This lesson plan was created for course EDU 551: Differentiated Instruction. The template is the design and property of Grand Canyon University.
Section
1: Lesson Preparation
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Teacher Candidate Name: |
Elisabeth
Page |
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Grade Level: |
1st
Grade
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Date:
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April
5, 2024 |
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Unit/Subject:
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Integrated
Space Systems and Informational/Narrative Writing Unit: Informational
writing, Narrative writing, informational texts, and traditional oral Salish
stories focused on the Earth Science Standards for 1st grade. |
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Instructional Plan Title: |
“We
are Astronomers, We study Patterns in the Sky!”
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Lesson Summary and Focus: |
This lesson focuses
on students identifying their world is made of patterns, focusing on
the sun, that we can observe and analyze for understanding. Students will analyze
the patterns made by the sun and make predictions using evidence. Students
will write information/explanatory texts (mind map) in which they name
a topic (sun), supply some facts about the topic (patterns observed), and
provide some sense of closure (conclusions made). |
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Classroom and Student Factors/Grouping: |
Of my ten 1st grade
students, three receive speech services (via IEPs for ELL support) and need
oral/written language support in the classroom. Two students qualify as
Highly Capable and are offered opportunities for more advanced assignments.
One student receives occupational therapy and has in-class supports for writing. |
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National/State Learning Standards: |
NGSS:
Space Systems: Patterns and Cycles 1-ESS1.1 Use observations of the sun,
moon, and stars to describe patterns that can be predicted. CCSS
Writing: 1.W.2
Write information/explanatory
texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
CCSS
Reading: 1.RI.3 Describe the connection between
two individuals, events, or pieces of information in a text. |
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Specific Learning Target(s)/Objectives: |
Depth
of Knowledge focus: Analyze/DoK 3:
When presented with
non-fiction information on patterns of the sun, students will identify information
within and/or across texts. Students will analyze
and draw conclusions from data, citing evidence, to generalize or
explain a pattern in writing. Students will participate
in shared research and writing projects to explain the pattern they
identified. |
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Academic Language |
Academic and Content Vocabulary ·
Sun ·
Day/Night ·
North,
South, East, West ·
Sunrise/Sunset ·
Light
·
Position
·
Pattern
·
Prediction
I use a Project GLAD strategy for
teaching new oral language called a Cognitive Content Dictionary. I introduce
the vocabulary word, students discuss the word, use the word in context,
write the word, and to support my kinesthetic learners, we act out the word.
This supports all my learners as it incorporates multiple learning styles and
techniques into the vocabulary acquisition. |
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Resources, Materials, Equipment, and
Technology: |
Smart TV IPad/Online reading
platform for digital ebooks
Students’ journals
Mystery Science Curriculum
supports: https://mysteryscience.com/sun-shadows/day-patterns Project GLAD Cognitive Content
Dictionary Project GLAD based self-created
mind map (attached at end of lesson) snxÊ·meneÊ” nqÊ·lqÊ·eltn Spokane Tribe Language and
Culture. (n.a.). spqni/
The
Sun. https://www.spokanelanguageculture.com/sp-q-n-i-spqni |
Section
2: Instructional Planning
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Anticipatory Set ·
I
will have photographs of sunrises/sunsets
in a habitat similar to our local habitat around the room.
·
Students
will walk the room with post-it notes to write and draw their
questions/connections to the photographs. These notes will stay on the charts
next to the photos.
·
Students
and I will create an inquiry chart together.
Students will share their observations and questions about the sun
photographs.
·
I
will play part of a read-aloud text from our Mystery Science curriculum
support about a little boy who uses the sun to find his way home using the
sunrise and sunset. Posing the
question: Can the sun help us find our way when lost? How?
·
Students
will complete a mind map of what
we learn about the sun together with support. This mind map will go into
their journals.
·
Previous Knowledge questions I will ask students: Why is looking for and
recognizing patterns important? How can the patterns we see in our sky and
solar system help us on earth? What do astronomers do?
