SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE

Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Michael Bortz

890906829

Class Title
Biology

Subject Area

Lesson Title
Photosynthesis Reading

Biology
Unit Title
Photosynthesis
and Respiration

CLASS DESCRIPTION
-Mostly 9th graders with a few tenth graders
-even mix of boys and girls
-No ELs in this class (3rd period)
-No IEPs or 504s
-A lot of very advanced students
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
Content Standards

HS-LS1-5. Use a model to illustrate how

photosynthesis transforms light energy into stored
chemical energy

Grade Levels
9/10

C) Productive
12. Selecting and applying varied and precise
vocabulary and other language resources
Evidence

- For studnets to use evidence from text to adjust their

current models for the photosynthesis reaction

EL

To determine what the

studnets already know
about photosynthesis

PM

To determine if studnets
understand the article
read

To see if studnets
understood the
S
necessary data to
construct a model for
photosynthesis
INSTRUCTION
Instructional Strategies

55

English Language Development Standards (ELD)

Lesson Objective(s)

STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

Total Minutes

-Studnets will explain how the text changed their model

Implementation
Teacher will lead a class
discussion asking them
to think, write pair and
share what they know
about photo synthesis
-Teacher circulates and
watches them fill out
close reading from and
asks questions
Teacher will collect
student models with
explanations at the end
of the unit

Lesson Introduction/Anticipatory Set

Time
Teacher Does
20
1) Teacher writes warm up question on board and
helps students who are struggling to complete it
-What is photosynthesis
-What does your current model of photosynthesis
look like?
-What kind of information might change your ideas
about photosynthesis
2)Teacher goes over answers to warm up as a class
and explains things the class is struggling with or
corrects misconceptions the class has

Feedback Strategy

How Informs Teaching

As a class we will discuss

the ideas that the
students come up with

This will inform teacher

about how much
studnets retained from
previous lessons

Oral and individual

-Tells studnets which

parts of the article are
critical

-Written and verbal

Lets teacher understand

if studnets understand
model making and the
overall photosytnthesis
reaction

Student Does
1) Students will quietly work on warm up
2) Studnets share warm up answers in small groups
3) Students share answers with class if called on
4) Students will listen and correct and
misconceptions they have

Lesson Body
Time

Teacher Does
1) Teacher passes out close reading texts and
close reading worksheet
30
2) Teacher explains how to fill out worksheet
3) Teacher circulates around class while
studnets read and answer questions
Lesson Closure
Time
Teacher Does
-Discuss as a class what we read and how that
5
factors into our model of photosynthesis

Student Does
1) Studnets listen to teacher explanation
2) Studnets read article several times each time
looking for different ideas as prescribed by
the worksheet
Student Does
-Stundets volunteer to share what they have learned
and adjust their photosynthesis models based on the
ideas of others

Instructional Materials, Equipment, and Multimedia

-White board
-Projector
-Text analysis ws
-Two texts on photosynthesis
Co-Teaching Strategies
DIFFERENTIATION
English Learners

Striving Readers

Students with Special

Needs
-Students are in lab groups
- Worksheet helps studnets
of mixed ability where they
understand which parts of
-Lower level ELLs can be
can get help from their
text to focus on
grouped with higher level
peers
-Reading can be given to
and redesignated ELL
-Studnets formal lab write
struggling readers ahead of
studnets
up requirements can be
time
modified
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Advanced Students

An unmodified version of
the text can be presented
to advanced studnets