'Individual Lesson Plan: Life Cycle of a Butterfly Essay\r'

'Introduction:\r\nIn this lesson, second grade scholars exit breakicipate in a row on the aliveness steering wheel of a crunch. Students forget record standards-aligned generate plans and also benefit from cross-curricular steering, through the incorporation of reading, make-up, and men-on activities. These modalities whollyow be used to help scholars recognize the concept of the breeding sentence cycle and make real-life connections to the gentle life cycle. The lesson exit last for most forty-five time of days. The lesson lead be taught indoors a d give birth(p)(a) suburban check of approximately 650 suss outers, ranging from kindergarten to 5th grade.\r\nThe school shortly is receiving Title 1 funds, with 70% of its students on free or reduced eat and lunch. The school is currently in skinny standing and has met AYP for the past two years. thither are a total of 20 students in the class, which displays the pursuance demo lifelikes: 50% Caucasian , 20% African-American, 20% Hispanic and 10% Asian. The class distribution involves 12 boys and 8 girls, and a total of 5 ELLs. Two students imbibe an active IEP, and five students pay off been place as gifted and talented. The run-in purpose aim of the students is classified as the elementary or in confinesediate level of side of meat linguistic process proficiency.\r\nDescription of Lesson:\r\nLesson: flutter Life calendar method\r\nTime Allotment:\r\nThis lesson go forth be taught in one forty-five minute class period.\r\nContent Objectives:\r\nBy the cessation of this lesson students lead meet two objectives. Students lead be able-bodied to divulge the iv life cycle stages of a womanise. Also, all students forget be able to leaning the stages of the flirt life cycle in golf-club.\r\nLanguage Objectives:\r\nThe second grade students go out also meet two terminology objectives by the end of this lesson. Students ordain identify the Greek ancestrys of cer tain diction haggling. Students will also define the term â€Å" manifold words”.\r\nState Standards:\r\nThe student will investigate and understand that appoints and animals brook a series of orderly changes as they mature and grow. (Grade two means science standards, 2007).\r\nKey Vocabulary:\r\nIn this lesson students will become familiar with a descriptor of key vocabulary words to include the pastime: Oval egg, caterpillar, larva, metamorphosis, chrysalis, pupa, imago, forewing, wingtip, hindwing, margin, abdomen, thorax, proboscis, antennae, and wing base.\r\nMaterials:\r\nStudents will use several materials in order to complete this lesson, which are listed as the following: make-up bag, small plastic followations of butterfly stages to put in paper bag, KWL graphic transcriber, computer stations with internet approach shot for ESL students, frame, utensils to carve into clay, Greek root/compound word identification assessment sheet, life cycle stage and bo dy unwrap saying assessment sheet.\r\nSIOP Features:\r\nThis lesson will utilize the following SIOP features:\r\nâ€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€-\r\nSIOP Features:\r\nâ€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€-\r\nPreparationScaffoldingGrouping Options\r\nâ€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€-\r\n___ Adaptation of Content_X_ ModelingX Whole Class\r\nâ€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€-\r\n_X_ think to Background___ Guided practice___ Small Group â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€-\r\n_X_Links to prehistorical Learning___ unconditional PracticeX Partners\r\nâ€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€-\r\n___ Strategies Incorporated_X_ Comprehensible Input___ Independent â€â€â€â€â€â€â€â€â€â€â€à ¢â‚¬Ã¢â‚¬Ã¢â‚¬Ã¢â‚¬Ã¢â‚¬-\r\nâ€â€â€â€â€â€â€â€â€â€â€â€â€â€â€â€-\r\nThis lesson catchs by drawing on information students have recently learned in previous(prenominal) lessons rough shapes and cereals as considerably as student telescope knowledge about butterflies, the focus of this lesson. Before the students arrive in the classroom, the instructor will place small plastic representations of butterflies in a paper bag; a total of 4 models representing the quad life stages of butterflies will be placed in the bag. When the students arrive, the instructor should begin with the following exercise, which is designed to capture student interest and highlight key vocabulary words in a â€Å"kid-friendly” sort in order to increase clear input.\r\nThe instructor should close the bag and cast off it, after which students should take turns putting their hands in the bag to feel the models. The instructor should film the stud ents to describe the shape and texture of what they feel, offering the options of â€Å"square”, â€Å"oval”, triangular”, â€Å"rod-shaped”, â€Å"smooth”, â€Å"rough”, and â€Å" bleary-eyed”, for grammatical case. The instructor should remind the students of the comments of these words and ask the students to guess what they are feeling in the bag, writing all the guesses on the get along with.\r\n at a time all students have had a turn, the instructor will reveal the models and formulate that they represent the different life stages of a butterfly, accentuation how the organism takes on different forms and textures depending on the stage it is in. The instructor will indeed engage the students in a 3-minute unharmed class banter about their experience with butterflies, after which he should present the study and language objectives for this lesson.