teacher. Ss will volunteer to answer question. 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 “Open your Friday folders and take out the worksheets. We will take turns reading the stories, starting and answering the questions based on the weather. T will guide Ss through the scenarios, pausing to CFU as needed. For each scenario, a student will volunteer to choose the clothing, items, Student Actions Ss will get their pages out of their Friday folders and turn to the first one, writing their name on top. Ss will wait for further instructions once finished. Ss will listen to the forecast for each scenario, then make appropriate choices of clothing, items to bring and activities to perform that are best suited to the ETF Lesson Plan Template and activity that closest accommodates weather in the scenario. (ex; if you want the weather forecast, by using visuals. to snow board, there should be snow.) Scenario 1- picnic/hot and sunny Ss will answer each of the following weather. scenarios as listed in the previous column. Scenario 2- sledding/snowing and windy weather Scenario 3- camping/warm and cool at night. Scenario 4- Swimming/lightening Scenario 5- amusement park/warm and chilly later. Scenario 6- Museum/cloudy and rainy 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 it is time to practice on your own. I am passing out a worksheet with similar questions. Please sign and date it at the top and work through the questions. This is a silent/solo activity.” “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 worksheets to the class. 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. 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 who finish early will get a book or begin a game in the rec room. Ss will turn in completed work to be graded by the T. AG/DD/JS have a modified assignment. Ss may consult their book for answer choices, should they have difficulty choosing the answers from memory. ETF Lesson Plan Template 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 Exit ticket: if it rains this weekend I can ______________. If it is sunny this weekend, I can_________________. “If you finish early, get a library book or you may request the computer, signing up on the sign-in sheet. “ Student Actions Ss complete their worksheets. Ss will get an appropriate leisure activity once they are finished with the Exit 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 If it rains this weekend I can_______________________________. If it is sunny this weekend I will probably_________________________________ EXIT TICKET If it rains this weekend I can_______________________________. If it is sunny this weekend I will probably_________________________________