EDTE 533 ELL Project Lesson Plan & Appendix

Name: Megan Schlitz

Grade: 5 Topic: The Rock Cycle
Date: Allotted Time: 3-5 Lessons to teach and work on products ~30-45 mins each

Cite Sources used to develop this plan:

Bill Nye – Rock Cycle YouTube video: https://www.youtube.com/watch?v=BsIHV__voMk
Rock Cycle Poster from Teachers Pay Teachers: https://www.google.com/search?
q=rock+cycle&sxsrf=ACYBGNRn9MHwcFmFwGA38xfxZNDenUXyLw:1572814964951&source=lnms&tbm=isch&sa=X&
ved=0ahUKEwiW1KGq-M7lAhXcIDQIHSHzB6EQ_AUIEigB&biw=1366&bih=657#imgrc=rBgRGCpPSebfqM:
Rock Cycle Pictorial Diagram created by me:
https://drive.google.com/file/d/1ep9HnEJSBKHX2YG2dc9DaVMUpRtq4SLU/view?usp=sharing
Storyboard comic idea and example came from: https://www.storyboardthat.com/storyboards/7a418546/rock-cycle-
comic-strip
Children’s online picture book explaining the life of a rock going through the rock cycle from Storyjumper:
https://www.storyjumper.com/book/index/12947832/The-Rock-Cycle#

Rationale: How is this lesson relevant at this time with these students? Why is this important?
The Rock Cycle is an important concept to understand as students get older as it ties together many different ideas
such as natural resources, plate tectonics, Earth’s landscapes, and place. This unit ultimately helps to give students
the tools to be more aware of their surroundings. This lesson would come at the very beginning of the unit when
students are just trying to get their grasp on the new concepts of how rocks go through cycles and transformations
over time. This lesson is scaffolded so that students use background knowledge and new learning to piece together
how a rock might travel through different states. This lesson will teach new vocabulary and content in both a group
setting, and in partners where they will show what they have learned through a storyboard comic.

Curriculum Connections: What Big Ideas (Understand), Core and Curricular Competencies (Do), Content Standards
(Know) does this lesson help to develop?
Understand Science 5
(Big Ideas)  Earth materials change as they move through the rock cycle and can be used as natural
resources.
ELA 5
 Questioning what we hear, read, and view contributes to our ability to be educated and
engaged citizens.
 Language and text can be a source of creativity and joy.

Essential Questions:
 What are the stages of the Rock Cycle?
 How might rocks change between forms?
Do (Core  I use my experiences with various steps and attempts to direct my future work
Competencies  I present information clearly and in an organized way
)  I can work with others to achieve a common goal; I do my share
Do (Curricular Science 5
Competencies  Co-operatively design projects
)  Communicate ideas, explanations, and processes in a variety of ways
ELA 5
 Use writing and design processes to plan, develop, and create texts for a variety of purposes
and audiences
Know Science 5
(Content  the rock cycle
Standards)  local types of earth materials (include mineral, rock, clay, boulder, gravel, sand, soil)
 ELA 5
 text features
 literary elements
 writing processes

Learning Intention: Content Objective(s): I can identify the different stages of the rock cycle.
What will students Language Objective(s): I can create a comic style storyboard to show the rock cycle (with a
learn? (What do I want partner). I can share learning and ideas orally with the class.
them to learn?) Key Vocabulary: Igneous, Metamorphic, Sedimentary, Sediments, Melting, Magma,
Eruption, Transform, Heat, Pressure, Weathering, Rock
Text Type: Descriptions, posters and video of the rock cycle stages.
Language Features: simple sentences, present tense, past tense, adjectives.
Evidence of Learning:  KWL Chart (Formative), conversation and ideas picked up from video and rock
How will students show cycle charts (Teacher Observation, Conversation).
their learning?  Observation of pair work and conversation on comic storyboards. (Teacher
(Products, Observation)
conversations,  Comic Storyboards done in pairs (product)
observations)
Criteria: What will help Content Criteria: Students are able to identify the different stages of the rock cycle and
students know how to how a rock might change from one type to another through creating a storyboard comic to
be successful? (What show the possible changes of a rock over time.
will I look for in the Language Criteria: Students are sharing on-topic ideas in group and pair conversations;
evidence?) students are sounding out new words and referring to posted anchor charts. The teacher
will have taught the more difficult words with pictures as they pop up. Students will have
extra time to think of their responses during oral sharing.

Resources, Materials and Preparation: What resources, materials and preparation are required?
KWL Chart
Bill Nye Video
Rock Cycle Children’s Book
Rock Cycle Anchor Charts ready to be projected
Storyboard Comic Example printed enough copies for each table group and cut up in paper clips
Story Board Templates printed and Example ready to be shown

Organizational/Management Strategies: (Anything special to consider? How will you organize the activities, the
materials and the students so that things run smoothly?)
Pre-plan pairs to ensure ELLs are with strong students.
Pre-write out the KWL chart on chart paper.
Have comic storyboard sheets printed out and ready to go.
Ensure teacher gives clear and simple instructions throughout lesson to ensure students are following.

