Professional Documents
Culture Documents
Your Name:
Meggan Sandoval
Subject / Course:
Topic:
Lesson Title:
Static Electricity
Level:
3-4
Lesson
Duration:
OTL 565
2 days
Topical Vocabulary: Students at all levels of English language proficiency are exposed to grade
level words and expressions, such as: static electricity, charge, attract, repel. National Science
Education Standards B.3 Light, heat, electricity, and magnetism (Grades K-4): Electricity in
circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete
loop through which an electrical current can pass (CDE, 2011).
Pre-production- CDL Students tend to be non-verbal at the early stages of their learning, during
this pre-production stage encourage students to listen to rhythm and patterns of the content.
Introduce a KWL chart for the student to make background connection with the content.
Early-production- State reasons for outcomes of experiments on electricity performed using
visual representations and sentence starters (e.g., The bulb turned on because...,The balloons
attracted/ repelled because)The teacher will model an experiment here to the class.
Select and name reasons for outcomes of experiments on electricity performed using visual
representations of possible outcomes (e.g., electricity goes, electricity stops).
Speech Emergence- Describe reasons for outcomes of experiments on electricity using visual
representations and graphic organizers along with a set of experiments for the student to try. CDL
students will be grouped with English proficient student(s) to begin scaffolding static electricity in
their own experiments.
Intermediate Fluency- Summarize reasons for outcomes of experiments on electricity using
visual representations.
Advanced Fluency- Draw conclusions about experiments on electricity by submitting a exit slip.
CDL students have an option of drawing a visual, but should work on writing skills (CDE, 2011).
Learning Task (Remember to consider relevance and career/workforce readiness skills around what is
being taught AND Second Language Acquisition Stage Instructional Modification Ideas) NOTE: if do
not have any CLD students in your classroom, identify strategies that would meet the needs of other diverse
learners who are performing above or below the majority of the students in the class:
Number of Days: 1
Learning Task
Student Differences
You have learned that differentiation consists of planning lessons in response to
student differences in one or more of the following areas: Readiness, Interest, and/or
Learning Profile/Style. Choose which area you will use to differentiate your lesson.
which area you will differentiate. Then describe in detail exactly how you will
differentiate your lesson based on the area you selected.
Checking for understanding can be tricky with CDL students. NCTE (2008) expresses, set high
expectations for ELLs. ELLs will perform much better if placed according to academic
achievement rather than language proficiency; placement in challenging classes with quality
instruction will enable them to learn more. In this particular lesson the teacher will use the
students native language to help the student understand the vocabulary by providing a pocket
translator. This will allows the student to fill in the KWL chart, demonstrate the experiment, and
produce a slip with a final understanding.
Exit Slip FormatDraw and label how static electricity is conducted or- write a summary about static electricity
using the following vocabulary; static electricity, charge, attract, repel.
SOURCES: Add a References Page for the research/sources you used to determine your
strategies above (begin on a new page and follow the APA guidelines in the CSU-Global Guide
to Writing and APA Style).
Implementing the lesson was challenging since the experiment involved new
terminology and complicated steps to get started. My strategy was to model
the experiment while I used new terminology. Considering the experiment was
new to the class, I was able to speak slower than usual and model my actions.
This seemed to grab the CDL students attention. I was able to draw all the
students in by asking for volunteers. This allowed the students to get involved
in their own learning. After modeling the experiment, I was able to give the
students the KWL chart. The students were paired up with specific partners. I
paired the CDL student with a strong partner who could lead the way and help
the CDL student feel comfortable. My students have used the KWL chart in the
past. When the CDL student used the KWL chart, they had very poor sentence
structure. The sentence(s) did not assess the student, or show that she
understood the concept. Although when I asked her to show me how to do the
experiment, she was very good at it and used some words to articulate what
she understood in English.
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Written
Orally
PhysicallyPhysically
Orally
Written
The graph above shows how CDL Student A learns best. I found that she
learns language and content working hands on with an assignment compared
to written assignments. When we first started, Student A was hesitant and
lacked confidence when completing the K part of the assignment with her
partner. As I modeled and presented a visual, she started participating and
tried to articulate sentences to show her comprehension. Her partner did most
of the writing until the experiment was brought out for each pair to share.
Evidence of Implementation:
According to Teacher Vision, KWL charts assist teachers in activating students' prior knowledge of
a subject or topic and encourage inquisition, active reading, and research (2014). This can
especially work well for CDL students to build strategies in these types of experiments. Students
are able to activate and organize their thoughts and background knowledge. KWL charts can
show students a connection to their learning as well as answer all learning targets. The
metacognitive strategy of self-questioning is used to ensure that students comprehend the content
and understand what they have learned. Down below both students shows clear understanding of
what they know, want to know, and have learned.
SOURCES: Add any additional sources or research you used in this second part of the
template to the Reference list you began earlier. (Remember to follow the CSU-Global Guide
to Writing and APA Style).
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References
Colorado, C. (2007) Cooperative learning strategies. Colorin Colorado.
Retrieved from
http://www.colorincolorado.org/educators/content/cooperative/
Greene, R. (2013). 5 Key Strategies for ELL Instructiion. Teaching Channel. Retrieved from:
https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/
NCTE. (2008). English Language Learners. National Council of Teachers of Education.
Retrieved
from:http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBri
ef.pdf
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