Cornelia Eboh and Sara Mandelbaum

Literacy Infused Lesson Plan Components

Subject: Chemical Reactions Grade level: 8

Learning Segment Title: Determination of whether a chemical reaction occurred using

annotation skills.

Length of each lesson: 50 mins

Central Focus:

In this learning segment students will determine the differences between a chemical and
physical change to figure out if a chemical reaction took place, by using the skills of annotation.
These skills include highlighting key details, identifying the main idea, and differentiating
between fact and opinion. The students will be using these annotation skills while learning about
the properties of phase change, melting point, gas production, odor, and color change. This topic
is important for students to learn because it is a part of a student’s everyday life. Chemical and
physical reactions are seen in digestion, the making of new materials, weather, osmosis, and
phase changes. In addition, annotation and evidence gathering is a key component of writing
papers, conducting research, creating presentations, and everyday conversation. Due to the
diverse nature of the students in the classroom being from different cultures and different levels
of English proficiency, different methods of instruction will be given. There will be text, images,
hands on activities, and videos to aid students in understanding whether a chemical reaction or
not took place. This learning segment will have students find similarities and differences to
develop their literacy skills through reading, speaking, and writing activities.

Essential Question(s):

● What are chemical and physical changes and their properties?

● How can I gather evidence using annotation skills?
● How can I write a lab report?

Learning Standards:

Content

RST8 (6-8): For scientific sources, distinguish between observation and inference-based
judgments, and reasoned judgment and opinion. For technical sources, distinguish between facts
and reasoned judgment.
MS-PS1-2: Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical reaction has occurred. [Clarification Statement:
Examples of chemical reactions could include burning of a wooden splint, souring of milk and
decomposition of sodium bicarbonate. [Assessment Boundary: Assessment is limited to analysis
of the following properties: density, melting point, boiling point, solubility, flammability, color
change, gas production and odor.

Science and Engineering Practices

● Developing and using models

● Analyzing and interpreting data

Disciplinary Core Ideas

● Structure and Properties of Matter

● Chemical Reactions

Crosscutting Concepts

● Patterns

Students:

● Determine the appropriate properties to identify whether a physical or chemical reaction

took place.
● Construct an informative text to explain whether a reaction is chemical or physical,
● Evaluate validity of methods on determining types of reactions.
● Utilizing key details about chemical and physical reactions to convey their knowledge to
other students.

Language

CCSS.ELA-LITERACY.W.8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.RST.6-8.9

Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.

Content Objective:
1. Identify if a chemical reaction took place based on the annotations and evidence gathered.

Language Objective:

1. Describe the differences between physical and chemical changes

2. Classify evidence based on the materials given.
3. Explain the purpose of a passage using annotations.

Academic Language

Language Compare the similarities and differences between physical and chemical
Function changes and their properties using annotation and evidence seeking
skills.

Vocabulary Compare, contrast, differentiate, classify, differences, similarities,

physical change, chemical change, chemical reaction, flammability,
color change, phase change, odor, introduction, body paragraph,
conclusion, thesis statement, describe, highlight, annotation, summary,
hypothesis, conclusion, lab report, scientific method, theory, law and
evidence.

Syntax A comparison matrix for differentiating and sentence starters and

language prompts to engage in verbal comparison results.

Discourse Students will create a lab report using various images, texts, outlines,
and videos to support reading, writing, and language development.

Differentiation

Special Needs of Over ⅔ of the students (24 out 34) are below the proficient level in
Students NY English Language Arts. The main issue that will be seen is a
cultural clash in the classroom where students of one main culture are
hostile and will not work with students of a different culture. In
addition, the tension has risen to verbal altercations making an
unfriendly classroom environment. Students will also have difficulty
structuring their lab reports due to limited English proficiency. Many
students in the classroom are at the beginning phase of learning
proper academic language in the classroom for 8th grade and need
 support in language development.

Pre-assessment All students will be taking a short answer pre-assessment on what

& Student they know about physical and chemical changes along with the
Readiness properties associated with them, their interests, and preferred
learning media. In addition, students will be tasked to annotate one
short passage to determine their reading readiness. This pre-
assessment will be an individual in class assignment. This is a
baseline assessment to determine the appropriate place of starting in
the lesson plan and based on the student's interests will determine the
examples of reactions used for the class.

