Name: Jesse Acuna
1. Texas Essential Knowledge and Skills (TEKS): (C2)
and Plan Learning Experiences and Instruction.
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students should be able to see exactly what is going to be learned for that specific TEKS
3. SMART
Objective(s): (C3)
Essential Question:
4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Grade/Subject: 5th Science Date: 1/5/24
Identify Desired Results, Determine Acceptable Evidence
Relevant - Demonstrate value to the learner. Don't teach material that won't be used or on
which you will not assess.
How is this certain topic relevant.
1. What you are teaching your students. The purpose of teaching this content.
How the implemented standards or planned learning objectives apply to a learning strategy
that you used, any skills that are acquired during the lesson, and any content-area
connections. How this lesson plan will work with other lesson plans in a unit to help
students make these connections between the skills they develop and your essential strategy
(or composing text in meaningful contexts).
What students should know and be able to do as a result of the lesson. When students clearly
understand classroom expectations, they’re better able to assess and improve their performance.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
The content and language focus of the learning task, represented by the active verbs within the
learning outcomes.
Vocabulary (words, phrases, and/or symbols that are used within disciplines): Includes words and
phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings
that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the
discipline
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance): Includes
the structures of written and oral language, as well as how members of the discipline talk and write about
what they know.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables): he set of conventions for
organizing symbols, words, and phrases together. into structures (e.g., sentences, graphs, tables). How
you support students in their language use: sequence events, graphic organizers, formulas, charts,
language rules, outlines, Venn diagram.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. How will you assist them to demonstrate this function and support this "DO" verb?
understand, use, and
practice the concepts and
language they need to 2. Identify the strategies to teach language vocabulary words, phrases, or symbols used in your lesson.
learn within the
discipline
Discourse strategies - (GO TO Page)
Site the researcher’s -Write: How you will have them write about the lesson objective?
name as you refer to the
strategy. -Talk: How will you have them talk?

Syntax - (GO TO Page)

1. How you support students in their language use: sequence events, graphic organizers,
formulas, charts, language rules, outlines, Venn diagram.

2. The set of conventions for organizing symbols, words, and phrases together. into structures

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Formative assessment provides information to help guide the instruction
Assessment(s) must be throughout the unit. These assessments offer ongoing feedback.
aligned to the TEKS,
and objectives.

Summative: Summative assessment- informs both the student and the teacher about the level of
conceptual understanding and performance capabilities that the student has achieved.

Assessment of your language demands:

Formative: Going over the daily warm up together. Refreshing on what we learned yesterday.

Summative: Talk to each student one on one to see where they are at.
8. Hook (C7) Hook activity (make connections to prior learning) We play a game where 2 students go head to head to
answer questions about a unit. The student that doesn’t answer has to go sit down.

Closure (C7)
Closure Activity: (make connections to prior learning) Exit Tickets

Student Assets (C7)

Personal assets - refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, that a teacher can draw upon to support learning.

Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.

Community assets: refers to common backgrounds and experiences that students bring from the
community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning.

9. Body of Lesson/
Teaching Strategies and I DO – I’m going to show you how the Planets line up in order from closest to the sun to
Learning Task(s) furthest from the sun.
(C9)

Be sure to include:
How will students learn
and use academic
language? WE DO – We are going to go over each planet, and say a saying that will help us
remember the order that they are in.

Three higher order

thinking questions.

Marzano Strategy
YOU DO – When we are done you are going to color and cut out each planet and put them
in order from closet to furthest from the sun.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Group these kids together with someone
who knows the criteria and have them help these individual while monitoring.

o Gifted / advanced learners: Let them do the work by them selves and check on them to
see how they are doing.
 Technology: -(GO TO page) Put up a video from PBS kids so they can watch about the
planets.

Marzano Strategy - (GO TO page) Highlight the key components to what planets we are
learning about. Learn which planets are hotter and colder by bulleting them apart. And having
them apply what they have learned into a project.

Higher Order Thinking Questions (GO TO page)

1. What planet could potetialy have life on it?
2. Which planet has a similar atmosphere to eart?
3. What are specific need of a human to live on another planet?

Grouping / Partnering Technique: (Hattie)

Putting kids together to try and figure out a sertain topic and why it works a certain way. I could
ask question 3-What are specific need of a human to live on another planet? And they
could talk amongst themselves to figure it out.

Potential misconceptions and your plan to address it: I would get with certain students to
make sure that they understand what I’m teaching, and if not keep coming back to those students
to there is no misconceptions.

10. Resources and

materials needed (C9) I would need pictures of each planet, colors, and a physical representation of how small the earth is
compared to the sun.
(E7)
(How might you differentiate materials and resources for learners with various needs?)
Some kids have to see so they can get a picture of how large the sun actually is. I could bring a marble
and a basketball to differentiate the size. I could also provide hand outs of descriptions of the planets and
what they are made out of .

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Take questions out.
strategies and planned
supports, will you employ to 2. Text to speech, Speech to Text
meet the needs of each
student that has identified
special learning needs? 3. Read Aloud to students

Modification(s)- (A change in what is being taught or what is expected from the student):
1. Reduction of classwork

2. Omitting questions

3. Oral Test

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. English to Spanish Text.

2. Snap and Read

3. assignment and Videos in Spanish.

4. Shortened assignments

5. Have a aid that can speak Spanish, help translate so the kids can learn but also learn
English as well.

DELIVERY PLAN
1. Objective (Rigor) - SMART and should be visible on your board daily.
2. T we will be going over the Ecosystem.
Today
Objective: Ecosystem
2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?

 Is your opening congruent to the objective?

I would start by showing them a video of a small animal running away from a big animal. The small animal would get away.

I would ask them what is the bigger animal… which is the predator, and them ask them what is the smaller animal which is prey

What is the difference between a predator and Prey? Could prey also be a predator?

I would have each of the students engage in the discussion as we go over vocabulary.

I would have lessons ready for the students that speak Spanish and kids that need note assistance.

Yes it would be right on task with the objective.

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?
Students must be able to understand what a producer and a consumer are. They must be able to tell what each of them do, and be able
to tell where they get their energy from . First thing would be to see what the students know by going over the vocabulary and seeing
what they know. I would let them do digital dictionary that has the definition of the word, and a short video so they could have a
visual. The learning style would have a lot of hands on and group activities. They must be able to define producer and consumer,
along with herbivore, omnivore, and carnivore. The strategies I am going to use is congruent with the objective. This would be
checked with Exit tickets.

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language supports needed.

 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.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application of a

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.

 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
 How will you check for understanding or reteach?

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?
We will collect data from exit tickets, along with quiz grades and test grades with the approaches.

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

To be successful I will need everyone to come in with the correct materials, including pencils, their folders from previous unit and
their attention.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?
Exit tickets and warm up each day about what we learned from the previous lesson.

NOTES: