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RUNNING HEAD: MIMICRY AND CAMOUFLAGE LESSON PLANS




                 Mimicry and Camouflage Lesson Plans

                          Benjamin Sullens

                         University of Phoenix
                                                                                                           Lesson Plans              2




                                                    Table of Contents
Day 1................................................................................................................................ 3
Day 2................................................................................................................................ 6
Day 3................................................................................................................................ 9
Day 4.............................................................................................................................. 12
Day 5.............................................................................................................................. 14
Day 1 Worksheet .......................................................................................................... 17
Day 2 Worksheet .......................................................................................................... 18
Rubric ............................................................................................................................ 19
References .................................................................................................................... 21
                                                                        Lesson Plans       3

                                           Day 1

Content Standard and/or English Language Development Standard: 4.3.1.PO7,

4.2.1.PO1, ELLII Reading & Writing Intermediate

Level/Grade: 4th Grade              Instructor: Mr. Sullens

Content Objective:

Reading Objective: SWBAT discuss vocabulary words used in the text.

Writing Objective 1: SWBAT indentify the cause and effect of a given set of sentences.

Writing Objective 2: SWBAT compose a paragraph illustrating a cause and effect

Language Objective: SWBAT use academic language to express their thinking and

ideas

Assessment: Worksheet, word wall, and paragraph

Target Vocabulary/Primary Language Support: because of, caused by, cause of,

may, could, might, can, possibly, perhaps, probably, predators, mimic, avoid, traits, lure,

obvious, resembles, deceptive, cause and effect

Materials: Textbook, flashcards, word wall, colored pencils/highlighters, pencil, paper,

worksheets, picture dictionary, audio recording of textbook

Bloom’s Taxonomy:

   Knowledge            Comprehension        Application

   Analysis             Synthesis            Evaluation

Multiple Intelligences:

   Verbal-Linguistic    Math-logical         Spatial              Bodily-Kinesthetic

   Musical              Interpersonal        Intrapersonal        Naturalist
                                                                             Lesson Plans         4

Educational Response to Cultural Diversity: Student will be given a chance to use

their native culture to build on their own understanding and relay those cultural

differences to their peers.

      Steps                         Content                   Sheltered Activities, Interactive
                                                                    Structure/Strategy
Introduction/Prior   Daily Question                      Have student's draw
Knowledge            "What would you wear to hide in the pictures on white boards if
                     middle of the desert?"              they do not know a word
                                                         or how to say a certain
                     Guide students by asking why they object of clothing in
                     would wear certain things           English.

                     Example: I would wear a tan jacket
                     so that I would blend in with the
                     sand.

                     Introduce stories vocab words:
                     explain that by wearing a tan jacket
                     I mimicking my surroundings



Input                Students will read pages 284-285 of Below Level/ELD: A
(check for           their text to learn about the       picture dictionary can be
understanding)       vocabulary used in the selected     used.
                     text.

                     Students will then create their own      Students can use pre-
                     "word wall" using construction           printed words and attach
                     paper.                                   them to the construction
                                                              paper and draw/paste a
                                                              picture next to the word to
                                                              help them remember what
                                                              it means.

                     Students will also work on a             This can be done in a
                     worksheet that lists a cause and         small groups.
                     effect. They will need to identify the
                     cause and effect parts of the
                     sentences.
                                                                      Lesson Plans     5


Guided Practice    Whole Group Paragraph:                 This part of the lesson
(check for         Give students the writing prompt,      could be done in small
understanding)     what happens next. Have students       groups. Allowing for the
                   call out person/Noun, action and       teacher to get the whole
                   place. You will then put the 3 items   class started and then
                   together and have students help        work with a select
                   write a paragraph.                     group(s).

                   Example

                   Noun: Scott & his dog
                   Action: Walking
                   Place: Park

                   EX: Scott and his dog were walking
                   in the park and...

                   Have students build the paragraph
                   using a cause and effect sequence.
Student Practice   Individual Paragraph:                  See middle column. If
(check for         Below Level: Working in small          additional support is
understanding)     groups. Students will work with the    needed, students can
                   text to identify sentences or ideas    work in small groups with
                   with a cause and effect theme.         the teacher or aide.
                   They will then write 1-2 sentences
                   indicating a cause and effect          An alternative text can be
                   theme.                                 selected.

                   On Level: Students will select their
                   own Noun, Action, and Place and
                   construct a cause and effect
                   paragraph.

                   Above Level: Students will
                   complete the cause and effect
                   paragraph but will then expand it,
                   giving more details and information.
                   A second or third paragraph can be
                   written.