Content Based on the pre-assessment, students will be assigned different

Differentiation examples of chemical and physical changes and be assigned to watch
or read different forms of media to gain information on the unit.

Process All students will use a comparison matrix and various graphic
Differentiation organizers to differentiate between physical and chemical changes to
determine if a chemical reaction took place. Students are allowed to
use a laptop with word translating or a piece of paper when turning in
the lab report. Students will be given different levels of reading and
lab report types based on their English proficiency.

Product The final lab report must be on physical and chemical changes, but
Differentiation students may pick any reaction in class they want that fits into the
two categories. Students may use any of the properties of chemical
and physical changes in their report and write it on paper or type it.
In the lab report students may include visuals and/or mathematics to
back up their findings. Students will use various lab report outlines
based on their level of English Proficiency

Lesson 1 - Pre-assessment & Physical and Chemical Changes

Lesson 2 – Gathering Evidence of Changes through Annotations

Lesson 3 - Formatting Essay/Lab Report

Lesson 4 – Formatting Essay/Lab Report & “Experiment”

Lesson 5 - Presentations

Lesson Plan Template

Date: March 25, 2022 (Day 1) Teacher’s Name: Ms. Eboh and Ms.
Mandelbaum

Subject: Chemistry and English Grade

level: 8

Learning Segment Title: Determination of whether a chemical reaction occurred using

annotation skills.

Length of each lesson: 50 minutes

Central Focus:

In this learning segment students will determine the differences between a chemical and
physical change to figure out if a chemical reaction took place, by using the skills of annotation.
These skills include highlighting key details, identifying the main idea, and differentiating
between fact and opinion. The students will be using these annotation skills while learning about
the properties of phase change, melting point, gas production, odor, and color change. This topic
is important for students to learn because it is a part of a student’s everyday life. Chemical and
physical reactions are seen in digestion, the making of new materials, weather, osmosis, and
phase changes. In addition, annotation and evidence gathering is a key component of writing
papers, conducting research, creating presentations, and everyday conversation. Due to the
diverse nature of the students in the classroom being from different cultures and different levels
of English proficiency, different methods of instruction will be given. There will be text, images,
hands on activities, and videos to aid students in understanding whether a chemical reaction or
not took place. This learning segment will have students find similarities and differences to
develop their literacy skills through reading, speaking, and writing activities.

Essential Question(s):

● What are chemical and physical changes and their properties?

 ● How can I gather evidence using annotation skills?
● How can I write a lab report?

Learning Standards:

RST8 (6-8): For scientific sources, distinguish between observation and inference-based
judgments, and reasoned judgment and opinion. For technical sources, distinguish between facts
and reasoned judgment.

MS-PS1-2: Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical reaction has occurred. [Clarification Statement:
Examples of chemical reactions could include burning of a wooden splint, souring of milk and
decomposition of sodium bicarbonate. [Assessment Boundary: Assessment is limited to analysis
of the following properties: density, melting point, boiling point, solubility, flammability, color
change, gas production and odor.

Science and Engineering Practices

● Developing and using models

● Analyzing and interpreting data

Disciplinary Core Ideas

● Structure and Properties of Matter

● Chemical Reactions

Crosscutting Concepts

● Patterns

Students:

● Determine the appropriate properties to identify whether a physical or chemical reaction

took place.
● Construct an informative text to explain whether a reaction is chemical or physical,
● Evaluate validity of methods on determining types of reactions.
● Utilizing key details about chemical and physical reactions to convey their knowledge to
other students.

Language

CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.RST.6-8.9

Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.

Content Objective:

1. Identify if a chemical reaction took place based on the annotations and evidence gathered.

Language Objective:

1. Describe the differences between physical and chemical changes

2. Classify evidence based on the materials given.
3. Explain the purpose of a passage using annotations.

Academic Language

Language Function Compare the similarities and differences between physical

and chemical changes and their properties using annotation
and evidence seeking skills.