Teacher will: Students will:

Connect: Effective DAY 1
beginnings, share Do a KWL Chart with the students on “The Rock Cycle” Think, talk to partner.
learning intention to activate prior knowledge and gain student Share ideas for what students know,
Timing: 5 mins understanding of the topic. wonder and want to learn about the
**Have students think-pair-share ideas before asking rock cycle.
for responses to give extra wait time.
*If students are not giving thoughtful ideas or are
lacking ideas, ask questions such as: What can rocks
look like? Where do you find most rocks? Do rocks
look different in different places you have been?
 Go over content and language objectives.
Listen, ask questions as needed.
Process: The Watch Bill Nye – Rock Cycle Video (4 mins). Ask Students will watch video and record
learning part, students to think and write/draw 2+ new/surprising new ideas of interest and question
make meaning facts from the video as well as a new question they that can be added to KWL chart after.
Timing: 20-30min have on a piece of paper. Students will use this new
information to add to the KWL Chart.
*Notes will not be checked  ELL students may write
notes in 1st Language.
*This video has great visuals and expression to
support ELL comprehension.
*Provide time to finish their notes, and pair share Think, pair, share new ideas.
their new ideas

Add new information/ideas/questions to KWL Chart. Students provide new learning and
questions to KWL chart.

Use anchor charts of rock cycle to support the idea Listen and make connections to video.
that rocks can move through the rock cycle slowly Ask questions when needed.
over time with reference to the video. Teacher will
reinforce vocabulary using the images on the charts
and further definitions.

Add any new information/ideas/questions to KWL Students provide new learning and
Chart. questions to KWL chart.

Do thumbs up check in to see how students are Show thumbs that correspond with
feeling about the new information. how they are feeling with the rock
cycle order and systems.

If students still feel confused  read children’s book Follow along with teacher, ask
on rock cycle online. Further go over confusing questions to gain better
concepts and vocabulary (teacher gauges and understandings.
responds to students)

DAY 1 CLOSURE
Have students share something they found surprising Share surprising or interesting
or interesting about the rock cycle in a whip around idea/fact from learning today.
style (only do whip around if teacher feels confident
ELL students have ideas based on previous
discussions)

END OF DAY 1
Transform: Show DAY 2
and use what has Refresh students on rock cycle – encourage students Follow along, ask questions for
been learned to come up to explain how rocks flow from form to clarification, some students come up
Timing: form using the rock cycle diagrams. to front and explain process of rock
45+ mins (multiple cycle.
lessons to draft
and do good copy Go over storyboard comics with students using rock Listen, ask questions.
with artwork) cycle example. In small table groups, give students the In table groups, put the boxes in
 example storyboard comic cut up by their boxes for proper order based on text, pictures,
students to put into proper order of sequence. This and prior knowledge.
will have students work together to read the few
sentences/words on each box to figure out, with help
of the anchor charts, the order.

Explain we will be doing a rock cycle story board. Listen, ask questions as needed.
Students will be put into pairs (pair up ELL students
with strong students to help with difficult language),
and the pairs will create a storyboard comic for the
rock cycle. This story can show the rock being
transformed in any order, but there must be an
explanation of how the transformation is happening.
The rock must also go through all 3 rock stages/forms.

Put students into pre-made pairs to make their first Get into pairs. Discuss their plan for
draft of their storyboard comic. their storyboard comic and begin
*Provide pairs with pre-made story board frames of draft.
different numbers of boxes or encourage them to
make their own.
Have students do a draft of their storyboards in words
with rough drawings before creating their good copy
of the story board.

*Extension: create storyboard online through Use Chromebooks to illustrate and

https://www.storyboardthat.com/storyboard-creator
Closure: Get everyone settled back in their own seats. Have
Timing: 3-5 mins students share their story boards if they feel
comfortable  repeat key vocabulary with reference
to the anchor charts that are always visible.
create their storyboards using the
storyboardthat website.
Sit in seats, share storyboards if
comfortable, ask questions as needed.

Do thumbs-up check in to see how kids are feeling Show thumbs that correspond to how
about the rock cycle in general. they are feeling about the rock cycle.

Appendix: Supporting English Language Learners Across the Curriculum

Key Visuals
Key visuals, or graphic organizers, provide a visual representation of the key ideas in a text, lesson, or unit. Some
examples include flow charts, web diagrams, Venn diagrams, timelines, graphs, etc.
Key visuals can be used to support English language learners to understand the key concepts and/or demonstrate their
learning more easily.
The charts to the right come from
the websites cited below the
images. The charts reinforce that
rocks can change form using the
visual and textual explanations.
These graphics are available to
reference throughout the lessons,
which will aid students in the
storyboard assignment by
referencing vocabulary and
changes.

https://www.google.com/search?q=rock+cycle
&sxsrf=ACYBGNRn9MHwcFmFwGA38xfxZNDenU
XyLw:1572814964951&source=lnms&tbm=isch
&sa=X&ved=0ahUKEwiW1KGq-M7lAhX
cIDQIHSHzB6EQ_AUIEigB&biw=1366&bih=657 #imgrc=rBgRGCpPSebfqM:

https://drive.google.com/file/d/1ep9HnEJSBK
HX2YG2dc9DaVMUpRtq4SLU/view?usp=sharing

