Professional Documents
Culture Documents
Procedure
Describe
exactly
what
the
teacher
and
the
students
do
in
the
lesson.
List
questions
you
will
ask;
use
Blooms
Taxonomy
reference
as
needed.
Be
specific
about
your
procedures
and
number
your
statements.
(Engage,
Explore,
Explain).
Tell
me
how
much
time
you
need
for
each
activity!
Consider
this
format
if
it
works
for
you.
TIME
What
Students
Do
What
Teachers
Do
ENGAGE
15
min
-Students
raise
their
hands
to
say,
Living
vs.
-Welcome
the
students
to
the
carpet
and
ask
Nonliving
things.
them
to
sit
in
their
normal
spots.
Ask
the
students
who
can
tell
them
what
we
have
been
talking
about
in
science.
-Tell
them
we
are
using
a
KWL
chart
(they
are
already
familiar
with
this)
-Students
raise
their
hands
and
give
what
-Ask
students
who
can
tell
the
class
what
a
they
know.
living
thing
is
and
what
a
nonliving
thing
is.
This
will
be
added
to
the
Know
section.
Repeat
after
the
teacher
with
new
-Tell
the
students
we
will
be
learning
even
definitions
from
the
sentence
stems:
more
about
what
makes
something
living
Reproduction
is
when
two
animals
have
versus
nonliving
and
we
will
be
making
a
list
babies
to
help
us
keep
track.
EXPLORE
20-25
min
Discuss
with
partners
about
what
they
want
With
working
definitions
in
mind,
guide
the
to
learn,
share
with
the
group
after
they
students
to
ask
questions
about
what
they
have
discussed
and
add
to
W
part
of
KWL
want
to
learn.
Have
them
discuss
with
a
chart.
partner
for
2
min.
and
then
share
what
they
discussed
to
the
group
to
add
to
the
W.
-Students
are
investigators,
finding
clues
to
-Begin
the
read-aloud,
asking
students
to
gain
more
knowledge
and
be
as
smart
as
investigate
and
when
they
find
any
clues
or
they
can
be!
They
raise
their
hands
once
additional
information,
we
can
add
it
to
the
they
hear
something,
so
they
continue
to
Learned
section
of
the
chart.
pay
attention
and
it
gets
added
to
the
chart.
-If
students
miss
a
critical
piece
of
information,
pretend
that
the
teacher
is
the
investigator
and
say,
Whats
that?
I
think
I
found
something.
Should
I
re-read?
EXPLAIN
10-15
min
-Students
listen
to
the
summaries,
so
they
-After
the
read
aloud,
summarize
all
that
the
know
what
to
discuss.
They
go
on
to
discuss
KWL
chart
states,
ensuring
to
emphasize
the
with
partners
and
can
ask
additional
L
section
for
five
minutes.
questions
after
they
discuss,
if
they
still
have
-Have
students
discuss
in
their
own
words
any.
with
a
partner
what
living
things
versus
non-
living
things
are
to
them
for
five
minutes
-Bring
everyone
back
and
ask
If
there
are
any
additional
questions.
Evaluation
How
will
you
know
that
students
met
the
Informal
formative
assessment
(using
the
end
discussion
lesson
objectives?
for
explain
and
consulting
the
L
part
of
the
KWL
chart.
Differentiation:
I
will
leave
this
book,
along
with
two
other
books
about
Accommodations
to
enrich
living
versus
non-living
things
for
students
who
want
more
How
will
you
modify
the
lesson
to
meet
the
information
and
more
of
a
challenge
to
look
at
and
discuss
needs
of
more
advanced
learners?
during
class.
They
will
be
available
during
literacy
centers,
independent,
and
buddy
reading
time.
They
can
also
look
at
them
during
snack
or
during
recess,
if
it
happens
to
be
indoors.
In
the
future,
if
there
is
are
students
who
clearly
already
know
what
living
versus
non-living
things
are
and
their
definitions,
they
can
be
given
an
interest
project.
With
this
project,
they
could
create
a
booklet
by
choosing
a
living
thing
and
describe
in
detail
how
each
of
its
basic
needs
being
met
demonstrates
that
it
is
living,
complete
with
illustrations.
Differentiation:
For
the
purpose
of
both
enrichment
and
support,
students
Accommodations
for
support
will
discuss
with
a
buddy
on
the
carpet
during
the
explain
How
will
you
modify
the
lesson
to
meet
the
phase.
We
have
six
special
education
students:
five
with
needs
of
students
who
need
more
support?
Autism
Spectrum
Disorder
and
one
who
is
non-verbal.
Ms.
Ayala
puts
each
next
to
a
high
ability
student,
so
they
can
help
one
another
out
and
keep
them
focused.
They
will
remain
in
their
carpet
spots
for
this
reason.
The
student
who
is
not
yet
talking
has
various
hand
signs
that
he
is
able
to
use
and
his
buddy
is
familiar
with
these.
Additionally,
I
will
repeat
instructions
so
that
students
can
have
a
clear
understanding
and
extend
time
for
buddy
talk,
if
necessary.
ESL/ELL
Strategies
We
are
going
over
key
vocabulary
(using
sentence
stems)
How
will
you
support
your
English
language
at
the
beginning
to
support
these
learners.
Additionally,
learners?
the
partners
will
assist
the
learners
if
they
need
any
help.
The
book
is
full
of
pictures
and
visual
aids,
and
we
are
bringing
in
those
pictures.
This
activity
does
not
have
any
reading
or
writing,
so
it
is
accommodating
for
ELL
students.
We
only
have
two
ELL
students
in
the
class
and
they
are
both
fully
bilingual.
ELPS
1F:
(F)
use
accessible
language
and
learn
new
and
essential
language
in
the
process.
For
our
advanced/advanced
high
learners,
we
can
extend
time
if
necessary
during
buddy
talk.
For
intermediate
learners,
the
visuals
and
sentence
frames
will
be
especially
helpful.
If
we
had
beginners
in
our
class,
I
could
repeat
instructions
exactly,
only
rephrasing
when
necessary.
A
bilingual
dictionary
could
also
be
provided.