Date: TBD
WIDA Standards:
The language of science (English Language Proficiency Standard 4)
English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of science.
Content Objective:
By the end of the lesson, students will be able to identify and describe the way that
the 3 different types of rock, (igneous, metamorphic, sedimentary) form using a
graphic organizer and different sentences.
Language Objective:
Students will explain three different ways that rocks are formed using descriptive
vocabulary such as adverbs and adjectives provided in sentences frames to
complete a graphic organizer.
Presentation:
(Language and content objectives, key vocabulary, comprehensible
2 input, strategies, interaction, feedback)
minutes
3) Standards: Introduce the content and language objectives for
students
By the end of class you will be able to explain the different ways that
igneous, metamorphic, and sedimentary rocks form.
You will be able to describe the formation process of each rock using
describe vocabulary like adjectives and adverbs.
To reinforce this I will have students hold up each rock that they have
made and tell how it happened, this rock was made from the heat and
pressure, this rock was made from layer, this rock was made from lava
in a volcano.
Extension/Differentiation:
For students who need additional support I will provide sentence frames
to get them started on their graphic organizer. I will also provide visuals
of each of the rock types so students can see what they have.
For students that are ready they can write a few more sentences on the
formation of rock and what rocks they see where we live. Then they can
create a comparing and contrasting of the ways that rocks form in
nature. They can create a venn diagram or a four-column T chart.
SIOP Features (this is a checklist for you)
Preparation
_ Adaptation of content
_ Links to background
_ Links to past learning
_ Strategies incorporated
Integration of Processes
_ Reading
_ Writing
_ Speaking
_ Listening
Scaffolding
_ Modeling
_ Guided practice
_ Independent practice
_ Comprehensible Input
Application
_ Hands-on
_ Meaningful
_ Linked to objectives
_ Promotes engagement
Group Options
_ Whole class
_ Small groups
_ Partners
_ Independent
Assessment
_ Individual
_ Group
_ Written
_ Oral
Reflections: TBA