Esol 3 Unit Plan Modification

Summer 2016 ESOL III
Lesson Plan Template Kristen Houlihan
ESOL III ESOL Infused Unit Plan

UNIT INFORMATION
Link to original Unit: http://www.cpalms.org/Public/PreviewResourceUpload/Preview/13404
Instructor(s):
Kristen Houlihan
Grade and Subject: First Grade Science
Theme of the Unit: Matter: Solids
Unit Big Idea:

Properties of Matter: Solids
Unit Essential Question(s):

What is matter and how do we sort it?
Unit Standard(s):
SC.2.N.1.5 :Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
SC.2.N.1.1 :Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate
appropriate explanations based on those explorations.
SC.2.N.1.2 :Compare the observations made by different groups using the same tools.
SC.2.N.1.3 :Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others.
SC.2.P.8.1 :Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in
water, and attraction and repulsion of magnets.
SC.2.P.8.2 :Identify objects and materials as solid, liquid, or gas.
SC.2.P.8.4 :Observe and describe water in its solid, liquid, and gaseous states.
SC.2.P.8.3 :Recognize that solids have a definite shape and that liquids and gases take the shape of their container.
Content Objective(s): Students will be able to

Understand the properties of matter and be able to explain the similarities differences between a solid, liquid and gas.
PP: SWBAT Identify a solid, liquid, and gas
1
EP: SWBAT Label a solid, liquid, and gas

SE: SWBAT Describe a solid, liquid, and gas
IF: SWBAT Explain and compare the similarities and differences between a solid, liquid, and gas
Linguistic Objective(s): Students will be able to
PP: Answer yes no questions such as is this is a solid? Is this a liquid? Etc.
EP: Be able to verbally answer the question: Which property of matter is this? With the appropriate vocabulary SE:
Define the different properties of matter and provide examples of each.
IF: Fully explain the differences and similarities of the different forms of matter
Cultural Objective: Students will be able to
See solids, liquids, and gases in their own culture and be able to relate things that they have seen in their own lives to these lessons
LESSON 1 INFORMATION
Standards and Objectives
Specific Lesson Standard(s):

SC.2.P.8.1 Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in
SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas.
SC.2.P.8.3 Recognize that solids have a definite shape and that liquids and gases take the shape of their container.
The student:
uses various containers to investigate the shapes of solids, liquids, and gases.
SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate
The student:
raises questions about the natural world.
investigates them in teams through free exploration and systematic observations.
generates appropriate explanations based on those explorations.
SC.2.N.1.3 Ask how do you know? in appropriate situations and attempt reasonable answers when asked the same question by others. The
student:
asks how do you know? in appropriate situations.
attempts reasonable answers when asked the same question by others.
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
Lesson Big Idea:
States of Matter
Lesson Essential Question(s):

In what ways can we sort almost every kind of matter on Earth?
Lesson-Specific Content Objective(s): Students will be able to

Sort the different forms of matter
Lesson-Specific Linguistic Objective(s): Students will be able to

PP: SWBAT Point to the solid, liquid, and gas
EP: SWBAT Label the solid, liquid and gas
SE: SWBAT Say the different states of matter and label correctly
IP: SWBAT Explain and define the different states of matter while labeling correctly
Lesson-Specific Key Vocabulary: For success in this lesson, all students must understand the following terms and/or concepts: Solid
Liquid
Gas
Matter
Lesson-Specific Key Academic Skills: Think in terms of CALP, Higher Order Thinking Skills, & Blooms Taxonomy.
Identifying key details
Pacing and Sequencing

