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

n Defngin Level 3rd Title Review living and nonliving things- Fly Swatter Game CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 11 Girls 7 Boys 4 vision impaired (Meily, Jocelyn, Ronny, Lexi) 1 SPED (Ghannon) 10 ELL 1 Speech (Timothy) 2 Behavioral Issue Students (Kimberly, Shady) 2 Under process of being referred to SPED (Jocelyn, Cristian) 4 Speech 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, SIOP 3-Content appropriate Content Walk-Away: Students will know the characteristics of living and nonliving things. Language Walk-Away: Students will discuss characteristics of living and nonliving things. 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 discussion and student participation.

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

-Make sure Ghannon is teaching a neighbor.

Content Walk-Away Evidence (Summative): Fly Swatter Game Language Walk-Away Evidence (Summative):

-Make sure Timothy is teaching a neighbor. -Make sure Shady and Kimberly are staying on task. -Make sure whatever Cristian is talking about is relevant to the lesson. -Make sure students are on task and discussing about relevant topics. -Roam around the classroom to ensure students are staying on topic. -Make sure that students are paying attention to key items that I am reading so they will continue to learn the concepts.

Discussion between neighbors and group tables.

SIOP 30-Assessment

Approx. Time 3 mins.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge I want you to think of a living or nonliving thing. -wait time SIOP 18-Wait time I want you to teach your neighbor what you were thinking about and whether your item is living or nonliving and why? Ready? Teach! -OK! SIOP 7-Linked to background, SIOP 8-Linked to past learning Formative assessment: Learning Goal To know why an item is living or nonliving. Success Criteria Teach a neighbor about an item and why it is living or nonliving. Assessment Strategy Observe discussions.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure Ghannon is teaching a neighbor. Make sure Timothy is teaching a neighbor. Make sure Shady and Kimberly are staying on task. Make sure whatever Cristian is talking about is relevant to the lesson.

10 mins. Focus Lesson (I do it)

Review all concepts that have been taught in this unit. Objective SIOP 1-Content objectives Vocabulary Characteristics of living and nonliving things. (Classify items with class for review) Interactions between living and nonliving things in a given environment. Recall what they have learned during activities. (i.e. scavenger hunt, mystery murder etc.) Formative Assessment: Learning Goal Know characteristics of living and

Success Criteria Recall items that have been

Assessment Strategy Observe student participation and

nonliving things.

taught during the unit.

discussion.

Modification/accommodations: Make sure students are on task and discussing about relevant topics.

10 mins. Guided Instruction (We do it)

Discuss different items that were learned throughout the unit. SIOP 12-Variety of techniques Formative Assessment: Learning Goal Know characteristics of living and nonliving things. Know vocabulary words. Success Criteria Recall items that have been taught during the unit. Assessment Strategy Observe student participation and discussion.

5 mins.

Modification/accommodations: Roam around the classroom to ensure students are staying on topic. Collaborative/Cooperative (You do it together) Students will collaborate at their tables about different items discussed during the unit. SIOP 17-Grouping supports objectives Formative Assessment: Learning Goal Know the characteristics of living and nonliving things. Know vocabulary words. Modification/accommodations: Success Criteria Recall items that were taught throughout the unit. Assessment Strategy Observe discussion and student participation.

10 mins. SIOP Independent (You do it alone) 26Fly swatter game. Pacing Students are in two lines. Team A and Team B
Person in front of each line has a fly swatter. I put key vocabulary words on the board and characteristics of a living and nonliving things. I will describe vocabulary words or different concepts and the person in front of the line has to hurry to slap with the fly swatter what I am describing whether it be a concept or a vocabulary word. The team that slaps the correct answer first gets the point. SIOP 6-Meaningful activities, SIOP 20-Hands-on materials Summative Assessment: Fly Swatter Game Modification/accommodations: Make sure that students are paying attention to key items that I am reading so they will continue to learn the concepts. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review objective Review vocabulary words Review characteristics of living and nonliving things Review interactions between living and nonliving things.

Throughout Lesson:
SIOP 16-Opportunity for interaction, SIOP 10-Appropriate speech, SIOP 11-Clear explanation, SIOP 21Activities to apply content/language knowledge, SIOP 25-Students engaged

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?