Lesson1

PreassessmentCarouselBrainstorming
Name:LaurenSaito

Grade:5

Date:

ContentArea:
Writing,OralLanguage

Duration:87minutes
Materialsneeded:
Chartpaper(6)
Markers
Folderpaper
Pencils
Whiteboard
Expopen
ExitSliphalfsheetofcomputerpaper
IllustrationofMoonandphases
IllustrationofInnerPlanets
IllustrationofInnerPlanets
IllustrationofOuterPlanets
IllustrationofSun
IllustrationofSolarSystem
IllustrationofEarth(dayandnight)
GuidingQuestions:
WhatdoyouknowabouttheEarth(planetweliveon),solarsystem(howallplanetsinteract
withoneanother)andtheuniverse(everythinginspace)?
WhatpriorknowledgedoyouhaveabouttheEarth,solarsystem,andtheuniverse?
Enduringunderstanding:
Studentswill:
DiscusspriorknowledgetheyhaveontheEarth,solarsystem,anduniverse.
Learnandexploredifferentsubtopicsandcuriosity(questions)ontheEarth,solar
system,anduniverse.
Useofillustrationstohelpthembetterunderstandasubtopic
Whatcomponent/swillbethelessonfocus?
Strategyorskillemphasis
Writing
Summarize
OralLanguage
Paraphrase
Definition/Recognition
Recallandrecord(prior
knowledge)

Purposeoflesson
TodeterminestudentspriorknowledgeandlearningexpectationsofEarth,solarsystem,andthe
universe.
Languagemodalitiestobeusedinthislesson:
Reading,writing,listening,speaking,observing
Languagefunction,forms,demandsandacademicvocabularyusedinthislesson:
Languagefunction:retelling/relatingpastevents(pastandpresent)ofstudentspriorknowledge
onthesolarsystem.
Languageform:groupcollaboration,diagram,circlemap
Languagedemands:listening,reading,speaking,writing
Academicvocabulary:priorknowledge,communitycontributor,carouselbrainstorming,
subtopic,rules,moon,phases,innerplanets,outerplanets,sun,solarsystem,earth,illegible
CriticalThinkingSkills
ACEI3.3Criticalthinking,problemsolving
andperformanceskills.
Remembering:studentswillbeableto
recallpriorinformationonthesolar
systemandsharetheirknowledgewith
theclass.

StudentEngagementTechniquesand
Grouping
ACEI3.4ActiveEngagementinLearning
Partnersharing
Groupsharing

DIFFERENTIATIONPLAN
ACEI3.2Adaptationtodiversestudents.

Identifytypeoflearner
(ELL,SPED,Accelerated
Learners,Strivinglearners,
504students,reading)

Listtypeofdifferentiation
(learningenvironment,content,
process,product,performance
task)

Instructionalapproach
(Writetheinstructional
approach/accommodationsthat
willbeusedfortheselearners)

SPED
2students

LearningEnvironment

Students(2)willbegroupedwitha
fewacceleratedlearners(flexible
grouping)inonegroup.
*IplacedthetwoSPEDstudents
togethersoIcanmonitorthem
closelyatthesamepace,ratherthan
jumpingfromgrouptogroup.

Process&PerformanceTask

Closelymonitoredteacherassistant.
Teacherwillaskquestionsregarding
eachsubtopictosparkideasfor
learner.Teacherwillencourageuse
ofillustrationsandbriefdescription
listedtoboostideas.
Occasionalteacherassistance.
Teacherwillaskquestionsregarding
eachsubtopictosparkideasforeach
learner.
Example:Whenyoulookatthe
moonoutsideandyouseethatsome
daysthemoonlooksdifferentfrom
otherdays.Whatdoyouthinkthe
moongoesthrough?

StrivingLearner

Process&PerformanceTask

AcceleratedLearners

Process

Studentswilldisplayleadership
skillstotheSPEDstudentsduring
theprocessofwritingprior
knowledgeoneachsubtopic.
Leadershipskillssuchasgivingand
receivingfeedback,motivating
others,andcommunicatingwith
confidenceclearly.Theyare
encouragedtofurtherelaborateona
subtopiciftheirgroupdoesnot
understand.Theywillsharetheir
ownpersonalknowledgeforeach
subtopictobroadenlearningfor
otherlearners.

