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Culture Documents
MATERIALS: “Our Solar System” worksheet, computer, white board, dry erase markers,
smartboard, solar system model, exit ticket, pencil, pictures of planets, notebook
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PREPARATION:
1) The teacher will post pictures of all the planets on the board prior to class.
MOTIVATION:
· The teacher will post, read, and explain the content and language objectives of
this lesson to the students.
· The teacher will say, “let’s look at our language objectives for today. Students
will define new vocabulary visually and in writing. Now let’s look at our content
objectives for today. Students will identify planets in the solar system and separate
between different planets.”
· The teacher will explain the objectives.
REVIEW/ASSESSMENT: (5 minutes)
· The teacher will hand students an exit ticket. Using the list of planets on the
board, the teacher will ask students to answer the question which planet is closest to the
sun, which planet is farthest from the sun, and what are the names of all the planets in our
solar system? The question will also be written on the exit ticket. After the students hand
in the text, the teacher will leave the students with a question to think about over the
weekend. The question is: “do you think there are other planets out of our solar system?”
3 STRATEGIES:
1. I used a graphic organizer as strategy, so that students could organize their thoughts. The
graphic organizer I used was of the solar system. It had all the plants revolving around
the sun and blank bubbles for the students to fill in the names of the planets. I used the
graphic organizer so students could apply the concepts they just learned to it. I think this
was effective for my lesson because it allowed ELL students to see visual illustrations
that helped them better understand where the planets are and understand the term, the
solar system, more clearly.
2. I also used a physical model of the solar system as a strategy to facilitate learning. The
model had all the planets and the sun on it. This helped the ELL students to see a visual
representation of what they were learning. They could also move and manipulate the
model to help them better understand the planets and the solar system.
3. Lastly, I used a mnemonic device as an instructional strategy. Mnemonic devices help to
organize information and help students to remember information better. While mnemonic
devices can be difficult for students to learn in their L2, through constant reinforcement
in many classes and having multiple exposures to this mnemonic device, it can be
beneficial to ELL students.