Richmond Public Schools 2014-15 Explanations Version

Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)

Teacher: Lauren Cipollone Date(s): Weeks spanning Sept. 15-26, 2014 Content or Unit: school calendar, class grading system, body Grade Level or Course: 1A (4 sections) movements and classroom commands, describing self (parts of the body, clothing, appearance, emotions), health and hygiene

STAGE 1: Desired Results ~ What will students be learning? Taken from the WIDA ELP Standards, Grades 9-12 for Level 1 (entering): --Listening: Classroom Routines: Follow simple commands pertaining to classroom routines SOL/Learning Objective --Speaking: Personal Preferences: Answer WH- questions that express facts --Writing: Personal and Business Communication: Complete forms read orally w/ identifying information/produce facts about self Essential Questions & How do I see myself? How am I unique? How can I keep myself and others around me Understandings/Big Ideas healthy? Parts of the body: head, nose, eyes, eyebrows, eyelashes, lips, teeth, ears, chin, forehead, cheek, neck, shoulder, elbow, hand, wrist, finger, back, chest, stomach, thigh, calf, leg, foot, ankle, toe, knee Movements: raise, sit, stand, clap, touch, jump, squat, close, open, laugh, hum Health: Key Vocabulary clean, wash, brush, sleep/rest, exercise, eat, laugh, talk Clothing: pants, shorts, dress, skirt, tie, jacket, t-shirt, polo, socks, shoes, underwear, sweater, sweatshirt, hoodie, hat, scarf, jewelry, glasses, watch Emotions: happy, sad, excited, nervous, scared, confused, embarrassed, angry School Calendar: marking period, interim, holiday, early dismissal, 9 weeks, mid-term, final exam, pass, fail, referral, suspension STAGE 2: Assessment Evidence ~ What is evidence of mastery? How would you describe yourself? Assessment Part 1 School schedule (garner previous knowledge). Possible misconceptions or Filling gaps in vocabulary; cultural differences; getting acclimated to a new setting learning gaps STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use? --What is the school dress code? --Make a face that described each of the emotion words. Snapshot / Warm-up --Write today’s date. --What does it mean to be healthy? --What are you wearing today? Cooperative learning: students will share previous knowledge to build a big Instructional Strategies picture of what vocabulary and information is needed to function in their new setting; identifying cultural similarities and differences in what it mean to be healthy

1 Richmond Public Schools 2014-15 Explanations version Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins) --Students will complete a questionnaire about their personal appearance and exchange information with a partner to make comparisons. --Students will learn the parts of the body and be able to label a figure accordingly. --Students will complete a TPR activity to practice various movements within the classroom. --The school dress code will be gone over, with examples shown of appropriate Teaching and Learning Activities and inappropriate dress. --Students will describe the clothing they see in various magazines and advertisements and design an outfit. --Students will read a level-appropriate text on good hygiene and discuss what they do to be healthy. --Students will look over the school s schedule and discuss key dates and grading system for school and their ESL class. Differentiation Higher Level Technology Use Connections to other  Tiered instruction Thinking subject areas and/or Instruction will be based on level Use of projector to authentic applications and higher level students will have Students will respond view images relevant the opportunity to guide lower to commands necessary to various lesson American education system; level ones. to function in a topics culturally relevant social  Interest-based activities classroom setting; they skills; healthy habits Activities are tailored to the will become aware of specific needs of the ESL culturally relevant population, with the needs of new habits and behavior students taking priority. necessary to integrate into a new cultural  Personal agendas setting Important student information will be created in an easily accessible format. Checking for Understanding Q & A, class discussions, teacher and peer demonstrations, walk-throughs

STAGE 4: Closure ~ What did the students master & what are they missing? Lesson Closure & Student Summarizing of their Data collected from various worksheets, exercises, projects, and activities which will Learning showcase student learning.

Assessment Part 2 End of unit project, reading comprehension test, writing assignment

Teacher Reflection / Effectiveness of Learning