Learning Segment

Subject(s): Language Arts Reading

Content Standards
CCSS.ELA-LITERACY.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts
independently and proficiently.
CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Lesson Objectives
Students will determine the meaning of vocabulary words and phrases relevant to
Newtons Third Law of Motion.
Students will understand Newtons three Laws by reading and using multiple strategies
to make meaning of challenging texts.
From using their knowledge, students will analyze how Newtons Third Law relates to
our daily lives.

Language Demands:
(edTPA Commentary Tasks 1.4.a-d)

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Language Function & Key Learning Task (edTPA Commentary 1.4.a-b)

Understand
Analyze
Determine
Clarify

Content/Academic Vocabulary (edTPA Commentary 1.4.c)

Forces
Motion
Acceleration
Speed
Action
Reaction
Discourse & Syntax (edTPA Commentary 1.4.c)
Reading Comprehension
Paraphrasing
Annotating
Diffusing
Gather information
o Students will use multiple reading strategies in order to understand and comprehend the
text. Then once theyve gathered the information they are to apply it in their summative assessment. The
students will also be writing down their vocabulary words by determining the meaning of it through the
reading and able to apply it in their summative assessment.

Supports (edTPA Commentary 1.4.d)

The students will write down their vocabulary words and definitions from their Science textbook. They will see
some of the words in the guided reading passage and needs to be able to diffuse the word within that paragraph
in order to understand the text and apply it to their assessment.
For some students, pictures/illustrations along with labels will be a support for students to understand the words
better. Putting them into small groups or assign partners will be helpful as well.

Materials/Resources
Teacher Students

- Passage and questions: - Passage and questions:

file:///C:/Users/Gabrielle file:///C:/Users/Gabrielle
%20Hernandez/Downloads/1050_sir_is %20Hernandez/Downloads/1050_sir_isaac_newton_
aac_newton_and_lebron_james.pdf and_lebron_james.pdf
- 5-3-1 activity: - Science textbook
https://docs.google.com/document/d/1 - Science notebook
DbLWIJfFuJ5WiblFYmTU1cSksrzZes - Pencil/highlighters/dictionaries
dWlY5yiuS8fbs/edit - Markers/colored pencils

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- Science textbook - Poster board activity worksheet:

- Video:
- Newtons third
law,
https://www.youtube.com/watch
?v=0WSlHIJr14E
- Poster boards
- Poster board activity worksheet:
-

References
(these should be included within each prompt in the commentary to which they apply)
Science, Scott Foresman

Newtons third law video, https://www.youtube.com/watch?v=0WSlHIJr14E

http://www.theteachertoolkit.com/index.php/tool/5-3-1
Passage and questions: file:///C:/Users/Gabrielle
%20Hernandez/Downloads/1050_sir_isaac_newton_and_lebron_james.pdf
Poster board activity worksheet:

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Adaptations to Meet Individual Needs

(edTPA Commentary 1.3.b)

High-Level Learners: For these gifted and talented groups of students, the teacher
will introduce new sets of reading strategies to make them think higher stressing on their
cognitive thinking skills. So, one reading strategy would be to let them focus on asking
questions about the passage. They can create discussion questions that they could ask the
class about the reading and the questions cannot have a yes or no answer. Another
strategy is making connections with what they are reading. They can either make a
connection with text-text, text-self, or text-world. These strategies can help them think
outside of the box.

On-Level Learners: When these groups of students work on their passage and
questions, sometimes they would get distracted. Creating an environment of support will be
helpful so students can ask questions when they need to. The teacher will create a calm
classroom so the students can concentrate and succeed in reading independently. When
youve visited their work then you can assign them the two different reading strategies you
gave to the gifted students.

Struggling Learners: The main focus for this group of students would be the guided
reading and questions at the end. The teacher will provide lots of resources to these students
to help them with the process of using the reading strategies and understanding the texts.
Things like being in partners or putting them into their guided reading groups. With partners
the teacher can assign them with a student who has a different set skills so they can read
aloud to each other, have a buddy reading where they can turn and talk about the books.

English Language Learner: The same will apply with struggling learners. The guided
reading passage and questions would be hard to tackle for these ELLs because theres no
one to one help and going over the procedures step by step, which is something the teacher
would do with these groups of students. The more they talk it out with a partner or the
teacher, the better they will understand. When it comes to the vocabulary words and
understanding what they mean since there will be some vocab words in the passage, the
teacher will provide pictures with the words. The teacher will provide a list of examples and
illustrations with labels for the ELLs to see better.

Management/Safety Issues
Creating a safe environment: The teacher will create a safe classroom by making it
clean and organized. Doing this will make learning more effective because the students will
not be distracted. The teacher will remind students to give respect not only to others but to
the classroom as well. So, at the end of the day the students will pick up 5 pieces of trash
and put up their chairs. They will also put away their books in their cubby holes so nothing
will be left on their desks. The teacher will model respectful behavior to the students so they
will do the same not only in the classroom but around the school and outside of school. The
teacher will also make it safe for students to participate and ask questions.

