Lesson Delivery

Plan

Alberto Garcia 2/21/23

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

After completing the N2Y lesson, TLW will differentiate between producers, consumers, and
decomposers by completing a cut and paste sort activity, with 90% accuracy.
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?

I will put on the “Food Chain Song” on YouTube to get their attention and make them interested in
the lesson.

How will you help students make connections to prior knowledge? 

I will have my students fill out a KWL chart so I can know what I need to focus mostly on to have
my students succeed academically.

How will you identify and present your essential questions, Central focus, and Learning
Targets (I CAN statements)?  

Prior to starting the lesson, I will show the central focus and essential questions on the Smart board. I
will explain to my students in detail the learning goals of the lesson so they can have an overall
expectation of what they will learn. I will also write the learning targets of the lesson on the dry-
erase board so my students can reference to them during the lesson and also so administration can
know the purpose of the lesson if they were to perform an observation or walk-through.

How will you identify / teach / assess language demands?

I will have students diagram a food web to show the flow of energy throughout the ecosystem and
have students learn the differences between decomposers, producers, and consumers. I will also use
the Frayer Model to help students learn different vocabulary words dealing with Food Webs. For
discourse and syntax, I will have students follow along with N2Y story and work together on the
post quiz. I will then follow with having the students complete a cut and paste worksheet comparing
the three types of organisms in the ecosystem.

How will you introduce language supports?

I already use N2Y and BrainPop on a daily basis during my lessons but I will introduce my students
to the new concepts of Venn Diagrams, Frayer Models, and Anchor charts so it can assist them in
learning the topic of Food Webs. I will introduce each language support by showing examples of
each and modeling how to use each one during a lesson.
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Is your opening congruent to the objective?

I believe my opening is congruent to the objective because it will grasp my students’ attention and
motivate them to learn and perform well throughout the lesson.
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?

 Model (Routing) – Outline your I DO activities.  Be sure to model strategies and

academic language supports needed.
I will use the N2Y software to first read aloud the story to the class and then use the
automated read aloud option so the students can hear the story twice. I will ask questions
during the reading process to make sure my students are comprehending the content.
Once I am done reading the story, I will model to my students how to construct a Food
Web using the Popplet website or app on the iPad.

 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. 

After reading the story, we will work on the post-story quiz questions together. We will
use the Frayer Model to work on important vocabulary terms throughout the lesson. We
will then work together on a Food Web worksheet by using the document camera so my
students can follow along with me during the lesson.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of 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. 

After working together on the Food Web worksheet, I will allow my students to practice
by using the Popplet website where they will make their own Food Web by searching
images of different organisms found in the ecosystem. Students will also work on a cut
and paste activity where they will categorize organisms as producers, consumers, or
decomposers. My instructional aides and I will be walking around the class assisting
students should they need help with either assignment.
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 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

The first High Order Thinking Question I would ask my students is to distinguish
between a food web and a food chain. I will test their understanding by asking them to
state organisms found in each diagram. The next HOTQ is for students to explain why
threats to the environment cause changes to the ecosystem. I will explain to my students
the different kinds of threats to the environment like weather or human involvement and
then ask them to give examples of effects on the ecosystem. The final HOTQ is
constructing a food web model using given materials in the class. We will go outside and
take pictures using a phone camera of different animals and organisms and then construct
a food web together on a poster board using materials found in the class.

 How will you check for understanding or reteach?

One of the ways that I will check for understanding is by constantly asking questions
throughout the lesson. When we are reading the story, I will stop at random parts of the
story and ask questions to make sure the class is focused or if I need to reteach the
content in a different method. I will also test for understanding using the same post-story
quiz at the end of the week but without providing assistance answering the questions. If I
see that most of my students are not grasping the content, I will find alternative methods
to reteach the content.
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?

The final assessment to test my students’ comprehension of the lesson will be the cut and paste
activity where they will differentiate between the three types of organisms in the ecosystem:
consumer, producers, and decomposers. As stated before in my objective, the main goal is for
students to complete the assignment with 90% accuracy. Once students achieve this accuracy
goal, I will write a check mark on the student’s paper and then collect it as evidence that they
demonstrated mastery of the language demands.

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

iPads, Chromebooks, N2Y software, markers, color pencils, paper, pencil, BrainPOP, YouTube
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6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned? 

Whip Around: Using a beach ball, I will start off by asking the question “What is one thing you
remember from the lesson?” and then pass the ball to a student. The student will state something
they remember from the lesson and then pass the ball to another student who will do the same
process. This shall continue until all students have stated at least one thing they remember from
the lesson.

NOTES: