th grade ESOL Science students. Lesson Title: Energy and Motion Course & Teacher INED 7783 Methods and Materials Sally Jackson Materials: 3 ring binder, CD case, different size sea shells , different size balls, rocks. Spinner, carpet skates, spinner top, towel Lesson Duration: 60 minutes
Text: (if applicable) Various resources from the media center for content reading. EL STUDENTS/ LEVELS: use WIDA levels include number of ELs Tamar: L3 S3 R3 W3 Jonelyn: L4 S4 R4 W4 FOCUS PHASE L e s s o n
D e l i v e r y
( S t u d e n t
E n g a g e m e n t
a n d
P a c i n g )
w i t h
C o m p r e h e n s i b l e
I n p u t
( a p p r o p r i a t e
s p e e c h ,
c o n t e x t
&
v i s u a l
c l u e s ,
c l e a r
e x p l a n a t i o n s ,
a n d
s c a f f o l d i n g
Lesson Preparation: Content & Language Objectives
Content Objectives/GPS S4Pb: Using different size objects observe how forces affect speed and motion. Language Objectives (Those that apply) Listening Listen to text being read outloud and comprehend key words, content, and instructions for the lesson. Speaking S5 Discuss predictions of objects moving on an inclined surface. Reading Read text outloud and identify keywords.
Writing W4 Write explanation and summarize results regarding why objects move faster or slower on inclined surface. Building Background (personal/cultural, past learning, vocabulary) Link to personal, cultural experience: Have students discuss use of playground equipment and the forces and motion they see in different items; push/pull, up/down, side/side, twist, circular.
Bridge to Past Learning: Have students discuss previous learning about moving items in the classroom and how friction can make moving an item easier or harder. Example: carpet skates 3-5 Key Vocabulary : (Academic & tier 2) Emphasize Key Vocabulary Motion Friction Force Work Discuss key terms, definitions with examples Vocabulary Matching Cards-Students match vocabulary definition to the correct key word. (10 minutes)
Students will participate in jigsaw reading outloud with the group and identify keywords. These words will be discussed and modeled.
The group will observe then participate while different objects move down an inclined surface. They will predict, then compare the results as different size objects move on this surface. (20 minutes) (WITH ) The content will be discussed in the reading with emphasis on key terms . Students will highlight key words as they are reading.
Key terms will be modeled to give additional depth of comprehension to these words as well as to the content. (10 minutes) (BY) Students will make predictions, tell why the objects react the way they do, compare how they expect the different sized objects to react as they move on the inclined surface. They will thinking here. write 4 sentences to summarize their comparisons.
Provide students at lower proficiency levels with a paragraph frame to complete comparisons. (20 minutes) CLOSURE L e s s o n
D e l i v e r y
( S t u d e n t
E n g a g e m e n t
a n d
P a c i n g )
w i t h
C o m p r e h e n s i b l e
I n p u t
( a p p r o p r i a t e
s p e e c h ,
c o n t e x t
&
v i s u a l
c l u e s ,
c l e a r
e x p l a n a t i o n s ,
a n d
s c a f f o l d i n g
Review/Assessment (Key vocabulary, regular feedback for students, checking for understanding throughout, review objectives to see if they were met) Review of Key Vocabulary Guess My Word- In pairs- Definition card is put on a students back. The other student gives clues and hints to have the partner identify the key word on their back. Review of Key Content Whole class Discussion- Each student is asked to contribute one concept of the days learning that will be written on the board. Once all students have contributed , all items will be discussed by the group. Assessment: ( if applicable here-may be included formatively in other areas)