Akheeba Charles April 2023

Lesson Delivery Plan

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

By the end of the chapter, students will be able to label and identify the components of DNA with a
given diagram with 100% accuracy, draw a sequence diagram explaining how the nucleotide sequence
specifies some traits of an organism, and after observing an assigned video during class, create a
summary that examine scientific explanations for the origin of DNA with a minimum of eight sentences
in a paragraph with correct grammar, punctuation, and spelling.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?
I will use the analogy that DNA is like a spiral staircase and each step built connects to the next. Have a side-
by-side image of a double helix and a spiral staircase next to each other. Explain DNA components and its
purpose.
• What will you do to open the lesson to motivate and engage the students’ interest in the content?
Teacher will lecture then students will watch a video about what the teacher lectured about.
• How will you help students make connections to prior knowledge? Teacher will do a quick review of
what they should know before beginning the lesson by using recognizable vocabulary. Teacher will issue
a diagnostic quiz to assess knowledge of material.
• How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
EQ - How are DNA sequences used to make proteins? Why is it important to know about DNA?
CF - The purpose of this lesson is to build on the student’s previous knowledge DNA components.
Students will learn and explain about how the nucleotide sequence specifies some traits of an organism. This
lesson will serve as a building block in the future for students to understand identification of pathogens,
disease pathways, genes in animals and humans, diagnose genetic disorders, create drugs, life on earth,
apprehend criminals amongst other discoveries. DNA is used in a variety of ways that students will need to
understand in order to interpret.
LT - 1) I can label and identify the components of DNA on a handout given. 2) I can explain the origin
of DNA. 3) I can explain how the nucleotide sequence specifies some traits of an organism. 4) I can identify
and discuss why DNA is important in the modern world today.

• How will you identify / teach / assess language demands?

• Language Function: Students will demonstrate what they learned by identifying the components by
labeling a given diagram; defining the components by writing the definition of each component and its
function (s); and examining and explain how the nucleotide sequence specifies some traits of an
organism by writing a paragraph.
• Vocabulary: Students will define the following components and its functions for DNA by taking a
matching and multiple-choice quiz: adenine, amino acid, cytosine, double helix, genetic code, guanine,
homology, hydrogen bond, nitrogenous base, nucleotide, phosphate, polypeptide chain, and thymine.
• Discourse: Students will have the option to construct a 3D model of DNA or create a poster of DNA
and deliver an oral presentation with a minimum of two minutes and no greater than three minutes
for a grade. Students will also participate in classroom discussion explaining how the nucleotide
sequence specifies some traits of on organism and the explanation for the origin of DNA.
 Akheeba Charles April 2023
Lesson Delivery Plan

• Syntax: Frayer Model – define vocabulary, Sequence chart - explain how the nucleotide sequence
specifies some traits of an organism, Diagram – identify DNA Components

• How will you introduce language supports?

Second Language learners / Cultural Diversity: Teacher will incorporate scaffold learning with native
language, find cultural unique vocabulary to connect with student, create visuals, practice academic
language using sentence frames, learn about cultural background of student, and create pre-learning
material before introducing topic to class. Search external resources that students can utilize to
connect and understand.
Gifted / advanced learners: Teacher will assign independent assignments/projects, open-ended
questions to research, and project-based activities that engage students critical thinking.
• Is your opening congruent to the objective? Yes

3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable
steps). How will you use strategies, technology, learning styles? What vocabulary and skills do the students
need to master the material? Are the strategies you plan to use congruent to the objective?

• Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language
supports needed.
I DO – Teacher will model the construction of a DNA Model and explain the components/roles
of the DNA model. Teacher will demonstrate how the Frayer model works to define each
vocabulary/key terms given. Teacher will lecture about why learning about DNA and the vocabulary is
important to them and in today’s society. Teacher will also create a word wall.

• Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as
needed. “Praise, prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be
sure to incorporate strategies and academic language supports that are needed.
WE DO – After lecture and modeling, teacher will provide an interactive activity with
instructions and material for students to engage in task to show that they understand. Students will
create a DNA model using fuzzy pipe cleaners and beads. Teacher will also provide students with blank
copies of the Frayer model to begin defining vocabulary for concept development. Teacher will walk
around room and visit each group to provide feedback, guidance, and to observe who mastered the
task(s).
 Akheeba Charles April 2023
Lesson Delivery Plan

• Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports that
are being used.
YOU DO – Students will construct a 3D model of DNA or create a poster of DNA components
and deliver an oral presentation with a minimum of two minutes and no greater than three minutes
that summarizes what they learned. Students will take multiple choice quiz, true/false quiz, and fill in
the blank quiz.

• Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice
phase of the lesson. You may need to stop and reteach, so students practice correctly. How do you
plan to assess understanding? What HOTQs will you ask? List at least 3
o What do DNA mean? What are the components of DNA and its role?
o Explain how the nucleotide sequence specifies some traits of on organism and the explanation
for the origin of DNA.
o What is some of the various reasons why it is important to learn about DNA in society
today?
• How will you check for understanding or reteach? After students been assessed through
quizzes, classroom discussion, and demonstration/presentation of student teacher will reteach only to
students using a different teaching method that students may understand.

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to
demonstrate mastery of language demands? Teacher will use a rubric to analyze students understanding of
the chapter. Student must score in acceptable score range to demonstrate mastery.

5. Resources - What materials will you need for a successful lesson?

Paper, pencils, fuzzy sticks, beads, posters, markers, glue, student’s creativity, student issued laptops,
handouts, overhead projector.
6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?
Activity 1 – After lecture, students will be in groups where they can create a small model using fuzzy sticks
and beads to demonstrate a mini-DNA model in 5 minutes.
Activity 2 – Given a diagram, students will label/identify the components of DNA in pair/share.
Activity 3 – Students will individually define the content vocabulary throughout the lesson by using the Frayer
model.