TeacherCandidate:

AdrianRodriguez

Date:
06/1/16

THEUCILESSONPLANNER

Grade:
2

School:
GatesElementary
GroupSize:
30

StudentContext:

StudentswithSpecialNeeds
(IEPand/or504)

Part1:ClassroomInformation

ContentArea:
LanguageConventions
MentorTeacher:
GeraldineJacome
LessonLength:
3040minutes

IdentifiedNeeds
1

StudentswithSpecific
LanguageNeeds(ELL)

10

StudentswithOtherLearning
Needs(Behavior,Struggling
Reader,StrugglingMath)

Accommodations
Providestudentwithpositive
feedbackandreinforcementfor
hisattemptsatparticipating
individuallyandcollaboratively,
assignimportantroles,keep
studentontaskbycheckingon
himoften,andkeepstudent
nearbyontherugandatthe
desks.
Providestudentswithadequate
timetothinkbeforespeaking,
opportunitiestoexchangeideas
withpeers,aclearlearning
objectiveonwhichtofocus,and
clarificationofwhatistobeing
askedofthestudentsduringthe
lesson.
Providestudentswithpositive
feedbackandreinforcementfor
hisattemptsatparticipating
individuallyandcollaboratively,
andkeepstudentsontaskby
checkingonthemoften.

Part1:PlanningfortheLesson

A:Standards
i.
KeyContentStandard
:
2.1.F.Studentsknowmagnetscanbeusedtomakeobjectsmove
withoutbeingtouched.

ii.
MathPracticeStandardorELACapacity:
CCSSMStandardsforMathematical
Practice
,or
NGSSScienceandEngineeringPractices
,
CCSSELACapacityof
LiterateIndividuals
iii.
RelatedELDStandard(mustbeincludedwhenusinganELAStandard)
:
iv.

B.Objectives
i.
LearningObjective/Goal
:Thestudentswill(
DO
__)to(
LEARN
___).
Thestudentswillusemagnetstomoveobjectswithouttouchingthem.
ii.
LanguageObjective
(transferthisfrom"IncorporatingAcademicLanguage"):
Thestudentswillexplaintheattractionofobjectstoamagnetbyusingmagnetsandobjects
throughwrittenexplanationsandpartnersharing.

C.Assessments:
i.
Informalassessmentstrategiesyouwilluseduringclass(Whatevidencewillyouseeand/or
hearandhowwillyounoteit?)
Anecdotalnoteswillbetakenthroughoutthelessonofstudentsunderstandingofthe
content,correctuseofthelanguage,andparticipationthroughoutthelesson.
ii.
Writtenassessmentyouwillusetodetermine,
foreach
individualstudent,towhatextent
theyhavemetyourlearningobjectives.(Whatevidencewillyoucollect?)
StudentswillindividuallycompletetheirCuadernodeinvestigacionandturnitinfor
furtherevaluationofunderstandingofthematerialtoplanfornextsteps.

D.LessonResources/Materials(e.g.,handouts,manipulatives,textpages,specialsupplies):
Cuadernodeinvestigacin(1foreachstudent),pencils,highlighters,erasers,30
magnets,8paperclips,8ironscrews,8spoons,8pennies,8piecesoffoil,8sheetsof
paper,8woodblocks,8Legoblocks,8piecesofwool,8cottonballs

Part2:InstructionalSequenceEngagingStudentsintheLearningProcess

Introduction(5min):
Describehowyouwill1)makeconnectionstopriorknowledge,tapintotheir
experiencesandinterestsoruseahook,
AND
2)letstudentsknowwhattheobjectiveofthelesson
is.
Transitionstudentsfrommorningactivitiestodesk.
AskstudentstotakeouttheirCuadernodeinvestigacinandapencil.
Passouttheinformationalreadingtextforstudents.
Turnstudentsattentiontothelearningobjectiveatthetopofthetext.
Choralreadthelearningobjectivewithstudents.Puedoobservaryexplicarlafuerzade
magnetismoenunobjeto.
Askstudentswhattheycandoandhavethemaloudasaclasstellyou,Puedo...
Turnstudentsattentiontothefrontoftheclassastheywillnowwatchavideoonmagnetism.

BodyoftheLesson(3545minutes)
:Describestepbystepwhattheteacher
and
thestudentswillbe
doingduringthelesson.
PlaythevideoMagnetismTheDr.BinocsShowLearnSeriesforKidsbyPeekabooKids
fromYouTube.(4minutes)
Finishthevideoandhavestudentspairsharewhattheylearnedaboutmagnetismfromthe
video.
Havestudentssharealoudwhattheylearnedaboutmagnetismfromthevideoandtheycanfeel
freetosharewhattheyhavelearnedthroughpreviousdaysactivities.
Havestudentsturntheirattentiontothetexttoreadittogetherandhighlightmainideas.(10
minutes)

 Beginreadingthetextwiththestudentsinachoralreading.Stopafterthefirstparagraph.Point
outthedefinitionofmagnetismtothestudentsandhavestudentsstandup.
Practicethedefinitionofmagnetismwiththestudentsandthenhavestudentstakeaseat.
Saymagnetismandhavestudentssaythedefinition.Repeatuptotwotimes.
Continuereadingthetextandstopaftereachparagraphandattheendofeachparagraphhave
studentsrepeatthemainideasaloud.
Finishreadingthetextandturnstudentsattentiontotheposterasyouwritethemainideasof
thetextontheposter.
Tellstudentsitistimefortheactivity.
GivestudentsinstructionsfortheactivityanddisplaytheinstructionsontheDocCam.
Giveeachtablegrouptheirtraywiththeirmagnets,objects,andinstructionsfortheactivity.
Allowstudentstobegintheactivity(10minutes)
Endtheactivity,instructstudentstonottouchtheobjectsanymore,andhavestudentsshare
withatablepartnerwhattheyobservedintheactivity.(10minutes)
Havestudentssharealoudbyraisingtheirhandwhattheyobservedintheactivity,andwrite
themainideasontheposter.

