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_________________________________