DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (08/19/13) Teacher Candidate _ Lauralynn

n Defngin ___ Grade Level _3rd__ Title Living and Nonliving things__

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors: 11 Girls 7 Boys 3 vision impaired (Meily, Jocelyn, Ronny) 1 SPED (Ghannon) 10 ELL 2 Behavior 4 speech 2 students being referred to SPED Classroom environment:

Library Smart Board Laptops Piano White Boards

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 2 Students will understand that organisms depend on living and nonliving things within their environment. Objective 1 Classify living and nonliving things in an environment. 1. Identify characteristics of living things. 2. Identify characteristics of nonliving things, 3. Classify living and nonliving things in an environment. SIOP 1-Content objectives Content Walk-Away: Students will classify living and nonliving things. Language Walk-Away: Students will categorize living and nonliving things on a T-chart and write why items are living and nonliving. SIOP 2-Language objectives Vocabulary:

Characteristics Living Nonliving Organisms Cells Reproduce Environment

SIOP 9-Key vocabulary

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observe student discussions.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

-Make sure Timothy is teaching his neighbor and no sitting

Observe student participation. Observe student collaboration. Content Walk-Away Evidence (Summative): T-Chart Language Walk-Away Evidence (Summative): Full sentences on T-chart.

quietly. -Make sure Meily is staying on task. -Make sure Ghannon is engaged. -Make sure Jocelyn is participating and understanding concepts. -Make sure Ghannon is understanding concepts and engaged in the review lesson. -Make sure Shady is on task and not bothering other students at his table. -Make sure Kimberly is engaged. -Walk around the classroom while reviewing the concepts and make sure all students are engaged. -Make sure ELL students are on task and with you so that they understand what is expected of them. -Make sure Ghannon is participating and answering questions. -Make sure Avery O. is not up walking around and disrupting the lesson. -Make sure students are not hogging items and that everyone is being fair to one another. -Make sure students are classifying items correctly. -Help Ghannon fill out his tchart.

Approx. Time 3 mins.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge I want you to recall what we have previously learned in previous lessons. What are characteristics of living and nonliving things? -Wait time I want you to teach your neighbor what the characteristics of a living and a nonliving thing is. Ready? Teach! -Students- Ok! SIOP 7-Linked to background, SIOP 8-Linked to past learning Formative assessment:

Learning Goal Know what the characteristics of a living and a nonliving is

Success Criteria Teach a neighbor what the characteristics of a living and a nonliving thing is

Assessment Strategy Observe student discussions.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure Timothy is teaching his neighbor and no sitting quietly. Make sure Meily is staying on task. Make sure Ghannon is engaged. Focus Lesson (I do it) Review characteristics of living and a nonliving thing. Review vocabulary words.

7 mins.

Characteristics Living Nonliving Organisms Cells Reproduce Environment

SIOP 9-Key vocabulary Formative Assessment: Learning Goal Review characteristics of living and nonliving things. Review all vocabulary words.

Success Criteria Listen to the review of previous learned items.

Assessment Strategy Observe student participation.

Modification/accommodations: Make sure Jocelyn is participating and understanding concepts. Make sure Ghannon is understanding concepts and engaged in the review lesson. Make sure Shady is on task and not bothering other students at his table. Make sure Kimberly is engaged. Walk around the classroom while reviewing the concepts and make sure all students are engaged.

10 mins.

Guided Instruction (We do it) Model on a T-chart how you want students to classify or sort items of living and nonliving on their T-chart. Make sure students are asking themselves questions that will help them classify items. Does this item need food? Does it need air? Does it need water? Does it move on its own? Does it grow? Does it reproduce? Have items in front table and do a practice round as a class. Draw t-chart on the board. Make sure students are writing in complete sentence. For example: The item is a pen. Is a pen living or nonliving? Does it reproduce?-no Does it need water?-no Does it need food?-no Does it move on its own?-no Does it grow?-no Then students will write on the T-chart. One reason why the item is living or nonliving. They will put the pen in the nonliving side and write the sentence, The pen is nonliving because I know it does not reproduce. SIOP 3-Content appropriate, SIOP 12-Variety of techniques

Formative Assessment: Learning Goal Know what makes an item living or nonliving.

Success Criteria Classify items into living or nonliving by writing complete sentences.

Assessment Strategy Observe student participation.

Modification/accommodations: Make sure ELL students are on task and with you so that they understand what is expected of them. Make sure Ghannon is participating and answering questions. Make sure Avery O. is not up walking around and disrupting the lesson.

8mins.

Collaborative/Cooperative (You do it together) Give everyone a t-chart. SIOP 4-Supplementary materials Place 10 items of living and nonliving things on each table. SIOP 20-Hands-on materials Students are able to collaborate with people at their table to help classify the items that I put on the desk. Each table has ten items on their desk. Every student must do their own work writing full sentences and classifying items on their T-chart. SIOP 6-Meaningful activities, SIOP 17-Grouping supports objectives Formative Assessment: Learning Goal Know what makes an item living or nonliving. Modification/accommodations: Success Criteria Collaborate with table members to assist in classifying items into living or nonliving. Assessment Strategy Observe student collaboration.

10 mins. Make sure students are not hogging items and that everyone is being fair to one another.
Make sure students are classifying items correctly.

Independent (You do it alone) Students will write complete sentences about each item in either living or nonliving category. SIOP 2-Language objectives, SIOP 24-Language objective supported Summative Assessment: Full sentences on T-chart. SIOP 30-Assessment

5 mins. SIOP 26Pacing

Modification/accommodations: Help Ghannon fill out his t-chart. SIOP 5-Adaptation of content Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review characteristics of a living and nonliving thing. Review all key vocabulary words. Review objective/goal. SIOP 27-Review vocabulary, SIOP 28-Review concepts

Throughout the lesson:

SIOP 10-Appropriate speech, SIOP 11-Clear explanation, SIOP 29-Feedback, SIOP 25-Students engaged, SIOP 23-Content objective supported, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 21-Activities to apply content/language knowledge, SIOP 18-Wait time, SIOP 19-Opportunity for L1 students, SIOP 16-Opportunity for interaction

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:

reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?