The images to the right come from

the cited websites below. These
visual organizers will help students
draft and structure their storyboard
comics.

https://www.pinterest.ca/pin/5
64146290818286033/?lp=true

https://www.printablepaper.net
/preview/Nine_Panel_Comic_Page

https://www.printablepaper.net
/preview/Twelve_Box_Comic_Page

https://www.printablepaper.net/pr
eview/Big_Start_Big_End_Comic_Page

Multimodal Resources
Multimodal texts combine two or more modes of communication, including visual, verbal, written, gestural,
kinesthetic, and musical. Examples of multimodal texts include picture books, websites, and videos. Multimodal texts
provide multiple ways for making meaning. Identify at least 2 multimodal texts that you could use to supplement
your lessons/unit. Provide a brief description of the resource, along with a citation or a link to the resource.
1. The Bill Nye – Rock Cycle video is from YouTube and will be watched to support understanding and vocabulary
about the rock cycle. The video shows the rock cycle through moving picture, oral language, and some written
language (can watch video with subtitles to assist students as well).
https://www.youtube.com/watch?v=BsIHV__voMk
2. The Rock Cycle Children’s Book is a supplementary resource to help students further understand the rock
cycle using different wording than the video or teacher does using the charts. Using various ways of explaining
the same concept will help make the ideas more concrete in the kids heads.
https://www.storyjumper.com/book/index/12947832/The-Rock-Cycle#
3. Part 1 of the Geologyonline activity would be a great addition to solidify the rock cycle as well as new
vocabulary learned later in the unit. The activity involves creating stations in the class where students are
pretending to move throughout the rock cycle. A dice is created with different actions to do at each station.
There is the possibility of staying in one spot for a while to reinforce that the rock cycle takes time.
http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdf

Strategies for ELLs

Refer to the chapter titled, “Integrating Language and Content Instruction” (Coelho, 2016) and the PowerPoint slides
for class on October 18th. Identify four strategies that you could use to support your ELL learners throughout the unit.
Write a paragraph explaining how you would apply each strategy within the context of your lesson/unit.

1. Cooperative Learning Activities

Throughout this unit, students will participate in several cooperative learning activities. After learning new
information, the teacher provides students with think-pair-share opportunities to encourage think time as well
as sharing of ideas and ways of thinking with peers. Students will also work together to put the example
storyboard boxes in order based on the text and pictures – this will help the students become familiar with the
vocabulary as well as how the rock cycle flows from state to state and the language that is used to explain this
process. Students will also be working in pairs to develop their own personal rock cycle using the provided
resources and anchor charts. These partner pairings will encourage students to work cooperatively and bounce
ideas off of each other as they solidify their learning. Later in the unit, the teacher will provide opportunities for
the different rock types to be brought into the classroom where students will do a deeper inquiry/study on one
of the types of rocks. They will take their research and do a jigsaw sharing method to allow all students to learn
from one another.
2. Language Experience Approach
Later in the unit, the teacher will bring in different rock types for the students to see in real time and
experience through the senses. Students will get to feel, scratch, see, and compare the different rocks to gain a
deeper understanding of what makes each rock type unique and different. Another hands-on activity that will
be done is the making of sedimentary rocks through mixing air-dry clay, sand, and small rocks together to
simulate the slow formation. This will help engage students through more kinesthetic learning. Another activity
that would be of value (but budget and driver dependent) would be to go to the different geological spots in
Nanaimo that have geological information on plaques near the rocks that the kids can see.
https://scitech.viu.ca/sites/default/files/geo-nanaimo_signs_final.pdf
3. Scaffold Writing
In this lesson, If I had ELL students, I would ensure I have given ELL students sentence starters and fill in the
blank options for any written work I requested. This would ensure there is an accessible entry point for the
students to get to the desired work level. Writing is difficult for ELL students, and with this unit including many
new words and concepts, having some words and sentence frames/starters, it would scaffold and support for
the ELL students. I would also be sure to explain and/or pre-teach more difficult vocabulary, as well as provide
a word bank page with visuals to support the new language. The writing process in the first lesson is structured
so that while the students are first getting used to the new words and concepts, they are creating the writing
for the storyboard comics with a partner who I will have pre-arranged to ensure the matches will be successful.
4. Multimodal Lessons
This unit will include many lessons which include as many of the learning styles as possible. I have started the
unit off by including a video which is effective for audio and visual learners, as it has simple speech and great
visuals. The anchor charts showing the rock cycle will be great for visual learners, and auditory as they are
explained. I have also included arranging of the storyboard comic to get the hands and minds thinking, as well
as conversation going between table groups, which targets more oral, kinesthetic and visual learners. Further
in the unit, students will have opportunities to work hands-on with different rocks, do a full body movement
activity where they go through the rock cycle (multimodal activity #3), and go out to see different geological
locations in Nanaimo – all of which target kinesthetic and visual learners. I will be sure to find more videos to
support the learning of the rock cycle as well, or perhaps the kids could incorporate a video/technology aspect
into a final assignment to sum up the rock cycle.