DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Teacher Candidate _Michelle Dalton______ Grade Level _3rd _ Title _Functions of Nutrient Groups_
CONTEXTUAL FACTORS (classroom factors) Contextual Factors: 12 boys, 8 girls, 7 students who struggle with reading, 3 with IEP (Student, Student 1, Student 2) 2 students with behavior challenges (Student, Student 3 (medicated)) 1 advanced student (Student 4) 2 ELL students (Student 5 WIDA 5; Student WIDA 5) No modifications needed Classroom environment: Desks set-up in 6 groups of 4, not all desks are full. Technology Available WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (from Unit Plan): Health Standard 6 Objective 2: Identify nutrient groups and the key functions of each. C: Define the functions of basic nutrient groups. Speaking and Listening Standard 6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Content Walk-Away: I will be able to name the jobs of the nutrient groups. Language Walk-Away: I will be able to speak in complete sentences to give information on the jobs of the nutrient groups. I will be able to listen to my partner carefully.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): Questioning for understanding of functions of the nutrient groups Questioning of vocabulary understanding Checking progress with buddy talk and listening. Content Walk-Away Evidence (Summative): Students will take a true false quiz for understanding of the functions of the nutrient groups. Language Walk-Away Evidence (Summative): Students will be speaking to their buddies in complete sentences. The buddies will listen and complete a checklist for their buddy. The sentences will be written at the top of the page. The checklists will be the assessment.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Buddies will be those at the tables. Ask a higher thinking question to Student 4. Example: How do the carbohydrates give your body energy? Give Student 3 a little extra time to finish assessment. Read the questions out loud for Student 2. Read the questions out loud for Student 1 and have her clarify what the question is asking. No accommodations or modification for Student. Provide extra time for Student 5 to read the questions. Read them to him if

needed.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge Ladies and Gentlemen, Ms. Payne, just taught you about the nutrient groups. I am going to teach you a little more about them. Review nutrient groups and vocabulary from Annas lesson. Nutrient, Vitamins, Minerals, and Carbohydrate. (SIOP 8 & 9) Students will say the words and write their definitions along with the promethean board activities.
Formative assessment: Answer questions asked of them. Modification/accommodations:

Ask low students for clarification. Ask Student 4 a more challenging question. How do you think protein builds muscles? Watch Student 3 for frustrations, if seen, talk calmly to him about the task at hand. Partner him with me or aid when frustrations arise. SIOP 8 Linking Explicitly between past learning SIOP 9 Key Vocabulary

Focus Lesson (I do it)

Teacher will have the slide show up on the promethean board. The goals will be on the slide show. Students today we have 3 goals that we need to accomplish. Lets ready them together. Students will read along with the teacher. I will be able to name the jobs of the nutrient groups. I will be able to speak in complete sentences to give information on the jobs of the nutrient groups. I will be able to listen to my partner carefully. (SIOP 1, 2 & 3) Set expectations, I expect you to raise your hand to be called on and no shouting out the answers, unless asked to do so. I also expect your eyes to be up front to show you focused on our lesson. Begin with the slide presentation. (SIOP 4) Students will fill out their worksheet with each slide. While writing complete sentences on the worksheet. Formative Assessment: Worksheet is completed with full sentences. Modification/accommodations: Check Ron, Alexis and Sydney regularly

Be sure to listen to low students reading the objective. Watch behavior students. SIOP 1 Content Objectives SIOP 2 Language Objectives SIOP 3 Appropriate for age SIOP 4 Supplementary materials Move Student 5 closer to the front, so he can see the board, and be watched for be focused on the lesson. Provide him with extra time to write the answers. Also provide a hard copy for him to follow along. If he is struggling with the content words. Read the slides out loud for Student and Student 1, provide a hard copy if they get behind. Provide a hard copy of the slides for Student 2 to follow along with her finger. Give Student 3 extra wait time to read, write and think. Provide a hard copy if he gets frustrated or behind. SIOP 6 Meaningful Activities SIOP 18 Wait Time SIOP 17 Grouping Configurations Student 3 partnered with high thinker Strategically partner low with high student

Guided Instruction (We do it)

Complete the activities on the promethean board together as a class. A matching game for the jobs of the nutrient groups and foods you find in them. The slide before the game has the answers; we will cover this as a class first. Students will also be able to come up and interact with the board. Students will be called on by sticks with their numbers and get table points for answering the questions correctly .

(SIOP 6 & 18)

Formative Assessment: Answers to the interactive game questions. Modification/accommodations:

Collaborative/Cooperative (You do it together)

Students will be given a checklist rubric, for complete sentence focus and nutrient

function identification. Students will be paired up and if there is an odd number, as Ms. Payne to work with the extra student. (SIOP 17) Explain the task and give them 2.5 minutes each to complete activity. Students will answer the question, Which nutrient group or groups give the body energy? Each student will answer the question in a complete sentence, and their partner will write down the sentence they say on the checklist. Then they will circle if the partner thinks they got the answer correct. The partners will be looking for full sentences. They have learned about full sentences already. I will give them the answer I was looking for, and will check their answers at a later time. (SIOP 16 & 29) Formative Assessment: Checklist completion. Modification/accommodations: Sydney, Alexis, Ron and Kason have different leveled questions. (SIOP 5)

Partner Student 2 with focused student to help her think. Partner Student 1 with Class Manager to help her with accountability, and to stay on task. Student 4 needs to be placed with a higher leveled thinker. To challenge his thinking process. Student 1, Student 2 and Student will have the question What is the main nutrient group that gives our bodies energy? Give an example of a food you will find this nutrient. Ask Student 4 Which nutrient group helps the body heal and grow? Which foods would you find this nutrient in? Retell the functions of the nutrient groups in your own words. Student 5 will need to be asked for clarification of what the question is asking. Provided the worksheet in Spanish if needed. SIOP 16 Frequent Interactions SIOP 29 Feedback SIOP 5 Adaptation of content

Independent (You do it alone)

Students will complete a true and false quiz on the back of their checklists. To check that the students understand the concept. They do this independently at their desks. Students to complete this small quiz I want you to listen to me read the questions before you answer them. If you do not understand what it is asking, skip it and read it again after I have read all the other questions. Once you are done I want you to put your pencils down, and put your thumb up. I will give you 2 minutes after I have read the last question to finish any that you skipped. Approximately 6 questions. (SIOP 30) Formative/Summative Assessment: Correct completion of the quiz Modification/accommodations: Read questions to Sydney, Ron and Alexis

SIOP 30 Assessment of Student comprehension and learning

Comprehensible review of content and vocabulary

Review the test questions. Upon grading the quiz I will reteach to those that need it later in the day. Review the vocabulary words and the jobs of the nutrient groups. (SIOP 27 & 28) Formative/Summative Assessment: Ask questions, and listen to clarification while they share with buddies. Modification/accommodations: Read questions out loud so low students will know what they are being asked. SIOP 27 Review of Vocabulary SIOP 28 Review of Key Content Concepts

Summarization
Today ladies and gentlemen we learned the functions of the nutrient groups. Lets review to see if we have met our goals. Review goals by rereading them and giving thumbs up or down if we have completed them. Thank you for working so hard today; I am proud of each one of you. Formative/Summative Assessment: Modification/accommodations:

NOTES TO TEACHER
What do I need to remember to do? Give expectations. Materials to have ready? Checklists, slide presentation, expressions test. Approximate time needed for lesson? 20 -25 minutes