Fall 2014
Professor Shaeley Santiago
Name:_Andrew Mickunas_______
Name:_Andrew Mickunas_______
L.5.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Visuals/Resources/Supplementary Materials: Rulers, The
Human Body, Teacher Drawings, Demonstration Of
Measurement
Connections to Prior Knowledge/Building Background:
1. Prior to this lesson, students will have already used rulers to record lengths. Students will have used cm. and m. to calculate volume.
2. Prior to this lesson, students already have had experience collecting different types of data.
Content Objective(s):
Meaningful Activities/Lesson Sequence: Content Objective Assessment:
1. Students will accurately measure
1.1 Students will then be brought to the
This will occur through the following
and record their height, wingspan,
carpet. Students will be shown the
checklist:
arm length, foot size, and hand size
lesson objectives. They will appear on
in cm without significant error.
the smart board. Well, last week we
_____Measurement for height appears to
used the scales to record weight, this
be correct.
I can statement: I can correctly measure
week we will be measuring something _____ Measurement for wingspan appears
and record height, wingspan, arm length,
different. Who has used measuring tape to be correct.
foot size, and hand size in centimeters
before? The teacher will then read the _____ Measurement for arm appears to be
objectives and the class will echo the
correct
objectives with the teacher. The teacher _____ Measurement for foot appears to be
will tell the students that scientists use correct.
a lot of different ways to collect data.
_____ Measurement for hand appears to be
The teacher will then write data
correct
collection on the board. The teacher
_____ Cm. indicated on each measurement
will then tell the class to talk to their
neighbor about what data collection
means. After the students have 30
Maximum Score: 6/6
seconds to talk to one another, the
teacher will ask groups to share what
they talked about. The teacher will
then tell the class that data is basically
a collection of facts, such as
Name:_Andrew Mickunas_______
Name:_Andrew Mickunas_______
Name:_Andrew Mickunas_______
Language Review/Assessment:
Assessment of language objective will be
done with a checklist:
____Student wrote at least 3 sentences
____Students work included at least two
specific tools that can be used to collect
data.
____Student shows command of the
conventions of standard English grammar,
capitalization, punctuation, and spelling
when writing.
Maximum score 3/3
Name:_Andrew Mickunas_______
Scaffolding
_X_Modeling
_X_Guided Practice
__Independent Practice
_X_Comprehensible Input
_X_L1 Support
Application
_X_Hands-on
_X_Meaningful
_X_Linked to Objectives
_X_Promotes Engagement
Group Options/Interaction
_X_Whole Class
__Small Groups
_X_Partners
_X_Independent
__Technology
Assessment
_X_Individual
__Group
_X_Written
__Oral
Name:_Andrew Mickunas_______
These students will be given more challenging extension activities. For instance, they will be asked to measure different things
in other units.
These students will also be encouraged to include more detailed language and depth of explanation in their writing.
Students that need more support
These students will be given more time when asked questions in large group.
These students will perhaps be directly prompted with leading questions to answer questions if they do not typically raise their
hand.
Teacher will provide direct instruction to students during the measurement lesson.
These students will be grouped with a student that may be able to assist them if necessary.
ELL students
If there are other students that speak the same native tongue, these students will be grouped with each other only if the need is
there.
If students need to use a translation dictionary, that will be available.
Academic language can be defined for these students during lesson (for instance, the word data collection)
Name:_Andrew Mickunas_______
Example of Image that could be shown to Students to Make Data Collection More Tangible
(Taken from Clip Art in Word)
Other Potential Images: Ruler, Telescope, MRI, Video Camera, Microphone, Lab Supplies (Graduate Cylinder, for instance)
Name:_Andrew Mickunas_______
Name:_Andrew Mickunas_______
10
be correct.
_____ Conversion for arm appears to be
correct
_____ Conversion for foot appears to be
correct.
_____ Conversion for hand appears to be
correct
_____ Adequate work strategy is shown.
_____ Height in cm. and meters is written
on board.
Maximum score: 6/6
Name:_Andrew Mickunas_______
11
Name:_Andrew Mickunas_______
12
Name:_Andrew Mickunas_______
13
Name:_Andrew Mickunas_______
Language Objective(s):
Meaningful Activities/Lesson Sequence:
1. After discussing the value of
different types of units, students can
express verbally why we need more
than one type of unit of
measurement.
I can statement:
I can explain why we need more than one
Maximum score 1/1
unit of measurement.
Wrap-Up/Closure: Eventually, the teacher will collect all of the conversions and ask all of the students to come back to the carpet.
