!

Teacher Candidate: Madeline Cho Date: 12/14/16

!
MS 2016-2017 edTPA and CAT UCI LESSON PLANNER
!
Part 1: Classroom Information
!
Grade: 2 Content Area: Science

Group Size: 23 Lesson Length: 70 minutes

!
Classroom Context:
Number
Needs of Accommodations
Students
Students with Special N/A
Needs (IEP and/or 0 N/A
504)
need language support -provide sentence
frames
-show visuals
-use simple and
straightforward
Students with Specific
12 language
Language Needs (ELL)
-speak clearly and
enunciate
-use wait time for
processing questions/
information
-struggling reader/ -read directions/
writer: need support questions out loud
in reading and/or -provide sentence
Students with Other
writing frames
Learning Needs
-give students additional
(Behavior, Struggling 8
time to complete work
Reader, Struggling
-some struggling readers
Math)
get pulled to work in
small groups with an
aide

!
Part 1: Planning for the Lesson
!
A: Standards
 !2

!
i.Key Content Standard:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties.
!
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
!
ii.Related ELD Standard (must be included when using an ELA Standard):
ELS.PI.2.1: Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics
!
B. Objectives
!
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
The students will test different kinds of materials to be able to classify these
materials by different properties of matter including hardness, flexibility, and
texture.
!
ii.Language Objective (transfer this from "Incorporating Academic Language"):
The students will justify why they classified the materials in a certain order using the
syntax, I classified the objects in this order because or I classified this object
here because (this object) is _______ than (that object), within both oral discussion
and written responses.
!
C. Assessments:
!
i.Informal assessment strategies you will use during class (What informal
assessment strategies will you use, what specific evidence will you see and/or
hear and how will you note it?)
Assessment Strategy Evidence of Student Learning

Students are working with peers to

test the materials, recording their
findings with written responses and
Monitor students as they work in
labeled drawings, explaining how
partners or small groups by listening
they tested materials orally to peers,
or taking anecdotal notes.
and justifying why they classified the
materials in a certain order in a
written response and orally to peers.
 !3

Students are finding appropriate

properties to classify the objects
Ask the students to classify the
such as by color, hardness, texture,
objects during the classifying activity
etc. Students can orally explain how
in the before section of the lesson.
and why they chose to classify the
objects a certain way.
!
!
ii.Written assessment you will use to determine, for each individual student, to
what extent they have met your learning objectives. (What evidence will you
collect?)
Students will individually complete the Classifying Journal, which includes an
explanation of how they tested the materials, a drawing with labels to show how they
classified the materials, and a justification of why they classified the materials in a
certain order.
!
D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text
pages, special supplies) Attach copies of any student handouts or worksheets:
!
Lesson adapted from: http://betterlesson.com/lesson/634510/ways-to-classify-
objects
!
Before Activity - a white tissue, a grey rock, a white paper plate, a piece of white
paper, a pink eraser, a red pencil, a paperclip, red scissors, a pink crayon, a stapler
Center 1 - two sets of cotton, rock, cloth, plywood, balsa wood, a pencil, a
paperclip, a stainless steel fork
Center 2 - two sets of a pencil, a paperclip, a straw, a pipe cleaner, a popsicle stick,
a crayon, a one inch thick piece of a stick, a metal bolt
Center 3 - two sets of sandpaper of two different grits, a mirror, a piece of burlap, a
piece of felt, a smooth plastic block, a large bolt, a piece of paper
Classifying Journal (handout)
PowerPoint including sentence frames and group roles
Note Taking Sheet
!
!
Part 2: Instructional Sequence - Engaging Students in the Learning Process
!
Optional: Starter and/or Homework Discussion (___ min.)
N/A
!
Introduction (5 min.): Describe how you will 1) make connections to prior
knowledge, tap into their experiences and interests or use a hook, AND 2) let
students know what the objective of the lesson is.
!
 !4

