SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN

TEMPLATE Revised 7.28
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP
Handbook at www.sscphandbook.org.

Name

CWID

Subject Area

Precious Daileg, Estefani Bautista, Brit Brown

Class Title

Biology
Lesson Title

Unit Title
Grade Levels
Total Minutes
Stability in Body
HS Biology
Invasion of the Unidentified Cells
9-12
50 min
Systems
CLASS DESCRIPTION (including specific special needs and language proficiencies)
Who is in the class (total number and boys and girls and ethnicities). Include specific special needs and EL students with proficiency
STANDARDS, OBJECTIVES, & ACCOMDOATIONS
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science
and Technical Subjects, NGSS, and Content Standards

Content Objective(s)
(cognitive, psychomotor, affective)

NGSS.
HS-LS1-4: Use a model to illustrate the role of cellular division
(mitosis) and differentiation in producing and maintaining complex
organisms

Students will create a list of the cells

of the immune system and their
functions.

CCSS ELA-Literacy (Common Core):

WHST.9-12.1 - Write arguments focused on discipline-specific
content.

Students will relate the different cell

functions to maintaining a complex
organism.

Tier II (General Academic) Vocabulary

Explain
Argument
Construct
Relate
Create
Model
Maintain
Function

Integrated ELD strategies for

developing knowledge in the
content area (Part I ELD)
Teacher will write responses on the
board for the students to refer to as
they work.
Teacher will provide subtitles for
the video as scaffolds to the ELs
and SSNs.

Teacher will read and write any

question that is asked.
Tier III (Domain Specific) Vocabulary

Cell differentiation
Mitosis
Stem Cells
Immune System

English Language Development Standards (ELD)

ELD.P2.9-12.C6.Em: Connecting Ideas

Combine clauses in a growing number of ways to create compound
and complex sentences that make connections between and link
concrete and abstract ideas, for example, to express a reason (e.g., He
stayed at home on Sunday in order to study for Mondays exam) or to
make a concession (e.g., She studied all night even though she wasnt
feeling well)

Disciplinary Language Objective(s)

Designated ELD Strategies for

developing knowledge of
disciplinary English
(ELD Parts 1 & 2)

Students will be able to write their

final argument.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs
Specific Accommodations

STUDENT ASSESSMENT
Type
Purpose/Focus of Assessment
The purpose of this assessment
is to consider and address
students prior knowledge and
misconceptions regarding the
topic
EL

PM

Implementation
The teacher will ask the
students to write about what
they think cell differentiation is
and how it will relate to cell
division and the immune
system. As a bonus question
she will ask them what they
know about stem cells already.

Feedback Strategy
Verbal feedback will be
immediate for students that
volunteer their answers.

The purpose of these

assessments is to monitor
students ability to understand
the material being presented
and to check for gaps in that
understanding.

Teacher Questioning: The

teacher will walk around the
class as the students go through
their activity, and ask questions
to check for understanding and
the students are meeting
learning goals for the lesson.

Verbal feedback will be

immediate from the teacher.

The purpose of this assessment

is to have a clear picture of
student understanding on the
content of the unit.

The students will continually

revisit their initial argumentabout taking medication
before/after symptoms appear
-throughout the unit, revising
their arguments as they gain
more knowledge on the
phenomena related to
anchoring activity. The
finished product will be
presented as their final
justification for their initial
argument, and will serve as
evidence of learning through
the course of the unit.

Verbal feedback will be given

during discussions throughout
the unit, written feedback will
also be given on supporting
student work that leads to the
finished argument.

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time
Teacher Does
10 min
Prep: The teacher will write the learning objective on the board,
the agenda, and project the warm up questions. She will also get
any necessary materials for the lesson.

How Informs Teaching

It will inform the teacher about
what the students recall from
their last two lessons. It will
allow the teacher to fix any
misconceptions before the final
argument is turned in. It will
also allow the teacher to know
if she needs to add more
material to her lesson. The EL
will allow the teacher to know
what the students already know.
The teacher gets an immediate
idea of how much the class
comprehends and whether they
are making connections in
content objectives. The teacher
is able to see where any holes in
understanding may be and can
address them as needed.
Construction of student
arguments will demonstrate an
overall understanding of the
connections between the
material covered in the unit
lessons. It will inform the
teacher on the areas where
students have gaps in
understanding which will be
readdressed in future lesson
planning.

Student Does
Students are still not in the classroom.

The teacher will greet the students as they walk in. She will wait
for them to settle then start the class. She will bring the class to
order and greet them again as a whole. She will read out the
learning objectives out to them.

They will sit down and take out their school planners where they
will write down the agenda and homework for the day.

She will ask them to pull out a sheet of paper to answer the warm
up question. She will tell them that they have 4 minutes to write as
much as they can. She will show the slide that poses the following
question while she reads it out loud:

The students will pull out a sheet of paper and listen to the teacher
read out the question. Afterwards they will answer the warm up
question in silence for 4 minutes:
Write down some things you have heard about stem cells.

Write down some things you have heard about stem cells.
After the allotted time, students will be given a chance to share
what they have written down with their partner. Then the students
will be brought back and ideas will be shared as a class. The
teacher will probe further for explanations as to why the students

Three or four student volunteers will be called on to share what

they have on their paper until the teacher has a good, varied
response. The students will try to define cell differentiation. They
might need some guidance with this. They might answer that it is
making different cells, which is an acceptable simple response.

wrote what they wrote. She will ask the students to define, in their
own words, what they think cell differentiation is. She will then
ask them what they think the relationship of cell differentiation is
to last lessons topic, the Immune System. The teacher will direct
the students in the direction that cell differentiation is that cells
have different jobs. She will relate it back to the immune system
and how it has different cells that divide and function to protect
our bodies form infection.

