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3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing Emerging, Expanding, Bridging)
Part 1: Interacting in Meaningful Ways
A. Collaborative: 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic
topics.
Part 2: Learning About How English Works
A. Structuring Cohesive Texts: 1. Understanding text structure
Part 3: Using Foundational Literacy Skills
Emerging: Exchanging Information/ Ideas - Engage in conversational exchanges and express ideas on familiar topics by asking and
answering yes-no and wh-questions and responding to simple phrases.
Expanding: Interacting via written English - Exchange in longer written exchanges with peers and collaborate on more detailed written texts
on a variety of topics, using technology when appropriate.
Bridging: Supporting Opinions and Persuading Others - Negotiate with or persuade others in conversations using appropriate register using
a variety of learned phrases, indirect reported speech, and open responses.
4. Learning Objective: (What will students know & be able to do as a result of this lesson?)
While conducting research, students will be able to analyze, interpret, and explain data regarding a
natural disaster by creating a PowerPoint presentation, a mathematical graph, or a brochure.
STUDENT-FRIENDLY TRANSLATION
I will create a graph, a brochure, or a
PowerPoint presentation that provides
information on a natural disaster.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are
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STUDENT-FRIENDLY TRANSLATION
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8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):
Many of the students are English Learners, so it will benefit them to have sentence frames provided when completing speaking and writing
activities
For the students who have special needs, Ill need to be prepared to modify the content/ accommodate for them.
Collaboration
Creativity
Critical Thinking
Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):
Communication: Students will need to communicate with their elbow partners during discussions and with their group members while
working on the cooperative projects.
Collaboration: Students will collaborate in discussions and while working on projects
Creativity: Students need to be creative when making PowerPoints, pamphlets, and charts.
Critical Thinking: Critical thinking will occur throughout the entire course of the lesson as students develop their projects, as they think of
what their reactions would be in the event of a natural disaster, and as they reflect on their learning at the end of the lesson.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
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Students will need to use PowerPoint or another method of visually presenting information to the class, such as Prezi.
12. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
- Pamphlets & PowerPoint presentations
Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)
13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be
met in a successful product/process? What does success on this lessons outcomes look like?)
a. Formative:
Class discussions
Journal writing
d. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)
Inquiry
Cooperative Learning
15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
- Chromebooks/ Computers to conduct research
16. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN:
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Students will be instructed to write down in their journals all of the natural disasters that they can think of (both general and specific), and
they will be given about two minutes to do so.
Think-Pair-Share: Students will be instructed to share with an elbow partner what they wrote down. (~2 minutes)
Class Discussion: Teacher/ student volunteer will write down ideas on the board for class
Teacher will present a writing prompt: Think about and choose one of the natural disasters that were shared. What would you do in that
situation?
Students will be provided with a sentence frame on the board. In the event of a(n) ____________________, I would
_________________________, because ________________________________________________________________.
I decided to have students provide a reason for their behavior, because it is a metacognitive strategy that promotes critical thinking by
getting students to reflect on why they would demonstrate a particular behavior. They may even decide on choosing a different behavior
after thinking about it.
Think-Pair-Share: Students will share with a partner what they wrote.
BODY:
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Teacher will discuss the purpose of the upcoming lesson and activity, and the lesson project will be explained using PowerPoint to provide
visuals, groups, and roles.
- Students will be placed into groups of three, and each member in the group will be assigned a particular role
Each group will be assigned one specific, historical natural disaster (such as: the Chicago Heat Wave of 1995, Hurricane Katrina of
2005, or the Louisiana Floods of 2016)
Each group will need to research: the historical natural disaster and natural disasters of the same kind.
The three roles:
- 1) Data Analyst: researches the common locations of the type of disaster, the severity of the disaster, frequency of disaster
the data analyst will also need to choose one particular location (such as California, Florida, or Louisiana) and determine the
frequency of the type of disaster in that location over the time span of the last 18 months the data analyst will need to
create a graph (bar graph, frequency chart, line graph) to demonstrate the frequency of the disaster over the time period.
- 2) Preparation Manager: researches the immediate effects of the disaster, the technology that is used to reduce the negative
effects of the disaster, the warning signs of the disaster, and how people can prepare ahead of time. The preparation
manager will need to create a pamphlet that illustrates and demonstrates the information to people so that they know what
to do, what to expect, and how to best prepare in case the disaster occurs.
- 3) Messenger: The messenger needs to communicate to both the data analyst and the preparation manager to put together
a presentation that relays all of the information to the general public. The messenger needs to research images, relatable
videos, and personal stories to put together a presentation that people can understand and identify with.
- Students will have the whole class period, as well as some of the following class period, to complete the needed research.
- Each group will present to the class their findings
- Students will write about each disaster as other groups present
CLOSE:
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Students will be instructed to write in their journals regarding why this learning is important to them.
- I will provide a writing prompt for students: It is important to learn about natural disasters, such as _______________. In the event
of a _______________, I learned that I should do the following: _____________________________________________________.
This learning is important, because ___________________________________.
Think-Pair-Share: Students will share with a partner what they wrote.
Class Discussion: Teacher will lead a discussion on what students wrote and discussed with their partners.
b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you
employ (reference TPE Part 2: Subject-Specific Pedagogy)
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson.
Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your comments on the copies.