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Whole class:
Attention getters: The teacher will say, Hey, hey , hey listen up,
listen up! Then the students will respond, Yo, yo, yo, whats up? Whats up? Or
another one would be, the teacher will say, Class class and the students will
respond, Yes yes in order to get their attention.
Point class system: Since the whole 6th grade class is on a rotating
schedule, the teacher will have three sets of classrooms. The teacher will introduce
the point system, which is determined on a number line. Each class will have a
number line. The first day will start at 0 and throughout the whole day, depending on
the classrooms behavior, if they are behaving the points will go to the right and get
higher. If they are misbehaving the points will go to the left and get lower. The first
class that gets to a hundred will have a party.
Within the class:
Small groups such as table groups will have expectations. It would
also be a competition between groups and whoever shows the most behaved group
will get out early for recess, after school, or to get in line for lunch. When the teacher
says, Assemble! the whole group in the table has to join hands in the middle, one
on top the other, then the teacher waits and see which groups does it the fastest and
quietest to win.

Rationale/Theoretical Reasoning
(edTPA Commentary 1.3.a-c)

Rationale (edTPA Commentary 1.3.a & 1.3.b)

In this subject, students will learn about Newtons three Laws and specifically how the third
law relates to our daily lives. They will find information through a guided reading with the same
passage provided by the teacher and learn the definitions of their vocabulary words in their Science
textbook. During the guided reading, the teacher will demonstrate multiple reading strategies so that
students will do the same to help them understand the reading in order to apply their knowledge in
the summative assessment. Guided reading is effective in students reading comprehension, it
increases the quantity of independent reading, provides explicit instructions in fluency, vocabulary,
writing, and conversations.

Theory (edTPA Commentary 1.3.a & 1.3.b)

In this resource, it explains how guided reading is an explicit instruction to help struggling,
on level readers to use efficient literacy strategies independently and creatively. The students not
only know what they read, but they can apply these strategies to help them when they read on their
own. When they know how to use these strategies through demonstrations, the more they can do it
individually and is capable of their own learning.
Resource: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?
article=1194&context=reading_horizons

Common Misconceptions or Difficulties

Misconception: Reading nonfiction books will be difficult for some students depending on
their level of reading. They will read words that are too difficult and will not understand and
misinterpret the readings.

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Address: By going over the vocabulary words students will spot the words in the readings
and help them understand it better. The teacher will also describe the readings further with videos
and examples.

Assessment/Evaluation Criteria
(edTPA Commentary 1.5a)

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Formative Assessment
1. 5-3-1 activity is a formative assessment because to start off this lesson the teacher
will assess the students prior knowledge about Newtons three laws of motion. In the
worksheet the students will respond to the question, Why does a rubber ball bounce when
you toss it on the ground? It gives the teacher insight on what they already know about
forces and motion in Science so that the new topic can be introduced. During this time the
teacher can know where to start prior to instructions and give brief explanations they need to
know in order to start instructing new materials.
2. During instructions, the teacher will be performing guided reading with the whole
class. It is mainly to instruct reading strategies (paraphrasing, annotating, diffusing words,
marking up the text) to increase reading comprehension. The teacher will demonstrate how
to use these strategies so students can perform it on their own. At this time teachers can ask
questions about what they just read using the reading strategies. The teacher can also bring
up students on the board to try and use the strategies with guidance from teacher and other
students. This is a formative assessment because the teacher will be giving feedback right
away.
Summative Assessment
1. The poster board activity entitled Actions and Reactions is what will be assessed
at the end of the lesson. This will meet the learning objectives because the students are
demonstrating their knowledge about Newtons third law from the readings and videos and
applying them through this activity. The students will complete the chart by adding 6
examples of how Newtons third law relates to our daily lives. The poster board that I will
collect as evidence along with the worksheet, will include the 6 examples and pictures.
a. Rubric: https://docs.google.com/document/d/1JjeJCTX4V-pv62N-
5aVV5FIeyZ2LO8HXtlQ7KopfPnM/edit

b. Poster board activity worksheet:

2. The questions from the passage is another summative assessment because it assess
their knowledge about the passage in order to understand Newtons third law. Not only does
it give questions about what they read, the strategies help them to grasp the challenging text
in order to make meaning and retain the information. The answers that they provided with
the questions is the evidence that the teacher will collect to inform that the students
understand Newtons third law of motion.
a. Passage and questions: file:///C:/Users/Gabrielle
%20Hernandez/Downloads/1050_sir_isaac_newton_and_lebron_james.pdf
b. Teacher Guide and answers: file:///C:/Users/Gabrielle
%20Hernandez/Downloads/sir_isaac_newton_and_lebron_james_answers.pdf

