Teacher Candidate: Anjali Abraham Date: 2/24/17

THE UCI Cal Teach LESSON PLANNER

Grade: __10-12___ Content Area/Class Title: Regular Chemistry
School/MT: Century High School Group Size: 4-5 Lesson Length: 55 minutes
Language Proficiency Level (# of students at each level):
Emerging: _____1_____ Expanding: ___4_______ Bridging: _____12_____
RFEP: __19_____
Student Context: The class is regular chemistry. About half the students in each class
are 10th graders. The rest are 11th and 12th graders who are re-taking the class. The
students struggle with academic work.
Students with Specific Learning Needs
IEP/504 Plans: Number of Supports, Accommodations, Modifications,
Classifications/Needs Students Pertinent IEP Goals
Deficit in Attention 1 Seat away from distraction
Processing
Auditory Processing Deficit 1 Repeat or rephrase key information
throughout the lesson. Speak clearly and
slowly when presenting information.

Other Learning Needs Number of Supports, Accommodations, Modifications

Students
Example: Struggling 5 Provide oral explanations for directions and
Readers simplified text for word problems
PlanningfortheLesson
Practices/HabitsofMind:
ConstructingExplanationsandDesigningSolutions:Constructandreviseanexplanationbasedon
validandreliableevidenceobtainedfromavarietyofsourcesandtheassumptionthattheoriesand
lawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosoin
thefuture.
KeyContentStandards:
(Math,ScienceuseCommonCoreandNextGeneration,aswellasCommonCoreELAandELD)
HSPS15:Applyscientificprinciplesandevidencetoprovideanexplanationabouttheeffectsof
changingthetemperatureorconcentrationofthereactingparticlesontherateatwhichareaction
occurs.
KeyELDStandards(OnlyneedtoincludeifyouhaveEnglishlanguagelearnersinyourclass):
Collaborative:
1. Exchanginginformationandideasviaoralcommunicationandconversations
2. InteractingviawrittenEnglish(printandmultimedia)
4. Adaptinglanguagechoicestovariouscontexts.
Interpretive
5. Listeningactivelyandaskingoransweringquestionsaboutwhatwasheard
6. Explaininginterpretationsandideasfromreading
Productive
9.Expressinginformationandideasinoralpresentations
10.Selectingandapplyingvariedandprecisevocabularyandotherlanguageresources.

LearningObjective(RefertoDepthofKnowledge handoutforcognitiveverbstoincludeinyour
objective):
 A. CognitiveTask:Studentsareexplainingrealworldapplicationsofsolutionchemistryvia
anoralpresentation

B. UnderstandingorSkilltobeEnhanced:Studentsareenhancingtheirunderstandingof
solutionsandtheirapplications.

C. TransferGoal:(Howwillthestudentusethis?)Studentscanusethisinformationto
understandcurrentevents,tounderstandthingslikepartsofnutritionlabels,andfor
conservationofresourceslikewater.
FormativeandSummativeAssessments:
During:Studentswillbefillingoutaworksheetduringtheirclassmatespresentationsthat
asksthemtowritedownafewinterestingfactsaswellastwoquestionsthattheyhaveforthegroup
thatspresenting.Attheendofeachpresentation,Iwillpickanamecard,andthatstudentwillask
theirquestiontothegroup.Thegroupshouldeitherbeabletoanswerthequestionortelluswherethey
wouldlookfortheanswer.
Closure:Thelastportionoftheworksheetwillaskeachstudentwhattheythoughtwasthe
mostinterestingpresentationandwhy.Also,Iwillbegradingeachgroupspresentationbasedona
rubricthatSandyandImade.

Questionsatdifferentdepthsofknowledge:
Facts/Memorization Skills/Procedure Conceptual Application or
Relational
Knowledge
Definitions of Calculate Explain this real- How can what we
vocabulary words concentrations. world phenomenon learned in this unit
like heterogeneous Calculate dilutions. in terms of what you be applied in the
and homogenous know about how real world / outside
mixtures, saturation, solutions work of the classroom?
solute, solvent, etc.
PrerequisiteSkillsandKnowledge:Howwasthestandardaddressedinpreviouslessons?
Studentsknow/haveaccesstoallthevocabularywordswereaskingthemtouse.Theyknowabout
differenttypesofmixturesandsolutions,theyknowaboutsolubilityandfactorsthataffectit,they
knowaboutconcentration,theyknowaboutpolarvsnonpolarmolecules.

LessonResources/Materials:
Powerpointtemplate,notetakingworksheet,rubric

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING

PROCESS

Introduction (10 minutes): (How will you engage students, connect to prior knowledge
and review necessary academic language?) Highlight student discourse strategies in
blue.

