Running head: LESSON PLANS TO TEACH DECODING

Lesson plans to teach decoding Martin Hahm Grand Canyon University Adolescent Literacy SED535N Alicia Leach August 03, 2010

Lesson plans to teach decoding A recent article asks about the origin of the word, kaizen. This Japanese word has two elements called morphemes, kai and zen, which mean good and change respectively. The term, morpheme, has a Greek root, morph, which means form. A morpheme refers to the smallest unit in a language which has meaning by itself, whereas an allopheme are groups of different morphemes, but keeping the same morph or root meaning. The morph, allo, here means other referring to other morphemes with the same morph. It could, however, also be considered a phoneme. Parts of a word that may not stand on their own are called phonemes meaning sounds and, when attached to a root word are called affixes, which include prefixes, suffixes or another part attached to the word, or morpheme. So begins this lesson on teaching lessons about decoding and how instruction in language is changing? The answer to the question in the Japanese word, kaizen according to the article using this term. It is good and changing data being used to provide new and changing-for-the-better instruction (Smith, Fien, Basaraba, & Travers, 2009, p. 16-17, 21). This brief essay considers two research-based strategies to decode words, using knowledge of phonics, syllabication, along with the etymology of morphemes and phonemes to analyze, evaluate discuss what may work best. The needs of each area may vary, so strategies to achieve appreciable progress in literacy goals may vary as well. A collaboration of five states, Alabama, Florida, Kentucky, Rhode Island and New Jersey addressed five strategies with some variation for their respective states. These strategies 1) made adolescent literacy a priority for all people with a stake in the results,

2) set high standards and goals, 3) made the resources line up with their goals, 4) built up the educators capacity to serve as coaches and specialists with varying development according to states needs, and 5) measured results for accountability and future decisions, yet none was satisfied with the assessments available. , the interviewees described a need for greater oversight capacity (Bates, Breslow, & Hupert, 2009, p. 6). This educator has discovered through the years that use of phonics is a major step forward in all levels of literacy, perhaps, primarily since this was personally lacking during the time he was in the elementary public schools. There was no Kindergarten either. Having capable and caring parents assured, however, a strong foundation, and success in school is attributed to a sixth through eighth grade teacher who taught diagramming as well as encouraging reading out loud. This seems to have scientifically supported research to substantiate the importance of encouraging fluency to increase comprehension. Although a correlation between fluency and comprehension does not prove causationthat fluency or lack of fluency leads to improved or deficient comprehensionthe findings do suggest that this is a possibility (Razinski et al., 2005, p. 25). This conclusion is substantiated further by the Texas Educational Agency which encourages repeated reading with a variety of activities such as student-adult , tapeassisted , partner, taped and theater reading with this observation:-Fluency develops as a result of many opportunities to practice reading with a high degree of success (AdLit.org: Adolescent Literacy , 2002)

Another strategy is preparing students for reading a particular book. One would determine what may be of special interest for them and let them read for the adventure of discovering these interests ad a precious treasure. This is one of a multitude of strategies teachers can use. Kylene Beers recommended this technique commenting: the more we frontload students knowledge of as text, and help them become involved in c constructing meaning prior to reading, the more engaged they are likely to be as they read the text (Beers, 2003, p. 101). According to a workshop which took up this entire day at Theodore Roosevelt School (TRS), Ft. Apache, AZ, SRA Corrective Reading promises success for students failing literacy for their grade levels, middle school youth scoring at a second and third grade reading level. The details of the most recent series, which TRS is using, tell how it is designed to provide differentiated instruction that is appropriate for each learner (Engelmann, Hanner, & Johnson, 2008, p. 9). The overall strategy is a teacher-directed program. Along with a variety of individual strategies used this is one preferred by this essayist and from which positive results are both expected as well as being worked for. The other strategy, which works well in science, is use of Greek and Latin roots, as well as comparing with other roots and using etymology in general. Most all of the variety of strategies has merit and to determine which is preferred above these two just mentioned will require experience. In the meantime the major steps to help our kids read, toward greater adolescent literacy, is good with positive changes, as our Japanese term reminds, kaizen.