Closure(3minutes)
:
Describehowyouwillpromptthestudentstosummarizethelessonandrestate
thelearningobjective.
HavestudentsturntheirattentiontotheboxthatislabeledLoqueaprendi...
Instructstudentstotakesometimetosilentlythinkandwriteaboutwhattheylearnedthrough
thevideo,thetext,and/ortheactivity.(5minutes)
Havestudentsfinishwritingandeveryonethenstandsup.
Havestudentsfindanewpartnerintheclassandtellthemwhattheylearnedaboutmagnetism.
Havestudentstakeaseatandhavethemsharealoudwhattheylearnedandsummarizethe
lessonforeveryone.
EndthelessonandhavestudentsturnintheirCuadernodeinvestigaciontoatablecaptain.

Part3:IncorporatingAcademicLanguage
(tobecompletedafteryouhaveplannedthecontentpartofyourlessonplan)

1. Describetherichlearningtask(s)relatedtothecontentlearningobjective.
Usingmagnetsandobjectsstudentswillexploretheobjectsthataremagneticallyattracted.

2. LanguageFunction:
Howwillstudentsbecommunicatinginrelationtothecontentinthelearning
task(s)?Identifythespecific
function
(purposeorgenre)youwantto
systematically
addressin
yourlessonplanthatwillscaffoldstudentstostrongerdisciplinarydiscourse.Thelanguage
functionwillalwaysbeaverb.Someexamplesare:describe,identify,explain,justify,analyze,
construct,compare,orargue.
Studentswillexplaintheattractionofobjectstoamagnet.

3. LanguageDemands
:Lookingatthespecificfunction(purposeorgenre)yourstudentswillbe
using,whatarethelanguagedemandsthatyouwillsystematicallyaddressinthislesson?
Vocabulary:
Keytothislesson:magnetismo,iman,atraer,repeler,polos,polonorte,polosur,campo
magnetico

Syntax
:Observequeel/la___fueatraido/aporeliman.
2

Discourse
:Individuallythroughwriting,andcollaborativelythroughpairshareswithpartners.
4. LanguageObjective:
Whatis/arethe
languageobjective(s)
foryourlesson?(Thestudentswill
(
FUNCTION
)(
LANGUAGERELATEDTOCONTENT
)
(SYNTAXAND/ORDISCOURSE
)
Forexample:Thestudentswill
compare
differenttypesofparallelograms
usingtransitionwords
suchassimilarly,differentfromorbycontrast.
Note:besuretocopyandpastethisintothetopof
thelessonplanner.
Thestudentswillexplaintheattractionofobjectstoamagnetbyusingmagnetsandobjects
throughwrittenexplanationsandpartnersharing.
5. Whatdoesyourlanguageobjectivesoundlike/looklikefordifferentlevelsoflanguagelearners?
Askyourself,Whatwouldthestudentssay/writewhenusingthelanguagefunction.Remember
toconsiderthelanguagedemandswhilecreatingsamplelanguagethatthestudentsmightuse.

Emerging
Expanding
Bridging
Observequeel/la___fueatraido/a
poreliman.

Observequeel/la___fue
atraido/aporelimanporque
____.

Observequeel/la___fue
atraido/aporelimanporque
____.Ademaselimantiene
un____queatraealos
objetos.

6. LanguageSupport:
What
instructionalstrategies
willyouuseduringyourlessontoteachthe
specificlanguageskillandprovidesupportandopportunitiesforguidedandindependentpractice?
Instruction
Modelingandintroducingof
learningobjective

Modelingoftask

GuidedPractice
Guidestudentsthroughtheir
conversationswithpartners
andactivity

Guidestudentsthroughtheir
practicingofuseofthe
languageandmainwordsof
thetopic.

IndependentPractice
Studentswillputtopractice
theirunderstandingof
magnetismthroughtheir
writtenobservationsandwhat
theylearned.

7. Besuretoincorporateyourideasin#6aboveintoyouractuallessonplan!
AssessmentNotes:
*Besuretoincorporateassessmentitemsofyourtargetedacademiclanguageintoyourassessments.
*Besuretoreviewanyassessmentsyouaregoingtouse,andconsiderwhatmodificationsyoumay
needtomakeforyourlanguagelearners.

1
2

Useofavarietyofsentencetypestoclarifyamessage,condenseinformation,andcombineideas,phrases,andclauses.

Discourseincludesthestructuresofwrittenandorallanguage,aswellashowmemberofthedisciplinetalk,write,and
participateinknowledgeconstruction.