Vocabulary Compare, contrast, differentiate, classify, differences,

similarities, physical change, chemical change, chemical
reaction, flammability, color change, phase change, odor,
introduction, body paragraph, conclusion, thesis statement,
describe, highlight, annotation, summary, hypothesis,
conclusion, lab report, scientific method, theory, law and
evidence.

Syntax A comparison matrix for differentiating and sentence

starters and language prompts to engage in verbal
comparison results.
 Discourse Students will create a lab report using various images, texts,
outlines, and videos to support reading, writing, and
language development.

Differentiation

Special Needs of Students
Over ⅔ of the students (24 out 34) are below the
proficient level in NY English Language Arts. The
main issue that will be seen is a cultural clash in the
classroom where students of one main culture are
hostile and will not work with students of a
different culture. In addition, the tension has risen
to verbal altercations making an unfriendly
classroom environment. Students will also have
difficulty structuring their lab reports due to limited
English proficiency. Many students in the
classroom are at the beginning phase of learning
proper academic language in the classroom for 8th
grade and need support in language development.

Pre-assessment & Student All students will be taking a short answer pre-
Readiness assessment on what they know about physical and
chemical changes along with the properties
associated with them, their interests, and preferred
learning media. In addition, students will be tasked
to annotate one short passage to determine their
reading readiness. This pre-assessment will be an
individual in class assignment. This is a baseline
assessment to determine the appropriate place of
starting in the lesson plan and based on the student's
interests will determine the examples of reactions
used for the class.
 Content Differentiation Based on the pre-assessment, students will be
assigned different examples of chemical and
physical changes and be assigned to watch or read
different forms of media to gain information on the
unit.

Process Differentiation All students will use a comparison matrix and

various graphic organizers to differentiate between
physical and chemical changes to determine if a
chemical reaction took place. Students are allowed
to use a laptop with word translating or a piece of
paper when turning in the lab report. Students will
be given different levels of reading and lab report
types based on their English proficiency.

Product Differentiation The final lab report must be on physical and

chemical changes, but students may pick any
reaction in class they want that fits into the two
categories. Students may use any of the properties
of chemical and physical changes in their report and
write it on paper or type it. In the lab report students
may include visuals and/or mathematics to back up
their findings. Students will use various lab report
outlines based on their level of English Proficiency

Lesson Topic: Pre-assessment & Physical and Chemical Reactions

Outcomes Assessments

Students will: Pre-assessment in class.

 Students will be able to determine what a physical Take Home: Venn diagram of physical and
and chemical reaction is and compare and contrast chemical reactions.
the two using a comparison matrix.

Procedure:

Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

Students will complete a brief pre assessment at the beginning of class. This assessment will
showcase where the students are in terms of their knowledge of chemical and physical reactions.
What do they know and what do they need help with? This can also prepare them for the coming
lesson.

Initial Phase Direct Instruction

1. Students will be given a list of vocab words for the day and their meaning.
2. Teacher will explain physical change. They will take notes in their designated science
notebook/binder. Slides 4.
3. Teacher will explain chemical change. They will take notes in their designated science
notebook/binder. Slides 4.
4. Teacher will explain cues of both types of changes. Slides 5-7
5. A video that showcases Physical vs Chemical change will then be shown
https://www.youtube.com/watch?v=gSmW8YiJWfw Slide 8.

Middle Phase

1. Guided Practice

Students will then be given a worksheet of a comparison complex in which they have to
differentiate between physical and chemical changes. They will work on this worksheet with a
small group of about 4 students of teacher assigned groups. The teacher will walk around and
help as needed. However, before administering the papers, the teacher will demonstrate what is
needed of them by doing 1-2 questions with the class.

2. Independent Practice

Students will receive a worksheet (some with sentence starters and some without based
on ELA proficiency levels). Students will determine whether the video is a chemical or
physical change. If this is not done before class, this will be taken home as homework.
Slides 9-11
Concluding Phase

3. Closure/Summary

Students will complete an exit ticket with the question of “The milk in my fridge expired and
now my fridge smells awful! What type of change am I? Slide 12

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Students will be given a venn diagram to fill out with a word bank and definitions to fill in.