References AdLit.org: Adolescent Literacy. (2002). http://www.adlit.org/article/3416 Bates, L., Breslow, N., & Hupert, N. (2009, April). Five states efforts to improve adolescent literacy (US Department of Education R E L No. 0 67). Retrieved from Regional Educational Laboratory NE Islands: http://library.gcu.edu:2048/login? url=http://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=ED504787&site=ehost-live&scope=site Beers, K. (2003). When kids cant read. Portsmouth, NH: Heinemann. Engelmann, S., Hanner, S., & Johnson, G. (2008). SRA Corrective Reading Series Guide. Columbus, OH: SRA/McGraw Hill. Razinski, T. V., Padak, . D., McKeon, K. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005, September). Is reading fluency a key for successful high school reading?. J O U R N A L O F A D O L E S C E N T & A D U L T L I T E R A C Y, 49, 2227 . Retrieved from http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail? vid=1&hid=105&sid=8ff1b951-f309-4294-9ba0012213de0ab5%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZS ZzY29wZT1zaXRl#db=aph&AN=18347307 Smith, J. M., Fien, H., Basaraba, D., & Travers, P. (2009, May/June). Planning, evaluating, and improving tiers of support in beginning reading. TEACHING Exceptional Children, 41, 16-22.

LESSON PLAN Using Greek and Latin roots in vocabulary (See Day Four) Lessons for a 67 day delivery with remediating diagnostic and summative assessments within formative assessments to be inserted in the appropriate areas as teacher, T.A., and student self-assessing continue within lesson sequence on Lesson Plan. Vocabulary and concepts require continual reinforcement and review. See below for vocabularyDay 4 for Greek and Latin roots. Strategies include use of other practices in other three lesson plans, using affixes, as explained according to Greek and Latin etymology, phonics, modeling pronunciation, and syllabication, as each term is dissected/broken into parts for understanding and put together again for practicing fluency. Other strategies in this lesson will be reading out loud sections of a textbook where these terms are used, in unison as a class (choral), then as individuals with pairs/partners observing fluency w SRA rules, and individually as a TV personality sharing information to explain pictures in text which would be part of a TV series on this area of the science world. Repetition would also be used for the purpose of reaching an acceptable level of fluency according to Language acquisition standards. This is lesson planned for next 7 days. See Day four for Greek Latin roots, even though other criteria for the other LPs are included. More time may be needed. Date: August 7, 2010 Grade/Class/Subject: Grade Seven/ Science

Unit/Theme: How to do science with bugs Standards: Use the inquiry process to form questions based on observations, comparing and contrasting, making inferences using precautionary procedures with insects (critters) and lenses recording information to establish a hypothesis [S1C1-4, S2C1-2]; The cell theory [as it relates to S 3 Science in Personal and Social relationships, and Strand 4] gives understanding of life and [Concept 3, PO2-4] the relationship of man to the world of arthropods, arachnids and insects, values and responsibilities . Use of detailed AZ Standards posted and in portfolio. Content Objectives:
1. Students will research bugs, observing to study, describe, drawing and/or explaining parts of bugs and critters, compare and discovering differences in insects, critters and self, categorizing as researched. 2. Students will be able to talk about the environment of bugs and how they interact with people and survive in ecosystems. Biosphere 1, 2 and 3 (mini-biospheres) 3. Students will be asking questions to make a hypothesis about the relationship of man and bugs/critters comparing and contrasting to argue risk/reward issues regarding survival.

Language Objectives: 1. Students will listen actively to acquire knowledge, language vocabulary and use in relevant context, both social and academic uses. 2. And analyze text for expression, enjoyment and response to other related content areas.

3. Students will repeat terms, express thinking and ideas orally, and in a variety of writing genres. (Log in, notes, Life of a Bug Report) The story of a bug named __________. Key Vocabulary Scientia, science scientific inquiry, knowledge {gnowsis} insect, arachnid, thorax, gastropod, cooperate collaborate scientific inquiry hypothesis scientific theory scientific law observing quantitative observation qualitative observation inferring predicting classifying making models skepticism insect complete metamorphosis pupa gradual metamorphosis nymph thorax parasite host free-living organism scavenger anus closed circulatory system Curiosity, Honesty, OpenMindedness and Skepticism, Creativity
See attached terms and concepts for a daily use.

