Lesson Plan Template

Subject: Central Focus:

Science & ELA Three Types of Rocks

Essential Standard/Common Core Objective: Date submitted:

CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or Date taught: April 19, 2018
concepts in a historical, scientific, or technical
text, including what happened and why, based
on specific information in the text.

Daily Lesson Objective:

Students will be able to, independently, describe the three different kinds of rocks, how they are
formed, and their characteristics, with 80% accuracy.

21st Century Skills: Academic Language Demand (Language Function

Communication: The students will work in
groups or with partners to create a poster
about one of the three types of rocks. This
means that they will need to practice skilled
communication and be able to discuss what
they want to put on the poster.
and Vocabulary):
Learning Target: I can describe the three different
types of rocks, how they are formed, and their
characteristics.
Language Function: Describe

Language Demand (method to express

understanding)
● give a detailed description of the rock type
that they chose, how the rock was formed,
and what the rock looks like
(speaking/writing)

Language Support:
● Create a poster
● Read and answer a passage and questions
● Partner or small group support

Prior Knowledge:
Where rocks can be found and a little background on volcanoes and mountains to help students
understand why the different rocks look the way that they do.

Activity Description
 Focus and Review Students interest will be captured by watching the Flocabulary called
“Types of Rocks.” This will capture the students attention because they will
all want to listen to the song and dance. When the song is over begin the
powerpoint.
Statement of Objective Today you are going to learn about the three different types of rocks. You
for Student are going to be able to discuss the three kinds of rocks, how they are
formed, and their characteristics.

Teacher Input Now that the video is over and the powerpoint presentation is up on the
screen. To begin ask the students “Who can remember the three different
types of rocks? How are sedimentary rocks formed? How are igneous rocks
formed? How are metamorphic rocks formed?” Then ask students, “What
else do you know about rocks? What are some things that you might want
to know about rocks?” Once you get some good responses and questions
tell the students “You all had some really good responses and some really
interesting questions. Let’s see what we can find out today.” When you start
the first slide ask for a volunteer to read the slide. Then have students
explain some of the characteristics of the pictures of the rock that is on the
slide. Repeat this for all three rocks.

Guided Practice Ask students to repeat what we just learned about each of the three types
of rocks. Then explain to students that they are going to be working in small
groups to create posters about one of the three types of rocks. They will be
able to work in a group of up to four other students. The poster needs to
include: a title, where or how the rock is formed, characteristics of the look
of the rocks, color, and at least one fun fact. To find the fun fact the
students will be able to use one chromebook per each group. Inform the
students that the poster should be able to be understood by someone who
has never learned about these kinds of rocks before. Tell the students that
when they are finished let me know so I can give you the next part of the
activity.

Independent Practice When the students are done with their posters, tell them that they now will
need to work individually on the provided worksheet. Emphasize that
before the students begin to read the passage they should remember to
chunk the passage first, then read the questions and highlight keywords in
the questions that they are going to look for in the passage to find the
correct answers. Summarize that while the students are reading, they
should highlight the keywords, stop and jot, write a love letter to the title,
slash the trash, and mark a p next to the possible answer choices.

Assessment Methods The formative assessment will be the questions asked after the video,
of during the powerpoint, and during the creation of the posters. The
all objectives/skills: summative assessment will be the passage and the questions that they will
answer at the end of the lesson. Then, we will collect the posters and the
 passages. This way I can check the facts that the student has on the
posters and the answers on their passage.

Closure

Assessment Results of
all objectives/skills:
The classroom teachers were surprised by the work the students did
for me. Their posters were beautiful and filled with information and
the students worked hard on the passages and questions. All of the
students got the questions correct and when they finished they were
able to go back to working on their posters and work on adding color
to them.

Targeted Students Student/Small Group Modifications/Accommodations

Modifications/Accommodations English Language Learners
During learning: ● Small groups with either a student who is fluent in
● Teacher will walk around during both English and Spanish or a teacher that will
guided practice and meet with take more time to work with them on the posters
each group and reading passage
Assessment of learning: ● Have the questions and/or passage printed in
● Modifications English and Spanish
○ Sentence starters
○ A cheat sheet with the
information
● Accommodations
○ Separate setting for
students
○ The google slides can be
shared with the students
who need or want it and
the students can look up
things on the chromebook
to help them with their
posters.

Materials/Technology
● 25 sheets of large white paper
● 25 copies of the reading passage and the questions that go with it
● Chromebooks for the different groups of students
● Pictures of the different kinds of rocks
● https://www.flocabulary.com/unit/types-of-rocks/