Materials: (items, technology, etc.)

● Notebook
● Pen/Pencil
● Comparison Matrix handout
● Projector
● Laptop
● White Board
● Venn diagram

Resources: (reference any “borrowed” materials)

Burning Paper. (2013, November 27). [Video]. YouTube.

https://www.youtube.com/watch?v=TUVScBf8Znw&t=18s

Four Colour Change Reaction (Chameleon Chemical Reaction). (2015, January 17). [Video].

YouTube. https://www.youtube.com/watch?v=OKurcQt3ZOU

HYDRAULIC PRESS CREATES A COIN. (2020, October 11). [Video]. YouTube.

https://www.youtube.com/watch?v=LwIV9Le4Ajc&t=19s
Jespersen, N. D., Hyslop, A., & Brady, J. E. (2015). Chemistry: The molecular nature of matter.

John Wiley and Sons.

Physical and Chemical Changes. (2015, December 3). [Video]. YouTube.

https://www.youtube.com/watch?v=gSmW8YiJWfw

Date: April 1, 2022 (Day 2) Teacher’s Name: Ms. Eboh and Ms. Mandelbaum

Subject: Chemistry and English Grade level: 8

Learning Segment Title: Determination of whether a chemical reaction occurred using

annotation skills.

Length of each lesson: 50 minutes

Central Focus:

In this learning segment students will determine the differences between a chemical and
physical change to figure out if a chemical reaction took place, by using the skills of annotation.
These skills include highlighting key details, identifying the main idea, and differentiating
between fact and opinion. The students will be using these annotation skills while learning about
the properties of phase change, melting point, gas production, odor, and color change. This topic
is important for students to learn because it is a part of a student’s everyday life. Chemical and
physical reactions are seen in digestion, the making of new materials, weather, osmosis, and
phase changes. In addition, annotation and evidence gathering is a key component of writing
papers, conducting research, creating presentations, and everyday conversation. Due to the
diverse nature of the students in the classroom being from different cultures and different levels
of English proficiency, different methods of instruction will be given. There will be text, images,
hands on activities, and videos to aid students in understanding whether a chemical reaction or
not took place. This learning segment will have students find similarities and differences to
develop their literacy skills through reading, speaking, and writing activities.

Essential Question(s):

● What are chemical and physical changes and their properties?

● How can I gather evidence using annotation skills?
● How can I write a lab report?
Learning Standards:

RST8 (6-8): For scientific sources, distinguish between observation and inference-based
judgments, and reasoned judgment and opinion. For technical sources, distinguish between facts
and reasoned judgment.

MS-PS1-2: Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical reaction has occurred. [Clarification Statement:
Examples of chemical reactions could include burning of a wooden splint, souring of milk and
decomposition of sodium bicarbonate. [Assessment Boundary: Assessment is limited to analysis
of the following properties: density, melting point, boiling point, solubility, flammability, color
change, gas production and odor.

Science and Engineering Practices

● Developing and using models

● Analyzing and interpreting data

Disciplinary Core Ideas

● Structure and Properties of Matter

● Chemical Reactions

Crosscutting Concepts

● Patterns

Students:

● Determine the appropriate properties to identify whether a physical or chemical reaction

took place.
● Construct an informative text to explain whether a reaction is chemical or physical,
● Evaluate validity of methods on determining types of reactions.
● Utilizing key details about chemical and physical reactions to convey their knowledge to
other students.

Language

CCSS.ELA-LITERACY.W.8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.

Content Objective:

1. Identify if a chemical reaction took place based on the annotations and evidence gathered.

Language Objective:

1. Describe the differences between physical and chemical changes

2. Classify evidence based on the materials given.
3. Explain the purpose of a passage using annotations.

Academic Language

Language Function Compare the similarities and differences between physical

and chemical changes and their properties using annotation
and evidence seeking skills.

Vocabulary Compare, contrast, differentiate, classify, differences,

similarities, physical change, chemical change, chemical
reaction, flammability, color change, phase change, odor,
introduction, body paragraph, conclusion, thesis statement,
describe, highlight, annotation, summary, hypothesis,
conclusion, lab report, scientific method, theory, law and
evidence.