Supplementary Materials Day 1 Sheet:Goals, plans, hopes, and story, portfolio, spiral binder (Log in), DNA, texts fingerprints, eyes, nose, etc. Days 2-7 Insects in bags, worms, snakes, horses, and/or other critters, lenses/magnifying glasses, paper for log in, clans, other info, computers, internet access video clips, flip charts, card stock, PPT, Review & reinforcement sheets, enrich, rubrics, tests (Multiple choice, fill in, essay, et al.)

SIOP Features
Preparation _X_ Adaptation of content _X__ Links to background _X__ Links to past learning _X_ Strategies incorporated Scaffolding _X_ Modeling _X__ Guided practice _X__ Independent practice _X__ Comprehensible input Grouping Options _X__ Whole class _X__ Small groups _X__ Partners _X__ Independent

Integration of Processes

Application

Assessment

_X__ Reading _X__ Writing _X__ Speaking _X__ Listening

_X__ Hands-on _X__ Meaningful _X__ Linked to objectives _X__ Promotes engagement

_X__ Individual _X__ Group _X__ Written _X__ Oral

Lesson Sequence: {Procedure}

Students log in on entering classroom

Lesson One: BioValues, you and me. Introductions, names, tribes, clans, interests, hopes, dreams, goals, etc. [Teacher modelingreview of Part One for newcomers] Who are we? Who are we? Part 2 Descendants of BUGS, other critters, gastropods one footed walking stomachs? Slime from the seas? Or monkeys in the trees? Eyes, ears, brain. Fingerprints & DNA! WONDERS of unique YOU! [Application and conclusion] Key vocabulary and concepts on board or wall c projector and in portfolio, on wall chart and index cards for review. 1. Key terms and concepts: log in what you are seeing, discussion Big ? on board 2. Introteacher directed Posing question Review of Part One-Introductions 3. Whats in the land aquarium? In your bag? Getters observe critters/bugs 4. Teacher oversees process of observing, dialog and logging information, assessing, especially ELL needs. 5. Use of terms and concepts observed and encouraged through whole lessona minimum of fifteen minutes will focus on etymology of Greek and Latin roots using strategies referred to above. (Reading = #9) 6. Groups agree or not, on what they are seeing, based on what they know about critters, insects. 7. Observations (in break out session) may include: a. Identifying parts of snail, insects/critters, relating them to what they know of human organs/characteristics as nose, eyes, feet, stomach, etc., trail of slimewhat is it, what it does to paper, how individual snails move [races] measuring speed, timing distanceand using terms for understanding, clarifying and practice b. Making inferences on digestive system, composition and design of shell, possible value of snail [escargot]. May include place in food chain and other purposes.

c. Compare and contrast: plants/bugs/critters and people {Cell theory} d. Developing hypothesis(Begin and revise to final lesson day 7) 8. Break-out groups include teams a) lenses and critter recording observations and discussion of key terms, and teams b) internet research, meanings and info, to ID critters, insects, ants, spiders, gastropods, worms, ticks, 9. Key terms Research on computersgroups [or projector] are researched, discussed, and parts of snail identified for student log. Additional and practice in reading texts will form research on internet and resource books encouraged for follow-up www.Pearsonsuccessnet.net 10. Getters return snails to aquarium before dismissal. Assure residue slime is antiseptically cleaned and handlers have hands well washed before class concludes [Lab safety agreement]. 11. Application: Dialog on Who are we? Part 2 Consider human eyeball and function of the brain. Science asks questions: Are we descendants of gastropodsone footed walking stomachs? Or amazing, awesome, unique creatures designed distinct from all animal life for a specific purpose? 12. Home-work: Story of the life of a bug, critter, or gastropod; Review and reinforcement Hahmwork sheets with summary of lesson; Enrich, Assessment/Review: Based on student science log and participation in activities. Feedback gaining oral response and info through activities and written log. Home-work essay. Written work = Review and reinforcement, tests, enrich Collaborative projectsword wall and index card file. Reflection: This lesson plan will be introducing new students thisThursday for the first week of school. Lesson sequence will be repeated or make modifications daily to line up with terms new and concepts attached. With monsoons bringing daily rain the yard should be developing snails around our house and at the TRS dormitory. Other lab pets and critters may also be used for lab portion of class, i.e., the break out sessions with small groups. Assessments were not given the attention in the first lesson plan and practicum that they are given in the redesigned LP. Formative assessing will be redesigning the lesson, so that even though the sequence includes a similar outline, the content material will vary, but still allow for review to assess, evaluate and continue building. Students will be involved in building their ILLPs on a regular basis, to assure understanding of content and to progress in language acquisition. Results will adjust to meet objectives with strategies and communication with parents, teacher and all involved while continuing to build their portfolio and prepare for science fair project. 1. WHO are we and what is science?