Time Teacher Student Universal

Design for
Learning
7 min The warm up for today is to go to your groups Students are Group
and finish any last-minute additions to your working in their work
presentations. Decide who is going to say groups to put the Time to
what. Ill be walking around to answer finishing touches on prep
questions. their presentations. speech
3 min Presenting
Were going to start presentations now. When with
people are presenting I expect everyone to be groups
quiet and attentive with your phones away. For
each group, you have to write down 3 facts
that you learned and at least two questions. At
the end of the presentation, I will use the
notecards to call on two people to ask their
questions. Remember presenters, anyone in
the group can answer these questions, and
you dont lose points for not knowing so long
as you can tell me where youd look for the
information.

Body of the Lesson (40 minutes): Describe step-by-step what the teacher and the
students will be doing during the lesson. Include questions you will use to help
make thinking visible, and code questions as to higher level (HL) and lower level
(LL). Highlight student discourse strategies in blue.

Time Teacher Student Universal Design for

Learning
40 Sitting in the back of Presenters: Each student is Students are
min the room grading responsible for presenting the presenting in groups
students on their information on at least one Presenters are allowed
presentations while slide. The title and sources to reference bullet
making sure the others slides do not count. At the end points, pictures, video,
are on task. of each presentation, there will and audio in their
be time for two questions from presentation.
the audience. Any member of
the group can answer these
questions. If no one in the
group knows how to answer
the question, they have to say
where they would look to find
that information.

Audience: Each audience Random selection for

member has a worksheet to fill questions
out with a few facts from each Simple graphic
presentation as well as two organizer for note
questions for the Q&A portion. taking
Time to process and
write things down
before questions begin
Closure (5 minutes): Summarize how you will bring the lesson to a close allowing
students to reflect or summarize what they learned in regards to the lesson objective.
Highlight any student discourse strategies in blue.
Time Teacher Student Universal Design for
Learning
5 min Monitoring student Students are working on the Giving students time
work by looking to last section of the worksheet to process information.
make sure that that asks them which
everyone has filled out presentation they thought was
the proper number of the most interesting and why.
bullet points for each They must answer in complete
presentation. sentences.

Academic Language

1. Describe the cognitive task related to the content learning objective:

CognitiveTask:Studentsareexplainingrealworldapplicationsofsolutionchemistryviaanoral
presentation.

2. Language Demands:

o Collaborative (engagement in oral or written dialogue with others)

Exchanginginformationandideasviaoralcommunicationandconversations
InteractingviawrittenEnglish(printandmultimedia)
Adaptinglanguagechoicestovariouscontexts.

o Interpretive (comprehension and analysis of written and spoken texts)

Listeningactivelyandaskingoransweringquestionsaboutwhatwasheard
Explaininginterpretationsandideasfromreading

o Productive (creation of oral presentations and written texts)

9.Expressinginformationandideasinoralpresentations
10.Selectingandapplyingvariedandprecisevocabularyandotherlanguageresources.

3. Language Function: Choose one language function

Science Analyze Explain Interpret Justify with
Evidence

4. What language demand (written or oral) will you help the students develop during
the lesson?
Vocabulary and/or symbols
Mathematical precision
Plus at least one of the following:
o Syntax
o Discourse

5. List the instructional strategies you will use to support the development of
academic language skills
Students are given the template and rubric for the presentation so they
know what is expected.
The prompts state that students should use specific vocabulary words within
their presentation
Students are presenting in groups so its less stressful
Students are allowed to collaborate with each other about what they are
going to say before their presentation
Students in the audience are required to come up with questions to ask
during the presentation. This means they should listen actively and think
critically about the information they are receiving
Asking a question that was answered in the presentation is not a bad thing
because it allows the presenters to repeat the information. Repetition is key
for practicing language and retaining knowledge.
6. Describe additional strategies you will use to meet the needs of students with
varying levels of language proficiency.
o Emerging:
Emerging students are in groups with people fluent in their own language. If they
get stuck reading off a slide, their groupmates will be allowed to help them. They
can also present in Spanish so long as they try English first.
o Expanding:
It is written in the rubric that these presentations should be multimedia
presentations. That means that students are allowed to use pictures, diagrams,
videos, and audio to supplement their presentation. This helps the expanding
students because it gives them something to reference/point to while they are
presenting information.
o Bridging:
The bridging students will most likely be the ones answering questions from
the audience. This forces them to explain their understanding of the topic in
more detail.

In your lesson plan, integrate, label and highlight where you will be providing
the instruction and guided practice related to the selected language demand.