Display powerpoint and read the I Can statement and have the students repeat the
statement, I can classify objects by hardness, flexibility, and texture.
Ask the students what they think classify means and if they have classified anything
in the past to access their understanding and prior knowledge of classifying.
Prompt students in a think-pair-share to discuss their understanding and prior
knowledge. (ELL support - Use wait time for students to process information and
think about the questions.) (ELL support - Provide the sentence frames on the
PowerPoint: I think classify means________; One example of something I have
classified is________.)
Monitor student discussions by walking around and listening.
Select students to share their ideas about what classify means and some examples of
things they have classified in the past as a whole class.
Write down students definitions of classify on the white board.
Summarize student responses and write and read a collective definition of classify on
the board: to organize things according to their qualities/characteristics
!
Body of the Lesson (60 minutes): Describe step-by-step what the teacher and the
students will be doing during the lesson.
!
Make sure that you include the specific academic language strategies you will use
to support your students in using academic language to talk/write about the
math they are learning.
!
Make sure you identify the specific assessment you are using in the Body of the
Lesson.
!
Before (10 min.)
Display a variety of objects including a white tissue, a grey rock, a white paper
plate, a piece of white paper, a pink eraser, a red pencil, a paperclip, red scissors, a
pink crayon, a stapler.
Ask the students to look at the objects and think of a way to classify the objects.
(ELL support - Use wait time for students to think about the question.)
Prompt students in a think-pair-share. (ELL support - Provide the sentence frames: I
classified the objects by________; I classified the objects this way
because________.)
Monitor student discussions by walking around and listening.
Select 2-3 students to share how and why they classified the objects a certain way.
(ELL support - Provide a visual by moving the objects into clear groups or
arrangements as a student explains how they classified the objects.)
Tell the students that they will be working as scientists to test and classify materials
in three different ways at each center. Tell the students that they are going to study
some of the things that make matter similar and different.
Ask the students what matter means from the previous lesson. (ELL support - Use
wait time for students to think about the question.) (ELL support - Provide a visual by
writing matter on the board.)
Select a student to share out their idea as a whole class.
 !5

Remind the students that matter is something that takes up space and has mass.
Explain to the students that there are real scientists called material scientists who
study materials to see which ones would be best for a particular job, such as what
material a car should be made out of.
Tell the students to imagine a car being made out of cardboard and ask what they
think would happen if they tried to drive the car down the freeway. (ELL support -
Use wait time for students to think about the question.)
Select a student to share out their idea as a whole class.
Tell the students that this scenario shows why it is important to think about how
different materials are best for certain jobs.
Explain what the students will be doing at each center. Each center will be labeled.
At the first center they are to test the materials for hardness to classify them from
hardest to softest. At center 1, there is cotton, a rock, cloth, plywood, balsa wood, a
pencil, a paperclip, and a stainless steel fork. At the second center they will test the
materials for flexibility to classify them from easiest to hardest to bend. At center 2,
there is a pencil, a paperclip, a straw, a pipe cleaner, a popsicle stick, a crayon, a
one inch thick piece of a stick, and a metal bolt. At the third center, they will test
the materials for texture to classify them from roughest to smoothest. At center 3,
there is sandpaper of two different grits, a mirror, a piece of burlap, a piece of felt,
a smooth plastic block, a large bolt, and a piece of paper. Each center will have two
sets of materials, so the students can work in small groups of 3-4. At each center, the
students need to individually record their findings in part 1 of the journal including
how they tested the materials and a drawing with labels to show how they classified
the objects.
Remind the students the dynamics of working in groups including taking turns
speaking and being a good listener.
Explain that each student will get a group role, which they can decide in their
groups. Display group roles on the PowerPoint and briefly explain each role.
Task manager: makes sure everyone is following directions and is on task
Questioner: is the only one who can ask the teacher questions from the group
Discussion manager: makes sure everyone gets a chance to share their ideas and
a chance to test the materials
Time manager: keeps track of how much time the group has left to complete
tasks
Tell the students that there is no right or wrong answer on how the objects are
classified. This activity is more about how they justify why they arranged the objects
in a certain order. Tell the students they can experiment with the materials in any
way without breaking or cutting them.
SAFETY: Be clear about the expectations and rules of handling the objects. There
should only be one person holding an object at a time. Students should NOT be
playing with the objects or treating them as toys. Some of the objects (i.e. pencil,
paperclip, fork) are sharp and can poke someone in the eye or cut them if not
handled properly. If students are not properly handling the objects at any point in the
activity, they will immediately be pulled out of the activity until they are ready to
behave appropriately. If they need to be told a second time to handle the objects
properly, they will not participate in the rest of the activity.
 !6

