Cloud Lesson Day 2- Crystal Puentes

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Writing standard. W2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts on which they name what they are writing about and supply some information about the topic. ELD Standard- At exit from emerging level: write or use learned vocabulary drawn from academic content areas. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The objective of the lesson is for students to gain a better understanding and be able to identify stratus clouds based on the information that was learned in class. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will be given the opportunity to label and create a stratus cloud (craft activity) that will display their understanding of the material being presented. In addition, the students will sing their cloud song with kinesthetic movements that was taught the day before. Lastly, to help students organize the information that is learned on this day, they will assist the teacher in completing an inquiry chart/graphic organizer where the cloud type (high, medium, low), what it is made of, the description, and weather that it foresees will be discussed and written. What modifications of the above assessment would you use for language learners and/or students with special needs? For language learners and students with special needs, they will be exposed to a variety of occasions to engage with the topic being discussed. From completing their cloud song with kinesthetic movements to being able to see photographs of stratus clouds, the students will be given the opportunity to be exposed to different concepts of print, visuals, and hands on activities to assist them in making connections with the material. Also, during the students whole group lesson about stratus clouds, they will be given the opportunity to work with their neighbor in answering questions during think-pairshares. Lastly, if students are in need of additional support while they are completing their craft activit y, the teacher will be available to assist them. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences The students have been exposed to clouds on a daily basis, however this will be the second day that they will be learning about different types of clouds. The day before, they had learned about cirrus clouds, which will assist them in making additional connections to stratus clouds. The class has also been exposed to creating inquiry charts/graphic organizers, which will be helpful in organizing their information about stratus clouds. Strategy to connect school learning with prior experiential knowledge and/or cultural background The students will be asked to go outside and look at the clouds that are seen in the sky. This will provide the students the opportunity to relate the curriculum being learned inside of the classroom with what they are exposed to on a daily basis. In addition, students will be able to respond to questions concerning their background in seeing this type of cloud, which will initiate conversations about their past experiences with clouds. Pre-assessment strategy The students will be asked to pair share about their experience in seeing this type of cloud? This will provide some information as to what the students have been exposed to and are able to recall from their past experiences. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be introduced to the following vocabulary: stratus clouds, gray, foggy weather, wispy, thick, smoky, evaporation, and rainy. However, what is actually used will depend on the information that the students provide while they are completing their graphic organizer/inquiry chart. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. The students will be engaged through their ability to complete pair shares throughout the lesson. In addition, the teacher will ask the students to respond as a whole group to certain questions, which will allow for all of the students to participate. While students are completing their craft activity, they will be given the opportunity to work with a teacher if need be. Lastly, the students will be given the chance to engage with the material being presented through the incorporation of songs, kinesthetic movement, real life displays, media, and visuals. Each person is a different type of learner, so it is important to present the material in a variety of different ways.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students

Resources/ Materials Video, projector, computer, laptop, or electronic device

01 min

Video will be shown about stratus clouds: http://prezi.com/4bc8ri82saa7/eye-onthe-sky-cloud-types/

Students are sitting and watching the video.

02 min

Students are asked to pair share about what they learned in the video and their experience in seeing this type of cloud.

Students are talking to their neighbor about what they learned.

02 min

Teacher will ask the students to raise their hand and share what they were talking about with their neighbor.

Students are raising their hand to share.

05 min

Teacher will thank the students for sharing and then he/she will ask the students to stand up so that they can sing their cloud song with the movements that were learned the day before. Teacher will ask questions after the song concerning stratus clouds.

Students are standing and singing.

Poster with the song written and pointing stick.

Students are responding as a whole group to different questions concerning the information that is in the song about stratus clouds. Students are raising their hand to complete the inquiry chart. Poster used the day before with cirrus cloud information and markers.

06 min

Teacher will ask the students to sit down. He/she will also ask the students if they can help him/her in completing their chart about stratus clouds. The teacher will ask the students to recall the information presented in the video and song. The following information will be written: Made: water drops Cloud group (high, middle low) Description: fog, foggy, gray, etc. Weather: rainy or snowy Teacher will tell the students that today they are going to be working on making their own stratus clouds. The cloud activity will be modeled.

04 min

Students are listening to instructions.

28 sheets of blue construction paper (divided into three parts), 28 cotton balls, 28 glue sticks,

Checking for understanding as a whole group will be done. Teacher will tell the students that when they are done they will turn in their craft activity and be able read a book quietly on the carpet.

Students are responding as a whole group.

28 pencils, and 28 sheets of paper with a stratus cloud label and short description.

08 min

Teacher will have the students work on their stratus cloud craft. Time will be called- 5 min, 3min, 1min Bell will be rung and students will be asked to clean up, turn in their work, and sit on the carpet.

Students are working on their stratus cloud activity.

Students are cleaning up, turning in their work, and are moving to the carpet to sit down.

Bell

04 min

The teacher will ask the students to pair share about what they learned and did today. Students are asked to share what they talked about with their neighbor.

Students are pair sharing about what they learned today with their neighbor.

Students are raising their hand to share what they talked about with their neighbor.

04 min

Teacher will thank the students for listening. He/she will ask the students to stand up and line up at the door. The teacher will then take the students outside of the classroom to see if they can identify if the clouds are stratus or cirrus clouds. The teacher will ask the students to raise their hand to respond. The teacher will then inform the class that tomorrow they will be learning about one more type of cloud. He/she will thank the class for listening today and for being respectful towards one another. He/she will then ask the students to continue keeping an eye on the sky today and tomorrow because tomorrow the teacher is going to need everyones help. Students will then be asked to come back inside the classroom and sit on the carpet.

Students are standing up and are walking outside.

Students are raising their hand to respond.

Students are standing and listening.

Students are entering the classroom and they are sitting on the carpet.