Teacher Candidate: Gabriela Gomez

Date: 4/29/16

THE UCI LESSON PLANNER

Part 1: Classroom Information
Grade: 3rd

Content Area: ELD- English Language Development

School:
Ralph A. Gates
Mentor Teacher: Heidi Magalln
Group Size: _25_____ Lesson Length: __25-30_____ minutes
Student Context:
Students with Special Needs
(IEP and/or 504)
Students with Specific
Language Needs (ELL)
Students with Other Learning
Needs (Behavior, Struggling
Reader, Struggling Math)

Identified Needs
4 students in speech
2 students in RSP (not sure for
what).
The entire class is compromised
of English Language Learners
3 students tend to be disruptive

Accommodations
Give more time to speak when
sharing
Echo or shared read.
Group or partner work
Sentence frames
Give students a role.

Part 1: Planning for the Lesson

A: Standards
i.

Key Content Standard:

L.3.5c
Demonstrate understanding of word relationships and nuances in word meanings.
c. Distinguish shades of meaning among related words that describe states of mind or
degrees of certainty.

ii.

Related ELD Standard (must be included when using an ELA Standard):

PartI.3.12
Use a wide variety of general academic domain-specific words, synonyms, antonyms, or
non-literal language to create an effect, precision, and shades of meaning while speaking
and writing.

B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students will organize similar words from least to greatest intensity in order to reinforce
their understanding of shades of meaning.

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

The students will justify their decisions in ordering the different shades of meanings of
words such as pretty and happy.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
I will be walking around as students work in groups to organize groups of similar words
from least to greatest intensity. I will have a simple checklist to see if each group is able to
justify their organization. Overall I will be observing and listening to the way groups work
to organize the words and justify their responses.

ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
-The written assessment will be the completed chart at the end of class. Each group will
come up and chart the way they organized their words and then there will be a discussion as
to why they charted it that way. The class chart will serve as the written assessment.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Shades of meanings chart.
Equity cards
Shades of meanings words to use for the chart on index cards.

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (_3_min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
Ask students to remember the previous days lesson.
o Have students think pair share
o Using an equity card choose a student to share what they did during the previous class
Ask students what shades of meanings mean?
o Provide sentence frame: Shades of meaning means_____________.
o Student think pair share
o Choose a student to share with the class
o If student is struggling to answer remind them they may use their partners answer or
may use the chart with the definition.
Introduce the objective: I can distinguish shades of meaning in words with similar meanings.
o Have students choral read the objective with you.
Body of the Lesson (__20____ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
Tell students that we will be doing the same thing we did during the
previous class time.

Inform them well be using the words they came up when we worked with
the sentences.
During the days lesson we will work the different shades of meanings for
the words pretty and happy.
o Redirect students attention to the sentences we had worked on
during Tuesdays and Wednesdays lessons.
Tell students that 2 groups will receive the different shades of meaning for
the word happy and the 2 other groups will receive the different shades of
meaning for the word pretty.
Each group is responsible for ordering the words by level of intensity
beginning with the least intense form of the word.
Show students the various words
Choral read the words with the students.
Inform them that after they organize these words from least to greatest
intensity they will come up to chart their words and will need to justify their
responses.
Tell students that they will have 5 minutes to work as a group to decide the
organization.
Pass out the cards:
o Groups 1 and 2 will receive the shades of meaning for the word pretty.
o Groups 3 and 5 will receive the shades of meaning for the word
happy.
As students work as a group, walk around and observe students.
o Ask students questions that will get them to begin to justify their
decisions
Why did you decide to put that word after that one?
o Tell students that when theyre finished ordering, to call me and to
justify their response to me before charting it.
o Once theyve justified their decisions, have students number the
cards before going up to chart it.
After 5 minutes, get students attention back to the whole class.
Tell students that now well be charting the organization.
Tell students that all #1s from each table will be the representative to
come up and show their groups answers.
Invite group 1 to come up and chart their answers.
Invite group 2 to come up and chart their answers
Discuss the decisions of each group.
o Have someone from each group justify why they chose to organize
the words the way they did.
o Provide verbal sentence frame: We ordered the words like this
because______.
o If groups disagree with the organization, invite other students to
provide input as to what they believe is the proper organization.

Repeat the same process for groups 3 and 5.

If time permits repeat the whole process with the different shades of
meanings for the words bad and nice.

Closure (___2___minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
Ask students to debrief as to what they did during the lesson.
Ask students: what did we do today?
Have students think pair share
Choose a student using equity sticks to share with the whole class.
Dismiss students by group tables to go to lunch.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Students will work as a group to order the words with similar meaning from least to greatest
intensity. Students will need to justify their order choice.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will justify their organization decisions.
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
shades of meanings
least to greatest
Happy: joyful, excited, glad, content, ecstatic
Pretty: beautiful, gorgeous, cute, wonderful
Syntax1: Shades of meaning means _______________.
We ordered the words like this because _______________.
Discourse2: Students will engage in think pair share. Students will also engage in discourse via
group discussions.
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.

The students will justify their decisions in ordering the different shades of meanings of
words such as pretty and happy.

5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
Starthere!

Emerging

Expanding

Bridging

Students justify their responses in

incomplete sentences

Students begin to make use of

complete sentences to justify
their responses.

Students use complete

sentences to justify their
responses.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction
Choral read
Think pair share
Verbal sentence frames

Guided Practice
Choral read
Group discussions
Verbal sentence frames.

Independent Practice
There is no independent
practice during this lesson.

e sure to incorporate your ideas in #6 above into your actual lesson plan!

7.
B