Ask the students if they have any questions before beginning.

Number the students off from 1-3 and have them go to the designated center.
Group the students into groups of 3-4. There will be two groups at each center.
Give the students a minute to assign their group roles. Any group with less than 4
students can leave a role out or assign a student with two roles.
!
During (30 min.)
Time the students at each center for 7 minutes to test and classify the objects and 3
minutes to write their findings in part 1 of the classifying journal. (ELL support -
Sentence frames are provided on part 1 of the journal handout: I tested for the
hardest to the softest by________; I tested for the easiest to hardest to bend
by________; I tested for the roughest to the smoothest by________.)
After the first timed round, read part 1 of the classifying journal aloud to support
struggling readers, so they can properly fill in their journals.
Circulate around the room to monitor and take anecdotal notes as the students are
in each center testing and classifying the materials. Take note of some of the
common and less common ways the students are arranging the objects as well as
student discussions.
Ask students how they are testing the objects and why they classified the objects a
certain way to make their thinking more explicit. Reinforce the use of the sentence
frames.
Ask students who are struggling to begin, How can you test these objects to classify
them from (hardest to softest/easiest to hardest to bend/roughest to smoothest)?
Is there something you can do to find out how hard/soft/flexible/rough/smooth
each object is?
!
After (20 min.)
Tell the students to remain at their centers and organize them into groups of 3 (one
from each center) to share how they classified the objects (there will be one group
of 2).
Display the PowerPoint with the questions, Why did you classify the objects in that
order? and Why did you classify that object here instead of there?
Tell the students that each of them must explain what they did to test the materials
in the center they just came from and answer one of these questions, which will be
asked by a group member. Both questions must be used in this discussion.
Model how to conduct this group discussion by choosing a student to help
demonstrate. Use the objects from the first activity and arrange them by flexibility
(from easiest to hardest to bend).
Model by saying, I tested for flexibility by bending the objects with my hands.
Have the student ask you one of the questions such as, Why did you classify that
object (pointing to an object like the rubber ball) here instead of there (pointing to
another spot in the classification)? Then say, I classified that object (the rubber
ball) here because it bended more than the other object (the plastic red
triangle). (ELL support - Provide sentence frames: I tested for hardness/hardest to
the softest by________; I tested for flexibility/easiest to hardest to bend
by________; I tested for texture/roughest to the smoothest by________; I classified
 !7