Closure            Have students share a paragraph
                   or two they have written with their
                   learning tables.
                                                                        Lesson Plans       6

                                            Day 2

Content Standard and/or English Language Development Standard: 4.3.1.PO7,

4.2.1.PO1, ELLII Reading & Writing Intermediate

Level/Grade: 4th Grade                Instructor: Ben Sullens

Content Objective:

Reading Objective: SWBAT discuss the first 4 pages of text in the reading selection.

Writing Objective 1: SWBAT provide an effect for a given set of sentences.

Writing Objective 2: SWBAT compose a paragraph illustrating a cause and effect

Language Objective: SWBAT use academic language to express their thinking and

ideas

Assessment: Completed Student worksheet, completed student paper

Target Vocabulary/Primary Language Support: because of, caused by, cause of,

may, could, might, can, possibly, perhaps, probably, predators, mimic, avoid, traits, lure,

obvious, resembles, deceptive, cause and effect

Materials: Textbook, flashcards, word wall, colored pencils/highlighters, pencil, paper,

worksheets, picture dictionary, audio recording of textbook

Bloom’s Taxonomy:

   Knowledge              Comprehension        Application

   Analysis               Synthesis            Evaluation

Multiple Intelligences:

   Verbal-Linguistic      Math-logical         Spatial            Bodily-Kinesthetic

   Musical                Interpersonal        Intrapersonal      Naturalist
                                                                         Lesson Plans        7

Educational Response to Cultural Diversity: ELD students can help others in the

class learn the name of the animals in the story in their native language.



      Steps                         Content                      Sheltered Activities,
                                                            Interactive Structure/Strategy
Introduction/Prior   Vocabulary Recap:                      Below and/or on
Knowledge            Students will create a flash cards     level/ELD: Students can
                     for the vocabulary words indentified   use magazines, the
                     in the text and the cause and effect   internet or draw pictures to
                     words.                                 help them remember the
                                                            vocabulary
                     Front of the card will be the word
                     Back of the card will be the           Above level: Students can
                     definition of the word.                write the definition in their
                                                            own words
Input                Read 5 pages of text from story pg     Below/ELD: Students can
(check for           286-294                                buddy read using photo
understanding)                                              copy of text to identify
                                                            vocabulary and difficult
                                                            words.
                                                            ELD: students can listen to
                                                            text from an audio
                                                            recording
Guided Practice      Cuase and effect worksheet 2           Below/ELD: Student can
(check for                                                  work on the worksheet in
understanding)                                              pairs
                                                            Above: Once student has
                                                            identified the C&E, the can
                                                            create their own causes or
                                                            effect for each sentence to
                                                            make their own sentences.
Student Practice     2nd cause and effect paragraph:        See middle column. If
(check for           Below Level: Working in small          additional support is
understanding)       groups. Students will work with the    needed, students can
                     text to identify sentences or ideas    work in small groups with
                     with a cause and effect theme.         the teacher or aide.
                     They will then write 1-2 sentences
                     indicating a cause and effect          An alternative text can be
                     theme.                                 selected.

                     On Level: Students will select their   Students can receive a
                     own Noun, Action, and Place and        writing prompt to enhance
                     construct a cause and effect           there understand but also
                                                            Lesson Plans   8


          paragraph.                              develop the paragraph.

          Above Level: Students will
          complete the cause and effect
          paragraph but will then expand it,
          giving more details and information.
          A third paragraph can be written.


Closure   Writers Spotlight

          Student's will get up in front of the
          class and share either their written
          paper or
                                                                     Lesson Plans       9
                                        Day 3

Content Standard and/or English Language Development Standard: 4.3.1.PO7,

4.2.1.PO1, ELLII Reading & Writing Intermediate

Level/Grade: 4th Grade                   Instructor: Mr. Sullens

Content Objective:

Reading Objective: SWBAT interpret the reading selection.

Reading Objective: SWBAT identify cause and effect sentences/paragraphs in the

reading selection.

Writing Objective: SWBAT compose a paragraph introducing their cause and effect

paragraph.

Language Objective: SWBAT use academic language to express their thinking and

ideas

Assessment: Introduction paragraph, poem and completed reading packet,

Target Vocabulary/Primary Language Support: because of, caused by, cause of,

may, could, might, can, possibly, perhaps, probably, predators, mimic, avoid, traits,

lure, obvious, resembles, deceptive, cause and effect

Materials: Textbook, flashcards, word wall, colored pencils/highlighters, pencil,

paper, worksheets, picture dictionary, audio recording of textbook

Bloom’s Taxonomy:

   Knowledge            Comprehension        Application

   Analysis             Synthesis            Evaluation

Multiple Intelligences:

   Verbal-Linguistic    Math-logical         Spatial               Bodily-Kinesthetic

   Musical              Interpersonal        Intrapersonal         Naturalist
                                                             Lesson Plans                 10
Educational Response to Cultural Diversity: Students can use classroom

materials (computer, books, audio recordings) to learn how other countries interpret

animal sounds.