1. Standards/Benchmarks/GLOs
ACEI2.12.4ContentAreaKnowledge.ListCCSS,HCPSIII,GLOs
5.SL.1:Engageeffectivelyinacollaborativewholegroupdiscussiononagrade5topic,building
onothersideasandexpressingtheirownclearly.
Icanengageeffectivelyindiscussions(EstablishedGrade5Icanstatement).
Explanation:Exploresdifferentsubtopicsandtakesinterestbycontributinghisorher
priorknowledgeand/orexperiencestothegroup.
5.W.8Recallrelevantinformationfromexperiences;summarizeorparaphraseinformation.
Icanrecallinformationfrommypastexperiencesaboutthesolarsystem.
Icansummarizeorparaphrasetheinformationaboutthesolarsystem.

2. AssessmentTask
(ACEI4Informalandformalassessment.Candidateplansappropriateformativeandsummative
assessmentstoguideandassessstudentlearning,includingcriteria)
Thestudentslearningtaskistolistpriorknowledgeofthesolarsystemoncirclemaps.The
circlemapisaformofformativeassessment.Theteacherassessmenttoolwillbeintheformof
achecklisttomatchtheIcanstatementofeachstandard.

3.Activities/InstructionalStrategies
(ACEI3.1:Knowledgeofstudentsandcommunity;integrationofknowledgeforinstruction;
ACEI3.3:Criticalthinking,problemsolvingandperformanceskills;ACEI3.4:Active
engagementinlearning;ACEI3.5:Communicationtofosterlearning)
Attentiongetter/s Voicesoffin3,2,1.
tobeusedinthis
lesson.
1. Introduction
(5minutes)

1. TellstudentsthatwewillbelearningabouttheEarth,solarsystem,
andtheuniverse.
2. Ask,Whatdoesitmeantobrainstorm?
a. Brainstormingiswhenyouproduceideasandpriorknowledge
abouteverythingyouknowaboutacertainsubjectoridea.
Thereisnorightorwronganswer.
3. Instructstudentsthattodaytheywillbeusingacirclemaptowrite
downanyideasorpriorknowledgetheyhaveaboutagiventopicas
theyrotatethrougheachsubtopic.

2. Building
background
(7minutes)

3. Focus/Mini
lesson(Ido)
(10minutes)

4. Explainwhatcarouselbrainstormingisanditsrules.
a. Carouselbrainstormingiswhenyouwalkaroundthe
classroomandstopateachsubtopic.Writedowneverything
youknowaboutthatsubtopicinyourcirclemapandthen
rotatetothenextsubtopic.
b. Subtopicissubjectsortopicsthatareallrelatedthatmakeup
onemainidea.Forexample,therearedifferentplanetsthat
makeupthemainidea,whichisthesolarsystem.
c. Rules:Communicatequietlywithyourgroupmembersjotting
downpriorknowledgeonyourbubblemap,accepteveryones
ideas,thereisnorightorwronganswer.
5. Showstudentswhatacirclemapistorefreshtheirmemory.
a. Circlemapisabrainstormingtoolusedtolisteverythingyou
knowaboutacertainsubjectoridea.Detailsandprior
knowledgearelistedaroundthecentralsubjectoridea.The
purposeofacirclemapistoseehowmuchweknowasan
individualandasaclass.Thishelpsusseewhatweknowand
howmuchmoreweneedtolearn,together.
6. Explainthedifferentsubtopics(definitionexplainedpreviously)they
willexplorewithillustrationswhiletheycarouselbrainstormingwith
theirgroupof3or4students.
IllustrationofMoonandphases
IllustrationofInnerPlanets
IllustrationofOuterPlanets
IllustrationofSun
IllustrationofSolarSystem
IllustrationofEarth(dayandnight)
7. Providestudentswith6subtopicsrelatedtoourentireunitthatwillbe
coveredbasedonHCPSsciencestandard8underphysical,Earth,and
spacesciences.
Moonphases
Innerplanets
Outerplanets
Sun
Solarsystem
Earthdayandnight
8.Modelhowtocarouselbrainstormstartingwiththemoon.
9.Explainandmodelhowtofilloutacirclemaponthemoon.
a.IfIstartedonthistopic,Iwilllookatthegivenillustrationand
thebriefdescriptionofthatsubtopic.Then,asagroup,Iwill
writeanythingandeverythingIknowaboutthemoon.Iwill
talktomygroupmembersandbecommunitycontributorsto
discusswhatweknowaboutthemoon.Thereisnorightor
wronganswer.Youwillhave5minutestowriteasmanyideas

