DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER LESSON PLAN TEMPLATE (08/19/13) Teacher Candidate Lauralynn

n Defngin Grade Level _3_ Title Living and Nonliving Things- Mystery CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 11 Girls 7 Boys 3 vision impaired (Meily, Jocelyn, Ronny) 1 SPED (Ghannon) 9 ELL 2 Behavior 4 Speech 2 students being referred to SPED Classroom environment:

Library Smart Board Laptops Piano White Boards

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 2 Students will understand that organisms depend on living and nonliving things within their environment. Objective 1 Classify living and nonliving things in an environment. 1. Identify characteristics of living things. 2. Identify characteristics of nonliving things, 3. Classify living and nonliving things in an environment. Content Walk-Away: Students will classify living and nonliving things in an environment. Language Walk-Away: Students will write how they know something is living or nonliving. SIOP 1-Content objectives, SIOP 2-Language objectives, SIOP 3-Content appropriate Vocabulary:

Characteristics Living Nonliving Organisms Cells Reproduce Environment Mystery

SIOP 9-Key vocabulary

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson):

Modifications/Accomodations (ELL, IEP, GATE, etc.)

-Make sure Kimberly is on task.

-Observe student collaboration. -Writing for each clue given. -Observation of student with group collaboration about the Murder Mystery. Content Walk-Away Evidence (Summative): Murder Mystery writing. Language Walk-Away Evidence (Summative): Murder Mystery writing.

-Make sure Shady is staying focused. -Check that Ghannon is sharing with a partner. -Make sure Shady, Lexi, Christian, and Kimberly are in separate groups. (for behavioral issues) -Have Ghannon in a group that will support and help him. (Ask Ms. Jones to sit in with his group.)

SIOP 30-Assessment

-Make sure Timothy is being an active participant. (He is very quiet.) -Make sure that everyone in the group is doing their own work. -Students in groups are able to collaborate with their murder mystery team. (1 minute collaborate 2 minutes to write.)

Approx. Time 2 mins.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Yesterday we learned about living and nonliving things and what makes each thing living or nonliving. What are the 5 characteristics that all living things need to be able to do? Give students think time. SIOP 18-Wait time SIOP 7-Linked to background Share with your partner what the 5 characteristics of all living things. (They should remember from yesterdays lesson.) Let students know that because all living things need to be able to do all 5 things nonliving things dont do any of those things. Formative assessment: Learning Goal Students will know what the 5 characteristics of all living things. Success Criteria Share with a partner what the 5 characteristics of a living thing. Assessment Strategy Observe student collaboration.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure Kimberly is on task. Make sure Shady is staying focused. Check that Ghannon is sharing with a partner. Focus Lesson (I do it) Review content walkaways. SIOP 1-Content objectives Recap characteristics of living things and nonliving things.

5 mins.

Characteristics of living things are: able to grow, reproduce (make more organisms like itself), eat and drink (water), move, and are made of cells. To be alive, an object must do all five. Review vocabulary from previous day. SIOP 9-Key vocabulary **organism **characteristics **reproduce **cells Introduce Murder Mystery that everyone will be solving of living and nonliving things. SIOP 6-Meaningful activities Model what students are to be able to do throughout the Murder Mystery activity. Read part 1 of Murder Mystery Script. (Refer to attached document named Murder Mystery Script) **Read clue #1 for model example. (Refer to attached document named Mystery Clues) **Answer clue#1 questions just how you want students to answer. Make sure to have students refer to poster of characteristics of living and nonliving things to help them determine their answer. During the model refer to poster so students know to refer to the list of characteristics. SIOP 10-Appropriate speech **Give a minute to collaborate with their team and 2 minute to write down their responses otherwise the activity will take forever. SIOP 18-Wait time **Before moving on to another clue each clue has to be answered. SIOP 4-Supplementary materials, SIOP 11-Clear explanation, SIOP 16-Opportunity for interaction Formative Assessment: Learning Goal Students will classify suspects as living or nonliving and how they know. Success Criteria Write about suspects being living or nonliving, how they know, and if they are cleared from being the suspect of the murder. Assessment Strategy -Writing for each clue given. -Observation of student with group collaboration about the Murder Mystery.

2 mins.

Modification/accommodations: Make sure Shady, Lexi, Christian, and Kimberly are in separate groups. (for behavioral issues) Have Ghannon in a group that will support and help him. (Ask Ms. Jones to sit in with his group.) SIOP 5-Adaptation of content Make sure Timothy is being an active participant. (He is very quiet.) Guided Instruction (We do it) Break students into mystery solving groups. Group 1: Kimberly, Timothy, Marissa Group 2: Christian, Avery O., Alex Group 3: Shady, Tiare, Jocelyn Group 4: Lexi, Ronny, Jamin Group 5: Avery N. Ghannon. Alexa Group 6: Roxy , Zynishia, Meily SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 19-Opportunity for L1 students Pass our piece of paper to all students. They will number each section Clue #1, Clue #2 etc. Read clue #2 together as a class and answer the questions as a class so students better understand how to solve each mystery clue and are answering questions correctly. Formative Assessment: Learning Goal Students will classify suspects of the murder mystery as living or nonliving and how they concluded their answer. Modification/accommodations: Success Criteria Write about suspects being living or nonliving, how they know, and if they are cleared from being the suspect of the murder. Assessment Strategy -Writing for each clue given. -Observation of student with group collaboration about the Murder Mystery

25 mins.

Make sure that everyone in the group is doing their own work. Students in groups are able to collaborate with their murder mystery team. (1 minute collaborate 2 minutes to write.) Collaborative/Cooperative (You do it together) Students will write down their answer to the questions on each clue. Their goal is to solve the murder mystery. Students will collaborate with one another for 1 minute after every clue is given. SIOP 16-Opportunity for interaction, SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge Formative Assessment: Learning Goal Success Criteria Assessment Strategy Students will collaborate with Collaborate with murder mystery Observation of student their murder mystery team to team. collaboration. solve each clue given. Write down their observation of Writing for each question. each clue and classify living and nonliving items Modification/accommodations: Make sure students are doing their own work and are asking for help when needed.

2 mins.
SIOP 26Pacing

Independent (You do it alone) Students are solving the clues to the murder mystery and writing down their answers to each question presented in each clue. Summative Assessment: Murder Mystery writing. SIOP 30-Assessment Modification/accommodations: Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review vocabulary words. Review content walkaways and tie it to the Murder Mystery. SIOP 12-Variety of techniques, SIOP 22-Language skills: reading, writing, listening, speaking, SIOP 23Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged, SIOP 27-Review vocabulary, SIOP 28-Review concepts, SIOP 29-Feedback

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set

to improve my practice and student learning?