      Steps                          Content                Sheltered Activities, Interactive
                                                                  Structure/Strategy
Introduction/Prior   Cause and Effect Sentence Strips       ELD: Pictures can be used
Knowledge                                                   to help aid understanding
                     Students are given a sentence on a
                     strip and they have to go around
                     and find the the cause or effect of
                     their sentence.
Input                Read for comprehension                 Below/ELD: Students can
(check for           (remainder of story)                   buddy read using photo
understanding)                                              copy of text to identify
                                                            vocab and difficult words.
                                                            ELD: students can listen to
                                                            text from an audio
                                                            recording

Guided Practice      What is this?                          Below/ELD: In lieu of the
(check for                                                  poem students can draw
understanding)       Students will select a poem from       a picture book identify how
                     pgs 302 & 303 to read. Students        the animal camouflages
                     will then select an animal and         itself into he wild.
                     create their own poem about that
                     animal.

                     (Students should be given about
                     20-30 minutes in a library or
                     computer lab to research their
                     chosen animal)
Student Practice     Students will start working on their   If additional support is
(check for           introduction paragraphs for their      needed, students can
understanding)       papers.                                work in small groups with
                                                            the teacher or aide.

                                                            An alternative text can be
                                                            selected.

                                                            Students can receive a
                                                            writing prompt to enhance
                                                            there understand but also
                                                            develop the paragraph.

Closure              Poem Share

                     Students will share their
                                      Lesson Plans   11
poems/picture books with the class.
                                                                       Lesson Plans    12


                                          Day 4

Content Standard and/or English Language Development Standard:

Level/Grade: 4th Grade          Instructor: Ben Sullens

Content Objective:

Reading Objective: SWBAT listen critically to oral communications.

Writing Objective 1: SWBAT respond appropriately to an oral communication.

Writing Objective 2: SWBAT compose a paragraph concluding their cause and effect

papers.

Language Objective: SWBAT use academic language to express their thinking and

ideas

Assessment: Target Vocabulary/Primary Language Support: because of, caused

by, cause of, may, could, might, can, possibly, perhaps, probably, predators, mimic,

avoid, traits, lure, obvious, resembles, deceptive, cause and effect

Materials: Textbook, flashcards, word wall, colored pencils/highlighters, pencil, paper,

worksheets, picture dictionary, audio recording of textbook

Bloom’s Taxonomy:

   Knowledge            Comprehension        Application

   Analysis             Synthesis            Evaluation

Multiple Intelligences:

   Verbal-Linguistic    Math-logical         Spatial              Bodily-Kinesthetic

   Musical              Interpersonal        Intrapersonal        Naturalist

Educational Response to Cultural Diversity: Students can discuss of the folktales

they have heard from family members or community leaders from their own cultures.
                                                                    Lesson Plans        13


      Steps                       Content                     Sheltered Activities,
                                                                    Interactive
                                                                Structure/Strategy
Introduction/Prior Vocabulary Review                       Below/ELD: Students can
Knowledge          Students will use the words they did    use the dictionary to give
                   not understand from the selected        the dictionary but should
                   text and define them in their own       try to define in their own
                   words using the textbook and a          words.
                   dictionary.
Input              Read Aloud                              Below/ELD: The text can
(check for         Students in small groups will be        be read aloud by the
understanding)     given the text The Blue Jackal who      teacher or aide.
                   Showed His True Colors. In their
                   small groups they will read the text
                   aloud.
Guided Practice    Once finished reading they will write   Below/ELD: The teacher
(check for         complete sentences explaining:          can offer guiding
understanding)                                             questions to the students.
                   1)What lesson does this folktale
                   teach?
                   2) How do you think the animals of
                   the forest treated the jackal before
                   he dyed his hair blue?
                   3) Why is the blue jackal alone at
                   the end of the folktale?
Student Practice Students will start working on their      If additional support is
(check for         conclusion paragraph for their          needed, students can
understanding)     papers.                                 work in small groups with
                                                           the teacher or aide.
                    If time allows students can start
                    working in the writers corner:         An alternative text can be
                    Students will have a chance to peer    selected.
                    edit papers and start working on
                    their final drafts to turn in.         Students can receive a
                                                           writing prompt to enhance
                                                           there understanding but
                                                           also develop the
                                                           paragraph.
Closure             Students will be invited to share
                    some of their definitions to the
                    vocabulary words or their answers
                    to the oral reading.
                                                                       Lesson Plans     14


                                          Day 5

Content Standard and/or English Language Development Standard:

Level/Grade: 4th Grade          Instructor: Ben Sullens

Content Objective:

Writing Objective 1: SWBAT assemble their 4paragraphs into final draft.

