Professional Documents
Culture Documents
Goals I Objectives
SWBAT compare and contrast two diseases and use evidence to support their claim
Increase public participation (overarching goal for NG associated with Question)
Include multimodal forms of learning to engage all types of learners (JX)
Standards (and Assessment Anchors, if applicable)
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
Materials and preparation
Chart Paper
Sentence starter slips
Markers
Video (projector, screen, etc.)
White board
Markers
Graphic organizer/ Exit Ticket - regular lined paper
Classroom arrangement and management issues
Briefly describe the physical arrangement of the class with respect to managing your plans in
the particular space:
1. Gurol: In the library, one single table with 6 students sitting in a U shape. White board
and markers readily available.
JX: circle table - sitting in a circle for video watching portion, then circling the room
while contributing to gallery walk chart paper setup
2. Describe how students will get the materials needed.
Chart paper will be hung up around the room
Students will retrieve markers from a bin.
Handouts will be distributed by teacher when appropriate
3.Anticipate management concerns likely to arise and describe steps you will or have taken
into address them.
Students may not be familiar with the expectations of a Gallery Walk place them on the board. Put all expectations relevant to small groups on the
board.
Side conversations. Emphasize the one voice. Allow students to talk quietly
as long as they are on task. If you notice on task chatter, bring them into the
group conversation.
Plan
Include the imagined sequence of events (with a time estimate for each part of the lesson)
Task
Estimated
amount
Expectations
5 minutes
Hook Glo-Germ
Demo/What is a
germ?
10 minutes
5 minutes
Asking questions
about gallery walk
expectations
5 minutes
Filling out
compare/contrast
graphic organizer
charts
5 minutes
Share surprising/exciting
similarities and differences
between diseases that are very
similar/ very different etc.
Close with zombie ant video
https://www.youtube.com/watch
?v=XuKjBIBBAL8
Students are
presenting their
findings
For each portion of the lesson, specify focus questions that you plan to ask or problems that
you will pose that will help you structure the activity. This is particularly important for
sharing/discussion times. It is not enough to indicate that you will bring the class together
for a discussion. You need to specify how you will shape the discussion and what kinds of
things you will be listening for and attending to during it.
Teacher Response
Not able to work independently on chart paper Facilitate with sentence starters on chart paper
or small slips of paper with sentence starters
Takes too much time
Accommodations
a) Accommodations for students who may find the material too challenging
Sentence starters for students that are struggling with getting their thoughts on paper
Guided read alouds for kids that are struggling to sound everything out
Students can draw pictures about similarities/differences if writing it out may be too
difficult
b) Accommodations for students who may need greater challenge and/or finish early?
Bonus question on exit ticket
Read the article of the station that you finished early and add to it.
https://dloft.stanford.edu/sites/default/files/zombie_challenge_lesson_1.pdf
Resources were found from the above link
Things to do:
Adapt articles on different diseases using this site:
https://docs.google.com/document/d/1Gd2BcZjPI7jLyUg8fbOTUu2qNt67iXVYcU06feigQjU/e
dit