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Pre-Assessment: How will you determine prior Motivation Strategy: How will you catch attention of Real World Connection: How are learning goals
knowledge? students and focus their minds on the learning goals? relevant to students’ lives?
Students will answer the following question in a Teacher will read an article aloud in Newton’s Students will be able to interpret and
post it “How do objects move?” They will be three laws of force and motion. Students will synthesize information from an article
allowed to draw or write in a sentence or two listen carefully to participate in the extension read-aloud by the teacher. With this
using basic words. activities. Students will work in groups to information students will be able to
present an example of how the three laws are understand what forces are involved in
present in our everyday activities. The teacher the movement of any object. Visual
will present a graphic organizer were students scaffolding will help students learn the
will paraphrase the three laws and they will content vocabulary and it will reduce the
draw a picture representing their example. anxiety that is created when sharing
information and identifying new concepts.
All strategies will be research based and from one of the texts. Please Students: Practice and Application
provide reference for each. Note meaningful activities, interaction, strategies, practice and
application, feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Teacher will need to pre read and choose supports materials 1. Students will answer “how do objects move?” question in a post
from the NASA website that describe Newton’s three laws of it. Students will gather in pairs to share their answers.
motion. https://docs.google.com/document/d/1DFbtHOXq2_L- 2. Students will actively listen to the teachers read-aloud of the
OmPHDNr-aa8cRteCRONrY--mAwqO6Uk/edit?usp=sharing article about Newton’s laws.
2. Teacher will assess previous knowledge by asking students to 3. Students will analyze the explanation of the teacher with
answer in a post it “How do objects move?” and have students examples on objects’ movement and key terms.
discuss their answers in pairs. 4. Students will gather in groups of 4 to discuss an example that
3. Teacher will need to explain the process to the students represents each of the laws.
emphasizing that students need to actively listen to the 5. Students will synthesize and interpret information in the article
information so they can participate in the activities. to paraphrase the laws using the graphic organizer.
4. Teacher will read and clarify and questions that might arise. 6. Students will verbally present their examples to the class using
5. The teacher will create a learning environment that engages the words in the ‘word bank’.
the students actively by providing examples where the laws
apply; for example the movement of a ball, a car or bicycle. Collaborative (engagement with others)
6. Teacher will review key concepts with students providing 1. Students will discuss previous knowledge in pairs using
definition for vocabulary words needed to understand the sentence frames and key words.
concepts. 2. Students will work together to connect ideas and discuss
7. Teacher will assess and monitor work while students work in examples of the three laws of motion in everyday life
developing their own examples and completing the graphic activities.
organizer.
8. Teacher will allow the use of technology so students can search Interpretative (comprehension and analysis of written and spoken
visual examples to represent each law as well as to paraphrase texts)
the concepts using the simplest words. 1. Comprehend Visual and Writing Skills- Students will interpret
Collaborative (engagement with others) and synthesize an article to paraphrase Newton’s three laws of
1. Collaborative discussion in groups. motion.
2. Interpret information using sentence frames. Students will
Interpretative (comprehension and analysis of written and spoken use sentence frames to interpret information and explain their
texts) examples.
1. Students will identify and analyze text to identify important
details. Productive (creation of oral presentations and written texts)
2. Students will use the words bank to paraphrase the three laws Students will complete their graphic organizer and share it with the
of motion. class.
Productive (creation of oral presentations and written texts)
1. Students will complete a graphic organizer to explain in their
own words the three laws of motion.
2. Students from each group will present their work to the class.
Review and Assessment: What specific assessment tools are being used? Student Reflection: How will you provide for student reflection on
Whole-Group Assessment (Informal): learning?
Teacher will observe discussions being held in class that lead to language Students will have the opportunity to verbally share with their
development in which students participate in the teacher-lead and teacher and classmates about what they have learned during this
student-lead discussions about the movement of different objects. activity. For example, how different objects move like, cars, balls,
airplanes, people, among others.
Individual Assessment (Formal):
Students will complete a graphic organizer that will be grade in
organization, following directions, understanding, and effort. Students
will be assessed on their ability to follow verbal explanations and physical
demonstrations from the teacher. In addition, students will be provided
with a rubric for their final product.
Teacher Reflection Extension:
What do you anticipate to be a problem for specific students? Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
ELD Objective
Students could have very little experience reading and After students verbally share what they have learned throughout this
synthesizing information and completing the graphic organizer activity, I will reflect on the responses by answering the following
using their own words. Also, students might struggle with questions:
pronunciation of the key words which could lead to fear of
presenting their examples to the class due to the anxiety 1. How did this lesson help students’ language development?
develop while using English. 2. How did this lesson’s demonstration support students’ confidence to
learn the content?
Content Objective 3. What strategy/strategies helped them? Why?
Students may struggle finding key ideas in the article and 4. What did they learn from this lesson?
paraphrasing the three laws. 5. What did they learn from other students’ presentations?
6. Was the read-aloud helpful for students to accomplish the given task?
Attach copy of student work
A word bank with key terms will be posted in the wall and examples Modifications will be made if needed (vocabulary, etc.) in order to meet
of the three laws will be previously provided. the needs of each student.
What theory or theorists would most strongly support use of this strategy?
A significant theory that resonates with this lesson is Krashen’s language acquisition input where he states that it is gradual, based on receiving
and understanding messages, building a listening vocabulary, and slowly attempting verbal production of the language in a highly supportive no
stressful settings. In this lesson, students have opportunity to first resonate in their own knowledge about the movement of common objects
which will serve as reference to participate in discussion with other students. As they learn more information about the topic students gradually
develop confidence by listening to the vocabulary words needed to understand the content. Also, students will enforce their ability to synthesize
and paraphrase complex information in order to better understand it. Explaining key terms and having them visually accessible provides
confidence in students when verbally explaining information.
Also, the cognitive learning theory by Barry McLaghlin and Ellen Bialystok called information processing is concerned with the way in which
learners gain automatic control of the language and emphasizes the role of attention in the process. At first learners need to pay close attention
so they remember vocabulary words and apply it correctly to the grammatical rules. In this lesson students listen to a read-aloud article and they
will have to pay close attention to remember the pronunciation and structure of the sentences to explain each law.