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Periodic Table Learning Map

Devonna Wolfe

ITL 520 Academic Language and Literacy

Dr. Theresa Feller

National University

September 1, 2018
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Abstract

This assignment applies the knowledge of language and literacy requirements, types of learners, UDL, scaffolding, pedagogical approaches

and management strategies to a specific lesson. It closes with a reflection by the author on a planning conversation she had with an

experienced teacher and the importance of planning.

Keywords: Scaffold, cognitive functions, literacy, Common Core Standards, Universal Design of Learning, Learning Map, English Language Learners, Standard
English Learners, English Speaking Learners.
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GRADE LEVEL: 8

COMMON CORE STANDARD(S):

CCSS.ELA-LITERACY.RST.6-8.3

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks

CCSS.ELA-LITERACY.RST.6-8.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or

technical context relevant to grades 6-8 texts and topics.

Duration 7 Class Periods

Student Learning Objectives:

 Describe how the Periodic Table is organized

 Compare and contrast the families

Big Questions:

Targets  Why is it important to know how the Periodic Table works?

 How will knowing the Periodic table help in chemical equations?

Skills Addressed:

 Defining science concepts and understanding how they are applicable to and important for how the periodic table

works
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 Improving literacy in science and technical domains

Social-Emotional Goals

SWBAT: demonstrate appropriate social skills by working in small groups to help build a better understanding of the Periodic

Table

 Student Notebook

 Periodic Table

 Chromebook

 Colored pencils

 Pens/Pencils

Materials  Handouts

 PK Worksheet

 Word bank

 Notes

 Activity

 Special Assignment worksheet

Lesson 5 Periodic Table

Outline
 Dmitri Mendeleev Article/Questions
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 Presentation

 Notes

 Quiz

 Anticipation guide

 Summary

 Periodic Riddles Activity

 Read Periodic Table of Elements and complete activity

 Periodic Table Battleship

Introduction

 Background information about the Periodic Table. Read article as a class and answer questions in pairs.

 Presentation with visuals given by teacher

Instruction Prior Knowledge/Notes

 Read PK statement and asks students to mark statement T/F

 Periodic table notes

 Followed by quiz

 Write reflection paragraph

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 Use sentence starters & guided questions

 Review PK question and mark statement T/F after reviewing notes.

 If incorrect re-write statement to make true

Activity: Periodic Riddles

 Create 3 riddles to describe 3 different families

 Draw and label a picture for each

 Color 4 different colors

 Reflection

 3-5 sentences

 Highlight 3 vocabulary words

Special Activity: Periodic Table Battleship

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Daily

Agenda
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Proficient English-Speaking Learner Bridging English Language Learner Standard English Learners

Students who are typical English speakers When students are at the bridging level Students who are Standard English

should be proficient at locating and they are refining their English language Learners will have some similar hurdles

providing information that supports a main skills (CDE, 2014). They will be able to as the English learners. While they

idea or defend their position (NAEP, 2015). initiate and sustain more complex speak a different dialect of English, the
Learners
They are expected to be able to follow a dialogue regardless of setting or subject grammar and vocabulary can be vastly

test’s explanation or depiction of a complex matter (CDE, 2014). They will be more different. At the same time, they should

process or concept as well as ascertain the aware of language subtleties and be able have an easier time learning Standard

meaning of symbols and domain-specific to grasp abstract topics in addition to the English than the English Learners

terms and then use those terms in their concrete (CDE, 2014). At the beginning because “the greater the linguistic

literary production (CDE, 2013a). They of this level they will be able to read proximity, the easier it should be for

will also be able to translate information technical text when they are supported people to learn each other’s languages”

expressed in words into a visual form such by visual supports. When exiting this (Lems, Miller, & Soro, 2017, p. 35).
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as a chart or graph (CDE, 2013a). At this level, they will not need the support of They might have more fear to learn

point they should also be able to write pictures or graphs to grasp the meaning Standard English for perceived peer

clearly in a manner that is suitable for the of technical texts (CDE, 2014). They pressure to not reject their culture or for

task and audience (CDE, 2013a). will be able to not only communicate fear of the stigma surrounding their

effectively but be able to tailor their dialect (Jones, 2014). This would

communication to the purpose or negatively impact them because fear

audience they are addressing (CDE, caused by perceived peer pressures can

2014). deter growth (Lems et al., 2017). There

will be times that test results may not

reflect their knowledge because their

struggle is with the Standard English

rather than the content (Hobbes, 2017).