Class sequence
Description of Activities
Materials
Differentiation/Accommodation(s) for
ELL Level
Include specific strategies
Start-Up/
Warm-Up
How will you
hook your
students?
How will you
connect
information to a
previously learned
lesson? How will
you review key
concepts?
Class sequence
ENGAGE
1.
Bring out the first bag containing
the rock or other solid object. Ask the
students what they think is inside the bag.
2.
When students respond that they
see a rock, ask students if a rock is a solid,
liquid, or a gas. Explain that scientists call
objects like rocks, solids.
3.
Focus on the second bag
containing water. Ask students what they
think is in the bag.
4.
Students will usually answer that
the bag contains water. Ask students if
water is a solid, liquid, or a gas. Explain
that scientists call materials like water,
liquids.
5.
Hold up the third bag containing
air. Ask students what they think is in the
bag.
6.
Many of them will report that the
bag is empty and that they see nothing.
Show them a fourth bag that is flat so they
can compare it with the full bag of air. Tell
students that such materials are called,
gases.
7.
Explain to the students that nearly
everything on Earth may be classified as a
solid, a liquid, or a gas.
Whole Class:
Empty container with
various solids, liquids
and gases
4 sandwich bags
1 rock
1 pencil
Water
clipart/magazines for
pictures of matter
paper towels for
spills/clean-up
Allow students to respond to questions asked in

their native language, have another student
translate both your questions to the ELL and their
responses back to you.
Have pictures of a solid, liquid, and gas in front of
student
Provide both English and Spanish vocabulary
Per Group:
3 sandwich bags (one
liquid, one air, one
solid)
1 tray
1 pencil
Graduated cylinders
Plastic Cups
Materials
ELL Level
5
Introduction
How will you build
background
knowledge? How
will you introduce/
Incorporate your
key vocabulary?
How will you
address needed
cultural objectives?
EXPLORE
See Above
1.
Tell students, A minute ago, I
asked you what you thought was in the
baggies. Now, I want you to use your
senses to observe the items in the baggies.
2.
Ask: Is there a difference between
observations when you use your senses and
ideas based only on what you think? (yes,
observations are based on evidence
gathered from observations)
3.
Ask: Which do you think scientists
rely on more: observations based on their
senses or ideas based on what they think?
(they use both but science is generally
based on observable data)
4.
Organize the students into groups.
Distribute the bags containing solid objects
to each group.
5.
Encourage students to explore the
objects using their senses, to discuss within
their group how the objects look, feel,
smell, etc., and to make observations in
their science notebook in a section labeled
solids.
6.
Remind students that they should
be using their senses to make observations.
7.
Have students put the first bag
aside. Distribute the bags containing
water. (Have students keep the bag on a
tray in case of spills.)
See Above
Class sequence
Materials
ELL Level
8.
Encourage the students to explore
the water just as they did the solid objects.
9.
After students have moved the bag
of water aside, distribute the bags
containing air. Again, encourage students
to explore the properties of the contents of
the bag.
Core
Instruction /
Lesson
Delivery
EXPLAIN
1. Create a class chart with two
columns and the headings: Changes
shape easily and Solids pass
through it easily. List the objects to
be tested: rock, water, air. Have
How will you assure
students vote thumbs up or
comprehensible
thumbs down as to whether or not
input? How will
they observed each of the listed
you meet the
properties when exploring the rock,
needs of multiple
water, and air. Label the chart yes
learning styles?
or no, according to their votes.
How will you utilize
different
modalities of
instruction?
Class
sequence
Materials
Differentiation/Accommodation(s)
for ELL Level
Changes
shape
easily
2.
Solids pass
through it
easily
Rock
(solid)
Water
(liquid)
Air
(gas)
8
Guide students to recognize the

differences and similarities of
liquids, solids, and gases by further
exploring the contents of the bags
using graduated cylinders and
plastic cups in addition to the
baggies.
Ask the students if the shape
of the solid object can be
changed easily.
Ask: How do you know? What
observations, using your
senses, did you make to
support your statement?
Pour the solid objects on the
table and show that the shape
cannot be changed easily.
Ask the students if they think a
pencil can be moved easily
through the solids.
Demonstrate that it cannot.
Class
sequence
Materials
for ELL Level
Allow time to explore.

