UCLA TEP Lesson Plan Template- Weather Lesson Day 1 Key Content Standard(s): List the complete text

of only the relevant parts of each standard. TPE: 1 & 9 Writing Standard. K-5. 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic Language Standard K-5. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The lesson objective is for students to be able to compose a writing piece about weather where they are able to explain which type of weather they like and the type of clothing that they get to wear in their favorite type of weather. Students will be asked to use the language conventions (capital letters, spacing, and periods). Assessment: Formal and Informal Assessment. TPE: 2 & 3What evidence will the students produce to show they have met the learning objective? The evidence that the students will produce in order to show that they have met the learning objective is their participation throughout the lesson and their completion of the writing assignment about their favorite weather and the clothing that is worn in their favorite weather using the language conventions. What modifications of the above assessment would you use for language learners and/or students with special needs? For students at the Benchmark Level they will be asked to complete 2-3 sentences. Those that tested at the Strategic Level will be asked to complete two sentences and those that tested at the Intensive level will be asked to complete one sentence where they will be able to use the communication guides provided and or have the teacher dictate their sentences depending on their abilities. For my two students with IEPs they will be provided with different opportunities to communicate with their peers in whole group lessons and pair shares to further assist them in completing their 1-2 sentences. Also if any of the students need additional support, assistance will be provided. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences This particular lesson will be the introduction to the weather unit. Therefore, this is going to be a new topic for the students to learn about in class. However, they have had some experience with writing 1-2 sentences (using the language conventions) about community members (firefighter and doctor) where they worked with GLAD (Guided Language Acquisition Design) strategies and communication guides. Their experience with these strategies will further assist them in generating and composing their sentences. Strategy to connect school learning with prior experiential knowledge and/or cultural background The class will complete a read aloud, which will assist the students in recalling the different types of weather that they have been exposed to. In addition, the students will complete a concept map/graphic organizer, where they will not only have to recall the different types of weather that they read about and have experienced, but they will also be asked to recall the different clothing that can be worn in each type of weather. This will assist the students in making further connection to their past experiences and home environment. Pre-assessment strategy Before completing a read aloud, the students will be asked to share their favorite type of weather. This will provide some information concerning the different types of weather that the kids are familiar with. In addition, the concept map/graphic organizer will assist the teacher in finding out if the students are familiar with the different types of clothing that can be used during each type of weather. Lastly, the final pre-assessment strategy will be the students verbal communication of their sentences during their pair share and participation throughout the lesson. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be exposed to the following vocabulary: sunny, windy, snowy, rainy, cloudy, jacket, t-shirt, jeans, sweats, scarves, beanies, shorts, boots, flip flops, and rain boots. Also, because the students will be completing their sentences on this day, the language conventions will be discussed. During this portion of the

lesson, the students will be asked to recall what is needed in a sentence. While reviewing the language conventions, the students will be exposed to the following vocabulary: finger spaces, capital letters, periods, and lower case letters. However, because the students will be completing a concept map/graphic organizer as a class, the clothing that will be mentioned by the students may differ from what is listed. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. All learners will have the opportunity to engage with the topic being presented through the use of a variety of learning materials and strategies such as the read aloud, song, concept map/graphic organizer, pair shares, visuals, and verbal participation. In addition, the pair shares will assist all of the students in verbally communicating their sentences to their peers before they are given the opportunity to complete the assessment. Then, while the students are completing their writing assignment, they will be given the opportunity to work with a teacher when needed. Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students 03 min Teacher will mention that we will be Students are sitting on the carpet and are learning about weather. He/she will raising their hand to participate. ask the students to raise their hand and share about their favorite weather. 08 min Teacher will introduce and complete the read aloud with the students. He/she will pause throughout the story to help the students connect with the literature. Cloudette by Tom Lichtenheld 05 min Students will quickly learn a chant and sing it 3x together. First, the teacher will say a verse then have the students repeat it. Once the song has been reviewed once, the students will decide movements the second time around and then finally, the students and the teacher will sing the song together with their movements during the third time. Teacher will have the students complete a concept map/graphic organizer. Inside the concept map the different types of weather will be written and on the corners of the sheet (outside of the circle) the different types of weather will be listed with space to write the different types of clothing used Students are standing and are singing. They are also doing the movements. Song will be written on a poster for the students to see Students are sitting on the carpet and are listening and participating when asked questions.

