Mini Lesson 3 Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Motion and Stability: Forces and Interactions

READ –ALOUD PLUS
Name: Lucero Castillo Date: 2/18/2019 Grade Level: 8th

ELD Objectives: ELA Language Standards for Grade Level

After this mini lesson on Motion and Stability: Forces and Interactions, ELL
students from grade 8th will be able to interpret and synthesize data to
paraphrase Newton’s Three Laws of Force and Motion using English
language to explain the movement of objects with 90% of accuracy.
ELD Language Objective:
ELL students will listen actively to read-aloud article in English using
gestures, visuals, and demonstrations within an academic context.
Students will use precise vocabulary to paraphrase Newton’s Three Laws
of Force and Motion.
ELD Content Objective:
ELL 8th grade students will write and verbally explain Newton’s Three Laws
of Force and Motion using a graphic organizing applying vocabulary
context.
Cog. Taxonomy/DOK Levels
Level 1: Identify, recognize
Level 2: Organize, interpret, relate, make observations
Level 3: Explain phenomena in terms of concepts, compare, construct
Level 4: Connect, create, apply concepts
RST.6–8.1 Cite specific textual evidence to support analysis of
science and technical texts. (MS-ESS1-3)
RST.6–8.7 Integrate quantitative or technical information expressed
in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-
ESS1-3)
W.8.2 Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
W.8.2.D Use precise language and domain-specific vocabulary to
inform about or explain the topic.
SL.8.2 Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and evaluate
the motives (e.g., social, commercial, political) behind its
presentation.
NGSS Content Standards for Grade Level
MS-PS2-2. Plan an investigation to provide evidence that the change
in an object’s motion depends on the sum of the forces on the
object and the mass of the object.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics
Interpretive
5. Listening actively to spoken English in a range of social and
academic contexts.
Productive
9. Expressing information and ideas in formal oral presentations on
academic topics
10. Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology.
12. Selecting and applying varied and precise vocabulary and other
language resources to effectively convey ideas

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

- Newton’s Three Laws of Force and Motion  motion - change of position over time
article  force - a push or pull
- Paper
 friction - the resistance a surface puts
-Pencils
on an object as it slides or rolls over it.
-Color pencils
 law - a rule that explains how or why
- Laptop
something happens.
 acceleration - the pace at which
velocity changes over time.
 inertia - resistance of an object to
change the speed or the direction of
its motion.
 mass - a measure of how much matter
an object is made of.
text chapters/reference)
 Read-aloud plus (50 Strategies pp. 33)
 Theory Base of Instruction
o Provide Comprehensible
Input
o Increase Verbal Interaction
o Contextualize Language
o Reduce Anxiety
o Provide Active Involvement
Opportunities
 Tapping into Prior Knowledge (SDAIE)
 Contextualize the Lesson Group
Discussion, Hands on Activities
(SDAIE)
 Student to Student Interaction
(SDAIE)

Pre-Assessment: How will you determine prior Motivation Strategy: How will you catch attention of Real World Connection: How are learning goals
knowledge? students and focus their minds on the learning goals? relevant to students’ lives?
Students will answer the following question in a Teacher will read an article aloud in Newton’s Students will be able to interpret and
post it “How do objects move?” They will be three laws of force and motion. Students will synthesize information from an article
allowed to draw or write in a sentence or two
using basic words.
listen carefully to participate in the extension
activities. Students will work in groups to
present an example of how the three laws are
present in our everyday activities. The teacher
will present a graphic organizer were students
will paraphrase the three laws and they will
draw a picture representing their example.
read-aloud by the teacher. With this
information students will be able to
understand what forces are involved in
the movement of any object. Visual
scaffolding will help students learn the
content vocabulary and it will reduce the
anxiety that is created when sharing
information and identifying new concepts.

