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Anticipated Time and Dates for Lesson Teaching: 30 minutes on November 13th (Date)
Lesson Topic: Life Science- Young Plants and Animals (Baby animals and their parents)
Narrowed Lesson Focus: The lesson will focus on specifically on the differences between parents and
babies animals based on observing physical features that they have. These features will be observed
through a book they read in class for the lesson, the hand-outs that will be used for their assessment,
and the experiences that they have had in their own life. Students will then be able to describe how
parents and babies are similar based on the evidence they have collected through the lesson and the
observations they have made.
Assessment Task:
● Copy from mentor teacher
● Students will be given a sheet where they must match the baby to their parent animal by cutting out pictures,
coloring them, and gluing them to their correct corresponding spot. Students must then write one word why
they chose to pair those two together, based on a physical feature.
Model Assessment Task:
● There were not enough copies for me to complete the assesment!
Scoring Guide for Analyzing Students’ Responses to the Assessment Task:
Instructional Procedures Chart
Activity & Time
Procedures: What the Teacher and Students will DO and
Here you will
SAY
indicate how long
you believe each Considerations for
Here you will describe:
activity will take. diverse learners
● what you plan to do and say (exact words, not a
You will also note ** examples of
summary – the exact language teachers use is very
the function of each specific changes you
important) for each activity,
activity. It should be are making to the
● what you expect the students to say and do,
one of the content, process or
● ways you might encourage, monitor, and respond
following: product of the
to equitable student sense-making (see suggestions
● Driving activity to meet
below)
Question specific, individual
● Prediction students’ learning
● Experiences needs
STUDENTS SAY AND
● Observation TEACHER SAYS AND DOES
DO
● Explanation
● Assessment
1. Attention getter- clap and
repeat, students would already be 1. Class responds to
sitting on the carpet from mentor clap and repeat 1. Using signals from
teacher teaching 2. Students repeate the mentor teacher
2. Ask class to repeat the rules their carpet rules back that they are already
Setting Behavior
that they must follow when they to you when familiar with
Expectations
are at the carpet together- Quiet prompted 2. Moving students if
[1 min.]
mouths, calm bodies 3. Students will listen, they are not in a
3. “I know that this lesson is sit ready on the good spot for their
exciting, but if you have a thought, carpet to begin the best listening
show me with the I agree sign, or lesson
raise your hand
1. Think, Pair, Share- “How many 1. Students will listen
of you could tell me about what to the question, 1. working in
your mom or dad look like? Do showing the I agree partners to support
your mom and dad look like you? sign if they feel the emergent bilungual
Turn to the friend sitting next to need to respond. students who may
you and tell them about what your Then, they will turn to not feel comforable
Probing/Pressing
mom or dad looks like, and if they a partner and share sharing in a whole
Student ideas about
look like you. Think about their 2. Students will group
answers to the
hair and skin color, their eyes and discuss with a partner 2. Pairing of diverse
Driving Question
nose…” for about 30 seconds, students to
[3 min.]
2. Wait about 30 seconds for the then respond to emphasize how
students to share, “give me a attention getter people can look
thumbs up if you are done talking 3. Students who are different
and ready to share” sitting quietly will be 3. Supports oral and
3. “I am looking for a student who picked on to share auditory learners
is calm and quiet to share with me their answer with the
what they told their partner about class. “Well my mom
what their mom or dad looks like, isn’t like me because
and if they look like you.” Pick 3-4 she’s taller and older”,
students to share out loud with “Me and my dad have
the class the same hair color,”
4. “Thank you to my friends who “We both have blue
shared their responses with us! eyes”
After listening to our friends, do 4. Students show the I
we think that our parents can look agree sign if they
like us?” think that our parents
5. “Well today in our lesson, we can look like us
are going to be looking at how 5. Students will
baby animals can be simlar to their respond in excitement
parents, just like how you are because they enjoy
similar to your parents!” animals
Sources Used:
Please list the curriculum materials and other resources that you consulted for this assignment, including
materials provided by your mentor teacher, as well as any you sought out from other sources to address gaps
in your own science content understanding. Be sure to include bibliographic information – author, title,
publisher, publication date, website, etc.
The lesson includes a plan for setting the norms and expectations
for both participation (discussion norms) AND behavior during the
lesson.
The scoring guide includes the specific details you will look for in a
student’s response.
EMPHASIS ON STUDENT THINKING (3 pts) 1 pt .75 pts .50 pts .25 pts
Exemplary High Good Below
Quality Quality Quality Expected
Quality
DETAILED WRITING AND PLANNING (3 pts) 1 pt .75 pts .50 pts .25 pts
Exemplary High Good Below
Quality Quality Quality Expected
Quality
Times for all activities and transitions are specified and are
reasonable for the age of the students.
The procedures for each activity and transition are clear and
detailed, including information about roles for all adults conducting
the lesson.