DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Nicole

e Teran Grade Level: 1st Title: Frog Life Cycle CONTEXTUAL FACTORS (classroom factors) Contextual Factors: 24 students - 12 girls, 12 boys 21 Caucasian, 1 half Caucasian, half Hispanic, 1 Samoan, 1 Asian 0 ESL Vision: AAA glasses Low readers: BBB, CCC, DDD SPED: DDD Left-handed: DDD All students come from married households. EEE is Jehovahs Witness and may need to step out for some lessons. FFF moved into the class the beginning of March. He needs constant reminders to stay on task, yet he is one of the top students. Help CCC, DDD, and FFF with all writing assignments. Help for ideas and to keep them on task. GGG moved into the class 4/15/13. Classroom environment: The classroom is arranged into three rows facing each other. Each row with 4 desks (8 desks per set of tables) All well behaved and on task. Only exceptions are CCC and FFF, some days they are on, others 50/50% on/off task, due to possible ADD. Promethean Board works for some things (video, ELMO), but not all (interaction). WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things. Objective 2 Living things change and depend upon their environment to satisfy their basic needs. c. Describe and model life cycles of living things. SIOP 3 - Content appropriate Content Walk-Away: I will learn about the life cycle of frogs; egg, tadpole, froglet, frog. SIOP 1 Content objectives Language Walk-Away: I can write a paragraph about a frogs life cycle. SIOP 2-Language objectives Vocabulary: Tadpole The stage of the frog life cycle where the frog only had a head and tail and swims like a fish. Polliwog Another name for tadpole. Froglet The stage of the frog life cycle where the frog still has his tadpole tail. ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Questions through out the lesson Talk to neighbor What did you learn - chart Content Walk-Away Evidence (Summative): The students will collaborate then write a paragraph telling the different stages of the frog life cycle. Language Walk-Away Evidence (Summative): The students will collaborate then write a paragraph telling the different stages of the frog life Modifications/Accomodations (ELL, IEP, GATE, etc.)

cycle. Approx. Time 2:05 SIOP 26 Pacing ACTIVE LEARNING PLAN Activate/Building Background Knowledge Remember a few weeks ago, you learned about butterflies? Wait for response. What is something that is unique about the life cycle of a butterfly? Wait for response. Okay, keep that in mind... How many of you have been to a pond? Wait for response. What are some of the animals you have seen at a pond? Wait for response. Great job! Well today we are going to lean about the life cycle of a frog! SIOP 7-Linked to background, SIOP 8-Linked to past learning, SIOP 10Appropriate speech, SIOP 18-Wait time, Strategy 17- Link Lessons, Strategy 45 - Allow Extra Wait Time VOCABULARY If you use one of our vocabulary words, you get one Lion Pride Ticket. SIOP 9 - Key vocabulary Formative assessment: Learning Goal Recall information from previous lessons

Success Criteria Answer background questions

Assessment Strategy Listen for correct answers

Modification/accommodations: (ELL, IEP, GATE, etc.) 2:10 2:15 Focus Lesson (I do it) 1. Youtube video - http://www.youtube.com/watch?v=xl5wpy1vZwM 2. Show the posters about frogs read about the photo information, talk about the life cycle SIOP 4 - Supplementary materials, Strategy 29 - Use Visuals and Graphs 3. Read Frog Life Cycle by: Justin McCory. Answer any questions about the book. Turn to your partner and tell them two facts you learned about a frogs life cycle. The person closest to my desk goes first. SIOP 4 - Supplementary materials, SIOP 25 - Students engaged, SIOP 16-Opportunity for interaction, SIOP 17Grouping supports objectives, SIOP 21-Activities to apply content/language knowledge, SIOP 22 - Language skills: reading, writing, listening, speaking 4. Show the students the frog eggs, tadpoles, and frog SIOP 25 - Students engaged, SIOP 4 - Supplementary materials, SIOP 6, SIOP 20-Hands-on materials, Explain that they are not real frog eggs, but frog eggs are about the same size and have the same texture. Show the students the tadpoles, explain that if you take tadpoles from a pond or stream you have to change the water every 3 days, you have to get algae for it to eat, and you have to return the frogs to the same pond when they are frogs or they could die. Show the students the frog. Explain what frogs eat bugs that are alive. Most frogs live on land, but some live in water and swim. SIOP 10 10-Appropriate speech, SIOP 12-Variety of techniques, SIOP 23-Content objective supported, Strategy 23 - Limit Use of Contractions Formative Assessment: Learning Goal Students will learn about the different stages of a frog life cycle. Modification/accommodations: 2:30 Guided Instruction (We do it) Put together Frog life Cycle paper plate SIOP 11-Clear explanation, SIOP 21-Activities to apply content/language knowledge, Write facts about a frogs life cycle. SIOP 22 - Language skills: reading, writing, listening, speaking, SIOP 21-Activities to apply content/language knowledge, SIOP 24-Language objective supported,

2:20

2:25

Success Criteria Students will tell a partner about the frog life cycle.

Assessment Strategy Listen for correct answers.

2:40

2:45

Draw a frog for our paragraph. SIOP 12-Variety of techniques, SIOP 22 - Language skills: reading, writing, listening, speaking, Formative Assessment: Learning Goal Students will put their paper plate frog cycle together correctly.

Success Criteria Students will tell facts of a frogs life cycle

Assessment Strategy Look at students paper plate. Listen for facts/vocab as we are doing the class facts for paragraph.

Modification/accommodations: Watch students draw, keep them on task. 2:45 Collaborative/Cooperative (You do it together) The students will talk with their table about the information they learned about the frogs life cycle. They will let their table know what they are going to write in their paragraph. Using the vocabulary, each student will name and explain one phase in the frog life cycle. SIOP 22 - Language skills: reading, writing, listening, speaking, SIOP 21-Activities to apply content/language knowledge, Formative Assessment: Learning Goal Use vocabulary, name phases of frog life cycle. Modification/accommodations: 2:50 Independent (You do it alone) The students will write a paragraph about the life cycle of a frog. SIOP 21 - Activities to apply content/language knowledge, SIOP 22 - Language skills: reading, writing, listening, speaking Summative Assessment: The students paragraph about frogs. Modification/accommodations: Sit next to CCC and FFF while they are writing to prompt and keep on task. SIOP 5 3:00 Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Read Frog Facts paper as whole group. Read poems as whole group. Have the students tell their neighbor the vocabulary words. Rally Robin style. Questions? SIOP 27-Review vocabulary, SIOP 28-Review concepts, SIOP 29-Feedback, Strategy 36 - End Each Lesson With Review

Success Criteria Students will discuss a frog life cycle.

Assessment Strategy I will listen for vocabulary and correct life cycle order.

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 N/A 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? PACING! Keep my eye on the clock. Use vocabulary. What materials do I need to have ready? Frog eggs, tadpoles, frog, book Frog Life Cycle, frog paper, frog drawing instructions, poems, facts, posters, life cycle

paper plate. What is the approximate time needed for this lesson? Two to three days, 1 hour 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?