Single Subject Credential

Program
EDSC Lesson Plan
Template Revised 7.28
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

Subject Area

Precious Daileg, Estefani

Bautista, Brit Brown
Class Title

HS Biology

Biology

Lesson Title

The Flu and You

Unit Title

Stability in
Body Systems

Grade Levels

9-12

Total
Minutes
50

Class Description (including specific special needs and language proficiencies)

Who is in the class (total number and boys and girls and ethnicities). Include specific special needs
and EL students with proficiency
STANDARDS, OBJECTIVES, & ACCOMDOATIONS
CCSS Math, CCSS ELA & Literacy
History/Social Studies, Science and Technical
Subjects, NGSS, and Content Standards

Content Objective(s)
(cognitive,
psychomotor, affective)

CA NGSS:

Students will construct an

argument supported with
evidence and reasoning that
states whether they think it is
better to take medication
before or after symptoms
appear for an illness.

HS-ETS1-1: Analyze a major global challenge to

specify qualitative and quantitative criteria and
constraints for solutions that account for
societal needs and wants.
CCSS ELA-Literacy (Common Core):
RST.11-12.7 - Integrate and evaluate multiple
sources of information presented in diverse formats
and media (e.g., quantitative data, video,
multimedia) in order to address a question or solve
a problem. (HS-ETS1-1), (HS-ETS1-3)
RST.11-12.9 - Synthesize information from a range
of sources (e.g., texts, experiments, simulations)
into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting
information when possible.(HS-ETS1-1), (HSETS1-3)

Integrated ELD
strategies for
developing
knowledge in the
content area (Part I
ELD)
Think(Write)-Pair-Share
(Understanding/Expand
ing)
Students will use a
sentence frame to
begin their arguments
I think that taking
medicine _(before or
after)_ is better
because
________________.
Part1: Interacting in
Meaningful Ways
-exchange information
and ideas with others
-offer and support
opinions and negotiate
with others

-support their own

opinions and evaluate
others opinions
Tier II (General Academic) Vocabulary
Explain
List
Argument
Construct
Sick

Tier III (Domain Specific) Vocabulary

Epidemic
Virus
symptoms

English Language Development Standards

(ELD)

Disciplinary Language
Objective(s)

ELD.P1.9-10C.11a.Ex: Justifying/arguing
Justify opinions and positions or persuade
others by making connections between ideas
and articulating relevant textual evidence or
background knowledge.

Students will use scientific

evidence to support their
argument that it is better
to take medication
before/after symptoms
appear. Students will use
academic language to
create their arguments.

Designated ELD
Strategies for
developing
knowledge of
disciplinary English
(ELD Parts 1 & 2)

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs

Specific Accommodations

STUDENT ASSESSMENT
Type

Purpose/Focus
of Assessment

Implementation

Feedback Strategy

How Informs
Teaching

EL

The purpose of
this assessment is
to consider and
address students
prior knowledge
and
misconceptions
regarding the topic

The teacher will ask

the students to think
about to a time when
they were sick. They
will make a list of
things that they did to
feel better. The
teacher will also ask
when it would be
better to drink
medicine: before or
after the symptoms
show up. The students
will construct their

Verbal feedback will

be immediate for
students that
volunteer their
answers. Written and
verbal feedback can
be given as well on
initial responses on
student
argumentation
worksheets.

This will bring any

misconceptions that
students have to
light. It will also
show how much
about the topic they
know. This will make
sure that the
misconceptions that
the students have
will be addressed by
the end of the unit.

first argument based

on their prior
knowledge of the
topic on their
Argumentation
Worksheet.
PM

The purpose of
these assessments
is to monitor
students ability to
understand the
material being
presented and to
check for gaps in
that
understanding.

Teacher Questioning:
The teacher will walk
around the class as
the students go
through the
simulation activity,
and ask questions to
check for
understanding and
the students are
meeting learning
goals for the lesson.
Teacher monitoring:
the teacher can
monitor student
discussions about the
simulation as students
work in pairs.

