READ520: Modified Lesson Plan #1

Teacher: Lindsey Moody Grade Level: 4 th

Subject: Science/English Unit or Chapter: Earth and Space Systems

Acquisition stages of the ELs in my class:

● 1 student - Starting (Level 1)
● 2 students - Developing (Level 3)

1. What are the ELL or content area standards?

Science - 4.6  The student will investigate and understand that there are relationships among
Earth, the moon, and the sun. Key relationships include

b)  the causes for Earth’s seasons;

English -4.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction
texts, and poetry.
k) Use reading strategies throughout the reading process to monitor comprehension.

This lesson will discuss the causes for the Earth’s seasons and use literature to support their
comprehension of the topic. They will learn new vocabulary words that pertain to the Science SOL
present and the pictures will reinforce these vocabulary words. This lesson is culturally relevant
because all of the students can relate to the seasons and their differences, plus the text hits on
background experiences that most students can relate to.

2. What key concepts will students learn, and what strategies will be used to
teach them?
During this lesson, student will be able to
o Participate in a shared reading of the book “The Reason for Seasons” by
Gail Gibbons
 This is appropriate for EL students because all students
participate and learn new vocabulary as the teacher and students
read together. There are also many visuals within the book that
can be used as a reference.
o Learn new English vocabulary pertaining to Earth and Space, including
the seasons.
 This is appropriate for all learners. The teacher can pull out
specific vocabulary pertaining to the Earth (ex: rotation, tilt,
hemisphere, etc.) and allow the students to act it out and/or
present pictures and a student-friendly definition on an anchor
chart while reading.
o Learn new vocabulary and relationships while collaborating with one
another.
READ520: Modified Lesson Plan #1

 Throughout the lesson, have the students discuss with their

buddies to activate prior knowledge that they know about the
seasons. For EL students, pair them with their buddy that they
discuss in class with.

3. What background knowledge will students need?

All students have some background knowledge of the seasons. They all understand
that our weather changes throughout the year. To start the discussion, I would ask a
question: “What is the weather like outside today?” Then, after they call out some
answers I would ask if they knew about the different seasons we have outside. Then, I
could talk about how we know the different seasons and ask, “How do you know when
it’s summertime?” and have the kids respond (it’s hot, we don’t have school, etc.).
After using that as an example, ask the students how they know when it is
winter/spring/fall. Have them turn and discuss with a partner. Examine and listen to
the different responses, especially EL students. Through this, I can gather the
background information that the EL student knows. Then, bring it back and allow
students to share. Then tell the students we are going to learn WHY we have different
seasons.

4. List terms, words, idioms, and phrases (TWIPs) to be pretaught. Include

simple student-friendly definitions. Identify words that are likely to be
used outside of class as well as academic words that are content-
specific.

Seasons (fall, winter, spring, summer): when the weather changes in different
times of the year
Revolve: when the Earth makes one trip around the sun
Rotation: when the Earth spins
Axis: a make-believe line that goes through the Earth from top to bottom
Equator: a make-believe line that goes around Earth
Hemisphere: one half of the Earth
Tilt: when something is turned to the side
Horizon: a make-believe line where the water meets the sky

5. Design one or more of the following activities for TWIP instruction:

(This is not an exhaustive list, and you may include additional activities as appropriate
for your lesson.)

Student-generated word walls

 For this activity, I would have students get into groups of two that I would assign. After
getting into their groups, have the students use the vocabulary that was pretaught and
create a word wall. Each group would be assigned one word from the list. Within
groups, one person would write the word, the other person would pick from a group of
pictures that represents the word. Then, once the word wall is finished, each pair will
READ520: Modified Lesson Plan #1

work together to think of examples that can relate to the words on the wall.

EL Explanation:

Starting (Level 1) student: When looking at the WIDA Can Do Descriptors, the student
can match oral words and phrases to pictures. In this activity, I would have that EL
student pick the picture that represents the word that their group is working with. They
also can state key words or phrases with visual support, so when going over the
vocabulary words, they will be able to say the words when I ask the class to repeat it
back to me, while the visual support will be up on the wall alongside the word. They
also can communicate their personal experience when thinking about ideas that relate
to the topic of their word. They also can use drawings to represent their ideas to their
buddy.

Developing (Level 3) students: When looking at the WIDA Can Do Descriptors, these
students will be able to follow tasks that are retold by peers, so they will be working in
their different pairs with a peer that will serve as a model for them. When speaking,
they can state main ideas and present information that has been rehearsed. By
working with a partner, they will already have newfound knowledge of the main ideas
they are discussing and can present the information to me since they are discussing it
with their partners. With writing, they can use key words and phrases, so they would
be fine playing either role in their small group.

6. List the strategies you will use to scaffold instruction for your lesson.
(This is not an exhaustive list, and you may include additional strategies as appropriate
for your lesson.)

_X_ 1. Buddies
___ 2. Cooperative Groups
_X_ 3. Graphs, charts, photos, drawings
___ 4. Graphic organizers
_X_ 5. Hands-on activities
___ 6. Taping explanations and photocopying notes
___ 7. Highlighting, sticky notes, Wikki sticks
_X_ 8. Using body language, skits, storytelling, music, videos
___ 9. Vocabulary box wherever possible

EL Explanation:

Starting (Level 1) student: I believe using buddies, photos/drawings, and using body
language is great for this student. This student will be working with someone that they
are familiar with already. According to the WIDA Can Do Descriptors, this student
listens by using pictures and objects and matching them to words. Throughout this
lesson, I do this by using “The Reason for Seasons” by Gail Gibbons. This is also
present with the students make the word wall by applying a picture to the word. The
student can also relate to new vocabulary by using body language when they “spin” to
READ520: Modified Lesson Plan #1

remember the word “rotation”. I’m sure that this student has spun around before as a
child, so they can relate that to familiar experiences during reading.

Developing (Level 3) students: I think these strategies are appropriate for these
students as well. According to the WIDA Can Do Descriptors, they can listen to
information being retold by a peer. By working with their buddies, they will discuss
together what they think and what they should do for the vocabulary word wall. They
also can state main ideas when talking to their buddies orally. It also states they can
identify relationships, which they will be doing when comparing the photos on the
word wall to their background knowledge. Using body language when discussing
vocabulary words in the story, “The Reason for Seasons” by Gail Gibbons is also
present. They can use this to relate to the idea of spinning to the word “rotation”.

7. How will you modify text for beginning learners of English?

I will modify the text by using pictures explain vocabulary words, both in the book and
on an anchor chart. I will also stop and further explain words in a student-friendly
context. During the reading, I can also have students get up for words that they can
act out to further understand (ex: rotation).

Adapted from:
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas.
Alexandria, Va: ASCD.