Rereading them, the students will review the objectives. The instructor will then ask them to show five fingers if they feel like they
have mastered the first objective and zero fingers if they feel like they feel lost. The instructor will do the same for the language
objective. The teacher will make mental note of students that seem to be lost. The teacher will ask if anyone has any specific
questions. The teacher will then transition into the next section of the day.
Additional Features:
Preparation/Lesson Delivery
Scaffolding
Group Options/Interaction
_X_ Adaptation of Content
_X_Modeling
_X_Whole Class
_X_ Links to Background
_X_Guided Practice
__Small Groups
_X_ Links to Past Learning
_X_Independent Practice
_X_Partners
_X_Strategies Incorporated
_X_Comprehensible Input
_X_Independent
_X_Lesson Pacing
_X_L1 Support
_X_Technology
Integration of Processes
Application
Assessment
__Reading
_X_Hands-on
_X_Individual
__Writing
_X_Meaningful
__Group
_X_Speaking
_X_Linked to Objectives
__Written
_X_Listening
_X_Promotes Engagement
_X_Oral
14
Name:_Andrew Mickunas_______
15
Name:_Andrew Mickunas_______
1 cm = 0.01m
1 cm < 1 m
Measure this!
Centimeters
Meters
Height
_____cm.
_____m.
Wingspan
Arm
Foot
Hand
16
Name:_Andrew Mickunas_______
L.5.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.5.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Visuals/Resources/Supplementary Materials: Rulers, Water,
plastic bags, straws, measuring tape, Dawn, Palmolive, and
Seventh Generation, Graphic Organizers for data collection.
17
Name:_Andrew Mickunas_______
18
Name:_Andrew Mickunas_______
19
Name:_Andrew Mickunas_______
20
Name:_Andrew Mickunas_______
21
Name:_Andrew Mickunas_______
22
Language Review/Assessment:
Assessment of language objective will be
done with a checklist:
____ Student provided 3-4 sentences
____ Student adequately defined
hypothesis
____ Student adequately defined variable
____ Student demonstrated command of
the conventions of standard English
grammar, capitalization, punctuation, and
spelling when writing.
Name:_Andrew Mickunas_______
Scaffolding
_X_Modeling
_X_Guided Practice
__Independent Practice
_X_Comprehensible Input
_X_L1 Support
Application
_X_Hands-on
_X_Meaningful
_X_Linked to Objectives
_X_Promotes Engagement
Group Options/Interaction
_X_Whole Class
_X_Small Groups
_X_Partners
__Independent
__Technology
Assessment
_X_Individual
_X_Group
_X_Written
__Oral
Strategies:
Applicable Cognitive Learning Strategies:
1. Consciously making connections between personal experiences, beliefs, and feelings and content
Applicable Metacognitive Learning Strategies:
1. Predicting and inferring, Evaluating and determining importance, generating questions and using questions to guide
comprehension.
Applicable Learning Strategies:
1. Making logical guesses based on contextual and syntactic information, Guessing and deducing
23
Name:_Andrew Mickunas_______
*These strategies should be taught on a case-by-case basis during independent work time or explicitly during primary lesson.
Differentiation:
Group work during experimentation allows for natural differentiation. Certain kids volunteer for certain roles within the
group, but everyone has a responsibility, but every child should get a chance to try every group role.
Gifted learners:
These students will be asked questions with greater DOK when at large group.
These students will also be encouraged to include more detailed language and depth of explanation in their writing. Perhaps
students will be told to generate different examples of hypotheses or variables.
Students that need more support
These students will be given more time when asked questions in large group.
These students will perhaps be directly prompted with leading questions to answer questions if they do not typically raise their
hand.
These students may need greater scaffolding with their writing.
ELL students
If there are other students that speak the same native tongue, these students will be grouped with each other only if the need is
there.
If students need to use a translation dictionary, that will be available.
Academic language can be defined for these students during lesson (for instance, the word hypothesis)
One possibility is that academic language can be defined on graphic organizers.
These students will be given more time when asked questions in large group
24
Name:_Andrew Mickunas_______
9.
2.
10.
3.
11.
4.
12.
5.
13.
6.
14.
7.
15.
8.
16.
Variable -
Hypothesis -
Experiment -
25
Name:_Andrew Mickunas_______
26
Name:_Andrew Mickunas_______
Content Objective(s):
1. After reading about the different
variables we will be researching,
students will be able to
successfully create and test a
hypothesis for our experiment.
27
Name:_Andrew Mickunas_______
28
Name:_Andrew Mickunas_______
http://www.ehow.com/info-tip_7957913_cornsyrup-bubble.html
The essay will provide important information,
but not give the answer away entirely. It will be
comprehensible for all students.