Discuss the properties of a
solid: o Doesnt change shape
easily o Another solid cannot be
passed through it easily
3. Pick up the bag of water and move
the water around by tipping the
bag.
Ask the students if its shape
can be changed easily.
Pour the water into another
container and demonstrate
that the shape is now different
from the shape of the water
when it was in the baggie.
Ask the students if they think a
pencil can be moved easily
through the liquid.
Demonstrate that it can.
Allow the groups time to try
this.
Discuss the properties of a
liquid:
o Changes shape easily o A
solid passes through it
easily
10
Class
sequence
Materials
ELL Level
4. Pick up the bag of air (gas).

Ask the students if its shape
can be changed easily.
Open the bag and release the
air.
Then ask the students if a solid
can be passed through the air
easily. Demonstrate by moving
your finger or a pencil easily
through the air.
Allow the groups time to try
this.
Discuss the properties of a gas:
o Changes shape easily o A
solid passes through it easily
Class sequence
Materials
ELL Level
11
Student
Engagement &
Application
(Practice)
What will students
do with the
information they
have learned?
How will students
actively engage
with the material?
Evaluation /
Assessment
What you assess
(formatively)
student learning?
How will you
evaluate the
attainment of the
lesson objective(s)?
EXTEND AND APPLY

Students will identify objects as solid,
liquid, or gas and justify their responses by
giving the correct properties.
Prepare three large sheets of

construction paper with the labels solid,
liquid, and gas.
Instruct students to sort the items

by placing them on the construction paper
and then ask a classmate to check their
work.
Remind them to use your strategy

of asking their classmates, How do you
know so that they are using verifiable
observations and not just what they think.
Pull and small group for ELL students and those who
are having difficulty with the lesson
ASSESSMENT
Ask students to look around at home for
things or for pictures in magazines that
represent each of the three states of
matter. They should draw or cut out
pictures of the objects to share with the
class. Have students place the pictures on a
class bulletin board under the headings:
Solid, Liquid, and Gas. Discuss the
placement of the pictures as they are put
on the bulletin board. The following rubric
may be applied:
Have instructions written in L1 for parents to help

with
Provide one-on-one support
Have labels in L1 for students
3 points: Correctly identifies the state of

matter for all objects. Correctly gives a
property for
12
Class sequence
Materials
ELL Level
each state of matter.

2 points: Correctly identifies the state of
matter for most of items. Correctly gives a
property with the state of matter for most
of items.
1 point: Incorrectly identifies the state of
matter. Does not give a correct property
with the state of matter.
Closure /
Wrap-Up
See Above
How will you

conclude your
lesson? What
follow-up activities
(homework, etc.)
do you have
planned? How can
students connect
this material to
their personal lives
& home culture?
(HomeFun)
13
ELL Strategies Checklist
ESOL Strategies Incorporated Into Lesson:

Instruction
Building Background Knowledge/Prior to Instruction:
Student Engagement & Interaction
Assessment
Prior to Assessment:
14
Predicable Routines
KWL /Advanced Organizers
Video / Technology to Build Background Knowledge
Story Mapping
Personalization / Integration of students interest /
culture
Real-life connections
Field Trips
Guest speakers
Books/Materials on tape audio
materials Native-Language Materials
During Instruction:
Brainstorming Activities
Guided Notes /Teacher Notes
Graphic Organizers
Venn Diagrams
Visual Support
T-charts
Timelines
Sequenced
Pictures
Manipulatives
Realia
Experiments / Simulations
Diagrams, Maps,
Charts
Teacher think-alouds
Modeling Procedures
Slow down/Simplify idioms
Wait time
Various questioning techniques & levels
Preview & Review while teaching
Cultural Instruction
Learning Strategy Instruction
Teach listening cues
One-on-one instruction
Small Group Instruction
Overt language instruction
DRTA (Directed Reading Thinking Activity)

