ETF Lesson Plan Template
Date:
Tuesday, 11-11-14
Unit Name:
Lesson Focus:
TEKS Standards:
Earth and Space Science (unique learning unit 3, lesson 11&12)
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 colder 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 cold 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 6, cold 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
 Blizzard
 Ice storms
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.
another gallery walk around the
 Ss will start examining the pictures in the
classroom. As you look at each picture,
gallery walk, located around the
write your name and a word or sentence
classroom.
that it makes you think about while
 Ss will write about each picture as
looking at each picture. When you have
instructed.
finished all pictures, take your seat and
 Ss will sit down in their assigned seat
be ready to share your answers.”
once they have finished.
 “I would like for a volunteer to share their
 Ss will wait for further instructions.
journal entry with the class.”
 After all students have sat down, T will
take the Ss through each picture
ETF Lesson Plan Template

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; ice
storms, snow and blizzards.

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
Student Actions
 T shows brain pop video about cold
 Ss will watch the brain pop video and
weather.
participate in the game or quiz together.
 “Now we will read chapter 6, cold
 Ss will track the teacher, raise hands if
weather storms, and learn about
they have questions relevant to the
different types of storms. A copy of your
topic, and may take notes if needed.
book is in your Tuesday folders. Please
 Ss will actively listen, sitting in SLANT
follow along with me as we take turns
position.
reading together.”
 Ss will open their folders to get their
 Teacher will read each comprehension
books.
question after each page has been read
 Ss will follow along with the T, taking
by students. 1. How do we learn about
turns reading.
cold weather storms? 2. What is a
 Ss will answer the comprehension
blizzard? 3. What is an ice storm?, 4. Why
questions, as asked by the teacher.
are cold weather storms dangerous? 5.
 Ss will not speak unless reading out loud
Discuss ways to stay safe in cold
to the class or answering a question.
weather?
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
represents your answer, as I ask you
these questions.”
 1. “Some storms come in ______
weather.”
 2. “A______ has a lot of snow.”
 3. “An__________ makes the roads
slippery.”
 4. “Wear a warm_____ and hat.”
Student Actions
 Ss will listen to the Teacher’s instuctions.
 Ss will listen to each question, holding up
the corresponding picture for each one.
 Ss verbally respond with COLD.
 Ss should hold up the blizzard.
 Ss should hold up the ice storm.
 Ss should verbally respond with COAT.
 Ss should verbally respond with WARM.
ETF Lesson Plan Template


5. “Stay_____during the storm.”
 Ss will listen to the questions presented
and answer, raising their hands to
“Now we will answer some multiple
volunteer.
choice questions together, writing the
answers on the board.”
 Ss will come up to the board, as called
upon by the T to write their responses.
 T will read the unique learning worksheet
 T will listen to the T discuss emergency
questions, projecting them on the board.
plans and raise their hands to address
 ALL QUESTIONS ARE FROM THE UNIQUE
the question, “do we need more
BOOK
supplie…?”
 “Do we need any particular supplies for a
 Ss will assist the teacher in creating a
colder weather storm?”
universal plan for a dangerous storm.
 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 continue working
on our preparedness posters to show our
plans. We need to list any additional
emergency supplies we might need.
Continue to 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.”
 T passes out the materials 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 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
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 winter 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 COLD WEATHER storm?
YES 
NO 
maybe
Exit ticket
Name:__________________________
Do you feel prepared for a COLD WEATHER storm?
YES 
NO 
maybe