Writing Objective 2: SWBAT appraise their peer’s papers and provide suggestions.

Language Objective: SWBAT use academic language to express their thinking and

ideas

Assessment: Final drafts of papers, 2 peer edits of paper

Target Vocabulary/Primary Language Support: because of, caused by, cause of,

may, could, might, can, possibly, perhaps, probably, predators, mimic, avoid, traits, lure,

obvious, resembles, deceptive, cause and effect

Materials: Textbook, flashcards, word wall, colored pencils/highlighters, pencil, paper,

worksheets, picture dictionary, audio recording of textbook

Bloom’s Taxonomy:

   Knowledge            Comprehension        Application

   Analysis             Synthesis            Evaluation

Multiple Intelligences:

   Verbal-Linguistic    Math-logical         Spatial              Bodily-Kinesthetic

   Musical              Interpersonal        Intrapersonal        Naturalist

Educational Response to Cultural Diversity: Student will be given a chance to use

their native culture to build on their own understanding and relay those cultural

differences to their peers.
                                                                      Lesson Plans        15


       Steps                        Content                      Sheltered Activities,
                                                            Interactive Structure/Strategy
Introduction/Prior My Favorite Part of this Lesson:         ELD: Students can share
Knowledge                                                   a piece of work they have
                   Students will be given 2-3 minutes       created during the unit.
                   to explain their favorite part of the
                   lesson and why they liked that
                   particular part.

                     This can also be done a KWL chart.
Input                Give students a copy of the rubric     All levels: Have students
(check for           for their papers. Explain what is      review a paper that is
understanding)       needed for a 6 point paper.            worth 6 points and one
                                                            that only received 2 points.
                                                            (these should not be from
                                                            a student in the current
                                                            class but a previous class
                                                            or the teacher)
Guided Practice      Students will be given time to         Below/ELD: Students can
(check for           compile their 4-5 individual           use a word processor or
understanding)       paragraphs into a final rough draft    online program do to a
                     that they will do a preliminary self   preliminary edit.
                     edit on.
Student Practice     Peer Editing                           Below/ELD: Students can
(check for           Student will work in small groups to   use a rubric based on their
understanding)       peer edit the completed final rough    level. These students
                     drafts.                                should be placed in
                                                            different groups then their
                     The peer editors will use the rubric   standard groups.
                     to evaluate the papers.

                     Students should have at least 2
                     peer edits.

                     Homework: Students will use the
                     completed peer edit rubrics to
                     compile their papers into a final
                     draft.
Closure              Video: Underwater Creature             Provide Students with a
                     Camouflage                             printed copy of the video's
                                                            text so they can follow
                     The teacher can initiate small group   along
                     discussions about the video
                     (favorite animal shown, differences
                     in how the animals hide
                     themselves, what could the student
                                  Lesson Plans   16


do to camouflage themselves...)
                                                                          Lesson Plans   17
	
  
                                      Day 1 Worksheet

Directions: Read each sentence. Determine the cause and underline it in red and

determine the effect and underline it in blue.



       1.    The class was being too noisy so they could not play outside today.

       2.    The team won the competition because they practiced very hard.

       3.    Timmy was very tired because he said up too late.

       4.    The dog was barking because the doorbell rang.

       5.    Because the picture was so pretty, it was entered into the art fair.

       6.    The children got hurt because they were not careful.

       7.    Since Janice got home late, she missed her TV program.

       8.    Since the gate was left open, the dog got out.

       9.    It was snowing outside, so school was canceled.

       10.   Amber could not see the board, so she got glasses.

       11.   Mary scraped her knee, so mom gave her a Band-Aid.

       12.   There was ice on the step and Sam slipped.

       13.   The bird’s cage was messy, so the children cleaned it.

       14.   Dad didn’t like mom’s spaghetti; as a result, dad cooks for himself.

       15.   The coffee was too hot when I took a sip, therefore I burned my tongue.

	
  
	
  
	
  
	
  
	
  
	
  
	
  
(Super Teacher Worksheets 2008)	
  


	
  
                                                              Lesson Plans   18

                                  Day 2 Worksheet

Directions: Fill in an effect for each of the causes below.