Semantic Feature Analysis
SQ3R (Survey, Question, Read, Recite, Review)
Cooperative Reading
Peer Review
Alternate representations of text drawing, visuals,
posters, artwork, graphic, pictures, videos, project work
Cooperative Learning
Think-Pair-Share (Partner Scaffolding)
Stations / Hands-On Learning Centers
TPR
Role-Play / Drama
Scripted Practice / Dialogs
Choral Reading
4 Corners
Panel Discussion
Round Robin
Carousel Brainstorming
Alternative comprehension checks & student
feedback/response (response cards, smartboard
clickers, PollEverywhere, Mini-dry erase boards, PostIts)
Face savers
Pre-Pair / Numbered Heads
Dialogue journals
Jigsaw readings
Peer Retelling
Peer Teaching
Songs / Games
Reading/Writing/Speaking Buddies
Teach test-taking
skills
Teach study skills
format (vocabulary &
Teach testOngoing formative pragmatics)
sment (formal
asses
informal)
Summative
assessment During
Assessment:
Visual supports
Word Banks
Reduction in
questions
Verbal answers
Drawing / Artwork
Acceptance of shorter
answers
Models
Key textual
supports
Cloze procedures
Extra time
Assessment read to
student
Identification
&/or completion
Diagrams,
Maps, Charts
in lieu of
questions
text
based / mastery assessment
Rubrics
Paraphrase
Questions
Separate content from
language
Modeled Responses
15
Home language instruction
Response Charts
PerformancePeer & selfassessment
Portfolio
assessment
Extra chances
16

BENCHMARKS AND TASK ANALYSES
The student:
SC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous states.
SC.2.P.8.6 Measure and compare the volume of liquids using containers of various shapes and sizes.
BIG IDEA 1: THE PRACTICE OF SCIENCE
SC.2.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations,
and generate appropriate explanations based on those explorations. The student:
poses and investigates questions individually and collaboratively through free exploration and systematic investigations.
draws conclusions based on the results of the explorations.

SC.2.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. The
student:
works in a group using the same tools as other groups to gather common data.
compares groups data and explains differences.

Lesson Big Idea:
Solids
Lesson Essential Question(s):

Can we combine different forms of matter to create a solid?
17

The student will design a process for creating high quality play dough. Answer
these questions:
1. How did the results of this design challenge compare to the results from the other
investigations in this unit? PP & EP can draw connections or answer in their native language
2. Which materials in this unit were solids, liquids, and gases? PP and EP can point to these
3. Did the dough form a mixture or a solution?
Students can answer in their native language
4. If the dough were cooked would that be a physical or chemical change? Students can answer in
their native language

PP: Answer yes/no questions pertaining the objective questions stated above
EP: Label and identify the answers to the objective questions above
SE: Verbally answer the objective questions above
IP: Write the answers to the objective questions stated above
Lesson-Specific Key Vocabulary: For success in this lesson, all students must understand the following terms and/or concepts: a.
Solid
b.
Liquid
c.
Gas
d.
Mixture
e.
Property
f.
Chemical Engineer
g.
Hypothesis
18
Lesson-Specific Key Academic Skills: Think in terms of CALP, Higher Order Thinking Skills, & Blooms Taxonomy.
Apply Factual Knowledge

Class
sequence
Materials
for ELL Level
Start-Up/
Warm-Up
ASK
Background Statement/Real World Scenario
The art teacher in your school is planning on using play dough in a
project with the Kindergarteners. She has decided to save money by
creating her own play dough recipe but she cant quite seem to get it
right.
How will you

hook your
students?
How will you
Challenge Statement
connect
information to a Design a play dough recipe that produces high quality play dough
previously
learned lesson?
How will you
review key
concepts?
Materials per
team:
3 cups
of flour
2 cups
of salt
2 cups
of warm water
Bowl
cup
measuring cup
Spoon
Storebought play
dough
Provide instructions in ELLs first language
19
Introduction
Ask students what information that would need to know in order to

complete this challenge. Sample questions include:
Who is your client?
What do we need to create?
How does this relate to what we learned in the last essential lab on
gravity?
What have others done to solve this problem?
What are your constraints/ limitations?
What type of career solves a problem like this?
What properties does store bought quality play dough have?
Allow students to verbally answer these

