Lesson Plan Form

Candidate: Rebeca Salgado Subject: Science Grade level(s): Date: April 25rd, 2019
6th
Standard:
CCSS.ELA-LITERACY.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from
prior knowledge or opinions.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning?
Students are learning about how to annotate and answer comprehension questions.
II. LEARNING OUTCOME (Objective):
Students will identify main points to answer comprehension questions, when annotating a short article on
“Land Pollution.”

DOK/Cognitive Rigor Level:

Purpose: Why are students learning this? Why is it important?

The students are learning this because it is important for them to be able to comprehend what they are
reading and be able to questions on what they read. Also, it will help the students to work on and develop
their writing, reading, and vocabulary skills.

Language Demands:
What vocabulary will be learned throughout this lesson?

The vocabulary that will be learned throughout this lesson is pollution: the presence in or introduction into
the environment of a substance or thing that has harmful or poisonous effects. Biodegradable: (of a
substance or object) capable of being decomposed by bacteria or other living organisms., non-
biodegradable: cannot be changed to a harmless natural state by the action of bacteria, and may, therefore,
damage the environment opposite biodegradable., deforestation: the action of clearing a wide area of trees.
They will learn these terms to understand the concept of what is “land pollution” and the consequences of
pollution.

III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson?
A lesson they would come before this lesson would be an introduction of what is “pollution,” what are the
causes, what are the consequences, and how can we stop it? Now a lesson that would come after this lesson
would be more of, now that we know what pollution is and the different types, “what can we do to help,
how can we help, why should we help?”

IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested?

- I will first introduce the vocabulary word “Pollution” and its definition
- Then, I will introduced a vary of pictures and videos of what is land pollution
B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1: Introduce Vocabulary

a. What will the teacher do?
- I will read the word aloud and discussed the vocabulary word “Pollution.”
b. What will the students do?
- The students will write down the definition and provide examples of what they think pollution is.

Step #2: Introduce Visuals

a. What will the teacher do?
- After the students have written down the definition and have provided examples of pollution, I will
then introduce pictures and short clips of a type of pollution that we will be focusing on.
b. What will the students do?
- Students will remain silent and take notes on what they are observing in the pictures and short clips.
Then, they will be asked, “what type of pollution are we going to talk about today?”

Step #3: Introduce Worksheets: “Land Pollution”

a. What will the teacher do?
- I will then introduce the worksheets that will work on. I will explain what we will do and answer
any questions that the students may have about the work.
b. What will the students do?
- The students will be asked to repeat the instructions so that we are all in the same place of
understanding.

Step #4: Activity

a. What will the teacher do?
- I will begin to read the first paragraph and then I will use the stick names so that every student gets
an opportunity to read. After reading we will then answer the comprehension questions.
b. What will the students do?
- As we are reading the students will circle in red the words they don’t quite understand and highlight
what they did think is important. Once the student has finished reading, they will then answer the
comprehension questions individually.

Step #5: Reflection

a. What will the teacher do?
- I will go over both worksheets once more so I can check for understanding.
b. What will the students do? Respond
- The students will first do a table discussion and then a class discussion about what they learn about
land pollution and how they felt about the reading/worksheets.

C. APPLICATION ACTIVITY:
How will students apply what they learned?
- Read text and apply annotating skills to identify key points. As well as developing comprehension
skills.

D. MATERIALS & RESOURCES:

What do you need for the lesson?
- Pictures
- Short clips and/or videos
 - A pencil
- An eraser
- A red pen
- Any color highlighter

V. ASSESSMENT STRATEGIES:

Formative:
How will you check for understanding throughout the lesson and monitor progress?
- Ask for examples of variation through the reading
- Call on each student in the group
- Walking around observing the work they are completing
Summative:
How will you know if they mastered the standard?
- Discussion
- Worksheet / written response

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
How can we provide equal access for emerging bilingual students or students with special needs?
(Accommodation)
- Provided sentence frames
- Small group discussion in which all student takes a turn sharing
- Speak slowly
 Avoid slang & colloquial expressions
 Speak clearly
 Use normal tone
- Translate instructions
 Complex terms
 Concepts of the lesson
- Write down instructions
 Complex terms
 Concepts of the lesson
- Closed Captioning
 Helps them see the spelling and the sentence construction
 Can also be invaluable for the hearing impaired

How will differentiate for struggling students and high achievers? (Modification)
- EXTRA VISUAL AIDS TO PROVIDE EXAMPLES
- Advance Notes
 If the students are required to take notes, they can use the advance notes and make
small additions as necessary. It also helps the student focus on what is being said,
rather than focusing entirely on the writing portion.
- Extended Time
 More time may be needed to process and communicate information that is being
taught. Extra time can potentially decrease any anxiety or stress, when can benefit
the students’ academic performance.
- Break down
 Classwork instructions into short, written steps.
VII. CLOSURE:
How will you conclude the lesson?
- Reflect on how they felt about using reading and comprehension strategies
- Encouragement about participating in future lesson
- Exit ticket (2 bullet points response)