 Teacher introduces himself, the first day, with selfdisclosure on what is asked of students on sheet for students to fill out identifying statistics, B/D, tribe, clan, likes, dislikes, goals, hopes, dreams, favorite, etc. Review of rules, procedures, tools, etc. casual time for break out groups to discover info, sharing. Teachers goal to helps students achieve their goals. Work together = cooperation and collaboration (terms) Introduction of AZ Standards. What is scienceterms and meaning? Links may be accessible (to text book) with phone call to PrenticeHall @ link (Prentice Hall Science Explorer [PH Science Explorer], 2007) 2. WHO are we and what is scienceterms and meaning
Introduction to doing sciencewith bugs. What skills do scientist use to learn about the world? What attitudes are important in science? observing quantitative observation qualitative observation inferring predicting classifying making models science skepticism

3. What is scientific inquiry applied to insect world? Terms and scientific skills, attitudes and inquiry
What is scientific inquiry? What makes a hypothesis testable? How do scientific theories differ from scientific laws? scientific inquiry hypothesis variable manipulated variable responding variable controlled experiment operational definition data communicating scientific theory scientific law Scientific Attitudes 1. Curiosity 2. Honesty 3. Open-Minded Skepticism and Skeptical Open-Mindedness 4. Creativity

4. What is home, safety, security? Ecosystems for humans and critters and bugs What energy roles do organisms play in an ecosystem? derived derived from the Greek word oikos, (a dwelling or home) Cp. Ecology, habitat, biome bios, Greek for life, ome = home) sustema, sun = with, stama = put, put togethersystem is something put together/to work or fit together. How does energy move through an ecosystem? How much energy is available at each level of an energy pyramid?

 producer (pro = in front , duce = lead (el duce = the leader, relating to affixes mean? overproduce, reproduce, underproduce, produced, producing consumer (derived from the Latin word consumere (burn up, destroy, kill; devour, swallow up, consume---derived from the Latin word sumere (accept; begin; suppose; take up; begin; suppose)) herbivore (terms as this scaffolding from herb and voracious carnivore (or carnal, fleshly, flesh, carnival and voracious derived from the Classical Latin word vorare (to devour; swallow, devour) suffix ous = from Latin suffix -osus omnivore (omnipotent = all powerful, omniscient = all knowing, omnipresent = present everywhere) scavenger Anglo-Norm term decomposer (composer = putting notes together for music + de = down or away from; worm/maggot decompose plant/animal life -Latin) food chain picture of chains and webs relating to ecosystem food web energy pyramid (en-ergos = in work or work (effort) inside Gk) pyramid derived from the Greek word puramis, (pyramid) competitive ( com = cum /Latin with/together compare with repetitive re- back/again Derivations Classical Latin word petere (to seek; attack; aim at; desire) Information regarding terms above MyEtymology, 2010) and OnlineEtymologyDictionary. (2010). And from personal Greek and Latin training.
5. How do we catalogue knowledge? Arthropods and snails and slime from the sea What are the four major groups of arthropods and what are their characteristics? How do crustaceans, arachnids, and centipedes and millpedes differ? arthropod molting crustacean arachnid exoskeleton antenna metamorphosis

6.

abdomen

What do you want to be when you morph-- grow up? Insects/sections inbugs morphing to adapt, while people morph physically to grow up and mentally to achieve and succeed. Other ways? What are the main characteristics of insects? What is one way insects are adapted to obtain particular types of food? What are two types of metamorphosis that insects undergo? insect complete metamorphosis pupa gradual metamorphosis nymph thorax

References Arizona Department of Education. (April 28, 2010). Accountability office of english language acquisition services. Retrieved July 2, 2010, from http://www.ade.state.az.us/ Prentice Hall Science Explorer. (2007). Animals Retrieved from http://www.pearsonsuccessnet.com MyEtymology. (2010). Retrieved from http://www.myetymology.com/ OnlineEtymologyDictionary. (2010). Retrieved from http://www.etymonline.com/
Criteria
Unsatisfactory Content/Resource 0 points Requirements Content is LessThan Satisfactory