questions
How will you

build
background
knowledge?
How will you
introduce/
Incorporate your
key vocabulary? Demonstrate for the students what type of mixture is created when
you mix equal parts flour and water. Salt and water. Flour and salt.
Class
sequence
Materials
for ELL Level
How will you How do the properties of your mixture compare to the store bought
address needed dough?
cultural
objectives?
20
Core
Instruction /
Lesson
Delivery
How will you
assure
comprehensible
input? How will
you meet the
needs of
multiple
learning styles?
How will you
utilize different
modalities of
instruction?
Student
Engagement
&
Application
Class
sequence
IMAGINE
Brainstorm as a class before you introduce the materials that they
can work with. What possible solutions exist to this challenge?
Add the following ingredients to a bowl and stir.
cup of flour
cup of salt
cup of water
What are some properties of the play dough made from this
process? Imagine some ways to change this process so it makes
better play dough. Should you change the order of the steps?
Should you change the amount of each ingredient?
DESIGN
1. Divide students into engineering teams of four.
2. Introduce materials table to students. Identify and name all
of the materials. Remind students that the only materials
Students can draw their observations Provide

one-on-one and small group instruction
Materials
for ELL Level
21
(Practice)
What will
students do with
the
information they
have
learned? How
will students
actively engage
with the
material?
that are available are on the table. They may not use any
additional materials.
3. Inform students that you will be acting as the Project
Manager for their engineering firm. As Project Manager you
require that each engineering team submit their blueprint
design before they can request any materials.
4. Give students about ten minutes to create and label a recipe
for their play dough. Remind students that they must
estimate how much of each material they need; so that their
group receives only the amount they need to cut down on
waste.
5. Sign off on the design before students are able to create their
drawing/recipe.
SESSION TWO
CREATE
1. Review the design challenge.
2. Explain that students must develop their own play dough
recipe.
3. Ask one member of each group to bring their design
blueprint to the material store. Give students the amount of
each materials requested.
4. Give students 10 minutes to create their play dough recipe.
5. Place play dough in a plastic sandwich bag when it is
completed.
9. Label each completed plastic sandwich bag with a letter.
TEST
22
Class
sequence
Materials
for ELL Level
23
1. Students will now conduct a guided inquiry as a class to test

the effectiveness of their play dough recipe.
2. Encourage students to use the scientific process.
3. Ask students to formulate a hypothesis based on which
groups play dough will be the highest quality
a. If the art teacher uses Play dough ___ then it will be
the highest quality because_________________.
4. Identify variables. What are we measuring? What is
changing? What is remaining constant?
5. Prepare your data table.
6. Take out the store bought play dough. Use a cookie cutter to
punch out a shape.
7. Next, use the same cookie cutter to punch out a shape from
your play dough recipe.
8. Record your observations
9. Repeat two times.
10. Analyze results Does your play dough look and feel like store
bought play dough?
Team
Name:
Trial One
Observation
Trial Two
Observation
Trial Three
Observation
Initial
Design
Re-Design
RE-DESIGN
1. Remind students that they can re-design their play dough
recipe to make it better and that this represented only their
first trial. In engineering, a first trial is like a first draft in
24
Class
sequence
Materials
for ELL Level
2.
3.
4.
5.
6.
7.
writing and can be adapted to meet the needs of your

audience/ client.
Ask students what properties they would improve.
a. Would you change the order that you combine the
ingredients?
b. What about the amount of each material?
Have students work in their engineering groups for ten
minutes to re-design their recipe. They should not start over
but adapt their current design.
Then, students can request additional materials and spend
ten minutes re-creating/ adapting their recipe.
Students should re-conduct the test as a class as listed in
steps #1-10 above.
Create a class data table and compare results.
Why were some designs more successful than others?
25
REVIEW CONTENT
After students have completed the design challenge, build on what
they have just observed to tie it to content. Remind students that
they have been learning about the properties of matter.
What you assess Remind students that matter is made up of solids, liquids and gases,
(formatively) each of which is a different state of matter.
student
1.
How did the results of this design challenge compare to the
learning? How results from the other investigations in this unit?
will you
2.
Which materials in this unit were solids, liquids, and gases?
evaluate the
3.
Did the dough form a mixture or a solution?
attainment of
4.
If the dough were cooked would that be a physical or
the lesson
chemical change?
objective(s)?
Evaluation /
Assessment
Class
sequence
Materials
for ELL Level
Closure /
Wrap-Up
Science Notebook Rubric
Students can draw observations and verbally

explain their key questions and reflections
Preliminary Data Collection/ Conclusion/ Thinking Observations