Lesson Body
Time
Teacher Does
30 mins
The teacher will ask the students to take out their worksheet called
Soldiers of the body

Time
10 min

They will try to relate this definition back to the immune system.
The students will be directed in the direction that cell
differentiation is that cells have different jobs. That the immune
system has different cells that divide and function to protect our
bodies form infection.

Student Does
The students will find their worksheet and take it out.

The teacher will review this worksheet with the students to make
sure that they remember that the immune system consist of many
types of cells. She will call on some students to share what they
remember from that lesson.

The students will ask the teacher any questions of the function of
the cells that they still dont understand. Students will be called on
to share their responses.

The teacher will play a short TEDEd video on STEM cells that
explains about how STEM cells are cells that still dont have a job:
https://www.youtube.com/watch?v=evH0I7Coc54

The students will watch the video and be taking down notes.
1 interesting fact they learned
What are STEM cells used for?
What do we still not understand?

The teacher will discuss the video with the students and ask them
to volunteer questions about the video.

The students will participate in the class discussion asking and

answering questions.

The teacher will ask the students to get their poster that they have
been making for the past two lessons.

The students will get their poster from the back of the room.

Once the students have gotten their poster she will tell them that
they are to write the function of each of the cells onto the poster.

The students will go back to their seats with their poster. They will
write down the function of each of the cells.

The teacher will ask the students how the fact that cells have
specific jobs helps to maintain a complex organism. The focus will
be on the immune system.

The students will share their thoughts on specific cell jobs and how
they help to keep the body healthy.

Teacher Does
The teacher will ask them to pull out their worksheet from last
lesson with their latest argument on it. She will ask them to take a
minute to think about their claims and to change or add anything
to it to strengthen their argument.

Student Does
The students will be asked to pull out their Argumentation
worksheet from the last lesson. They will be given them think
about their claims and if they want to change or add anything to
their argument.

She will remind them of the driving question: When is it better to

drink medicine? Before or after symptoms show up?

They will be reminded of the driving question: When is it better

to drink medicine? Before or after the symptoms show up? The
students will be led to make the final argument that it is better to
drink medicine when the symptoms show up so that the body can
fight its way through the disease.

The teacher will tell the students to finalize their arguments. The
final argument will be ready to turn in by the following class
period.

Students will be asked to finalize their argument and have it ready

to turn in by the following class period.
Instructional Materials, Equipment, and Multimedia
Co-Teaching Strategies
One teach, one observe
Supplemental teaching
CO-PLANNING NOTES

One teach, one assist

Differentiated teaching

Station teaching
Team teaching

Parallel teaching
Not applicable

The SIOP Model includes teacher preparation, instructional indicators such as

comprehensible input and the building of background knowledge. It comprises strategies for
classroom organization and delivery of instruction.

Ask yourself:

Teacher Preparation
1. Do I have (and will I post) clearly defined content objectives for students?
2. Do I have a plan to review the objectives at the beginning of the lesson and provide an
opportunity for students to state at the end of the lesson whether the objectives have
been met?
3. Are the concepts I plan to teach appropriate for the age and educational background of
students, (students' L1 literacy, second language proficiency, and the reading level of the
materials)?
4. Have I planned to incorporate supplementary materials (charts, graphs, pictures,
illustrations, realia, math manipulatives, multimedia, and demonstrations by teacher and
other students) to promote comprehension?
5. Have I planned to adapt content to ELLs needs through use of graphic organizers,
outlines, labeling of pictures, study guides, adapted text, and highlighted text?
6. Have I designed meaningful activities that integrate lesson concepts with language
practice opportunities in listening. speaking, reading, and writing?

Indicators of Instruction:
Building Background
1. Am I linking concepts to students background experience (personal, cultural, or
academic)?
2. Am I linking past learning and new concepts?
3. Am I emphasizing key vocabulary and introducing a limited number of new vocabulary
items in context?
Comprehensible Input
1. Am I using speech that is appropriate for students' language proficiency?
2. Am I explaining tasks in a clear, step-by-step manner with visuals?
3. Am I using a variety of techniques to make content concepts clear? Am I focusing
attention selectively on the most important information? Am I introducing new learning in
context? Am I helping students learn strategies such as predicting and summarizing?

Strategies
1. Am I explicitly teaching students how to use learning strategies? Am I providing ample
opportunities for students to use learning strategies? Am I encouraging students
independence in self-monitoring?
2. Am I consistently using scaffolding techniques throughout the lesson? Do I introduce a
new concept using a lot of scaffolding and decrease support as time goes on?
3. Do I use of a variety of question types, including those that promote higher level thinking
skills?

Interaction
Do I provide the following for ELLs:
1. frequent opportunities for interactions about lesson concepts which encourage higher
level thinking skills;
2. grouping which supports language and content objectives. Cooperative groups, buddies,
pairs, large and small groups;
3. ample wait time for responses;
4. opportunities for clarification in native language, if possible?

Application
Does my lesson include:
1. hands-on materials or manipulatives for student practice;
2. activities for students to apply content and language knowledge in the classroom;
3. activities that integrate all language skills :listening, speaking, reading and writing?

Lesson Delivery
1. Are my content objectives supported by lesson delivery?
2. Are my language objectives supported by lesson delivery?
3. Are my students engaged 90% to 100% of the period?
4. Is the pacing of the lesson appropriate to students ability level?