Documente Academic
Documente Profesional
Documente Cultură
Effective Discussions
n/a
ISTE (Technology)
Standards
1. Students will incorporate prior knowledge of the Amazon
Objective(s) Rainforest to make observations, predictions, and
(1c: Setting Instructional reactions to a series of photos.
Outcomes) 2. Students will closely read an informational text about the
fires in the Amazon Rainforest, and record their reactions
in writing using a Double Entry Journal.
3. Students will share their opinions and questions on the
topic, as well as discuss and respond to their classmates
through a Socratic Seminar.
● Amazon Rainforest
Academic Language ○ “covering much of northwestern Brazil and
(1a: Demonstrating extending into Colombia, Peru and other South
Knowledge of Content and American countries, is the world’s largest tropical
Pedagogy) rainforest, famed for its biodiversity”
(Wikipedia.com)
What language will students be ● Climate Change
expected to utilize by the end of ○ “the heating up of the Earth's climate” (from
the lesson? Consider Language article)
function and language ● Brazil
demands (see Lesson Plan ○ Show students Google Earth or map of South
User Guide). America during Anticipatory Set--point out the
What key terms are essential? vastness of the Amazon
What key terms are essential to ● Carbon Monoxide
develop and extend students’ ○ CO
academic language? ○ Harmful gas being released into the air, which
What opportunities will you worsens global warming.
provide for students to practice ● Carbon Dioxide
the new language and develop ○ CO2
fluency, both written and oral? ○ Another harmful gas being released into the air,
which worsens global warming.
● Deforestation
○ “the removal of a forest or stand of trees from
land which is then converted to a non-forest use”
(Wikipedia.com)
● Each of these terms is mentioned within the article.
Students should utilize context clues to infer a meaning.
If they are still unsure, they may consult the teacher or a
dictionary.
● Students should be comfortable with these terms before
participating in the Socratic Seminar.
BEFORE ACTIVITY
How will you set the purpose
and help students learn why
today’s lesson is important to
them as learners?
How will you pique the interest
or curiosity regarding the
lesson topic?
How will you build on
students’ prior knowledge?
How will you introduce and
explain the strategy/concept or
skill?
●
● The teacher will ask students to spend about 5 minutes
Accommodations N/A
(1e: Designing Coherent
Instruction)
Modifications N/A
(1e: Designing Coherent
Instruction)
● During the picture carousel, the teacher will read
students’ post-it note reactions, and use the information
as an indicator of students’ prior knowledge on the
Assessment (Formal or Amazon Rainforest, and the students’ success in making
Informal). connections and predictions (Objective 1)
(1f: Assessing Student ● While reading, the students complete a Double Entry
Learning) Journal, which will be turned and checked for completion
and students’ success in interacting with the text, and
How will you and the students making meaningful connections (Objective 2)
assess where the learning ● During the Socratic Seminar, students will be assessed on
objectives, listed above, were participation. Each student must speak at least once.
met? Students will not be graded on the quality of their
Each formal or informal contribution to the discussion, but on whether or not they
assessment should describe spoke (Objective 3)
how it is aligned to the above ● Every student will respond to a prompt on Padlet.com as
objective(s). closure, which the teacher will check for completion, and
to see students’ personal reactions to the text. This may
inform the teacher about how to approach the topic the
next day. (Objectives 1, 2, & 3)