4.4
Students will be told that with their partner they
need to write a hypothesis that states what effect
glycerin and cornstarch will have on bubbles.
The teacher will show the students both of these
items. How will these two things affect the
creation of bubbles? Students will be given 5-10
minutes to write their hypothesis. Teacher
should provide scaffolding during this period for
students that are at an impasse. Teacher will
provide strategies for how to apply the
knowledge that they learned from the reading to
their hypotheses. They will be told that they
must turn in one cope of their hypothesis to the
teacher and both of their names must be on it.
Teacher should remind them to use good
grammar, spelling, and punctuation.
4.5
After completing this with partner, each pair will
be matched up with another pair. Each pair will
be asked to verbally justify their hypothesis to
the other pair. Each pair will then be given a
sheet they can use to assess the other pairs
justification. This justification will basically be
an assessment. It will include a checklist:
29
Name:_Andrew Mickunas_______
30
Name:_Andrew Mickunas_______
Language Objective
Review/Assessment:
Assessment of language objective will
be done with a peer evaluative checklist:
I can statement:
I can explain why I believe my
hypothesis is correct.
Scaffolding
Group Options/Interaction
31
Name:_Andrew Mickunas_______
_X_Whole Class
_X_Small Groups
_X_Partners
__Independent
__Technology
Assessment
__Individual
_X_Group
_X_Written
_X_Oral
Strategies:
Cognitive Learning Strategies: Taking notes or outlining
Metacognitive Learning Strategies: Predicting and Inferring, evaluating and determining importance
Language Learning Strategies: Applying basic reading skills, such as previewing, skimming, scanning, and reviewing, Substituting a
known word when unable to pronounce an unfamiliar word.
*These strategies should be taught on a case-by-case basis during independent work time or explicitly during primary lesson.
Differentiation:
Gifted learners:
These students will be asked questions with greater DOK when at large group.
These students will also be encouraged to include more detailed language and depth of explanation in their hypothesis. Perhaps
these students will need to cite parts of the reading assignment in their hypothesis.
Students that need more support
These students will be given more time when asked questions in large group.
These students will perhaps be directly prompted with leading questions to answer questions if they do not typically raise their
hand. Perhaps the teacher will also provide additional contextual information within the question
These students may need greater scaffolding with their writing.
These students will receive simpler language during instruction.
32
Name:_Andrew Mickunas_______
33
Name:_Andrew Mickunas_______
34
Name:_Andrew Mickunas_______
35
Content Objective(s):
5.1 After discussing the results of the
data we collected, students can
summarize these results and create
a visual representation to show this.
I can statement:
I can summarize the results of our data
and create a visual representation that
shows these results.
Name:_Andrew Mickunas_______
36
Name:_Andrew Mickunas_______
Language Objective(s):
5.2
Having observed and discussed the
results, students should be able to write
conclusions that can be acquired from
the results.
I can write conclusions based on data
results.
37
Name:_Andrew Mickunas_______
38
Name:_Andrew Mickunas_______
Scaffolding
_X_Modeling (Through graph and
discussion)
_X_Guided Practice (Through large group
analysis)
__Independent Practice
_X_Comprehensible Input
_X_L1 Support
Group Options/Interaction
_X_Whole Class
__Small Groups
_X_Partners
_X_Independent
_X_Technology (Student has the option to
make their visual representation on
computer or tablet)
Application
_X_Hands-on
_X_Meaningful
_X_Linked to Objectives
_X_Promotes Engagement
Assessment
_X_Individual
__Group
_X_Written
__Oral
Strategies:
Applicable Cognitive Learning Strategies: Taking notes or outlining
39
Name:_Andrew Mickunas_______
40
Name:_Andrew Mickunas_______
2 Partially
Satisfactory
3 Satisfactory
4 Exceeds Expectations
Hypothesis
Students
hypothesis is
absent
Visual
Representation
Of Data
Visual
Representation is
completely
absent
Visual representation
is present, but sloppy
and does not convey
all information
Visual representation is
complete, but effort does
not seem very high.
Conclusion
Conclusions are
completely
absent
Conclusions are
present, but are
minimal. (2-4)
sentences)
Student appears to
have only put
minimal work into
assignment, work is
sloppy, and written
English has many
errors.
41
Name:_Andrew Mickunas_______
References
Echevarra, J., Vogt, M., and Short, D. (2008) Making Content Comprehensible for English Learners: The SIOP
Model. Boston: Pearson/Allyn and Bacon.
42