the objects in this order because________; I classified this object here because (this
object) is ________ than (that object).)
Prompt students to begin their discussions.
Circulate around the room to listen to student discussions and assist struggling
students as needed. Take anecdotal notes of student discussions and keep note of
students who are understanding and struggling using the note taking sheet.
Share 2-3 justifications written down from the anecdotal notes, which provide the
students with an example of a proper justification.
Tell the students that they are now going to complete part 2 of the journal by
thinking about their discussions and writing down their justifications. (ELL support -
Provide the sentence frame: I classified the objects in this order because________; I
classified this object here because________) (Allow struggling readers/writers
additional time to complete journal if necessary)
Read the directions for part 2 of the classifying journal aloud to support struggling
readers.
Circulate around the room and assist struggling students as needed.
!
Homework (if you are assigning homework, what will it be?):
!
N/A
!
Closure (5 minutes): Describe how you will prompt the students to summarize the
lesson and restate the learning objective.
!
Direct students to read the I Can statement.
Display powerpoint and have students think-pair-share about the 3Ws
So What? What did we learn today?
So Why? Why is it important and relevant?
Now What? How does this fit into what we are learning? Can we predict where
we are going next?
!
Part 3: Incorporating Academic Language
(to be completed after you have planned the content part of your lesson plan)
!
1.Describe the rich learning task(s) related to the content learning objective.
!
Students will test different materials to classify these materials from hardest to
softest (hardness), easiest to hardest to bend (flexibility), and roughest to
smoothest (texture) as well as record their findings. Students will explain how
they tested the materials and justify why they classified the materials in a certain
order through oral discussions and written responses.
!
2.Language Function: How will students be communicating in relation to the content
in the learning task(s)? Identify the specific function (purpose or genre) you want to
systematically address in your lesson plan that will scaffold students to stronger
 !8

disciplinary discourse. The language function will always be a verb. Some examples
are: describe, identify, explain, justify, analyze, construct, compare, or argue.
!
Justify
!
3.Language Demands: Looking at the specific function (purpose or genre) your
students will be using, what are the language demands that you will systematically
address in this lesson?
Vocabulary:
Key to this lesson: classify, matter, hardness, flexibility, texture, hardest,
softest, bend, roughest, smoothest
!
Syntax1: I classified the objects in this order because________; I classified this
object here because (this object) is _______ than (that object).

Discourse2: Students will explain how they tested the materials to classify
them in a certain order and justify why they classified the materials in a
certain order by answering a question asked by a peer in small groups. Students
will write these explanations and justifications as well.

!
4.Language Objective: What is/are the language objective(s) for your lesson? (The
students will (FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR
DISCOURSE)
For example: The students will compare different types of parallelograms using
transition words such as similarly, different from or by contrast. Note: be sure to
copy and paste this into the top of the lesson planner.
!
The students will justify why they classified the materials in a certain order using the
syntax, I classified the objects in this order because or I classified this object
here because (this object) is _______ than (that object), within both oral discussion
and written responses.
!
5.Language Support: What instructional strategies will you use during your lesson to
teach the specific language skill and provide support and opportunities for guided
and independent practice?

Instruction Guided Practice Independent Practice

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write,
and participate in knowledge construction.
 !9

I will model how to use
vocabulary and syntax to
be able to justify.
I will provide sentence
frames to assist in
justifying.
The classifying activity in
the before section of the
lesson serves as a scaffold
to prepare students to be
able to classify during the
main activity.
!
6.Be sure to incorporate your ideas in #6 above into your actual lesson plan!
I will monitor the students
by circulating and guide
them as they work in
groups during the activity
and discussions, prompting
them with questions to be
able to test and classify
the materials as well as
make justifications. ELLs
will receive support from
me and their peers.
Students will individually
complete the journal with
written responses and
pictures to show findings. I
will provide sentence
frames to help students
make justifications about
their classifications. I will
monitor the students and
assist struggling students.

Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into
your assessments.
* Be sure to review any assessments you are going to use, and consider what
modifications you may need to make for your language learners.
!
INSTRUCTIONAL MATERIALS
!
Classifying Journal:
!
!
!
!
! Name ____________________ Date________________
! !
! Classifying Matter Journal
! Part 1
! Center 1 (Hardness): I tested for the hardest to softest by
! ________________________________________________

! ________________________________________________
!
! Here is what I found out (draw a picture and label):
! !
! !
! !
! !
! !
! !
!
! !
! Center 2 (Flexibility): I tested for the easiest to hardest to
! bend by
________________________________________________
________________________________________________
!
Here is what I found out (draw a picture and label):
!
!
 !10

!
 !11

PowerPoint: