UNCG Lesson Plan for TESOL Candidates

Teacher Name : Ms. Averett Grade: 6th Date: March 2017 Start and End Time:
2:00-2:45

Subject: Continuing ESL Class Number of Students: 14 Student Proficiency Levels: WIDA Level;
Focus/Topic: Science Phases of the Moon Reading Level, Math Level, etc. (2.5-5.0)

Standards and Objectives: Please consider both content standards and WIDA standards; List the number and text of each
standard; Include both content and language objectives; Make sure you number your objectives so that you can refer back to it
later in the lesson.

Content Standards and Objectives: 6.E.1.1 Explain how the relative motion and relative position of the sun, earth, and moon
affect the season, tides, phases of moon, and eclipses.

WIDA Standards and Language Objectives: 6.E.1.1 SWBAT identify relevant facts, accurately use definitions, and give concrete
details with example.

Essential Question/s or I Can Statement/s: I can name and sequence the phases of the moon and explain the difference in
waxing and waning.

Safety Issues: N/A

Notes/Reminders to self: Print and cut phases of the moons on different colored paper and put in envelopes. Make copies of
Pre-assessment

Key Vocabulary/Academic Language Frame/Concept/s: How will they be introduced? Waxing, Waning, Moon, First Quarter,
Waning Crescent, Waning Crescent, New Moon, Last Quarter, Waning Gibbous, Full Moon, Waxing Gibbous They will be
introduced while the students use these terms to label pictures of the phases of the moon.

Differentiation: How will you support diverse students needs? Through this lesson TW provide word banks when labeling
phases of the moon in groups, and in teacher instruction while we are working on the whiteboard. TW divide the groups up
during group work by mixing up language groups in order to stretch kids to speak and use English. We have had 4 new kids
within the last week and TW ensure they are each in a different group in order to feel included. TW provide scaffolding through
 UNCG Lesson Plan for TESOL Candidates
providing cues and hints while the students are doing group work.

Instructional Strategy Procedures Be specific. Write out entire lesson. What will happen in each portion of the lesson?

Lesson Activation: How will you get the students excited about learning? How will you connect to students experiences and
prior learning? After the pre assessment TW remind the students of what they are learning up in their core classes and tell them
that today we will start by working in groups and labeling the phases of the moon. TW encourage them to use their background
knowledge from their core classes as well as to think critically and problem solve.

Statement of Objective: How will you share I CAN statement? Will you read it or have students read it?
TW read the I CAN statement on the board to the students after they take the pre assessment. The I CAN statement is: I can
name and sequence the phases of the moon and explain the difference in waxing and waning.

Instructional Presentation/ Sequence: (___45__ minutes) How will you achieve your content and language objectives? Please
refer back to your objectives.

Reading Warm Up (15 minutes)

o Every day students come in class, they read for 10 minutes and write a summary with 5 sentences
on what they read for the day.
Pre Assessment (8 minutes)
o SW be given a pre assessment at the beginning of class to asses what they know about the phases
of the moon.
Group Work (10 minutes)
o TW read the I Can statement on the board and explain to the students the order of events for the
class period.
o SW be divided into four groups, set up across the classroom and sequence the phases of the moon
as a group. The groups will be intentionally grouped by mixing languages and including new students in each
group.
o At each table SW have an envelope with cut outs of pictures of phases of the moon and the
vocabulary of the phases of the moon. They will use their background knowledge of their core class science unit to
work as a group to put them in order. TW walk around at this time and informally assess and encourage the
students to thinking critically and problem solve while using background knowledge as they work together.
(Relates to language objectives: SW identify facts and accurately use definitions while they are working in groups
to decided the phases of the moon. Relate to content objectives: Students will explain the phases of the moon).
(6.E.1.1)
 UNCG Lesson Plan for TESOL Candidates
Teacher Instruction (10 minutes)
o SW come back as a whole group. The teacher will have the phases of the moon drawn out on the
whiteboard in the correct sequence. SWl raise their hands to help label each phases using a word bank written on
the whiteboard. TW explain the reason why there are phases of the moon and how it relates to the earth and sun,
and cover the difference in waxing and waning.
o Students will be instructed to be taking notes in their notebook of what the teacher has written on
the board at this time.
Ticket Out the Door (2 minutes)
o TW pass out index cards to each student. They will be asked to explain the difference in waxing and
waning on their notecards. Once they finish, they will turn it into the teacher, the teacher will assess it, and if it is
correct then the student will turn in their folder. If it is wrong, the TW sit down and work with the student and help
them think of the correct answer. (Turning in their folder is an understood that students are finished for the day in
this class).

Closure/Evaluation: How will you summarize and review what your students learned?
At the end of teacher instruction, TW ask the students if they have any questions, and if so TW discuss them to
wrap up the lesson and then have the students complete a ticket out the door question (as seen above).

Formal and Informal Assessment: How will you know whether your students meet the content and language objectives?
Please include the types of assessments and what is being assessed. Please refer back to your objectives.
Pre Assessment (6.E.1.1) TW use this to assess what the students know already about phases of the moon.
This will also be a way for students to self check themselves and see what they need to learn more about in this unit.
Informally assess their background knowledge by walking around during group work (6.E.1.1) While students are
working in groups, TW walk around and talk to them to see how they feel like they understand the material.
Ticket Out the Door (6.E.1.1) SWl be asked to explain the difference in waxing and waning on their notecards.
This will assess if they understand concepts within phases of the moon. This correlates to language and content
objectives as it test their knowledge of phases of the moon and ability to use correct definitions and vocabulary.
 UNCG Lesson Plan for TESOL Candidates
Instructional Resources and Materials: What resources and materials do you plan to use to engage students in learning?

Pre assessment, phases of the moon cut outs in envelopes, tape, ESL student notebooks, whiteboards