Reflection
26
How will you

conclude your
lesson? What
follow-up
activities
(homework, etc.)
do you
have planned?
How can
students
connect this
material to their
personal lives &
home culture?
(HomeFun)
1 limited
D
2 average
C
Class
sequence
only
includes key
question
no data or
diagrams
conclusion is
not
attempted or
not related
to the key
question
key
question is
written in
the
notebook
predictions
may not
be related
to the key
question
predictions
do not use
any
previous
knowledge
to justify
no
observational
data
data charts
and tables are
incomplete
diagrams are
missing
scientific
labels
conclusion
only responds
to key
question with
no evidence
conclusions
do not
connect to
the
investigation
and may
relate to
irrelevant
topics
Materials
for ELL Level
27
3 above
average
B
4
excellent
A
key
question is
written in
the
notebook
predictions
are related
to the key
question
but
unrealistic
predictions
incorrectly
use
previous
knowledge
to justify
ideas
limited
observational
data
data charts
and tables are
not accurate
or unreadable
diagrams
include some
scientific
labels
relevant to
the
investigation
conclusions
have limited
explanations
and may not
be linked to
evidence
conclusions
connect to
the
investigation
and refer to
some
element of
the
investigation
key
question is
written in
the
notebook
predictions
are related
to the key
question
and
reasonable
observations
are detailed
and include
labels where
applicable
data charts
and tables
are complete
and accurate
diagrams
include many
scientific
explains
conclusions
using
evidence
conclusions
connect to
the
investigation
and refer to
some
element of
28
Class
sequence
Materials
for ELL Level
predictions
use
previous
knowledge
to justify
idea
labels that are

relevant to
the
investigation
the
investigation
Now that students have completed the activity and made content
connections it is time to connect it the vocabulary. Make certain that
you associate each word to a different aspect of the design challenge
that the students undertook.
1.
Ask students what properties of matter were at work in this
design challenge?
a.
Discuss and define.
2.
Where else might you see states of matter in our community?

Instruction
Assessment
29
Predicable Routines
Story Mapping
culture Real-life connections

Cooperative Reading
Peer Review
Teach test-taking
skills
Teach study skills
Teach test-format (vocabulary & pragmatics)
Ongoing formative assessment (formal
Field Trips
Guest speakers
Books/Materials on tape audio materials
Native-Language Materials During
Instruction:
Graphic Organizers
Venn Diagrams
Visual Support
T-charts
Timelines
Sequenced Pictures
Manipulatives
Realia
Diagrams, Maps, Charts
Modeling Procedures
Wait time
TPR
Role-Play / Drama
Choral Reading
4 Corners
Panel Discussion
Round Robin
feedback/response (response cards, smartboard
clickers, PollEverywhere, Mini-dry erase boards, PostIts)
Face savers
Dialogue journals
Jigsaw readings
Peer Retelling
Peer Teaching
Songs / Games
During Assessment:
informal)
Summative
assessment
Visual supports
Word Banks
Reduction in
questions
Verbal answers
Drawing / Artwork
answers
Models
Key textual
supports
Diagrams, Maps, Charts in lieu of
Cloze procedurestext
Extra time
Assessment read to
student
Rubrics
Identification &/or completion
Paraphrase
questions
Questions
based
/ mastery assessment
language
Modeled
Responses
Response Charts
30

PerformancePeer & selfassessment
Portfolio
assessment
Extra chances
The student:
31
SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate
The student:
raises questions about the natural world.
investigates questions in teams through free exploration and systematic observations.
generates appropriate explanations based on those explorations.