The purpose of
this assessment is
to have a clear
picture of student
understanding on
the content of the
unit.

INSTRUCTION

The students will

continually revisit
their initial argumentabout taking
medication
before/after
symptoms appear
-through out the unit,
revising their
arguments as they
gain more knowledge
on the phenomena
related to anchoring
activity. The finished
product will be
presented as their
final justification for
their initial argument,
and will serve as
evidence of learning
through the course of
the unit.

Verbal feedback will

be immediate from
the teacher.

Verbal feedback can

be given as needed
by the teacher, peer
feedback will be
immediate as
students converse.

Verbal feedback will

be given during
discussions
throughout the unit,
written feedback will
also be given on
supporting student
work that leads to the
finished argument.

The teacher gets an

immediate idea of
how much the class
comprehends and
whether they are
making connections
in content
objectives. The
teacher is able to
see where any holes
in understanding
may be and can
address them as
needed.

Construction of
student arguments
will demonstrate an
overall
understanding of the
connections
between the
material covered in
the unit lessons. It
will inform the
teacher on the areas
where students have
gaps in
understanding which
will be readdressed
in future lesson
planning.

Lesson Introduction/Anticipatory Set

Time

Teacher Does

Student Does

6 min

PREP: Teacher will put out the Argumentation

Worksheet for the day for the students to
pick up.

Students will come in and greet the

teacher. They will pick up a copy of the
Argumentation Worksheet. They will sit
down and take out their school planners
where they will write down the agenda and
homework for the day.

The teacher will greet the students as they

walk in. She will wait for them to settle then
start the class. She will bring the class to
order and greet them again as a whole. She
will ask them to pull out a blank sheet of
paper. She will pose the the following
scenario to them:
Any one of you been sick before? Fever?
Chills? What were some of the things that
you did to make yourself feel better?
She will ask them to take 2 minutes to make
a list of what they did to feel better.
After the allotted time, the teacher will ask
volunteers (3-4) to share what they had
written. Teacher will keep calling on students
to create a varied, group response. When
taking medicine is mentioned she will ask
them who has taken medicine before
symptoms showed up and who has taken
some after symptoms showed up. She will
ask them to raise their hands in response to
the question.
She will ask them to think about the
following question

They will turn their attention to the teacher.

They will get out a blank sheet of paper.
After the scenario is posed to them, they
will think about it and answer her questions
out loud. Students will use the sheet of
paper that they have to make a list of
things they did while they were sick to
make themselves feel better.
Three or four student volunteers will be
called on to share what they have on their
list until the teacher has a good, varied
response. Students will raise their hand
with what they agree with when prompted
with the question of when they have taken
medicine: before symptoms showed or
after.
Students will be asked the following
question
When is it better to think medicine?
Before or after the symptoms showed up?

When is it better to think medicine? Before

or after the symptoms showed up?

Students will take a minute to think about

it and then write their ideas down on their
Argumentation Sheet. They will use the
following sentence frame:

She will give them a minute to think about it.

She will ask them to write their ideas down
on their Argumentation Sheet using the
following sentence frame:

I think that taking medicine _(before or

after)_ is better because ________________.

I think that taking medicine _(before or

after)_ is better because ________________.
The students will be allowed to collaborate

Students will collaborate and talk with their

partners about what they think. They will
include a reason to accompany their claim.

with their partners as they write down their

statements. She will remind them that they
should put a reason to accompany their
claim.

Lesson Body
Time
30
mins

Teacher Does

Student Does

The teacher will connect the opening activity

with the main lesson by talking about some
historical epidemics.. The video about
History of Flu will be shown:
http://www.history.com/topics/world-wari/world-war-i-history/videos/bet-you-didntknow-the-flu

The students will be taking notes and

paying attention to the video because they
will be using the video to revise their
starting argument.