Syntax A graphic organizer that employs students to find evidence

to support their claim.

Discourse Students will create a lab report using various images, texts,
outlines, and videos to support reading, writing, and
language development.
Differentiation

Special Needs of Students Over ⅔ of the students (24 out 34) are below the
proficiency level in the NY English Language Arts.
The main issue that will be seen is a cultural clash
in the classroom where students of one main culture
are hostile and will not work with students of a
different culture. In addition, the tension has risen
to verbal altercations making an unfriendly
classroom environment. Students will also have
difficulty structuring their lab reports due to limited
English proficiency. Many students in the
classroom are at the beginning phase of learning
proper academic language in the classroom for 8th
grade and need support in language development.

Pre-assessment & Student All students will be taking a short answer pre-
Readiness assessment on what they know about physical and
chemical changes along with the properties
associated with them, their interests, and preferred
learning media. In addition, students will be tasked
to annotate one short passage to determine their
reading readiness. This pre-assessment will be an
individual in class assignment. This is a baseline
assessment to determine the appropriate place of
starting in the lesson plan and based on the student's
interests will determine the examples of reactions
used for the class.

Content Differentiation Based on the pre-assessment, students will be

assigned different examples of chemical and
physical changes and be assigned to watch or read
different forms of media to gain information on the
unit.

Process Differentiation All students will use a comparison matrix and

various graphic organizers to differentiate between
 physical and chemical changes to determine if a
chemical reaction took place. Students are allowed
to use a laptop with word translating or a piece of
paper when turning in the lab report. Students will
be given different levels of reading and lab report
types based on their English proficiency.

Product Differentiation The final lab report must be on physical and

chemical changes, but students may pick any
reaction in class they want that fits into the two
categories. Students may use any of the properties
of chemical and physical changes in their report and
write it on paper or type it. In the lab report students
may include visuals and/or mathematics to back up
their findings. Students will use various lab report
outlines based on their level of English Proficiency.

Lesson Topic: Gathering Evidence of Changes through Annotations

Outcomes Assessments

Students will: Take home: Students will complete

gathering evidence worksheet with
Students will be able to annotate and annotations and physical activities.
analyze a text to pull out evidence proving
whether a physical or chemical change
occurred.

Procedure:

Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

On the board their will be the joke:

What do you call an alligator in a vest? -An investigator

Slide 2

Initial Phase Direct Instruction

1. Students will be given a vocab sheet at the beginning of the class. Slide 3
2. Ask the class the question “How do we as scientists prove our findings?” Slide 4
3. Explain what evidence is. Slide 4
4. Ask the class “How do we find evidence in a written passage?” Slide 4
5. Explain what annotation is. Slide 5
6. Show students how to annotate with an example passage. Slide 6

Middle Phase

1. Guided Practice

Students will be tasked to read the passage on the board and fill out the graphic
organizer that is handed to them. The teacher will read the passage out loud first and then
employ the students to work within their groups (3-4 students) to fill out the graphic
organizer. Each group will share their responses with the whole class. During group work
the teacher will be walking around to facilitate cooperative learning and clear up any
misunderstandings.

Slide 7

2. Independent Practice

Students will read a paragraph describing a physical or chemical change. They will then
identify which change it is in the graphic organizer. Then they will identify evidence from the
text to support their answer.

Concluding Phase

3. Closure/Summary

Students will be given an Exit Ticket:

“Write down 2 takeaways from today’s lesson”

Slide 8

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Students will be assigned a worksheet where they will be determining whether a change is
physical or chemical based on their annotations taken and evidence found in the passages and
physical activity.

Materials: (items, technology, etc.)

● Notebook
● Pen/Pencil
● Evidence gathering graphic organizer worksheets
● Projector
● Laptop
● White Board
● Homework worksheet
● Paper
● Vocabulary sheet

Resources: (reference any “borrowed” materials)

I. (2021, December 9). Expose K-2 Readers to Annotation Strategies. Smekens Education

Solutions, Inc. Retrieved April 1, 2022, from

https://www.smekenseducation.com/expose-k-2-readers-to-annotation-strategies/

Jespersen, N. D., Hyslop, A., & Brady, J. E. (2015). Chemistry: The molecular nature of matter.