4. Guided
practice(We
do)
(15minutes)

foreachsubtopic.Once5minutesareup,youwillrotatetothe
nextsubtopicandwriteyourideasonanothercirclemap.For
example,Iknowthatthemoongoesthroughdifferentphases.
Therefore,Iwillwritemoonhasdifferentphases.Everynew
subtopicwillbeonanewcirclemap.
a. ExplainIcanstatements
Icanengageeffectivelyindiscussion.
Explain:Areyouabletoengageeffectively
indiscussionduringcarousel
brainstorming?
Explain:Exploresdifferentsubtopicsand
takesinterestbycontributinghisorherprior
knowledgeand/orexperiencestothegroup.
Icanrecallinformationfrommypastexperiences
aboutthesolarsystem.
Explain:Areyouabletorecallinformation
aboutthesolarsystemfromyourpast
experiencesinschool?Readingabook?
Icansummarizeorparaphrasetheinformationabout
thesolarsystem.
Explain:Areyouabletosummarizeor
paraphrasetheinformationaboutthesolar
system?Doesyourwritingmakesense
whensummarizedorparaphrased?
10.Explainthateveryoneintheirgroupwillbearecorderatsomepointin
time.
11.Groupstudentsingroupsof3or4(SPEDwithAccelerated
Learners).
12.Explainattentiongetterusedthroughoutthelesson,Voiceoffin3,2,
1
13.Explainthattheywillneedtocommunicatewithoneanothertopick
theirorderofrecordersfortheirgroup.Astheyrotatethrougheach
subtopic,anewrecorderwilljotdowntheirideasonthecirclemap.
a. Youaregoingtotaketurnswritingonthecirclemapthatis
locatedineachcorneroftheclassroom.Youwillthinkabout
theorderthatyouwillrotateintotaketurnswritingonthe
circlemap.Onepersonwillwritethegroupsideasand
wondermentonthecirclemapwhileinthatcorner(pointto
corner)andthenextpersonwillwriteonthecirclemapthatis
inthenextcorner(soonandsoforth)whenwerotate.Thelast
personwhowasunabletowriteonacirclemap,willbeableto
haveaturnonapieceoffolderpaperattheendofthelesson.I
willexplainthereasonofhavingafolderpaperwhenwegetto
thatpointofthelesson.

5. WorkTime
Collaborative
Groupwork
(35minutes)

6. Monitoring
Plan

14.Explainhoweachsubtopicwillhaveitsownchartpapersizecircle
mapwherestudentswilljotdowntheirpriorknowledge.Thisis
sothattheentireclasshascollectedknowledgeononemapaspartof
goodorganization.
15.Assignrecordersforeachgroupforthepracticeround.Allow
recorderstograbawhiteboardandexpopentopracticeon,
pretendingthewhiteboardisthechartpaper.
a. Duringpracticeround,therecorderwilluseawhiteboardto
writedownthedifferentideasandpriorknowledgeratherthan
onachartpaper.ThisisbecauseIwanttopracticethestudent
taskbeforeweusethechartpaper.Idonothaveachartpaper
foreverygrouptowriteaboutthemoon.Remember,this
roundwearewritingpriorknowledgeonthemoonasaclass.
Whenwestartcarouselbrainstorming,eachgroupwillhave
theirownsubtopic.Itislikeachainoffoodatabuffet.One
personisgrabbingtheirvegetableswhiletheotherpersonis
aheadofthemgrabbingrice.Oncethepersongrabbingrice
movesuptograbanotherfoodsuchassteak,theperson
grabbingvegetablescannowmoveuptograbrice.Thisis
similartooursubtopicsandthemeaningofcarousel
brainstorming.Onceonetablegroupiscompletewriting
everythingtheyknowaboutinnerplanets,theywillmoveonto
thenextsubtopicofouterplanets.Soeachgroupaddsmore
ideastothesamechartpaperasthepreviousgroup.Thisisso
wecanaddallourideastoonechartpaperandhave
everythinginoneplace.
16.Providestudents5minutestocommunicateandjotdownideasabout
themoonontheirwhiteboardsasagroup.
17.Shareideasfromeachgroup.
18.Gatherstudentattentionwithattentiongetter,Voicesoffin3,2,1.
19.Explainhowtheywillhave5minutesforeachsubtopictowritedown
anythingtheyknowaboutthatcertainsubtopic.WhenIsayvoices
offin3,2,1studentswillhavetolookatteacherandrotatequietly
tonextsubtopic.
Moonphases(5minutes)
Innerplanets(5minutes)
Outerplanets(5minutes)
Sun(5minutes)
Solarsystem(5minutes)
Earthdayandnight(5minutes)
20.Walkaroundtheclassroomtomakesurestudentsisontask.
Allstudentsmustbecontributingideastotheir
subtopic.
Allstudentsmustbeworkingtogetherand

