Christina Zapatero

Barbara Fagan
TESL 381
November 16, 2016

Lesson Planning Template

Stage 1 – Desired Results
Established Goals/Outcomes/Standards/SOLs WIDA Levels represented in class:

4.6 The student will read and demonstrate • 3 Developing

comprehension of nonfiction texts. • 4 Expanding
• 5 Bridging
a) Use text structures, such as type, headings, • 6 Reaching
and graphics, to predict and categorize
information in both print and digital texts.

c) Explain the author’s purpose.

d) Identify the main idea.

e) Summarize supporting details.

f) Draw conclusions and make simple

inferences using textual information as
support.

h) Distinguish between fact and opinion.

i) Use prior knowledge and build additional

background knowledge as context for new
learning.

j) Identify new information gained from

reading.

k) Use reading strategies throughout the

reading process to monitor comprehension.

l) Read with fluency and accuracy.

Content Objectives Language Objectives

SWBAT listen to and read a short question and
answer, then orally answer comprehension
questions.
SWBAT write an opinion statement and a factual
statement supporting the idea.
Example (opinion): Volcanoes are interesting
because _________.

Give reasons based on information from the test

and pictures.
 Stage 2 – Assessment Evidence
Major Performance Task(s) Reflection/Self-Assessment/Grades/Other

• Vocabulary development • Students will orally answer comprehension

• Listening questions about the text.
• Reading • Students will write an opinion statement
• Writing and a factual statement supporting the idea.
• Describing • I will review the objectives at the end of
the lesson.
• Orally assess students by asking, “What is
one thing that you learned today.”

Stage 3 – Learning Plan

Key Vocabulary Materials

• Content vocabulary (What is a • Reading: "What is a Volcano?” cards

Volcano?): Volcano, Gases, Eruption, • Speaking: "What is a Volcano?"
Magma, Lava comprehension questions
• Pencils
• General vocabulary: Still, Calm • Paper

Did you consider?

Preparation Scaffolding Grouping Options

X Adaptation of content X Modeling __ Whole class
__Links to background __ Guided practice X Small groups
X Links to past learning X Independent practice __ Partners (face and/or shoulder)
X Strategies incorporated _ Comprehensible input X Independent

Integration of Processes Application Assessment

X Reading __Hands-on X Pre-assessment
X Writing X Meaningful __On-going assessment
X Speaking X Linked to objectives X Individual (written & oral)
X Listening X Promotes engagement __Group (written & oral)

Learning Activities List

Building Background Knowledge:

• Begin by asking students what they know about volcanoes’.

o “I know you all probably know what volcanoes are, but can you tell me anything you
know about them?” (2)
• Review vocabulary words: volcano, gases, eruption, magma, lava, still, and calm. (5)
o Ask students if they can define the words and if not explain to them what it is.
• Quickly review fact and opinion. (2)
Presentation/New Content:

1. Go over objectives (adapted text). (1)

a. “Today we are going to read a short story about volcanoes, answer some questions, and
then complete an activity on fact and opinion.”
2. Ask students to put a “thumbs up” if they understand. (1)
3. Students will listen to me read the whole text (1 page). (5)
a. Take note of title, questions, and answers.
4. Students will take turns reading a section of the text. (5)

Practice/Assessment:

• Ask and go over comprehension questions: Have students show me where they found the
answer. (10)
o “What do you think the author’s purpose was? Their main idea?”
o “The author gives details about magma and says that magma sometimes comes to the top
and then settles down. What will cause magma to erupt?”
o “There are no captions with the photos or the diagram. What caption could you add to the
photo on the second page?”
o “What happens after a volcano erupts? How might this affect peoples lives?”
o What are some other questions you would like the author to answer?
• Students will divide a paper in half, one side fact and the other opinion. Students will write an
opinion statement and a factual statement supporting the idea. (5)
o I will model the activity first.
Closure:

• Ask the students “What is one fact or opinion you can tell me about volcanoes?” (1)

Possible Extension/Application Activities:

• For the following class students could have a quiz on their new vocabulary.
• Another possible extension: Draw a picture of a volcano and label it, using facts and details from
the text.