AchievementLevel
Satisfactory Good Excellent

2.93 points 3.38 points 3.83 points 4.5 points Content lacks Content is Content is Content is comprehensive, accurate, and incomplete or comprehensiveness, comprehensive, comprehensive, persuasive; definitions are clearly stated. Four omits some accuracy, or accurate and accurate, and lesson plans are fully developed to include the requirements persuasiveness. definitions are persuasive; four decoding strategies designated: Greek/Latin stated in the Four lesson plans clearly stated. definitions are words, Affixes, Phonics, and Syllabication. Each assignments were created to Four lesson clearly stated. was fully conceptualized, creative, and challenged criteria. Lesson include the four plans are Four lesson students to higher-level thinking. plan decoding strategies developed to plans are fully submissions designated: include the four developed to were not Greek/Latin words, decoding include the four complete. Affixes, Phonics, strategies decoding and Syllabication; designated: strategies however, one of Greek/Latin designated: more of those words, Affixes, Greek/Latin lessons lacked Phonics, and words, Affixes, development, Syllabication. Phonics, and creativity, or focus. Each was well- Syllabication. designed and Each was welloffered designed, thoughtful offered objectives. thoughtful objectives, and was creative in its intent. 1.63 points 1.88 points 2.13 points 2.5 points ContextualConcepts0 points Main conceptual Main conceptual Major Major Major conceptual issues were addressed in the issues were not issues were not conceptual conceptual creation of the lesson plans. At least two identified in the clearly identified in issues were issues were pedagogically solid strategies to decode words creation of the the creation of the addressed in addressed in and transition to writing were created, identified, lesson plans. lesson plans. the creation of the creation of and critically discussed. Pedagogical Pedagogical the lesson the lesson strategies were strategies were plans. At least plans. At least not included. incomplete or two two underdeveloped. pedagogically pedagogically solid strategies solid strategies to decode to decode words and words and transition to transition to writing were writing were created as part created and of the lesson- discussed as plan design. part of the lesson-plan design.

0.65 points 0.75 points 0.85 points 1 points Few outside sources Research is Research is Research is supportive of the concepts presented. were used to adequate. timely and Sources are distinctive. Addresses all of the support the Sources are relevant, and issues stated in the assignment criteria. assignment. Limited standard in addresses all of research is relevance, the issues apparent. quality of stated in the outside assignment sources, and/or criteria. timeliness. 0 points 0.33 points 0.38 points 0.43 points 0.5 points Presentation The piece is not The work is not neat The overall The The work is well presented and includes all neat or and includes minor appearance is presentation is required elements. The overall appearance is neat organized, and it flaws or omissions general, and good. The and professional. does not include of required major elements overall all required elements. are missing. appearance is elements. Your reference generally neat, page is with a few suppose to minor flaws or come after your missing entire elements. assignment. 0.33 points 0.38 points 0.43 points 0.5 points Appropriateness 0 points There is no Student selection of Student selects Student selects Student shows a deep understanding of the evidence that a tool, technique, or a tool, an effective audience and the situation by selecting material the student has paradigm does not technique, or tool, technique, that enhances understanding. Student creates selected an relate to the project paradigm that or paradigm to tools, techniques, or paradigms that effectively effective tool, or course goal. achieves a achieve the achieve the desired goal. technique, or Student selects basic desired goal as paradigm to materials (photos, representation defined in the achieve the goal sound files, video as defined in project or as defined in the clips, apparel, the project or course project or course illustrations, etc.) course guideline. guideline. that are not guideline. Student selects Materials (photo, appropriate for the Student selects materials sound files, audience and the materials (photos, sound video clips, situation and are (photos, sound files, video apparel, inadequately files, video clips, apparel, illustrations, etc.)developed. clips, apparel, illustrations, are missing. illustrations, etc.) that are etc.) that are appropriate for appropriate for the audience the audience and the and the situation. situation but some of the development of the material is inadequate. 0.65 points 0.75 points 0.85 points 1 points Mechanicsof Writing 0 points Some Prose is largely The writer is clearly in command of standard, (includesspelling, Surface errors Frequent and are pervasive repetitive mechanical free of written academic English. punctuation, grammar,and enough that they mechanical errors errors or typos mechanical impede distract the reader. are present, but errors, although languageuse) communication Inconsistencies in are not overly a few may be of meaning. language choice distracting to present. The Inappropriate (register) and/or the reader. writer uses a word choice word choice are Audiencevariety of and/or sentence present. appropriate sentence construction are language is structures and employed. employed. effective figures of speech.