7. Closure
(15minutes)

communicatingtheirideasandaskingquestionsifthey
areunsureabouttheirpriorknowledgewithaspecific
subtopic.
Allstudentsareengagingeffectivelyinthediscussion
suchaseyecontactononeanother,communicationis
relevanttothesubtopic,andfeedingoffeachothers
ideas.
Recorderiswritingclearlyonchartpaper.
21.Askstudentstoexpressideasoftopicwithoutholdingbacktheir
ownideas.Iwillaskstudentsquestionsregardingthecertainsubtopic,
WhatabouttheSundoyouknowbesidesitbeingyellow?
WhataboutEarthdoyouknowotherthanweliveonit?Isitbig?
Whereisitlocated?Whatshapeisit?
22.HelpSPEDandstrivingstudentsbyaskingquestionstoelaborate
learning.
23.Gatherstudentsattentionusingattentiongetter,Voicesoffin3,2,
1.
24.Pair2groupstogether.
25.Tellstudentstosharetheirpriorknowledgeabouteachsubtopic.
26.Gatherstudentattentionusingattentiongetter,Voicesoffin3,2,1.
27.Sharepriorknowledgeasaclass.
28.Instructthelastrecorderofthegrouptotakeoutapencilandfolder
paper.Ifeveryonehadachancetowrite,continuetothefirstperson
whowroteonthewhiteboard.
29.Explaintaskofrecordingquestionsasatablegrouponfolderpaper.
a.Asatablegroup,nowthatyouhavebackgroundknowledgeon
eachsubtopic,Iwantyoutowritequestionsasatablegroup
aboutanythingthatyouwouldliketolearnmoreaboutthe
moon,innerplanets,outerplanets,sun,earthorsolarsystem.Is
theresomethingthatyouwouldliketolearnmoreaboutinthis
chapter?Istheresomethingthatyouwanttoknowtheanswer
to?Istheresomethingthatyouareunclearabout?Isthere
somethingthatsparkedyourattentionwhilewritingineach
circlemap?
30.Instruct3minutestowritedownasmanyquestionstheyhave.
31.Sharequestionsbyeachtablegrouptotheclass.
32.Gatherstudentsattentionandpassoutaformativeassessment,exit
slip.AspartofyourIcanstatementIcansummarizeor
paraphrasetheinformationaboutthesolarsystem,youwillbegivena
halfsheetofpapertotellmewhatyoulearnedaboutthesolarsystem.
Youwillsummarizeorparaphraseinformationyoulearnedaboutthe
solarsystembasedonourlessontoday.Thinkaboutwhatyouwrote
aboutoneachcirclemap.Whatdidyoulearnfromthat?Didyougain
anyknowledge?

Explain:Areyouabletosummarizeorparaphrasethe
informationaboutthesolarsystem?Doesyourwriting
makesensewhensummarizedorparaphrased?
33.Passouthalfsheetofpaper(exitslip)forstudentstowritetheir
understanding(s)ofthelesson.
34.Shareresponsesasaclass,choose23studentstoshare.
35.ExplainthattomorrowwewillbelearningaboutEarthitsorbits.