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DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
DIRECT INSTRUCTION

ED 468: INTRODUCTORY SUPERVISED TEACHING:


__x____
ED 478: ADVANCED SUPERVISED TEACHING:
______
ED 467: INTERN TEACHING: ______

Candidate: Date:
Emily Veeser 2/8/2017

Content Area: Grade Level:


Science 1st
Subject Matter:
Butterfly Life Cycle

Lesson Content Description:


Students will be read a book about butterflies, create a
paper plate with the different life cycles, and read a
short passage about butterflies then write what they
know about the life cycles and what they need to
survive.

Instructional Strategies/Method of Delivery:


-Using visuals and a read aloud
-Creating a visual with every day household items to represent the life cycle
-Reading a passage about the life cycle of the butterfly
-Writing sentences to demonstrate understanding of the life cycle and their
eating habits
Common Core Standard: NGSS
LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in
different ways to see, hear, grasp objects, protect themselves, move from
place to place, and seek, find, and take in food, water and air. Plants also
have different parts (roots, stems, leaves, flowers, fruits) that help them
survive and grow. (1-LS1-1)
ELD Standard:
Expanding: 10. Writing
Write short literary texts (e.g., a story) and informational texts (e.g., an
informative text on the life cycle of an insect) collaboratively with an adult
(e.g., joint construction of texts), with peers, and with increasing
independence.
Common Core Lesson Objective:
Students will be able to write about the different stages of the butterfly life
cycle and include details about what they eat in order to survive.

Assessment:
Formative: Students will be creating a a paper plate with the life cycle of the
butterfly. The teacher will be able to walk around and assess what students
understand about each cycle.

Summative: Students will write 3-5 sentences about the life cycle of butterflies
and what they eat during the different life cycles.
Lesson/Assessment Modifications: ELL: Special Needs
ELL- Student will be able to dictate what they want to say in their writing.
Special Needs (Speech)-Student will be given additional time to complete the
written assignment.
Technology: Describe the types of technology you will be utilizing in your
lesson to create and enhance instruction. If no technology is used, please
explain why.
I chose not to use technology with this lesson because there had been
a lesson prior which was about the butterfly life cycle. In that lesson,
students watched a video.

LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success


Students must understand that butterflies go through a process before
becoming a butterfly.
Review sub-skills required for this lesson/objective
-Students must be able to write effective sentences.

June 2014

LESSON PRESENTATION

INTO
Step-by-Step Anticipatory Set/Orientation

-T. will explain to students that they will continue learning about butterflies.
They will be reading a book, creating a visual and writing what they know
about the butterfly life cycles.
-T. will read Busy Butterflies to students on the carpet.

THROUGH

Step-by-Step Modeling/Presentation of the Objective


-T. will go over the four stages of the butterfly life cycle by referring to the
board.
-T. will show students the craft that they will be making.
-T. will pass out the paper with the four cycles. T. will have students write
down each of the butterfly life cycles in the correct order.

Step-by-Step Guided/Structured Practice of the Objective: Gradual


Release of Instruction
-T. will then show students what they will be creating with the different supplies. T. will show
which supplies should be used for each of the butterfly life cycles.
-T. will distribute supplies.

EL: Special Needs Adaptations:


EL student will be provided with the book to assist with understanding.

Checking for Understanding/Formative Assessment of Each


Students Performance/Closure of Instruction
-T. will walk around to check that students are following directions and
understanding each of the different life cycles.
-T. will stop the craft once most students have finished.
-T. will have students take out their My Shared Reading book out of their
desk.
-T. will read the short passage with students and follow the guided reading
instructions on page.

BEYOND
Independent Practice/Summative Assessment of Each Students
Performance

T. will ask students to give a thumbs up if there are two butterfly life cycles,
three butterfly life cycles, four butterfly life cycles and five butterfly life
cycles.
This indicates whether some students are confused about the different
cycles.

T. will then tell students that they will be writing 4-5 sentences about the
butterfly life cycle. They will need to include all the cycles and what the
animal eats during the caterpillar and butterfly cycles.

EL: Special Needs Adaptations:


EL- Student will dictate what they want to say in their writing.
Special Needs(Speech)- Student will be given additional time to complete
the assignment.

June 2014