SC.2.N.1.3 Ask how do you know? in appropriate situations and attempt reasonable answers when asked the same question by others. The
student:
asks how do you know? in appropriate situations.
attempts reasonable answers when asked the same question by others.

SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
Lesson Big Idea:

Comparing Solids
Lesson Essential Question(s): Are

all solids the same?

Compare solids with a Venn-Diagram
PP & EP Can make a Venn-diagram with pictures instead of words

PP: Answer yes/no questions (i.e. Are these the same?)
EP: Provide short verbal answers to questions
SE & IP: Provide written and verbal answers
32
Lesson-Specific Key Vocabulary: For success in this lesson, all students must understand the following terms and/or concepts:
Solids
Lesson-Specific Key Academic Skills: Think in terms of CALP, Higher Order Thinking Skills, & Blooms Taxonomy. Comparing
Factual Knowledge

Class sequence
Materials
ELL Level
Start-Up/
Warm-Up
How will you
hook your
students?
How will you
connect
information to a
previously learned
lesson? How will
you review key
concepts?
1.
Ask:
What's matter?
Does anyone know what matter is?

(Anything that takes up space and has
mass/weight.) Use a class vocabulary chart
to develop a child friendly definition.
When you define matter, did you

use observations based on your senses or
just what you think?
Which should we use- observations

based on our senses or our thoughts?
(observations)
In what forms does matter exist?

(solids, liquids, and gases)
How do you know?

2.
Ask students to list all kinds of
different matter for examples. Help them
science notebooks
baggies of solids
small tub of water
magnet
various graduated cylinders
various plastic cups paper
towels for spills/cleanup
Allow for students to have previous notes with them

Turn and talks
33
sort their examples into the different states

of matter.
EXPLORE
Introduction 1.
Tell students, Today we will work
with solid matter.
Distribute the materials and provide
How will you build 2.
students some free exploration time.
background
knowledge? How 3.
Ask students to explore the solids
will you introduce/ using the different containers (graduated
Class sequence
Guided Venn-Diagram Allow

pictures
Materials
ELL Level
34
Incorporate your
key vocabulary?
How will you
address needed
cultural objectives?
cylinders, plastic cups, baggie) and to notice

what happens when the materials are
placed in these different containers. 4.
Remind students to ask their
partner, How do you know? like they did
in the lab, States of Matter.
5.
After they have had a chance to
explore the solid objects, choose the same
two solids from each baggie and have
students observe to compare and contrast.
Make a list or a Venn diagram of the
comparisons.
Core
Instruction /
Lesson
Delivery
EXPLAIN
1.
From the comparisons, come up
with a list of properties of solids. For
example, if students say the crayon is blue
and the bead is white, write this on the
diagram and then add the word color to
the Properties of Solids chart. Accept any
properties that are characteristic of solids,
such as weight, size, ability to be used,
ability to be magnetic or non-magnetic,
ability to move, ability to sink/float, etc.
Students may add to this chart at later times
as they think of others.
2.
Ask students for a definition of a
solid.
3.
Ask: Does it keep its shape? How do
you know? (when they put it in the various
containers, it did not change shape)
How will you assure

comprehensible
input? How will
you meet the needs
of multiple learning
styles? How will
you utilize different
modalities of
instruction?
Guided lists
Verbal responses
35
Class sequence
Materials
ELL Level
4.
What are its characteristics?
(texture, shape, color, ability to sink or float,
etc.) Example: A solid is matter that keeps
its shape. You may add this to the Class
Vocabulary Chart. (Students may recognize
that a solid such as paper can change its
shape when you fold or cut it. You may
want to clarify your definition by saying that
a solid keeps its shape when it is sitting on a
table.)
Student
Engagement &
Application
(Practice)
What will students
do with the
information they
have learned?
How will students
actively engage
with the material?
EXTEND AND APPLY
Compare/contrast additional
examples of solids using a Venn diagram.
Students create the vocabulary
chart in their science notebooks with the
word(s) matter/solid and put in their own
examples.
Have students divide into