Research

0 points No outside sources were used to support the assignment.

Your paper is not set up correctly. Please make sure your reference page goes at the end of your entire paper you just need one reference page. Make sure you look at the APA format in the student success center.

Also citation machine.com is a great tool to help you with your reference page.

Lesson Plan2
M. Hunter LP for Phonics Class: SRA Reading Unit: Decoding C Lessons 1-5 for the week Teacher: Martin Hahm Objectives Complete Lesson 1 with workbook and blackline masters for homework Standards Stand 1, Concepts 1-6

Using understanding of print concepts continue to develop phonemic awareness to identify and manipulate sounds of speech, to use phonics to decode words by understanding phonemes, morphemes, syllabication and word parts Acquire and use new vocabulary while practicing to develop fluency, and employing strategies to comprehend text. Anticipatory Set A BIG step forward in learning is a GIANT step forward to succeeding in life. Teaching: Input Use materials provided for SRA Decoding C Teaching: Modeling Practice and rehearse for good pace and completing Lesson 1 effectively with students. Teaching: Checking for Understanding Use scripted questions. Bloom's Taxonomy of Educational Objectives may be reviewed and compared. Guided Practice Monitor reading checking also partner reading working toward mastery. Closure Comment on positives for lesson, noting specific challenges met. Assure all scoring in workbooks complete. Independent Practice Assure workbooks completed and scoring noted. Add individual scores to portfolio to be sent to next class [Reading/Language Arts] . Materials Reading tests and workbooks. Blackline masters for homework. Duration Forty-five minutes anticipated .

Lesson Plan3
Literacy element: Syllabication
Grade/Class/Subject: Review CH3-4 Date: 8-4-10 Want links to see and learn?e-mail me: xlmini@aim.com Unit Title/Theme: How groups / families and periods work together Why are elements sometimes called the building blocks of matter? How did atomic theory develop Grade 8th Grade Science PH Text: Building Blocks Ch.4.4

and change? How is the reactivity of elements related to valence electrons in atoms? What does the periodic table tell you about atoms and the properties of elements? AZ Standards: Strands1C1-4 Inquiry Process 5 S5C1 Properties and changes of properties in matter Content Objective(s): Students will research models of atoms as concepts developed.

Language Objective(s): Students will investigate etymology of key terms and concepts to write, hear, speak and explain them with emphasis on syllabication.
Key Vocabulary matter element compound mixture atom scientific theory model electrons nucleus protons energy level neutrons valence electrons electron dot diagram chemical bond symbol atomic number period group family noble gas halogen alkali metal

Supplementary Materials LZ Alien

Periodic Table Paper, pens and pencils, colored pencils, flowers, onions, seeds, fish, rocks plants

SIOP Features
* Preparation Options _X__ Adaptation of Content class _X_ Links to Background groups _X_ Links to Past Learning _X_ Strategies incorporated _X_ Modeling _X_ Whole * Scaffolding * Grouping

_X__ Guided practice

_X_ Small

__X_ Independent practice __X_ Comprehensible input

_X__ Partners _X_ Independent

* Integration of Processes Assessment _X_ Reading Individual _X_ Writing _X_ Speaking _X_ Listening

* Application

_X_ Hands-on

_X__

_X_ Meaningful _X_ Linked to objectives _X_ Promotes engagement

_x_ Group _X_ Written _X_ Oral

Lesson Sequence: Students Log inInfo on board and/or screen PLUS ONE QUESTION Procedure
1. Explanation of Bio M: Seasons T: Fish W: Onion T: (Bio is a Life Lesson Intro relating to days focus) Flowers