   1. The children were bored _____________________________________

   2. All the frogs jumped high ____________________________________

   3. David did not study ________________________________________

   4. Our house is old ___________________________________________

   5. It was cold on Thursday _____________________________________

   6. We heard a parade ________________________________________

   7. Grandma told funny jokes ____________________________________

   8. Our cat Tiny sat in the sun ___________________________________

   9. My homework was hard ______________________________________

   10. Their Dad was late ________________________________________

   11. The teacher was yelling ____________________________________

   12. Five dogs were barking ____________________________________

   13. Gerry’s CD player broke ____________________________________

   14. Everyone was hungry _______________________________________

   15. Two cars crashed ________________________________________




(Super Teacher Worksheets 2008)	
  
                                                                        Lesson Plans       19


                                   Writing Rubric

 CATEGORY             6                 4                   2                   0
Introduction   First              First              A catchy           No attempt
               paragraph has      paragraph has      beginning was      was made to
               a "grabber" or     a weak             attempted but      catch the
               catchy             "grabber".         was confusing      reader's
               beginning.                            rather than        attention in the
                                                     catchy.            first
                                                                        paragraph.
Setting        Many vivid,        Some vivid,        The reader         The reader
               descriptive        descriptive        can figure out     has trouble
               words are          words are          when and           figuring out
               used to tell       used to tell the   where the          when and
               when and           audience           story took         where the
               where the          when and           place, but the     story took
               story took         where the          author didn't      place.
               place.             story took         supply much
                                  place.             detail.
Creativity     The story          The story          The story          There is little
               contains many      contains a few     contains a few     evidence of
               creative           creative           creative           creativity in
               details and/or     details and/or     details and/or     the story. The
               descriptions       descriptions       descriptions,      author does
               that contribute    that contribute    but they           not seem to
               to the reader's    to the reader's    distract from      have used
               enjoyment.         enjoyment.         the story. The     much
               The author         The author         author has         imagination.
               has really         has used his       tried to use his
               used his           imagination.       imagination.
               imagination.
Focus on       The entire         Most of the        Some of the        No attempt
Assigned       story is related   story is related   story is related   has been
Topic          to the             to the             to the             made to relate
               assigned topic     assigned           assigned           the story to
               and allows the     topic. The         topic, but a       the assigned
               reader to          story wanders      reader does        topic.
               understand         off at one         not learn
               much more          point, but the     much about
               about the          reader can still   the topic.
               topic.             learn
                                  something
                                  about the
                                  topic.
Writing        Student            Student            Student            Student
Process        devotes a lot      devotes            devotes some       devotes little
                                                                      Lesson Plans      20


                 of time and      sufficient time   time and effort   time and effort
                 effort to the    and effort to     to the writing    to the writing
                 writing          the writing       process but       process.
                 process          process           was not very      Doesn't seem
                 (prewriting,     (prewriting,      thorough.         to care.
                 drafting,        drafting,         Does enough
                 reviewing, and reviewing, and      to get by.
                 editing).        editing).
                 Works hard to Works and
                 make the story gets the job
                 wonderful.       done.
 Spelling and    There are no     There is one      There are 2-3     The final draft
 Punctuation     spelling or      spelling or       spelling and      has more than
                 punctuation      punctuation       punctuation       3 spelling and
                 errors in the    error in the      errors in the     punctuation
                 final draft.     final draft.      final draft.      errors.
                 Character and
                 place names
                 that the author
                 invented are
                 spelled
                 consistently
                 throughout.
 Organization The story is        The story is      The story is a    Ideas and
                 very well        pretty well       little hard to    scenes seem
                 organized.       organized.        follow. The       to be
                 One idea or      One idea or       transitions are   randomly
                 scene follows scene may            sometimes not     arranged.
                 another in a     seem out of       clear.
                 logical          place. Clear
                 sequence with transitions are
                 clear            used.
                 transitions.
(Rubric created on www.rubistar.com)
                                                                      Lesson Plans     21

                                            References

ALTEC at University of Kansas. (2008). Rubistar. Retrieved from

            http://rubistar.4teachers.org

Beck, Isabel L., Farr, Roger C., & Strickland, Dorthy S. (2009). Storytown: Teacher

            Edition. Dallas, TX : Harcourt School Publishers

National Geographic. (2007, June 25). Underwater Creature Camouflage [Video file].

            Retrieved from http://www.youtube.com/watch?v=zC0zOLqYnRg

       Super Teacher Worksheets. (2008). Cause and Effect Worksheets. Retrieved from

            http://www.superteacherworksheets.com/causeeffect.html




	
  

				
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Description: ELD Lesson Plans based on the text Mimicry and Camouflage.