Materials

Cloudette by Tom Lichtenheld

05 min

Students are sitting on the carpet and are raising their hand when asked certain questions.

Large sheet of white paper, markers, and magnets or pushpins.

under each type of weather. During this time, the students will be recalling the information that they heard from the read aloud, in addition to the different types of clothing that are used in each type of weather to help them in completing their sentences. 09 min Students will be told that today they are going to be working on writing sentences about their favorite type of weather and the clothing that is worn in their favorite type of weather. Students will be able refer to the concept map to complete their sentences. Students will be prompted to inform the teacher of the language conventions needed in a sentence (capital letters, spacing, and periods). Two communication guides will be displayed on the board and reviewed. I like ___ weather. It is my favorite weather because ___. I like __ weather. I like ___ weather because___. Two sentences will be modeled with the help of the students incorporating capital letters, spacing, and periods. Students will be chosen to inform the teacher of what to write on the board for his/her two sentences and the students will all help the teacher write it phonetically. Students will complete two pair shares concerning the sentences that they will be writing. Then they will be asked to share what they discussed with the class. 12 min Instructions will be given and written and the students will be prompted to tell the teacher the instructions verbally (checking for understanding). Students are helping the teacher write two sentences. They are all helping the teacher spell phonetically together. Students are sitting and listening White board, markers, and a white board eraser.

Students are telling the teacher what is needed in a sentence.

Students are reading the communication guide with the teacher

Two communication guides

Students are standing and completing two pair shares They will then be asked to sit down and share their sentences with the class.

Students are answering questions about the instructions given.

Poster and markers

Students will be dismissed to their seats to begin working.

Students are moving to their tables where they will begin working.

27 sheets of paper, 27 pencils, and 14 erasers.

Students are working on their sentences. Benchmark- 2-3 sentences Strategic- 2 sentences Intensive- 1 sentence * All students are encouraged to write more if they finish early. Time will be called-5 min., 2 min., and 1 min. warning. 01 min Bell will be rung. Students will be asked to turn in their work and sit on the carpet. Students will be thanked for their behavior and participation. Then they will be asked to complete a pair share about what we worked on today and learned. Then the students will be asked to share what they learned with the class. The teacher will ask the students to keep thinking about their favorite type of weather because tomorrow we will continue working on the writing process where we will be editing or looking over our sentences that we wrote today.

Students are working quietly.

Students are cleaning up their work areas and are moving to the carpet.

Bell

03 min

Students will complete a pair share on the carpet. They will then share what they learned with the class by raising their hands.

Students are sitting on the carpet listening to the teacher.