It will be common for them to answer in

“the language (s)he speaks at home and

that(s)he is used to hearing” (Hobbes,

2017, 6:13).
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UDL Representation Engagement Action & Expression

- The Presentation will provide the - Students will take notes - T/F quizzes

information verbally and with visuals

- Students will get to engage - Completed notebook

- Students will read an article and through riddles

- Riddles
discuss with group
- Students will get to engage using
- Orally in the battleship game
- The periodic table is a graphic prior knowledge
- Draw and label picture
organizer of the elements
- Students will get to engage

through a game with a partner

- The notes handouts are given out to help students understand the main ideas, and the goals of the lesson. This is

helpful for basic readers

- There will be different levels of notes handed out for the students to fill out based on their proficiency level. These

Scaffolding needed these notes can also be provided in the Native language of the ELLs.

- There are three levels of the periodic riddles activity. So, the students are slowly getting more difficult ones to

complete so the activity difficulty should change with their growth of knowledge.
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- There are also three levels of the battleship game so students are able to build up to the complexity of the content

material. Students can start at whatever level they are most comfortable.

- I will use modeling for each step of the lesson to provide another level of scaffolding for all students.

Formal Assessments

- PK statements

- Quiz on notes

- Activity: Periodic Table Riddles

Assessment - Special Activity: Periodic Table Battleship

Informal Assessments

- Whole class discussions and ask clarifying questions to get students to explain what they mean

- Individual group check ins and individualized supplemental instruction while groups are working on activity

- Adjustments/modifications made if the teacher finds individual students struggling or not making appropriate progress
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Classroom Layout Respecting Others

- Desks arranged in groups of 4 to show students will be Students should respect others differences in the classroom

working with each other since there is a diverse makeup of students. It is the teacher’s

- IEP Students and 504 plans priority seating (limit of 1 responsibility to create a safe and inclusive classroom

these students per group) environment

- Teacher should move around the class and not just ELL and SEL Management

teach at the board Continuously analyze and review the ELL students’ work to
Management
Maintaining Rules are understanding the material in English. If they are not,

- Keep number of additional supports should be provided.

- rules low (3-5)

- Class rules visible and students are constantly being

reminded of them

- Do not bend rules or make exceptions for any students

- Be consistent
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Reflection

I conducted my planning conversation with Mrs. Myata at Ventura High School. She was an excellent resource because she

described herself as planner. I learned that her strategy is to work backward from the goal of the lesson plan. She suggested always

planning on a lesson taking longer than you would think. She also stated that it was important not to give the students too much time to

work on an assignment in class or they will procrastinate instead of taking advantage of the time. She maps out her lesson plan in her daily

calendar and then will look at previous years’ calendars when she is planning. She holds the stance that planning is “very important.” She

shared the insight that students can tell when a teacher has not prepared and will write them off. That having a plan in place creates a safe

learning space.
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References

CA Department of Education. (2013a). California Common Core State Standards: English Language Arts & Literacy in History/Social

Studies, Science, and Technical Subjects. Retrieved from https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

CA Department of Education. (2014). California English Language Development Standards (Electronic Edition) Kindergarten Through

Grade 12. Retrieved from https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

Hobbes, M. (2017) What America Got Wrong About Ebonics. YouTube. Retrieved from https://www.youtube.com/watch?v=J3D2iyBqlCk

Jones, T. (2014). What is AAVE?. Language Jones. Retrieved from http://www.languagejones.com/blog-1/2014/6/8/what-is-aave

Lems, K., Miller, L., & Soro, T. (2017). Building Literacy with English Language Learners, 2nd ed. New York: Guilford Press

NAEP. (2015). The NAEP Reading Achievement Levels by Grade. Retrieved from

https://nces.ed.gov/nationsreportcard/reading/achieve.aspx