All strategies will be research based and from one of the texts. Please
provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Teacher will need to pre read and choose supports materials
from the NASA website that describe Newton’s three laws of
motion. https://docs.google.com/document/d/1DFbtHOXq2_L-
OmPHDNr-aa8cRteCRONrY--mAwqO6Uk/edit?usp=sharing
2. Teacher will assess previous knowledge by asking students to
answer in a post it “How do objects move?” and have students
discuss their answers in pairs.
3. Teacher will need to explain the process to the students
emphasizing that students need to actively listen to the
information so they can participate in the activities.
4. Teacher will read and clarify and questions that might arise.
5. The teacher will create a learning environment that engages
the students actively by providing examples where the laws
apply; for example the movement of a ball, a car or bicycle.
6. Teacher will review key concepts with students providing
definition for vocabulary words needed to understand the
concepts.
7. Teacher will assess and monitor work while students work in
developing their own examples and completing the graphic
organizer.
8. Teacher will allow the use of technology so students can search
visual examples to represent each law as well as to paraphrase
the concepts using the simplest words.
Collaborative (engagement with others)
1. Collaborative discussion in groups.
Interpretative (comprehension and analysis of written and spoken
texts)
1. Students will identify and analyze text to identify important
details.
2. Students will use the words bank to paraphrase the three laws
of motion.
Productive (creation of oral presentations and written texts)
1. Students will complete a graphic organizer to explain in their
own words the three laws of motion.
2. Students from each group will present their work to the class.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and
application, feedback in each of the three areas below.
1. Students will answer “how do objects move?” question in a post
it. Students will gather in pairs to share their answers.
2. Students will actively listen to the teachers read-aloud of the
article about Newton’s laws.
3. Students will analyze the explanation of the teacher with
examples on objects’ movement and key terms.
4. Students will gather in groups of 4 to discuss an example that
represents each of the laws.
5. Students will synthesize and interpret information in the article
to paraphrase the laws using the graphic organizer.
6. Students will verbally present their examples to the class using
the words in the ‘word bank’.
Collaborative (engagement with others)
1. Students will discuss previous knowledge in pairs using
sentence frames and key words.
2. Students will work together to connect ideas and discuss
examples of the three laws of motion in everyday life
activities.
Interpretative (comprehension and analysis of written and spoken
texts)
1. Comprehend Visual and Writing Skills- Students will interpret
and synthesize an article to paraphrase Newton’s three laws of
motion.
2. Interpret information using sentence frames. Students will
use sentence frames to interpret information and explain their
examples.
Productive (creation of oral presentations and written texts)
Students will complete their graphic organizer and share it with the
class.

Review and Assessment: What specific assessment tools are being used? Student Reflection: How will you provide for student reflection on
Whole-Group Assessment (Informal): learning?
Teacher will observe discussions being held in class that lead to language Students will have the opportunity to verbally share with their
development in which students participate in the teacher-lead and teacher and classmates about what they have learned during this
student-lead discussions about the movement of different objects. activity. For example, how different objects move like, cars, balls,
airplanes, people, among others.
Individual Assessment (Formal):
Students will complete a graphic organizer that will be grade in
organization, following directions, understanding, and effort. Students
will be assessed on their ability to follow verbal explanations and physical
demonstrations from the teacher. In addition, students will be provided
with a rubric for their final product.
Teacher Reflection
What do you anticipate to be a problem for specific students?
 ELD Objective
Students could have very little experience reading and
synthesizing information and completing the graphic organizer
using their own words. Also, students might struggle with
pronunciation of the key words which could lead to fear of
presenting their examples to the class due to the anxiety
develop while using English.
 Content Objective
Students may struggle finding key ideas in the article and
paraphrasing the three laws.
Attach copy of student work
A word bank with key terms will be posted in the wall and examples
of the three laws will be previously provided.
Extension:
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
After students verbally share what they have learned throughout this
activity, I will reflect on the responses by answering the following
questions:
1. How did this lesson help students’ language development?
2. How did this lesson’s demonstration support students’ confidence to
learn the content?
3. What strategy/strategies helped them? Why?
4. What did they learn from this lesson?
5. What did they learn from other students’ presentations?
6. Was the read-aloud helpful for students to accomplish the given task?
Modifications will be made if needed (vocabulary, etc.) in order to meet
the needs of each student.

Growth Mindset Reflection- (completed after the lesson)

What theory or theorists would most strongly support use of this strategy?

A significant theory that resonates with this lesson is Krashen’s language acquisition input where he states that it is gradual, based on receiving
and understanding messages, building a listening vocabulary, and slowly attempting verbal production of the language in a highly supportive no
stressful settings. In this lesson, students have opportunity to first resonate in their own knowledge about the movement of common objects
which will serve as reference to participate in discussion with other students. As they learn more information about the topic students gradually
develop confidence by listening to the vocabulary words needed to understand the content. Also, students will enforce their ability to synthesize
and paraphrase complex information in order to better understand it. Explaining key terms and having them visually accessible provides
confidence in students when verbally explaining information.

Also, the cognitive learning theory by Barry McLaghlin and Ellen Bialystok called information processing is concerned with the way in which
learners gain automatic control of the language and emphasizes the role of attention in the process. At first learners need to pay close attention
so they remember vocabulary words and apply it correctly to the grammatical rules. In this lesson students listen to a read-aloud article and they
will have to pay close attention to remember the pronunciation and structure of the sentences to explain each law.