NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom:
5th grade classroom, 4 ELL students

Background:
Introduction lesson on Taxonomy, and categorizing.

Content Objective(s):
Taxonomy, and the zoologists classify and categorize different species of plants and animals.

Language Objective(s):
Students will read and take notes from the powerpoint provided, and write a summary of the lesson in their journals with at least 5 of the key terms.

Nevada Standards:
L.2.D.1, L.5.D.1, L.5.D.1, L.5.D.3

Key Vocabulary:
Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species, Taxonomy, Zoologists

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:

Warm Up Activity:
My warm up activity will consist of having a question up on the projector with the lights off as the students get their warm up books out. With the lights out, the students will be more focused on the task at hand. The question will say What features make people like your mother, father, aunts, cousins, etc. your family?

Lesson Sequence:
After the warm up activity I will call on students to share with the class some of the attributes they listed in their response to the warm up question. I will then ask them to compare all of the traits that each student listed and see how many of us as a

class have similar traits. After compiling a list, I will explain to the class that Zoologists use the same kind of traits to classify animals. We will then come together as a class and read about taxonomy from the powerpoint presentation and as certain key vocabulary show up in the text I will assign certain groups to take special attention to whenever those words are mentioned in the chapter and take note of their definitions. After the reading of the chapter is done; the groups will be given time to compile their notes in groups into short summaries of the key terms to share with the class. Other groups will be required to take notes on the presentations of their classmates. After the presentations, I will bring the class together as a whole and explain to them that we are going to do a class project where I will give the class as a whole one species and each group will have to research which Genus, Family, etc. that species belongs to, depending on which words they had for their note-taking. After group research the groups will come together to make a tree showing the name of the original species and the names of the respective family, genus, etc. it belongs to.

Accommodations:
My ELL students are separated into separate groups so they are required to interact with English proficient students. I purposely seat them next to more successful students to try and motivate them and promote, peer teaching. I also like to practice using grade appropriate vocabulary when speaking, and breaking down complex words into more understandable phrases.

Review/Assessment:
For review I will have students give me a diagram of the order in which zoologists classify animals as a ticket out the door.
Form: 005 JDC 4/22/08

NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM EXPLANATIONOFLESSONPLANCOMPONENTS

Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)

Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a unit of ___________; a review at the end of a unit on ______). Number of days of lesson. Students stage of learning relative to the content (i.e., acquisition, proficiency, maintenance, generalization)

Content Objective(s):
What will you teach?

Language Objective(s):
How will the students show you they learned it (listening, speaking, reading, writing? Tip: effective lessons integrate reading and writing.)

Nevada Standards:
Refer to Benchmarks, CEF, Power Standards, Syllabi

Key Vocabulary:
What are the powerful words that will help students understanding of content?

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

ExplanationofLessonPlanComponents(continued)
Teaching Strategies:
(e.g., KWL, reciprocal teaching, cooperative learning, mapping, mnemonics, Blooms Taxonomy, questioning.) List all the strategies you use in your lesson sequence below.

Warm Up Activity:
Anticipatory Set

Lesson Sequence:
Presentation, guided practice, application. Your strategies may be executed in the form of activities.

Supplementary Materials:
What materials will support the lesson and increase students understanding?

Accommodations:
What accommodations are needed to support students with learning challenges or students who require advanced instruction?

Review/Assessment:
Rubrics, feedback to students, observations, surveys, ticket out the door, student reflections, student response journals, quizzes, tests. How did your assessment measure your objective?

Reflection:
How did your lesson go? What worked? What did not work well? What will you do differently next time? How will your assessment data affect subsequent planning?

Form: 005 JDC 4/22/08