English Language Learner Lesson Plan
This lesson plan was created for the fifth grade class at the Academy of Smyrna. The class who will be benefiting from this lesson plan has 3 English language learner (ELL) students ranging from beginner to advanced. This lesson plan was created to teach students what the water cycle is and why it is important. The lesson was created using the Sheltered Instruction Observation Protocol (SIOP) model, which includes detailed lesson planning, and a thorough delivery system. It is the SIOP model standard that teachers thoroughly explain what is expected of the student, what they need to know and what information they need to obtain knowledge in both language and content. Teachers who use the SIOP model understand that you cannot teach a child a certain subject until they understand all key factors; they need to start from the beginning and gradually work their way to further understanding (Vogt, Echevarria, & Short, 2008). During this lesson plan, students will be asked to work together to create collaborative learning however, each individual student will be accountable for their own portion. Once this lesson plan is completed, students will be able to explain what the water cycle is, the key phases and understand all the vocabulary words.
SIOP Lesson Plan
Standards:
1. Georgia State Performance Standard: S5P2. Students will explain the difference between a physical change and a chemical change. o Performance Indicator: Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. o Performance Indicator: Investigate the properties of a substance before, during, and after a chemical reaction to find evidenc...
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...ffected during a flood.”
Conclusion
This assignment was based on a fifth grade level Science class; more specifically based on the entire water cycle. This particular assignment was created to finish up the module and wrap up all the other days work. Students were asked to create a portion of the water cycle that was relevant to them and in their own words. Students learn the best when they are able to understand how something works in words that make sense to them. Students were able to work together during this assignment to reflect on each other’s views, similarities and difference. This will help students work together in the future and be understanding of each other differences of opinion. At the end of this assignment students should be able to, in detail, explain what the water cycle is and all its key phases, as well as understand all key vocabulary words.
The two lesson plans evaluated for this assignment are SIOP Lesson Plan Kindergarten by Theresa Nichols Hoffman-Boston Elementary School, Arlington, VA with topic: Basic needs of living things Length of Lesson: Two 40-minute class periods and SIOP Lesson Plan Grades 9 – 12 – ESL/ELA by Marybelle Marrero-Colón Professional Development Specialist, Center for Applied Linguistics with topic: Introduction to Critical Lens Essay Length of Lesson: Two 45-minute class periods.
...ng formed, a temperature change, bubbles, fizzing, etc. In the experiment where you put baking soda and vinegar together, it is obvious there has been a change, because there are bubble being formed along with a temperature change and a gas that is made.
== = = = I can measure the rate of reaction between the two substances using this formula.
stages of the water cycle. Water is the symbol of life, but i can also
The English Language Learner (ELL) assessment process is different in each state. Each state must assess student’s performance in reading or language arts in order to comply with the No Child Left Behind Act (NCLB). In addition NCLB requires that schools receiving Title III funds annually assess the English Proficiency of all Limited English Proficiency (LEP) students participating in Title III programs. Although the assessments may vary, the goals of the assessments are all the same, to assess where students are as they learn the English language. Is this assessment enough or should alternative assessments be required?
== = == Hypothesis for the experiment: After I conduct this experiment, I expect and suppose I can recognize and physical changes, identifying the difference these two kinds of changes. Also, I will be able to know some physical and chemical properties of copper (II) sulfate, water, iron, sodium carbonate, hydrochloric acid and magnesium and identify if it is a chemical change or physical change in each part of the experiment.
Introduction on Water It covers 70% of our planet, makes up 75% of our body, it is necessary for survival and it is declining at a rapid rate (http://www.sscwd.org). It is water. Unfortunately, clean water is rare, almost 1 billion people in developing countries do not have access to water everyday. “Yet, we take it for granted, we waste it, and we even pay too much to drink it from little plastic bottles” (The Water Project). Use of earth’s natural resources should be seen as prosperity, although it is taken for granted, every aspect of daily life revolves around the environment, forcing water conservation to be necessary for future on this planet.
One vital process in the human body observed in chemistry is the idea of chemical kinetics. Chemical kinetics is the study of the rate of reactions, or how fast reactions occur.1 Three factors that affect chemical kinetics are concentration, temperature, and catalysis. As the concentration of a substance increases, the rate of the reaction also increases.1 This relationship is valid because when more of a substance is added in a reaction, it increases the likelihood that the
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
The hydrologic cycle, also known as the water cycle, describes how all the water in the hydrosphere continually moves between oceans, lakes, rivers, land and atmosphere. During the course of the water cycle, water changes state from liquid to gas and back to liquid. The energy that drives the hydrologic cycle comes from the sun. The steps in the water cycle are evaporation, condensation, precipitation and runoff. Transpiration is an additional element in the water
Children in grades 3 through 5 are moving from "learning to read" to "reading to learn" and from "learning to write" to "writing to communicate". Students learn to work independently. They learn to read words and make mental pictures. Third through fifth graders also learn to write paragraphs, short essays and stories that make a point. The curriculum becomes more integrated. "Reading to learn" helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, "reading to learn" aids students in graphing and calculating scientific observations and then writing up their conclusions. Third grade science class will open new worlds of wonder and invite curious mind to explore (Williams, 2012).
Language. It is a sign of who we are and where we come from. As language defines us, so does it unite us, but it can also impose barriers that drive us apart. As our society aggressively pursues globalization, individuals who maintain cultural sensitivity and strive for effective communication despite language barriers will be an increasingly important commodity; individuals who can also pass the gift of adept communication to others will be invaluable. On the eve of my college graduation, the culmination of four years ' immersion in language and communication and the beginning of a lifetime of educating others in these disciplines, I feel increasingly the weight of
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching challenges & dilemmas (3rd .ed). South Melbourne: Thompson.