Scribd
Upload
108 views3 pages

Read 520 - Modified Lesson Plan 1

Uploaded by

api-740242908
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
108 views3 pages

Read 520 - Modified Lesson Plan 1

Uploaded by

api-740242908
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

READ520: Modified Lesson Plan #1 Stafford

Teacher: Madison Stafford Grade Level: Fourth Grade

Subject: Shared reading/science Unit or Chapter: Earth and Space Systems

Acquisition stages of the ELs in my class:


● 1 student - Starting (Level 1)
● 2 students - Developing (Level 3)

1. What are the ELL or content area standards?

 SOL 4.4 (Elementary Literacy): The student will expand vocabulary when reading.
o a) Use context to clarify meanings of unfamiliar words.
o d) Use vocabulary from other content areas.
o e) Develop and use general and specialized vocabulary through speaking, listening,
reading, and writing.

 SOL 4.5 (Earth and Space Systems): The student will investigate and understand that the
planets have characteristics and a specific place in the solar system. Key ideas include
o a) planets rotate on their axes and revolve around the sun;
o b) planets have characteristics and a specific order in the solar system; and
o c) the sizes of the sun and planets can be compared to one another.

With this shared reading lesson, incorporates both language arts and science standards to create a
content-based lesson to help grow science vocabulary. This lesson gives students the chance to grow
their knowledge of Earth and space systems while also growing their vocabulary skills. This lesson is
culturally relevant because all of us live on Earth and are affected by its rotation and proximity in the
solar system.

2. What key concepts will students learn, and what strategies will be used to teach them?

During this shared reading lesson, students will be able to:


1. Participate in a read aloud experience that will lead to a discussion about prior knowledge and
introduce possibly new vocabulary terms.
a. This is an appropriate choice because it includes all students at all levels while meeting
the language arts vocabulary standard for fourth grade.
2. Develop new English vocabulary pertaining to science, but specifically the solar system.
a. This skill is appropriate for the SOL because it helps students learn the necessary
vocabulary for them be successful.
3. Work collaboratively with peers to complete work
a. The collaboration is beneficial because the teacher can dictate the student pairs to
ensure that students are working at appropriate levels.
4. Use authentic text to learn and acquire new vocabulary. (The Magic School Bus: Lost in the
Solar System by Joanna Cole and Bruce Degen). This book is good choice because it has
informational vocabulary with easy-to-follow language and pictures. There is a fictional aspect
that keeps the story entertaining, however the information in the book is nonfiction and factual.
READ520: Modified Lesson Plan #1 Stafford

It could also be beneficial to show this episode of the Magic School Bus so that there can be a
text to visual connection.
a. This is an appropriate read aloud because it has appropriate vocabulary for this grade
level, as well as interesting pictures and storyline that makes that story easy to follow. I
feel that it is a good introduction into the solar system topic.

3. What background knowledge will students need?

I would begin this lesson by asking students if they have any prior knowledge about the planets in our
solar system. I would ask if anyone can name our planet in the solar system. This would be a question I
would hope and expect that everyone would know. I would then attempt to deepen our discussion by
asking who knows what object our Earth revolves around. Then I would have students turn and talk to
their partner or the people at their table about what effects this has on our planet. While students are
talking, I will be able to use this as a formative assessment to see who has prior content specific
knowledge and who does not. This will then lead me into the rest of my lesson and guide my
questioning further.

4. List terms, words, idioms, and phrases (TWIPs) to be pre-taught. Include simple student-
friendly definitions. Identify words that are likely to be used outside of class as well as academic
words that are content-specific.

1. Rotate: To circle around a center point


2. Revolve: To move in a circular path or course around an object
3. Axis: An imaginary line that an object turns around
4. Orbit: A path of an object around a particular object or point in space
5. Solar System: The sun and a group of other objects that move around the sun
6. Moon: A large object that travels around the Earth
7. My Very Educated Mother Just Served Us Noodles: An acronym used to help remember the
order of the planets of our solar system

5. Design one or more of the following activities for TWIP instruction:

● Matching pictures to the vocabulary and definition


For this activity, students would remain in a whole group setting so I could show and explain the
picture cards with their matching word cards. Together, the students and I would label the planets to
their corresponding pictures on the whiteboard, while also placing them in their correct order in the
solar system.
READ520: Modified Lesson Plan #1 Stafford

After the whole group activity, students would pair up to cut and paste their own picture cards with the
correct planet word card. More advanced students will attempt to place the planets in their correct
order, as well as label them with their key characteristics.

6. List the strategies you will use to scaffold instruction for your lesson.
_X_ 1. Buddies
___ 2. Cooperative Groups
_X_ 3. Graphs, charts, photos, drawings
___ 4. Graphic organizers
___ 5. Hands-on activities
_X__ 6. Taping explanations and photocopying notes
___ 7. Highlighting, sticky notes, Wikki sticks
___ 8. Using body language, skits, storytelling, music, videos
___ 9. Vocabulary box wherever possible

7. How will you modify text for beginning learners of English?

During the read aloud of the story, The Magic School Bus: Lost in the Solar System by Joanna Cole and
Bruce Degen, I would pause at the vocabulary words and explain them in simple terms. When students
are working together with a partner, this will help them to use this vocabulary to enhance their language
skills, while also working with others.

Adapted from:
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas.
Alexandria, Va: ASCD.

You might also like