<p> Name:______</p><p>UNIT LESSON PLAN TEMPLATE Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to…: Topic: Writing about the zoo trip Grade/Class: 2nd Date: Content Objective(s): Language Objective(s): Concept 2: Organization The student will identify, describe, and apply Organization addresses the structure of the writing conventions of standard English in his or her and integrates the central meaning and patterns that communications. hold the piece together. PO 1. Organize content in a selected format (e.g., friendly I can describe the field trip to the zoo using my five senses. letter, narrative, expository text). I will organize my writing by using main idea and details. (See Strand 3) </p><p>Materials (including supplementary and adapted): *KWL chart *Field trip to zoo *Pictures taken *Pre Writing Web *Modeled shared writing / editing * Wiki pages, Picasa Higher Order Questions: Before: What do you think you will see that lives at the zoo? How would you classify these animals? Predators or prey? (connection to Avenues) After: Think about the zoo trip using your 5 senses. What did you see? Hear? Taste? Smell? Touch? Talk to your partner about what you experienced. </p><p>Teacher Activities: Building Background </p><p>Links to Students’ Past Experience:</p><p>Have they been to the zoo? KWL chart. Picture books on animals.</p><p>Teacher links to Prior Learning: Zoo activity pack for teachers. Visit the zoo, and taken Pablo Python.</p><p>Key vocabulary: Main Idea Details 5 senses Various animals brainstormed by the students Verbs the animals do ( jump, sleep, roar, swim- also generated by the students or used in Avenues) Comprehensible Input This component comprises some of the features that make SIOP instruction different from “just good instruction.” Check those that apply and describe below. Include those selected to the lesson sequence section below. x_ Speech appropriate for students’ proficiency level x_ Clear explanation of academic task x_ Techniques used to make content concepts clear for:</p><p>1. Beginning- Review the pictures from the Avenues kit. Have the students work in pairs then brainstorm on chart paper which animals the students will see at the zoo. Draw pictures of animals in a KWL chart with the name of the animal. </p><p>2. Early Intermediate - Review the pictures from the Avenues kit. Have the students work in pairs then brainstorm on chart paper which animals the students will see at the zoo. Write the animals name and what they know about the animal. </p><p>3. Intermediate- Have the students work in pairs then brainstorm on chart paper which animals the students will see at the zoo. Write the animals name and what they know about the animal. Write questions with a partner. </p><p>4. Early Advanced- Have the students make their own KWL chart and write questions they may have about the animal habitats. Discuss with table group before class discussion.</p><p>Scaffolding _Modeling __Guided Practice __Independent Practice</p><p>Verbal Scaffolding: I will use a think aloud to model a web for writing about the zoo using the 5 senses. I will also paraphrase the input the students give me.</p><p>Procedural Scaffolding: Students will talk in small groups about one sense at a time. We will use them in a discussion to create a model.</p><p>Instructional Scaffolding: The students will use a graphic organizer to organize their writing using the 5 senses, and write three things about each on the graphic organizer.</p><p>Interaction __Whole class __ Small group __Partners __Independent Description of Cooperative Learning Structure/s:</p><p>Whole group brainstorming chart. Partner buddy buzz. Teacher Model. </p><p>Independent writing their own paragraphs.</p><p>Use of Students’ Primary Language/s: Personal dictionaries Peer help Practice/Application __Hands-on __Meaningful __Linked to objectives __Promotes engagement Integration of Processes __Listening __Speaking __Reading __Writing Description of Hands-on activity:</p><p>Graphic organizer – hand for using the five senses to organize their thinking. Diorama to illustrate the writing when they are finished.</p><p>Lesson Delivery __Pacing __Student engagement __Content objectives __Language objectives Description of Lesson Delivery components: Content objective: Write a personal narrative including main idea, and details. Language objective: Describe your experience of going to the zoo using your five senses. Student Engagement: we will move from whole group to table groups, individual and partner editing. The pacing will need to include plenty of wait time in whole groups. In individual work the teacher will support the students with need. Time: Lesson Sequence Notes regarding differentiation Starting lesson- State the object. Review the pictures from EL students can use the book 45 avenues. Brainstorm a chart of animals that we will see at the selection to start ideas. minutes zoo. Write a journal entry about a previous trip or what they over expect to see. Look at and read from a selection of books when several finished. days Teacher will work with EL group After the zoo field trip the students will use a graphic organizer for extra support in a small group. to describe their experience in a personal narrative. State the Teacher will guide discussion per object. In whole group we will create a web. Partners will buddy sense and chart ideas, and model buzz ideas and share ideas for the web. Teacher will model an on a graphic organizer for those example web with student input. Students will create their own who need it. graphic organizer independently with support from table group. </p><p>The next lesson will start with review of main idea and details. Teacher will circulate and work State the object. Teacher will model a paragraph with mistakes with students to finish graphic using the information on the class web from the day before. The organizers. students will buddy buzz about mistakes and students will correct the writing. (Pulling name sticks would be great here). Students will Think Pair Share their ideas using their graphic organizer then work on their own writing. </p><p>Last session (two days). State the object. Students will write Teacher will check edited papers their papers on their wiki page to share with classmates. They with students in individual can use Picasa to make a collage with zoo pictures. Students will conferences before they complete work with a partner to edit work. Students will have time to their rewrite. finish final draft writing. Review and Assessment (Check all that apply and describe) __Individual __Group __Oral __Written</p><p>Review Key Vocabulary:</p><p>Main Idea Details 5 senses</p><p>Review Key Concepts:</p><p>Adapted from Making Content Comprehensible for English Language Learners, 2nd/ 3rd editions</p>