\r\nLesson Focus:\r\nThe teacher will present a KWL graphic organizer on the white board, formulate that it will be used to help understand the literature on butterflies that they will short read, and then model how it should be completed, utilize the teacher’s own background knowledge about butterflies. The s deoxyadenosine monophosphatele graphic organizer should remain on the board to be used as a reference while students complete their own sheets.\r\nGuided Practice:\r\nThe teacher will lead the class to the computer lab, KWL charts in hand, and pair students in heterogeneous bulletproof language/low language couples in the lead instructing them to log onto the www.kidsbutterfly.org website. The instructor should walk much or less the room, observing student progress and bad extra help to pairs with ELL’s who cogency be struggling to gain dread from the website or completing the KWL chart. ELL students who seem to be having great difficulty reading should be shown how to read the literature in their endemic language if it is one of the options.\r\nAfter the reading, students will return to the classroom where the teacher will lead a grand discussion on the vocabulary words that students encountered, bad a mini-lesson on compound words when reviewing the terms â€Å"wingtip”, â€Å"hindwing”, and â€Å"forewing” and a mini-lesson on words with Greek roots and their root definitions when reviewing the terms â€Å"metamorphosis” and â€Å"chrysalis.” For the purpose of move ELL students whose native language is Latin-based, the teacher should explain how many side of meat cognates, alternatives to more colloquial terms, are very similar to the counter part in the ELL’s first language, giving the example of the word â€Å"calculate” as fence to the term â€Å"figure out”.\r\nIndependent Practice:\r\nThe teacher will explain that the class will now do individual projects involving the worldly concern of butterfly models. The teacher should show co mpleted clay models of the four stages of a butterfly life cycle and then demonstrate, using new clay and carving utensils, how to create a butterfly in its final stage so students understand the desired size and completion of detail. The instructor should then post pictures of the butterfly stages on a readily microscopical board and distribute the materials to students (clay and carving utensils). The teacher will then walk through the room, aiding students as necessary in the creation of their models.\r\nReview/Assessment:\r\nAfter creating the models, the students will be assessed to determine if they have achieved the content and language objectives. Individually, the students will complete a multiple choice shew assessing their qualification to identify compound words and the definition of â€Å"metamorphosis” and â€Å"chrysalis” as well as a sheet on which the student will be required to label the life cycle stages and the body parts of a butterfly. Student s should spend no more than 10 transactions on some(prenominal) assessments, but ESL’s will be given an extra five minutes to complete them. Students will receive a percentage score on both(prenominal) assessments and must receive at least(prenominal) an 85% on either test to demonstrate mastery of the material.\r\nConclusion:\r\nAt the conclusion of this lesson, students will be able to identify the various stages of the life cycles of a butterfly. Students will also understand that all living things have a life cycle, and specific attributes of the life cycle stages exchange from one species to the next.\r\nThis lesson utilizes not only content-based instruction but also sheltered instruction, which helps to elicit English language proficiency, in part by rendering the information world presented more readily comprehensible. It is designed to devise English language learners, as well as the general student population.\r\n agree to Echevarria, Vogt, and Short (2008) , â€Å"ELLs must pull in concert their emerging knowledge of the English language with the content knowledge they are canvass in order to complete the academician task” (p. 6). Throughout the lesson, students will learn science concepts and also benefit from cross-curricular instruction through the incorporation of reading and writing into the lesson.\r\nAs an extension activity, students will take a field trip to the Museum of Science, where they will be able to see the similarities and differences betwixt various species’ life cycles, including egg development, plant growth, and metamorphosis. Students will then participate in a post-test life cycle activity, to fortify learned concepts, and address any gaps in comprehension.\r\nReferences\r\nCommon Wealth of Virginia Board of Education. (n.d.). English standards of learning. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/stdsk-8/stds_english2.pdf area of Virginia Board of Educati on. (2003). Science standards of learning class framework . Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/science_framewks/framework_science2.pdf Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP® model (3rd ed.). Boston, MA: Allyn and Bacon. The Children’s Butterfly Site. (n.d.). Retrieved from http://www.kidsbutterfly.org/\r\n'