cooperative groups to see who can come up
with the longest list of solids. Encourage
them to use examples from other areas of
science: weather, food, human body, plants.
Group Work
36
Evaluation /
Assessment
What you assess
(formatively)
Class sequence
ASSESSMENT
Assess student learning through class
discussions and science notebook entries.
The following three-point rubric may be
adapted to evaluate students work during
these lessons:
Materials
ELL Level
student learning?
How will you
evaluate the
attainment of the
lesson objective(s)?
3 points: Students are highly engaged in

class discussions; were able to demonstrate
a clear understanding of the vocabulary;
give correct examples appropriate to the
lesson.
2 points: Students participate in class
discussions; were able to demonstrate a
basic understanding of the vocabulary; give
mostly correct examples; drew pictures that
were somewhat appropriate to the lesson.
1 point: Students participate minimally in
class discussions; unable to demonstrate a
basic understanding of the vocabulary;
could not give examples of the lesson.
Pictures were incomplete and/or did not
clearly identify lesson objectives.
37
Closure /
Wrap-Up
Encourage students to find different types

of solids throughout the school day
How will you

conclude your
lesson? What
follow-up activities
(homework, etc.) do
you have
planned? How can
students connect
this material to
their personal lives
Class sequence
Materials
ELL Level
& home culture?

(HomeFun)

Instruction
Assessment
38
Predicable Routines
Story Mapping
culture
Real-life connections
Field Trips
Guest speakers
Books/Materials on tape audio
materials Native-Language Materials
During Instruction:
Graphic Organizers
Venn Diagrams
Visual Support
T-charts
Timelines
Sequenced
Pictures
Manipulatives
Realia
Diagrams, Maps,
Charts
Modeling Procedures
Wait time

Cooperative Reading
Peer Review
TPR
Role-Play / Drama
Choral Reading
4 Corners
Panel Discussion
Round Robin
feedback/response (response cards, smartboard clickers,
PollEverywhere, Mini-dry erase boards, PostIts)
Face savers
Dialogue journals
Jigsaw readings
Peer Retelling
Teach test-taking
skills
Teach study skills
Teach test-format (vocabulary & pragmatics)
Ongoing formative assessment (formal
informal)
Summative
assessment During
Assessment:
Visual supports
Word Banks
Reduction in
questions
Verbal answers
Drawing / Artwork
answers
Models
Key textual
supports
Cloze procedures
Extra time
Assessment read to
student
Identification
&/or completion
Diagrams,
Maps, Charts
in lieu of
questions
text
Rubrics
Paraphrase
Questions
language
Modeled Responses
Response Charts
39

Peer Teaching
Songs / Games
Performance-based / mastery assessment

Peer & self-assessment
Portfolio assessment
Extra chances
40

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Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

ESOL III ESOL Infused Unit Plan

Theme of the Unit: Matter: Solids

Unit Big Idea:

Unit Essential Question(s):

Content Objective(s): Students will be able to

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

EP: SWBAT Label a solid, liquid, and gas

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Specific Lesson Standard(s):

Lesson Essential Question(s):

Lesson-Specific Content Objective(s): Students will be able to

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Lesson-Specific Linguistic Objective(s): Students will be able to

Pacing and Sequencing

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Allow students to respond to questions asked in

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Guide students to recognize the

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Allow time to explore.

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

4. Pick up the bag of air (gas).

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

EXTEND AND APPLY

Prepare three large sheets of

Instruct students to sort the items

Remind them to use your strategy

Have instructions written in L1 for parents to help

Provide one-on-one support

Have labels in L1 for students

3 points: Correctly identifies the state of

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

each state of matter.

How will you

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

ELL Strategies Checklist

ESOL Strategies Incorporated Into Lesson:

Student Engagement & Interaction

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

DRTA (Directed Reading Thinking Activity)

Summer 2016 ESOL III

Lesson Plan Template Kristen Houlihan

Home language instruction

Summer 2016 ESOL III