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Teacher Candidate: __Gabriela Gomez__________

Date: _5/18/16_


Part 1: Classroom Information
Grade: _3rd____

Content Area: __Health Education_______________________________

Ralph A. Gates

Mentor Teacher: Heidi Magallon

Group Size: __30____ Lesson Length: __45_____ minutes

Student Context:

Students with Special Needs

(IEP and/or 504)

Identified Needs

Students with Specific

Language Needs (ELL)

half of the students are SLLs

Half are ELLs

Students with Other Learning

Needs (Behavior, Struggling
Reader, Struggling Math)

4 struggling readers

Need visuals, need to be sitting
near the teacher, need guided
instruction. Need thinking maps
and choral reading.
Need sentence frames, visuals,
manipulatives, thinking maps,
and choral reading
Need choral reading, sentence
frames, and visuals.

Part 1: Planning for the Lesson

A: Standards

Key Content Standard:

Growth and Development
Standard 1: Essential Concepts
1.3G Identify major internal and external body parts and their functions.

B. Objectives

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students will engage in an interactive activity with digestion in order to learn the parts and
functions of the digestive system.


Language Objective (transfer this from "Incorporating Academic Language"):

Students will identify and explain the parts and functions of the digestive system orally with
a partner and the class.

C. Assessments:

Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
During the lesson I will be asking a series of questions to assess their understanding of the
digestive system. These questions will be paired shared and then orally given. I will be
looking for whole class understanding during this time. If I notice that the majority of the
students are struggling to answer the questions, this will be an indicator that as a class we
need to review the digestive system and its functions.


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?)
For each individual student they will be receiving an exit slip before leaving. In this exit
slip there will be 3 questions about the digestive system and based on student answers I will
know the extent of their understanding.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

-15 small cups with water, 15 slices of bread, 15 red cups, 15 sandwich Ziploc bags, 15 panty
hose, 15 trays, 15 scissors, KWL chart, exit slip.

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (_3__ 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.
Ask students what they learned the day before in health.
Choose 1-2 students to share with the class.
Read the objective: Yo puedo identificar las partes del aparato digestivo y sus funciones.
-Have students repeat the objective with you (choral read)
Body of the Lesson (___30___ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson.
Briefly go over the KWL chart especially the I learned section.
Ask students if theyd like to add something new to the I learned section.
Have students think pair share new information they learned about the digestive system the previous
Have students think pair share
Give sentence frame: Yo aprendi ______________.
Choose 3-5 students to share
Chart the information students provide you with.

Remind students of the online interactive they did 3 days ago.

Tell students that today they will go through the entire interactive
Open the interactive
Go through the digestive system.
Now tell students that they will be physically reproducing the functions of the digestive system.
Give students the rules they must follow
-You will work with your partner
-Each pair of students will receive a tray with materials
-Students cannot eat the bread or drink the water or juice
Do the activity with the students. Guide students through the different steps.
First instruct students to take the bread and use their scissors to cut the bread into the red cup
Ask students the following questions:
What does the red cup represent? The scissors?
Answer: the mouth and incisor teeth
Then ask students to pour the small cup of water into the red cup with the bread.
Ask students:
What does the water represent and what is its function?
Have students think pair share. Choose 2 kids to share.
Now instruct students to use their hands with their glove to mush the bread in the cup.
Ask students: What does your hand represent?
Choose 1-2 students to share.
Have students think where the food goes after the mouth has done its job?
Students think pair share
Choose 2 students to share.
Tell students to pretend like the food has gone through the esophagus and now the food will move the
Instruct students to open their Ziploc bag, pour the orange juice inside and then the food from the red
cup. Then students will close the Ziploc bag and squeeze the bag which simulates the muscles in the
Ask students: What does the bag represent? The orange juice? The squeezing? What are their
Students think pair share.
Provide sentence frame: La ____ representa _________. Su funcin es_________.
Choose various students to share.
Now instruct students to grab their panty hose and pour the food in the baggy into the panty hose
(demonstrate this). Make sure students are using their tray because it will get messy.
Ask students:
What does the panty hose represent?
What is its function?
Students think pair share.
Provide sentence frame: La media representa __________. Su funcin es __________.
Instruct students to grab a paper towel and dry off the panty hose (small intestines).
Tell students that the paper towel represents the large intestines.
Ask students: What is the function of the large intestines?
Students think pair share.
Provide sentence frame: Su funcin es______________.
Choose 1-2 students to share.

Now tell students that what is left are the human waste.
Have students begin to clean their workspace.

Closure (_5-10_____minutes): Describe how you will prompt the students to summarize the lesson
and restate the learning objective.
Ask students to think of anything new they learned today.
Have students think pair share.
Provide sentence frame: Yo aprend______.
Choose various students.
Chart student responses.
Give students 3 question exit slip on the digestive system
Read the questions to the students.

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 be engaging in a hands on activity where they will further their understanding of the
digestive system. During this time students will be asked various questions about the parts and
functions of the digestive system. This task is meant to help students solidify their understanding of
the digestive system.
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 disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will identify and explain.
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?
Key to this lesson: aparato digestivo, boca, estomago, jugos gastricos, intestinos (grueso y
Delgado), dientes (incisivos y molars), saliva
Syntax1:_____ representa_____. Su function es____________. Yo aprendi________.
Discourse2: Students will think pair share and engage in whole class discussions.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.

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.
Students will identify and explain the parts and functions of the digestive system orally with a
partner and the class.
5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.




Students might respond without

complete sentences.
Students will be able to either name
the part or the function.

Students will be able to use

complete sentences most of
the time.
Student will be able to name
the part and some of the

Students will use complete

Students will be able to name
the part and the function.

6. 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?
-Choral read
-visual with interactive
-KWL chart-graphic
-sentence frames

Guided Practice
-choral read
-breaking down steps
-hands on activity
-sentence frames

Independent Practice
-choral read directions.