Cloud Lesson Day 1- Crystal Puentes

Key Content Standard(s): List the complete text of only the relevant parts of each standard. Writing standard. W2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts on which they name what they are writing about and supply some information about the topic. ELD Standard- At exit from emerging level: write or use learned vocabulary drawn from academic content areas. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The objective of the lesson is for students to gain a better understanding and be able to identify cirrus clouds based on the information that was learned in class. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will be given the opportunity to label and create a cirrus cloud (craft activity) that will display their understanding of the material being presented. In addition, as a whole group assessment, the students will be asked to recite a song about the different clouds with kinesthetic movements and participate in a read aloud about cirrus clouds. Lastly, to help students organize the information that they learned, they will assist the teacher in completing an inquiry chart where the cloud type (high, medium, low), what it is made of, the description, and weather that it foresees will be discussed and written. What modifications of the above assessment would you use for language learners and/or students with special needs? For language learners and students with special needs, they will be exposed to a variety of occasions to engage with the topic being discussed. From kinesthetic songs to visual representations of cirrus clouds, the students will be given the opportunity to be exposed to different concepts of print and hands on activities to assist them in making connections with the material. Also, during whole group lessons, the students will be given the opportunity to work with their neighbor in answering questions about cirrus clouds, in addition to being provided additional help by the teacher in completing their craft activity. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have been exposed to clouds on a daily basis, however this will be the first time that they will learn how to identify what each type of cloud is. The class has also been exposed to creating inquiry charts, which will be helpful in organizing their information. Strategy to connect school learning with prior experiential knowledge and/or cultural background The students will be asked at the end of the lesson to look at the sky and see what they notice about the shape and color of the clouds. This will provide the students the opportunity to relate the curriculum being learned inside of the classroom with what they are exposed to on a daily basis. In addition, students will be able to respond to questions concerning their background in seeing this type of cloud, which will initiate conversations about what they have been exposed to and noticed about clouds. Also, they have had experience with using graphic organizers, which will assist their comprehension of the material being presented. Pre-assessment strategy The students will be asked to pair share about what they know about different clouds and how they look? This will provide some information as to what the students have been exposed to and are able to recall from their experiences. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be exposed to the following vocabulary: cirrus clouds, streamers, ice, water drops, high clouds, sunny, and weather. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. The students will be engaged through their ability to complete pair shares throughout the lesson. In addition, the teacher will ask the students to respond as a whole group to certain questions, which will allow for all of the students to participate. While students are completing their craft activity, they will be given the opportunity to work with a teacher if need be. Lastly, the students will be given the chance to engage with the material being presented through the incorporation of songs, kinesthetic movement, real life displays, and visuals. Each individual is a different type of learning, so it is important to introduce the topic in a variety of different ways.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students 03 min The students will be asked to pair share about what they know about different clouds and how they sometimes look? The teacher will ask the students to share what they were talking about with their neighbor. Students are pair sharing

Resources/ Materials

Students are raising their hands

08 min

Teacher will thank the students for sharing. He/she will then mention that for the next three days they will be learning about different types of clouds. The teacher will then complete a read aloud. Cyril the Serious Cirrus Cloud by Julia G. Hill Students are listening

Book

05 min

The teacher will ask the students to stand up and sing a song. Teacher will say a verse and then the students will repeat. In addition, movements will be incorporated to assist the students in making further connections with the vocabulary in the song. Then the song will be sung together.

Students are standing and singing.

Song, poster, markers, and pointer

06 min

Students will be asked to sit on the carpet. Teacher will ask the students to pair share about what they learned concerning cirrus clouds and their experiences with cirrus clouds. Teacher will ask the students to share what they talked about with their neighbor so that their chart can be completed about cirrus clouds.

Students are sitting on the carpet

Students are talking to their neighbor about cirrus clouds.

Students are raising their hand.

The chart will include the following and movements: Made: Ice crystals and not water drops. Cloud group (high, middle low) Description: thin, wispy clouds that look like streamers. Weather: Nice day.

Students are taught different movements for certain words that are brought up.

Poster, markers, 4 magnets, and a picture of a cirrus cloud

04 min

Teacher will tell the students that today they are going to be working on making their own cirrus clouds. The cloud activity will be modeled. Checking for understanding as a whole group will be done. Teacher will tell the students that when they are done, they will be able read a book quietly on the carpet about clouds.

Students are listening to instructions.

Students are reciting the instructions together.

28 sheets of blue construction paper (divided into three parts), 28 cotton balls, 28 glue sticks, 28 pencils, and 28 sheets of paper with a cirrus cloud label and short description.

08 min

Teacher will have the students work on their cirrus cloud craft. Time will be called- 4min, 2min, etc. Bell will be rung and students will be asked to clean up, turn in their work, and sit quietly on the carpet.

Students are working quietly at their desks

Students are cleaning up, turning in their work, and are moving to the carpet to sit down.

Bell

04 min

Teacher will ask the students to pair share about what they learned and did today. Students are asked to share what they talked about with their neighbor.

Students are pair sharing.

Students are raising their hand to pair share what they talked about with their partner.

Students are listening. Teacher will thank the students for listening. Then the teacher will ask the students to look up at the sky today while they are playing and see if they notice anything about the clouds concerning how they look and what color they are. The teacher will also mention that during the next few days, the class will be learning about two other types of clouds so it is important to keep an eye on the sky this week.