Madeline Bergstrom

T&L 413
Language Objectives

The lesson I chose to dissect for this assignment centers on the students understanding of
the value in trying multiple solutions to come up with the best one. They will be
instructed to accomplish a task where they must also document their ideas in order to
analyze their progress toward reaching this goal. The content standard associated with
this lesson is as follows:

Next Gen Science:

Different solutions need to be tested in order to determine which of them best
solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

The learning target created from this standard is as follows:

SWBAT create possible solutions to a problem using multiple tests to determine

the best one.

Students will be asked to work in groups of three to accomplish this task. Thus, they must
be able to work effectively with their peers to come up with different ideas. Some
academic vocabulary words they must be familiar with include: aim, catapult, launch,
forest, house, etc. They will also need to have knowledge of future tensed words in order
to effectively plan out what they will be doing in their models. The social language
needed to complete this task varies depending on the group, as the freedom is granted to
the children in this lesson. Students will express their ideas verbally, written, pictorially,
and with the use of props to support gaps in any of these ability levels. The standard used
to support the language target is as follows:

ELA:
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly.

And the learning target associated with this standard is as follows:

SWBAT participate in verbal discussions about the completion of a given task

using appropriate academic vocabulary (e.g. house, forest, aim, launch, etc.)
in the future tense (e.g. we will, we are going to, we should, etc.) with two
other students.

This target appropriately addresses the language students must have in order to
effectively participate in the lesson. Since they are using language to collaborate with
peers about how they should design their models, they must first understand what it
means to, for example, launch something over the forest. They must also then have a
grip on the future tense. Saying we are launching something over the forest, may
translate as a plan to do so, yet it is not appropriate to say that. Rather, the student should
say, we will launch something over the forest. This shows their control over present
and future tense, especially when relating to the planning process.