Edu232 Lea Lesson Plan 1435w

EDU232 Reading Literature I Spring 2016

Guidelines for Language Experience Approach (LEA) Lesson Plan * This lesson plan is designed for ELLs at the Entering, Beginning, or Lower Developing ELP levels. Please keep your student levels in mind when you plan your lesson. Candidate’s Name: Chase Stiles

Course Prefix/Number/Section: EDU232 DO1

Date: 12 April 2017 Subject: Language Arts Duration: 50 Minutes Grade Level/Cluster: 3rd Grade Students ELP Level(s) Lower Developing ELP Levels Lesson Topic: Nature Walk using their five senses 1. Big Ideas & Essential Questions Big Ideas: Students will attend a nature walk around the school campus and identify and analyze different aspects of nature, using their five senses. Essential Questions: What do you enjoy about the outdoors? What do you not enjoy about the outdoors? What do you like to smell and look at outside? 2. Learner Outcomes (Instructional Objectives) (Use “observable and measurable” .) SWBAT: Use their five senses to make observations about different aspects of nature. 3. Both Common Core State Standards (CCSS) and WIDA’s CAN DO descriptors (Please consider both your students’ grade level and their English language proficiency (ELD) level.) When citing WIDA’s CAN DO Descriptors, please make sure you include the following: 1. Grade Level Cluster: __3rd Grade___________________ 2. ELP level (entering, emerging, developing, expanding, bridging, reaching ): ___ emerging developing and expanding________ 3. Language Domain (writing, speaking, reading, listening): ______writing speaking listening 4. CAN DO Descriptors: 1. Recount by stating information from personal school related experiences. 2. Process recounts by creating timelines or graphic organizers from illustrated related statements or paragraphs. 3. Recount by retelling past experiences 4. Recount by describing a series of events or procedures 5. Process arguments by identifying different ideas or opinions in written text 6. Discuss by expressing own ideas and ing ideas of others. Common Core Standards: Standard - ELP.1.R.1-3.4 Proficiency Level: Expanding Follow written directions, with peer or teacher assistance Standard - ELP.1.S.1-3.2 Proficiency Level: Beginning Share feelings and emotions, likes or dislikes using visual s.

EDU232 Reading Literature I Spring 2016

Standard - ELP.1.S.1-3.3 Proficiency Level: Developing Discuss interests, opinions, or preferences working with a partner. Standard - ELP.1.W.1-3.1 Proficiency Level: Emerging Illustrate personal experiences working with a partner. 4. Vocabulary Nature Leaves Bird Pebbles Outdoors Nonliving Living 5. Materials/Resources Colored pencils Crayons Nature Walk Activity Sheet Graphic Organizer Clip Boards 6. Instructional Procedures Provide an experience. (describe how you would have the ELLs experience the stimulus): For this class period, the class will take a nature walk around the school’s campus. We will take observations on living and nonliving things and incorporate our four senses; sight, hearing, touch, and smell. Talk about the experience. Teacher questions: What do you all see? What color is the grass? What is the weather? What animals do you see? What color are the leaves on the trees? What do the flowers smell like? What do you hear? Birds chirping?

EDU232 Reading Literature I Spring 2016

Living Things

Non Living Things

Ants Trees Flowers Beetles Butterflies Birds Bees

Rocks Side Walk Stones Pebbles Leaves on Ground Cars

Graphic organizer to capture children’s ideas (You need to include a graphic organizer that captures the key words generated by students.): Record the students’ dictation (i.e., sentences they said). (You need to include the anticipated text or sentences here.) Tom said “I hear the birds chirping in the trees” Lindsey said “The grass is green.” Carley said “I like the pretty butterflies” Devin said “There are so many green trees at our school” Jack said “ The different pebbles are so pretty” John said “I don’t like all the bumble bees.” Juan said “I see a lot of cars in the parking lot.” Sophia said “There are a lot of ants all over the ground.” Read the student-dictated text aloud. This could include teacher read-aloud, student eco or choral reading, group reading, individual student reading, etc. Please list at least 4 different reading ideas in your plan.

EDU232 Reading Literature I Spring 2016

Ask students to read the vocabulary words out loud on the front board to the class. Ask the students to find something in the class that reminds them of nature and ask them to explain what the object is and why it reminds them of nature. Ask students to stand up and act out their favorite living thing that is in nature. Such actions can be still like a tree, chirping like a bird, flapping like a butterfly, etc. Students will get into their reading groups and read about different seasons that occur in nature.

Students write on their own: (create opportunity for students to write or copy the sentences of their choice) Have the students complete a writing activity that starts with “I like Nature because……” and have them give 4 reasons why they like nature, the second part of the writing assignment is “What I disliked about nature was…..” and they must give 2 reason why they dislike nature. This writing activity will include their observations and thoughts regarding nonliving, living, likes, dislikes about nature.

Formative assessment. (state specifically what and how you will be assessing your ELLs throughout the lesson.) Students will mainly be formatively assessed on their participation. The students must be engaged in the nature walk and on task, not looking around and off task and playing with the other students. The chart will be used as a form of formative assessment to make sure the students understand the difference between living and nonliving things. The sentence strips will be used to grade on sentence completion and grammar as well. Other Follow-up Activity ideas (Please include the following two ideas from Language Experience Approach, Tompkins’ book on p.378 in addition to your other ideas): Make sentence strips. Students will be asked to copy their sentences onto sentence strips. Each student should read their sentence strip clearly and read their sentence smoothly. Once the students are speaking smoothly, they will switch sentence strips with their students. Then they will be asked to read the partners strip which will allow further comprehension and enhance reading skills. Add words to word bank. For this activity, a nature word wall will be created in the classroom. This word wall will include any adjective that describes nature. These words will be used in future writing activites for the students and be used as descriptive words.

EDU232 Reading Literature I Spring 2016

Art Activity Students will draw their favorite sight they saw outside. They can draw trees, birds, animals, the school, the forest, etc. Then the students will describe their drawings to the rest of the class.