Professional Documents
Culture Documents
Grade:
1. Lesson Preparation:
Content
Content Objective:
I can demonstrate cognitive domain of
standard by cognitive academic task using
tool/strategy/structure.
Language Objective:
I can language domain language function +
standard using academic language (form).
I can orally explain the functions and structures of the three branches of
government using these vocabulary words:
Executive, Judicial, Legislative, President, Congress, Supreme Court, laws, execut
uphold
Supplemental
Materials:
2. Building Background:
Concepts explicitly linked to students background experiences
Links explicitly made between students past learning and new concepts
Key vocabulary emphasized
Students write down what they know about the branches of government. Students go around the table and contribute one
thing about each branch of government. Students should use vocab words in their lists.
3. Comprehensible Input:
Speech appropriate for proficiency level
Clear explanation of academic tasks
Variety of techniques used to make content concepts clear
Once each group has filled in their chart on the 3 branches of government, one student moved from each table to the nex
with their original groups chart. The student reads the chart to the new group and defends each choice. Another student the
takes the chart and moves to another group. This student must be able to read the chart and defend it to the new group.
-Model: I modeled what students were supposed to do.
-Vocabulary index cards: students should have their index cards filled out from last class. The index cards include all of the
vocab words with the definition, a sentence, and an illustration.
4. Strategies:
Ample opportunities for students to use learning strategies
Scaffolding techniques consistently used
Variety of questions or tasks that promote higher order thinking
5. Interaction:
Frequent opportunities for interaction and discussion (oral rehearsal)
Grouping configurations that support the language and content objectives
Sufficient time for student responses
Ample opportunities for students to clarify key concepts in L1, as needed
Total Participation = Students each contributed to the t-chart with at least 1 fact and each student had vocab cards.
Randomize and Rotate = each student was assigned a number and each number had to rotate to another table with their
groups t-chart.
-Structured conversations = Students had to restate the information their peer explained to their group. Students also had t
read the points on the t-chart and restate the evidence used to defend each point.
7. Lesson Delivery:
Students were able to use their vocab index cards and notes.
Students needed to be active listeners and contributors to group discussion.
Lesson Sequence
1. Content and Language objectives were presented at the beginning of the lesson and displayed for the class. We
reviewed the notes on the three branches of government and the vocab words.
2. Fill out a teacher-made T-chart on the three branches of government. Include vocab words and structure/function o
each.
3. Assign a number to each student 1-4.
4. Model to the class how they will be rotating and what they need to do at each group.
5. Call out number 3s first to rotate. After 10 min, call out 1s to rotate. After another 10 min, call out 4s to rotate. After
another 10 min, call out 2s to rotate.
6. Each group should be actively listening and discussing what they agree and disagree with.
7. Class comes back together. Students share three points for each branch of government from their T-chart. Student
turn in their t-chart for assessment.
8. Go over content and language objectives and how they were met.
Created by Dearborn Public Schools, Bilingual & Compensatory Education Department, 2013