Teacher will ask students to discuss the

video and discuss the question: How does
your body fight against the flu?

The teacher will tell the students to make

any adjustments to their original argument.
If there is still time:
Teacher will show the students a video on
what causes resistances in bacteria.
https://www.youtube.com/watch?v=znnpIvj2ek

The students will discuss the video and the

question with their partner. They will talk
about what they know about antibodies.
Students will revise their initial argument
with new knowledge that they got from the
video.
Students will watch the video attentively
and take notes.

Lesson Closure
Time

Teacher Does
Exit Ticket: something about how global
pandemics like the flu are related to
individual students. Maybe have them
develop questions about what they would
like to learn about this topic describe how a
disease can spread rapidly through a
population or how to prevent it from being
spread?

Student Does
Students will write a brief (3-5 sentences)
answer to the question posed by the
teacher before leaving class for the day.

Instructional Materials, Equipment, and Multimedia

Computer, online simulation, and argumentation guide
Co-Teaching Strategies
One teach, one
observe
Supplemental
teaching

One teach, one

assist
Differentiated
teaching

Station teaching
Team teaching

Parallel teaching
Not applicable

CO-PLANNING NOTES

The SIOP Model includes teacher preparation, instructional indicators such as

comprehensible input and the building of background knowledge. It comprises strategies for
classroom organization and delivery of instruction.
Ask yourself:

Teacher Preparation
1. Do I have (and will I post) clearly defined content objectives for students?
2. Do I have a plan to review the objectives at the beginning of the lesson and provide an
opportunity for students to state at the end of the lesson whether the objectives have been
met?
3. Are the concepts I plan to teach appropriate for the age and educational background of
students, (students' L1 literacy, second language proficiency, and the reading level of the
materials)?
4. Have I planned to incorporate supplementary materials (charts, graphs, pictures,
illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and
other students) to promote comprehension?
5. Have I planned to adapt content to ELLs needs through use of graphic organizers,
outlines, labeling of pictures, study guides, adapted text, and highlighted text?
6. Have I designed meaningful activities that integrate lesson concepts with language
practice opportunities in listening. speaking, reading, and writing?

Indicators of Instruction:
Building Background

1. Am I linking concepts to students background experience (personal, cultural, or

academic)?
2. Am I linking past learning and new concepts?
3. Am I emphasizing key vocabulary and introducing a limited number of new vocabulary
items in context?
Comprehensible Input
1. Am I using speech that is appropriate for students' language proficiency?
2. Am I explaining tasks in a clear, step-by-step manner with visuals?
3. Am I using a variety of techniques to make content concepts clear? Am I focusing
attention selectively on the most important information? Am I introducing new learning in
context? Am I helping students learn strategies such as predicting and summarizing?

Strategies
1. Am I explicitly teaching students how to use learning strategies? Am I providing ample
opportunities for students to use learning strategies? Am I encouraging students
independence in self-monitoring?
2. Am I consistently using scaffolding techniques throughout the lesson? Do I introduce a
new concept using a lot of scaffolding and decrease support as time goes on?
3. Do I use of a variety of question types, including those that promote higher level thinking
skills?

Interaction
Do I provide the following for ELLs:
1. frequent opportunities for interactions about lesson concepts which encourage higher
level thinking skills;
2. grouping which supports language and content objectives. Cooperative groups, buddies,
pairs, large and small groups;
3. ample wait time for responses;
4. opportunities for clarification in native language, if possible?

Application
Does my lesson include:
1. hands-on materials or manipulatives for student practice;
2. activities for students to apply content and language knowledge in the classroom;

3. activities that integrate all language skills :listening, speaking, reading and writing?

Lesson Delivery
1. Are my content objectives supported by lesson delivery?
2. Are my language objectives supported by lesson delivery?
3. Are my students engaged 90% to 100% of the period?
4. Is the pacing of the lesson appropriate to students ability level?