John Wiley and Sons.

Strategy #5: Evidence Guide Graphic Organizer. (n.d.). Instructional Strategies to Increase

Comprehension for Adolescents. Retrieved April 1, 2022, from

http://meganscherber.weebly.com/strategy-5-evidence-guide-graphic-organizer.html
Date: April 1, 2022 (Day 3) Teacher’s Name: Ms. Eboh and Ms. Mandelbaum

Subject: Chemistry and English Grade level: 8

Learning Segment Title: Determination of whether a chemical reaction occurred using

annotation skills.

Length of each lesson: 50 minutes

Central Focus:

In this learning segment students will determine the differences between a chemical and
physical change to figure out if a chemical reaction took place, by using the skills of annotation.
These skills include highlighting key details, identifying the main idea, and differentiating
between fact and opinion. The students will be using these annotation skills while learning about
the properties of phase change, melting point, gas production, odor, and color change. This topic
is important for students to learn because it is a part of a student’s everyday life. Chemical and
physical reactions are seen in digestion, the making of new materials, weather, osmosis, and
phase changes. In addition, annotation and evidence gathering is a key component of writing
papers, conducting research, creating presentations, and everyday conversation. Due to the
diverse nature of the students in the classroom being from different cultures and different levels
of English proficiency, different methods of instruction will be given. There will be text, images,
hands on activities, and videos to aid students in understanding whether a chemical reaction or
not took place. This learning segment will have students find similarities and differences to
develop their literacy skills through reading, speaking, and writing activities.

Essential Question(s):
 ● What are chemical and physical changes and their properties?
● How can I gather evidence using annotation skills?
● How can I write a lab report?

Learning Standards:

RST8 (6-8): For scientific sources, distinguish between observation and inference-based
judgments, and reasoned judgment and opinion. For technical sources, distinguish between facts
and reasoned judgment.

MS-PS1-2: Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical reaction has occurred. [Clarification Statement:
Examples of chemical reactions could include burning of a wooden splint, souring of milk and
decomposition of sodium bicarbonate. [Assessment Boundary: Assessment is limited to analysis
of the following properties: density, melting point, boiling point, solubility, flammability, color
change, gas production and odor.

Science and Engineering Practices

● Developing and using models

● Analyzing and interpreting data

Disciplinary Core Ideas

● Structure and Properties of Matter

● Chemical Reactions

Crosscutting Concepts

● Patterns

Students:

● Determine the appropriate properties to identify whether a physical or chemical reaction

took place.
● Construct an informative text to explain whether a reaction is chemical or physical,
● Evaluate validity of methods on determining types of reactions.
● Utilizing key details about chemical and physical reactions to convey their knowledge to
other students.

Language

CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.RST.6-8.9

Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.

Content Objective:

1. Identify if a chemical reaction took place based on the annotations and evidence gathered.

Language Objective:

4. Describe the differences between physical and chemical changes

5. Classify evidence based on the materials given.
6. Explain the purpose of a passage using annotations.

Academic Language

Language Function Compare the similarities and differences between physical

and chemical changes and their properties using annotation
and evidence seeking skills.

Vocabulary Compare, contrast, differentiate, classify, differences,

similarities, physical change, chemical change, chemical
reaction, flammability, color change, phase change, odor,
introduction, body paragraph, conclusion, thesis statement,
describe, highlight, annotation, summary, hypothesis,
conclusion, lab report, scientific method, theory, law and
evidence.

Syntax A graphic organizer that employs students to find evidence

to support their claim.