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Time Needed
10min |
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Multiple
Means of Representation • I will
use a Project GLAD based inquiry chart
to support students in oral language development. • I will use photographs to support students’ visual-cognitive development • I will use a read-aloud text to
support visual and auditory learners. • I use the online Spokane Tribe
Language and Culture site to access “The Sun” story in the original Salish
dialect to connect my students with their Native cultural language and
beliefs. • I use an adaptive Project GLAD based mind-map to build
students’ writing skills and connect to the state standard of writing
informational text. • I use a
Project GLAD Cognitive Content
Dictionary (CCD) to build students’ academic vocabulary. • I model (act-out/ add movement) the
words on the CCD chart to support students’ cognitive and kinesthetic
learning. Explain
how you will differentiate materials for each of the following groups: • English
language learners (ELL): • The CCD
chart and inquiry charts support my ELL learners because they use a scaffold
approach following the “”I Do, We Do, You Do” format. The instruction for new
vocabulary allows ELL learners to hear the word, see/read the word, write the
word, and act out the word. • Students
with special needs: One
student is provided a larger pencil, additional breaks when needed, and words
to trace (instead of writing on his own) to support his handwriting
development and stamina. Multiple
students need movement breaks to help them stay engaged. By using activities
like a gallery walk, students are supported in moving their bodies to
maintain engagement and connection to their learning. I will take brain
breaks approximately every 15min in order for students to move their bodies
and be able to reengage the lesson. This also supports students’ emotional
needs for space, time away from peers, ease their sensory exposure, and helps
create a claim learning environment. • Students
with gifted abilities: Two of
my students are gifted/highly capable learners. I partner these two students
with another two so they can work together and support each other. All
students have a choice in their tasks. These students are able to extend
their learning with additional writing activities, working with other students,
or reading more books on the topic of the sun. • Early
finishers (those students who finish early and may need additional
resources/support): Students
will use a “Team Task Menu” if they finish early. The choices for this unit
are reading additional books on the sun, moon, stars, and earth, our online
reading program, or use their science journals to re-create posters and
charts on the sun.
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Time Needed
5-8min
5min
7-8
min
10-12min
2min
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Multiple
Means of Engagement • Gallery Walk allows students time to think about what they are
will be learning. They can observe the photos and generate questions about
the photos. These questions go onto our inquiry chart. • Whole group discussions using the inquiry charts help students
practice their oral vocabulary and connect it to their written vocabulary.
They learn to support each other in discussions; learning to appreciate each
other’s opinion and experiences. • Read Aloud via the Mystery Science website builds their skills in
listening and tracking print as they read. This also supports discussions and
cognitive reasoning as they work to connect concepts as they read and
discuss. • Writing using the mind map allows me to assess students’
knowledge on the sun. It helps students build fluency in writing both common
and academic words. The mind map allows supports students’ skills in writing
non-fiction information to an audience.
• Technology/Cultural Responsiveness I work with a community member
who comes weekly to my class to teach my students their Native Tribal
Language. We use the Spokane Tribe Language and Culture website to access
“The Sun” story in the original Salish dialect. Both the English and Salish
versions of the story are online. This connection between my students’ culture
and academics allows students to see themselves in their learning.
• Depth of Knowledge (formative) questions: *It seems to me that the
question I have to ask is.... *I would like to find more
about.... *I noticed that..., and
now I wonder.... * If the sun does this...then
what happens when it does this…. * How does the information we’ve learned
about the sun connect to the Salish story we listened to?
Explain how you will differentiate
activities for each of the following groups: • English
language learners (ELL): Gallery
walk allows every student to engage because they make their own connections
and questions tied to the photos. The
Inquiry Chart supports ELL students see how their oral language appears when
written. • Students
with special needs: Because
of the diversity of my lesson activities all of my students can engage with
the content through reading, writing, oral discussions, and movement. • Students
with gifted abilities: Students
can write more about the topic, they may use the online reading program and
read books on the topic, or they can use the Team Task menu and complete any
task as an extension activity. • Early
finishers (those students who finish early and may need additional
resources/support): Students
may add details or write more information in their journals. Students who need
additional support may work with a fellow classmate. They may also choose to
complete another task from the Team Task menu to complete. |
Time Needed
5-7 min
5min
10min
10-12min
7-8min |
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Multiple Means of
Expression ·
Students
will identify the
patterns the sun follows. ·
Students
will analyze the patterns they observed and discuss how those patterns affect us on
earth. ·
Students
will participate in class discussions; using academic vocabulary to discuss the sun’s
patterns. ·
Students
will create a mind map
about the sun using information from the Mystery Science text, classroom
charts, and CCD chart for academic vocabulary. ·
Students
are not required to write in complete sentences. Short phrases using the
academic vocabulary are accepted as signs of mastery for this lesson.
Students may write additional sentences or short paragraph if desired.
Explain
how you will differentiate assessments for each of the following groups: ·
English language learners (ELL): ·
Students
can use sentence stems “I wonder...” “I think...” for support when asking questions
during discussions. ·
Students
can use the CCD charts for support in writing the academic vocabulary. ·
Students
may work with a partner when appropriate ·
Students with special needs: ·
More
time will be given to complete the summative assessment. ·
Student
may have support from a para-professional or myself. ·
Student can use larger pencil. If needed, I
will write the longer academic words in highlighter so my student can trace
the words.
·
Students with gifted abilities:
·
Students
may choose to write more in their journals; using the mind map and other
charts for information
·
Early finishers (those students
who finish early and may need additional resources/support):
· Students may choose a team task
to complete. |
Time Needed
10-12min
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Extension Activity
and/or Homework No homework is given at the first grade level.
The Salish story “The Sun” (in both English and Salish) will be sent home for
students to read with their families. Access codes and login information to our
online reading platforms have been sent home for students to engage with
their learning at home. |
Time Needed
(Preptime) of
15-20min |
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