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Academic Feedback
1. When students are using the reading strategies to understand the meaning of the text,
the teacher will be checking in on the students, looking closely to their work, and observe
two things: where students make errors in the process and where they hesitate. The teacher
will invite and say, tell me about what you are doing so that she can make clarifications
and provide feedback right away. To provide more opportunity to use the feedback, students
can annotate the reading questions to help them understand how they will answer the
questions. Checking in on students and how theyre completing their work in terms of
process, gives individual students an opportunity to have a private conversations about their
own work. Also, when going over the questions as a whole class the teacher will ask
additional probing questions that connects to their lives to further their thinking.
2. After turning in the poster board activity, the teacher will be giving a written
feedback on the rubric for each student. To give them the opportunity to use the feedback,
the students can share out their poster or write a summary for additional support.

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Instruction
Set/Hook/Motivator (Before):
1. Introduce the 5-3-1 activity and let them know this is to assess what they already
know about Newtons Laws and to tap into their prior knowledge.
2. Pass out the worksheet to each student.
Individually students will write down 5 ideas about the question:
Why does a rubber ball bounce if you toss it on the ground?
With a partner, have the pairs choose 3 ideas that they think were the
best answers and list them down.
Have students join another pair to create a group of four. Let them
review everyones ideas and determine which one is the most important answer,
which will be shared with the rest of the class. Each member of the group has to
agree.
3. After sharing, the teacher will write down the answers on the board for each group then put
up a video to show the class.
https://www.youtube.com/watch?v=0WSlHIJr14E
4. At the end of the video, the teacher will wait for a while to let the information sink in then
discuss what will they be learning about throughout this unit. Inform students that although
there are three laws of motion, we will only focus on the third law. Go over the essential
questions to let the students know their goals and why they are learning about Newtons
third law.

Instructional Procedures (During):

1. Teacher will advise students to take out their Science textbook and notebook. In
their textbook, have them turn to chapter 15 on page 418.
2. Go over the vocabulary words (highlighted) throughout the chapter along with the
definitions that will be used in this lesson. Have students write them down in their Science
notebook.
3. As a class we will transition from defining our vocabulary words to having a guided
reading on an article that relates to Newtons third law of motion, called Sir Isaac Newton
and LeBron James.
4. Discuss that in this reading students will learn reading strategies such as how to
diffuse, paraphrase, mark the text, and annotate the text in order to understand the text and
better their comprehension.
5. Before we start, use think-pair-share to predict how does LeBron James relate to
Newtons Laws of motion?
6. On a overhead projector, begin by reading the first paragraph. Demonstrate marking
up the text by highlighting important people such as Newton and James along with the first
and second law. Show annotating these laws by paraphrasing them and writing it on the
margins of the text. Before moving onto the next paragraph make sure students understand
the first.

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7. For the next three paragraphs on page 1, have students read and again, demonstrate
marking up the text and annotating each paragraph. Introduce the strategy diffusing, when
you come up to the word force in paragraph 2. Say This is one of our vocabulary words.
How does the definition relate to Newtons third law? Write the answer in the margin as an
annotation.
8. Next, have some students demonstrate these strategies on the board with guidance
and coaching them when they hesitate.
9. For the rest of the reading, have students individually do the same for practice.
Remind them the strategies so that they can practice with the rest of the reading. For
struggling learners and ELLs, have them partner up and read the passage together while
applying the strategies.
10. When students are done with the reading, they will go on and answer the questions
at the bottom. For struggling students and ELLs they can answer questions together with
dialogue.
11. After giving them time to read the passage and work on the questions, together as a
class we will go over the questions. Call on individuals and pairs to read their answers
aloud. Teacher will clarify if they got it wrong and have other students explain why they got
it wrong and share their answers.
12. Teacher will say: Newton stated and explained his laws of motion in his book titled,
Mathematical Principles of Natural Philosophy. In this book, first published in Latin in
1687, he offers two examples of this third law from his life:
a. If you press a stone with your finger, the finger is also pressed by
the stone.
b. If a horse [pulls] a stone tied to a rope, the horse ..will be equally
drawn back towards the stone; for the ..rope.. Will draw the horse as much towards
the stone as it does the stone towards the horse.
13. Ask students to share examples from their daily lives that relate to Newtons third
law.
14. Explain to the class they will be doing a poster board activity demonstrating their
knowledge and how it applies to their lives.

Closure (After):
1. Pass out Newtons Third Law of Motion worksheet with the directions to the
poster board activity along with the chart.
2. Choose students to read the procedures on the worksheet.
3. Before sending them off to complete the chart, go over letter a and b so they have a
better understanding on how to complete this chart.
4. Each student will create their own poster board and have the procedures completed
and turned in at the end of the day.

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