UCLA TEP Lesson Plan Template- Weather Lesson Day 2 Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Language Standard K-5. Writing Standard. K-5. 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic Language Standard K-5. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The learning objective is for the students to edit their work independently to ensure that they wrote about their favorite weather and clothing, while also making sure that they added or traced their capital letters and pronoun I with a green crayon, used a yellow crayon to draw a line between words that needed spacing, and traced or added their periods with a red crayon. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will show that they met the learning objective through their ability to assist the teacher in editing his/her writing where they will make sure that the teachers sentences are about weather and clothing. During this process, the students will also show evidence of the learning objective through their ability to tell the teacher when to use green to trace or indicate the need for capital letters, yellow to draw a line between words that need spacing, and a red crayon to trace or indicate where periods are needed. Their participation in this process and their ability to edit their own rough draft using the colors provided, will demonstrate that they meet the learning objective. What modifications of the above assessment would you use for language learners and/or students with special needs? For language learners and students with special needs they will be provided with visual and kinesthetic opportunities to engage with the material being presented. In addition, to make sure that everyone is given the opportunity to participate in the lesson, they will be able to complete pair shares and classroom responses to questions prompted by the teacher. While the students are completing the editing process, the three teachers, a teachers assistant, and a high school helper will be available to assist all of the students. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have already learned about the different types of weather and clothing from the previous lesson. This will provide an opportunity for the students to be reminded of the sentences that were written the day before about weather and clothing. Also, the students have already learned about capital letters, spacing, and periods. They have also had experience in completing 1-2 sentences using the language conventions and communication guides, however since the students have demonstrated difficulty in incorporating the three language conventions in their writing, they will be introduced to the editing process where they will use green, yellow, and red to edit their writing. Strategy to connect school learning with prior experiential knowledge and/or cultural background The lesson will be introduced by a video from Sesame Street so that my students are all able to obtain a stronger connection to the material being presented (weather). The students will review what they did the day before concerning the concept map and song that was sung about weather. This will provide additional information that can be incorporated into the students sentences. Also because the students have learned about the different language conventions, incorporating colors to look over the students writing will further assist them in engaging and acquiring how to complete the editing process. Pre-assessment strategy Students will be asked to recall the information that was learned about the previous day concerning weather and clothing. In learning about the editing process, the students will be asked to recall the things that are needed when writing a sentence (language coventions); capital letter in the beginning of a sentence and when using I, spacing in between words, and a period at the end of their sentences. This will provide information about what the students remember concerning what is needed in a complete sentence. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly

taught? Students will continue reviewing sunny, windy, rainy, and snowy weather. They will also review the items of clothing that were discussed and listed on the concept map or graphic organizer from the previous day while going over the different language conventions needed in a complete sentence. Here, capital letters, spacing, and periods will be discussed and reviewed and the students will be introduced to the editing process where they learn what it means to edit their work and become Wonderful Writers. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. All learners will have the opportunity to engage with the material being presented through the use and incorporation of pair shares, concept map/graphic organizer, visuals, songs, and kinesthetic movements. For my intrapersonal learners, group participation opportunities and their song will assist them in engaging with the material. In addition, because we are going to be discussing a topic that is observed every day, this will allow the students to make personal connections to the theme. If students are in need of additional support, then assistance will be provided and all learners will be given the chance to engage with the material through their ability to edit their own writing. Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students Materials 04 min Teacher will play a short clip from Students will raise their hand once the video Sesame Street and ask the students is done to say the different types of weather to pay attention to the different types that were displayed in the video. of weather that were displayed in the video. https://www.youtube.com/watch?v=Z kRLPwmLZNo *Only the last 01:54-02:45 will be played. 05 min The teacher will have the students review the concept map/graphic organizer about the different types of weather and clothing that were discussed the day before. He/she will ask students to raise their hand to help him/her in reviewing the different types of weather and clothing. - The teacher will demonstrate kinesthetically the different items of clothing. 02min Teacher will ask the students to stand to sing their Weather Song with kinesthetic movements that the class decided on the day before. Students are asked to sit on the carpet. Students are standing and are singing their Weather Song with their movements. Song Students are sitting on the carpet and are raising their hand. Concept map/graphic organizer done the day before.

30 sec

Students are sitting on the carpet.

03 min

Teacher will ask the students to raise their hand and share what is needed in a complete sentence. Each item will be demonstrated kinesthetically to make sure that all students are given the chance to engage with the material being presented. For example: Oh thank you (students name) yes we need a period at the end of a sentence. Ok everyone lets do a pretend period on the count of three. Ready 1, 2, 3. Period- period in the air Spacing- two finger spaces Capital letters- students will be asked to choose a letter from the alphabet and write it in the air.

Students are raising their hand and are sharing what is needed in a complete sentence with the class.

Writers Workshop Guide

Once an item is said, the students will enact the item mentioned kinesthetically together as a class.

08 min

Teacher will thank the students for participating and then he/she will inform the class that today they are going to be Wonderful Writers today. The teacher will then inform the class that they are going to be learning how to edit their sentences. The teacher will review the editing guide: Green- capital letter (trace) Yellow- spacing (line) Red- period. (trace) The teacher will say that yesterday he/she wrote a total of three different sentences that he/she was hoping to correct with the class today. The students will help the teacher correct his/her sentences by raising their hand.