Discourse Students will create a lab report using various images, texts,
outlines, and videos to support reading, writing, and
 language development.
Differentiation
Special Needs of Students
Pre-assessment & Student
Readiness
Content Differentiation
Over ⅔ of the students (24 out 34) are below the
proficiency level in the NY English Language Arts.
The main issue that will be seen is a cultural clash
in the classroom where students of one main culture
are hostile and will not work with students of a
different culture. In addition, the tension has risen
to verbal altercations making an unfriendly
classroom environment. Students will also have
difficulty structuring their lab reports due to limited
English proficiency. Many students in the
classroom are at the beginning phase of learning
proper academic language in the classroom for 8th
grade and need support in language development.
All students will be taking a short answer pre-
assessment on what they know about physical and
chemical changes along with the properties
associated with them, their interests, and preferred
learning media. In addition, students will be tasked
to annotate one short passage to determine their
reading readiness. This pre-assessment will be an
individual in class assignment. This is a baseline
assessment to determine the appropriate place of
starting in the lesson plan and based on the student's
interests will determine the examples of reactions
used for the class.
Based on the pre-assessment, students will be
assigned different examples of chemical and
physical changes and be assigned to watch or read
different forms of media to gain information on the
 unit.

Process Differentiation All students will use a comparison matrix and

various graphic organizers to differentiate between
physical and chemical changes to determine if a
chemical reaction took place. Students are allowed
to use a laptop with word translating or a piece of
paper when turning in the lab report. Students will
be given different levels of reading and lab report
types based on their English proficiency.

Product Differentiation The final lab report must be on physical and

chemical changes, but students may pick any
reaction in class they want that fits into the two
categories. Students may use any of the properties
of chemical and physical changes in their report and
write it on paper or type it. In the lab report students
may include visuals and/or mathematics to back up
their findings. Students will use various lab report
outlines based on their level of English Proficiency.

Lesson Topic: Summarizing by writing a lab report.

Outcomes Assessments

Students will: Take home: Students will complete a

worksheet where they will annotate a
Students will be able to analyze a text and passage and make a lab report to determine
based on the information they pull out they what type of change occurred.
will create a lab report.

Procedure:

Introduction: Sponge Activity, Anticipatory Set, Activating Prior Knowledge

On the board there will, be the joke:

“Promise yourself you start your lab report early. Start and finish it the night before it's due.”
Slide 2

Initial Phase Direct Instruction

1) Students will be given a vocab sheet at the beginning of the class and the vocab will be
explained. Slide 3
2) Ask the class the question “What do you think a lab report is?” Slide 4
3) Explain what a lab report is and show an example Slides 5-6
4) Read out loud the article of “Lab Reports” by Easy Science to Kids Slide 7
5) Fill in the definition frame organizer as a class Slide 8
6) Explain what summarizing is and give an example Slides 9-10

Middle Phase

2. Guided Practice

Students will be assigned to read a short passage and fill out the template of a lab report
given to them. Students will first read the passage to themselves, annotate it, and then work in
their groups (3-4 students) to fill out the lab report. The teacher will be walking around the room
to promote cooperation and answer any questions the students will have. At the end of the
activity each group will come up with a verbal two sentence summary of their findings.

3. Independent Practice

Students will read Mary’s lab report that describes her experiment of burning a cake.
Students will determine the parts that Mary is missing in her lab report. Students will fill in the
parts she missed and then write a summary of what aspects of her lab report were not there.

Concluding Phase

4. Closure/Summary

Students will be given an Exit Ticket:

Write one key takeaway from writing a lab report

Write one key takeaway from summarizing.

Slide 11

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)

Students will be assigned a worksheet where they will be reading a passage that demonstrates a
physical or chemical change. The students will use the information given in the passage to fill
out a lab report that will summarize their findings.

Materials: (items, technology, etc.)

● Notebook
● Pen/Pencil
● Summary Organizers
● Lab report worksheet
● Laptop
● White Board
● Homework worksheet
● Paper
● Vocabulary sheet

Resources: (reference any “borrowed” materials)

Jespersen, N. D., Hyslop, A., & Brady, J. E. (2015). Chemistry: The molecular nature of matter.

John Wiley and Sons.

Lab Reports. (2017, February 24). Easy Science For Kids. Retrieved April 2, 2022, from

https://easyscienceforkids.com/lab-reports/

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom Instruction That Works:

Research-Based Strategies for Increasing Student Achievement (1st ed.). Assn for

Supervision & Curriculum.