2. AZ Standard[s]Print / project for information Correlate objectives for student setting personal strategies to achieve 3. Lessonprojection, reading & video Pretests Oral and writtenvocabulary syllabication of terms identified. Review for scaffolding on prior knowledge. Individual, partner and group formative assessing 4. Class study timeComputer Assignments or Group CLC (Collaborative Projects) Activities C GRS=Guide to Reading and Study [WB] Assessing comprehension C R&R = Review and Reinforcement H-work + Enrich + Test 3Q 5. LZ Experiments in appropriate places or to illustrate and underscores lesson[s] 6. Summarize / review lesson and AZ Standards. 7. Store materials and portfolios; home-work

ELL Strategies to be addressed in LPs Graphic organizers Manipulatives Reading to students Oral reading Picture Clues Game playing{Jeopardy}

Thematic units Tactile activities

Culture references and aps Labeling by English & non-English

Singing

Semantics

Dibels

Modeling

Poetryrhyming, rappingacting out plays Computers

Story mapping

Per tutors

Syllabication will note blending, chunking small words with syllable divisions. mat-ter e-le-ment com-pound mix-ture a-tom (no-cut) sci-en-ti-fic the-o-ry model e-lec-trons nu-cle-us pro-tons en-er-gy le-vel neu-trons va-lence e-lec-trons electron dot dia-gram che-mi-cal bond sym-bol a-to-mic num-ber per-i-od group fa-mi-ly no-ble gas ha-lo-gen al-ka-li me-tal Grade/Class/Subject: Grade 6th & 7th Grade Science ACCESS ON-line PH Text: www.pearsonsuccessnet.net [ID=TA__SUBpw = science] Date : 8-38-2010 Want linkse-mail me: xlmini@aim.com Self eval/notes/reflections: Unit Title/Theme: What season is it? How does Earth move in space? What causes the cycle of seasons on Earth? What determines the strength of the force of gravity between two objects? What two factors combine to keep the moon and Affixes Earth in orbit? Literacy element: AZ Standards: Strand 3 Social Perspectives Concepts 1&2; G7Strand 6, Concept 1 Structure of the Earth C2 Processes & Systems Content Objective(s): Students will research how object move in space and how we are affected on earth. Language Objective(s): Students will investigate etymology of key terms and concepts to write, hear, speak and explain them with attention to affixes, the meanings

Lesson Plan4

Supplementary Materials books Key Vocabulary flashlight paper pencil protractor SIOP Features Key Terms: astro-nom-y axis rota-tion toothpick acetate sheet with thick grid revolu-tion lines drawn on it plastic foam ball * Preparation orb-it calendar sol-stice force marked with polese-quin-ox and equator * Scaffolding gravit-y law of uni-vers-al grav-ita-tion mass weight * Grouping in-ert-ia Newtons first law of mo-tion Options
_X__ Adaptation of Content class ___ Links to Background groups _X_ Links to Past Learning ___ Strategies incorporated _X_ Modeling _X_ Whole

_X__ Guided practice

____ Small

___ Independent practice ___ Comprehensible input

_X_ Partners ___ Independent

* Integration of Processes Assessment _X_ Reading Individual _X_ Writing _X_ Speaking _X_ Listening

* Application

_X_ Hands-on

_X__

_X_ Meaningful _X_ Linked to objectives _X_ Promotes engagement

_x_ Group _X_ Written _X_ Oral

Lesson Sequence: Students Log inInfo on board and/or screen PLUS ONE QUESTION
1. Explanation of Bio M: Seasons T: Fish W: Onion T: Flowers 2. AZ Standard[s]Print / project for information 3. Lessonprojection, reading & video Pretests if neededoral and quizzes Review for scaffolding Testing based on prior or related knowledge 4. Class study time- GRS=Guide to Reading and Study [WB] R&R = Review and Reinforcement H-work + Enrich + Test 3Q 5. LZ Experiments in appropriate places or to illustrate and underscores lesson[s] 6. Summarize / review lesson and AZ Standards. 7. Store materials and portfolios; home-work
ELL Strategies to be addressed in LPs Graphic organizers Manipulatives Reading to students Oral reading Picture Clues Game playing{Jeopardy}

Thematic units Tactile activities

Culture references and aps Labeling by English & non-English

Singing

Semantics

Dibels

Modeling

Poetryrhyming, rappingacting out plays Computers

Story mapping

Per tutors

Self eval/notes/ reflections: Use of Marvin Marshalls hierarchy, Canters 3 cycle; add Moorish and Charles