Students are sitting and listening and repeat Wonderful Writers.

Students are listening.

Editing Guidepaper, red, green, yellow, and black marker.

Students are raising their hand to help the teacher correct his/her sentences. Students will come up to show where capital letters, spacing, and periods are needed in addition to mentioning the color that will need to be used to indicate spacing, capital letters, and periods. Students are sitting and listening to instructions.

Large white paper and red, green, and yellow marker.

04 min

The teacher will inform the students that when they are editing their work today that they will need to do the same things. They need to read their sentences and make sure that its

Instructions sheet: Large sheet and black marker

about their favorite weather and clothing. Then, they will be informed that they will need to check for periods, spaces, and capital letters. The students will be informed that they will have 8-10 minutes to edit their work. Teacher will check for understanding by asking questions and having the students say the answers together. If they finish early - Leave their rough draft at their table - Read a book about weather quietly on the carpet. - When they hear the bell- clean up, grab their rough drafts, and sit on the carpet in a circle. 10 min Students will be called by name to take their paper and start working. Teacher will roam the classroom during this time to help students when needed. Time will called during this time- 8 min, 4 min, 1 min 01 min Bell will be rung and the students will hold onto their work and sit on the carpet. Students will be thanked for their behavior and participation today. They will be asked to read their work to their neighbor and show them what they did. The teacher will ask the students what they learned about and worked on today? The teacher will ask the students to keep thinking about what they wrote today because tomorrow they will be doing their final paper with their drawings. The teacher will thank the students one more time for listening and participating and then he/she ask the students to turn in their work and conclude the lesson. Students will hold onto their work and sit on the carpet in a circle. Bell and students rough drafts When their name is called, students will take their paper and begin working. 27 rough drafts of the students work. Students are sitting and listening.

All students will say the instructions together.

05 min

Students are sitting on the carpet.

Students are sharing their work with their neighbor.

Students are raising their hand to answer.

Students are sitting quietly and listening.

Students are turning in their work.

UCLA TEP Lesson Plan Template- Weather Lesson Day 3 Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Writing Standard. K-5. 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic Language Standard K-5. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The students will be able to complete their final draft of the writing process about their favorite weather and clothing (with a drawing) where they will include the edits that were made to their rough drafts incorporating capital letters, spacing, and periods where needed into their final draft. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will display that they met the learning objective through their ability to write, edit, and complete their final draft using their rough draft to improve their sentences about weather. In addition, the students will display that they met the learning objective, by including a drawing that is related to their writing to further explain the information that they learned about weather. What modifications of the above assessment would you use for language learners and/or students with special needs? For students that are in need of extra assistance, they will have the opportunity of working with a teacher or teachers assistant at all times. Also, for some of the students that are in the intensive group, their sentences may be dotted to assist them in tracing the letters to complete their final draft. However, if the sentences are dotted, the students will need to inform the teacher or teachers assistant of where a capital letter, space, or period is needed in each sentence. To ensure that all of my students are given access to the material being presented, they will be able to collaborate with their peers through pair shares and whole class participation throughout the lesson. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have been working on writing their sentences and editing their work for the last few days. They have had experience with capital letters, spacing, periods, spelling phonetically, and with reading their work. This particular lesson will assist them in bringing their experiential knowledge together to complete their final draft. Strategy to connect school learning with prior experiential knowledge and/or cultural background The students writing will be connecting to their experiential knowledge through their ability to complete their sentences about something that is familiar and of interest to them: weather and clothing. The students throughout the last two days completed a concept map/graphic organizer, watched popular media, and learned a Weather Song with kinesthetic movements to connect the material being discussed to their home environment and experiences. Lastly as the students complete their final draft, they will be able to depict a drawing that displays and builds off of their personal experience and may be tied to their cultural background, family, or home environment. Pre-assessment strategy The students will be asked to recall some of the things that they have been learning about in the past couple of days concerning the different types of weather and the writing process. Also, to assess their knowledge about the colors that were used to edit their work the day before, the students will be given the opportunity to help the teacher in completing his/her final draft. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be reviewing sunny, windy, rainy, snowy, cloudy, editing, upper and lower case letters, spacing, and periods. Lastly, because the student will be completing their final draft on this day, final draft will be a new word that will be introduced and modeled in completing the final step of the writing process.

Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. All learners will be given the opportunity participate in the whole lesson through the use of visuals, songs, and pair shares. While the students are completing their final draft of their sentences, each person will be given the opportunity to complete their writing with the assistance of their peers and teachers. Lastly, when it comes time to share each others work, each person will have a chance to share their writing with their neighbor to ensure that every student is engaged in the lesson. Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students 07 min Students will be asked to think about all of the things that they have learned about concerning the different clothes that they wear in each type of weather. Then they will be told that today they are going to have a chance to help me in organizing each item of clothing under the types of weather. The teacher hands out a drawing for every two students. He/she will ask the students to pair share about their item to figure out where it goes under the tree map. Once the bell is rung the students will be asked to come up in pairs to stick their item under the correct weather type. Once it is completed, the tree map will be reviewed and then the teacher will move onto the students song. 03 min Teacher will ask the students to stand so that they can all sing their weather song together. Teacher will then ask the student if they remember what they were going to be finishing today with their writing? The teacher will present his/her sentences that were edited the day Students are sitting and listening on the carpet.

Resources/ Materials 14 pictures of clothing, tree map, markers, and tape

Students are sitting quietly while waiting for their picture. Students are pair sharing their pictures.

Students are coming up when called on to stick their picture under sunny, windy, snowy, or rainy weather.

Bell

Students are sitting quietly and listening to the teacher.

Students will sing their weather song

Weather song

08 min

Students will raise their hand and respond.

Students are sitting and listening.

Teachers rough draft.

before. Then the teacher will explain that today they are going to be helping the teacher complete his/her final draft, which is the last step of the writing process. The sentence will be read and copied with the students help. Emphasis on the capital letters, spacing, and periods will be done. Then the teacher will tell the students that today they will have a chance to draw a picture once they are done with rewriting their sentences. Once the instructions have been given, the teacher will prompt the students to repeat the instructions. These instructions will be written on a large paper. If you finish early - Leave their rough draft at their table - Read a book about weather quietly on the carpet. - When they hear the bell- clean up, grab their final drafts, and sit on the carpet in a circle. 12 min The students will be informed that they will only have 12 minutes to complete their sentence and drawing on their final draft and that they will be dismissed when their name is called. Students will begin working when their name is called. 27 rough drafts and 27 incomplete papers for their final draft. The students are all reading the sentences. Students are informing the teacher of when to put a capital letter, space, or period by referencing his/her rough draft. Large white paper and black marker

Students are answering questions that the teacher is asking about the instructions.

Instructions chart.

Time will be called during this time- 8 Students are working quietly. min, 5 min, 2 min. 01 min Bell will be rung when time is up and students will be asked to hold on to their paper and come and sit on the carpet. Students will be told that now that they have completed the writing process where they have produced their final draft, it is important to share their work with your peers. So please turn to your partner and read your sentences to one another and share with them what you have been working on for the past three days. Students are cleaning up and are moving to the carpet to sit down with their work. Bell

04 min

Students are completing their pair shares.

03 min

The teacher will then thank the students for their hard work and tell them to sit properly while he/she collects their work. The teacher will go over the writing process and all of the things that the students had worked on for the past three days. Students will be asked questions about the writing process that they did. He/she will then take the opportunity to thank the students for their hard work and tell them that their teachers are very proud of all of them. That this is something that all great writers do. They brainstorm ideas, completed a rough draft, edited their rough draft, and then finished their final writing piece. So this week you all have been Wonderful Writers! Teacher will end the lesson with saying- What have you all been this week?

Students are handing in their worksheet and they are finding a spot on the carpet.

Students are sitting quietly and are raising their hands to answer questions.

Students are sitting quietly and listening

Students will say all together -Wonderful Writers!