USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

4th Grade ELA Reading/Science: Rocks 12 2/07/2018
and Minerals

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Lesson Content
LAFS.4.RI.3.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how
the information contributes to an understanding of the text in which it appears.
SC.4. E .6.1- Identify the three categories of rocks: igneous, (formed from molten rock);
sedimentary, (pieces of other rock and fossilized organisms); and metamorphic, (formed from
heat and pressure).

Essential Understanding
(What is the big idea or essential  “What are the characteristics of metamorphic rocks and how are they formed (including
question that you want students to the role of minerals)?”
come away with? In other words,
 Describe the three types of rocks including their characteristics and how they are formed.
what, aside from the standard and
our objective, will students
Use information from the text and your notes to support your discussion.”
understand when they finish this
lesson?)

Objectives- What are you

teaching?  Students will be able to gather relevant information from a text and use text coding to
(Student-centered: What will identify the characteristics and formation of metamorphic rocks.
students know and be able to do
after this lesson? Include the
 Students will be able to identify the properties and characteristics of igneous,
ABCD’s of objectives: action,
behavior, condition, and degree of
metaphoric, and sedimentary rocks.
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
 Why are you teaching this
objective?
 Where does this lesson fit
within a larger plan?
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
 What formative evidence will
you use to document student
learning during this lesson?
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science: Rocks 12 2/07/2018
and Minerals
 I am teaching this objective because this lesson falls in between the ten-day LDC module
on rocks and minerals for fourth grade.
 This lesson fits within both science and ELA standards. This module will be taught within
a ten-day period both in the student’s science and ELA classrooms. This lesson will focus
on the three types of rocks (sedimentary, metamorphic, and igneous) where students will
use the information provided from the articles (text evidence) as well as their graphic
organizer to answer a summative question at the end of the lesson.
 This lesson will fall towards the end of the module, so I will use this lesson to teach the
students how to text code a text to identify the characteristics of each rock which will help
them complete their performance task on day ten.
 It is important for students to learn this concept because each of the three types of rocks
are used every day in many products, such as computers, jewelry, cars, etc. and will help
students to understand their purposes in our community/environment and help them to
connect with the idea that they use these rocks/minerals daily. This concept is also
important because it teaches students how rocks are formed and how they help scientist
to learn about the past. For example, fossils in sedimentary rocks can help to observe
history over time as they give scientists clues to the past to identify the age of dinosaurs.
Formative Evidence:
 Teacher will take anecdotal notes throughout lesson on student discussion to identify any
misconceptions that may need to be addressed. Teacher will also observe and note
student engagement throughout lesson.
 Teacher will also use the “Rock Characteristics” graphic organizer to track students
understanding.
Summative Evidence:
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
 How will you ensure students’
have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?
What misconceptions might
students have about this content?
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science: Rocks 12 2/07/2018
and Minerals
 Students will answer the question “What are they characteristics of metamorphic rocks
and how are they formed (including the role of minerals)?” or “Describe the three types of
rocks including their characteristics and how they are formed. Use information from the
text and your notes to support your discussion.”. Students will turn responses into the
teacher.
The content knowledge necessary for a teacher to teach this material is...
 Identifying the properties of igneous, sedimentary, and metamorphic rocks.
 Recognizing how each rock is formed.
 Understanding how each rock has similar and different characteristics and being able to
identify these properties.
 The background knowledge necessary for students to successfully meet the objectives
would be background information and characteristics on each rock and mineral. Students
will have previously learned about this concept over a seven-day period, so they should
have some understanding of each rock and its properties, as they will be learning about
them both in their science and ELA class. My learners are a group of mixed ability leveled
learners, so I will plan this lesson into stations where each student can have discussions
and interactions with both their peers as well as the teacher to enhance their learning and
understanding. I know they will have previously learned this material so their readiness
for this content is high.
 Rocks are all formed the same way.
 Rocks and minerals are the same thing.
 Humans can fabricate rocks and minerals.
 Minerals are not important to life.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
4th Grade ELA Reading/Science: Rocks 12 2/07/2018
and Minerals

Lesson Implementation
Teaching Methods
(What teaching method(s) will you  For this lesson I will use a guided release method, I will begin with a whole group
use during this lesson? Examples instruction and then break students into groups for stations/centers.
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
9:15am Students  To begin the lesson, students will open their LDC student booklets to the
Where applicable, be sure to day 7 article Metamorphic Rocks.
address the following: 9:16am Teacher  Teacher will begin lesson by having whole class discussion on everyday
 What Higher Order Thinking items used that contain minerals. This will help students to understand
(H.O.T.) questions will you ask? the relevance of rocks and minerals (Show Minerals at Home worksheet).
 How will materials be 9:20am Teacher/Stu  Teacher will review performance task (*ask students to identify the three
distributed? dents categories of rocks).
 Who will work together in 9:23am Teacher  Teacher will then introduce essential question and go over the objective
groups and how will you of the lesson.
determine the grouping? 9:25am Teacher/Stu  Teacher will read first 4 pages of the article Metamorphic Rocks aloud
 How will students transition dents while students follow along, underlining important information and text
between activities? coding (C-characteristics/ F-formation).
 What will you as the teacher do? 9:40am Teacher
9:41am  Direct students to LDC day 7 note taking guide.
 What will the students do? Students  Fill in definition of metamorphic rocks.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
 What model of co-teaching are
you using?
What will you do if…
What will you do if…
Meeting your students’ needs as
people and as learners
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science: Rocks 12 2/07/2018
and Minerals
9:45am Students  Have students independently read the remaining pages of the article, text
coding for characteristics (c) and formation (f).
10am Teacher/Stu  Break students into 4 groups for rotations (15 min each).
dents 1. Complete graphic organizer
2. Answer essential question and turn into teacher.
10:30a Teacher/Stu  To end lesson, have whole group discussion on essential question and the
m dents characteristics of metamorphic rocks.
…a student struggles with the content?
 If a student struggles with this content, I will work with them individually or in a small
group setting to address any misconceptions the student might have. I will also scaffold
students and support their learning through questioning. “Where in the article does it
explain the properties of metamorphic rocks?” “Can you point to any information from the
text where it talks about each rocks formation and characteristics.” “Can you find and use
any text features that support what the article is saying?” etc.
…a student masters the content quickly?
 If a student masters the content quickly, I will have them answer an additional question
on rocks and minerals, such as “Define the three categories of rocks and identify their
characteristics and formation using several examples from the text.”
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
 This lesson connects to the interest and cultural backgrounds of the students in the sense
that each rock or mineral is formed in different environments and are used daily in many
products. For example, I know my students are interested in wearing jewelry and playing
video games on the computer. Each of these products contain metal and gold/diamonds,
which are formed from rocks and minerals.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science: Rocks 12 2/07/2018
and Minerals
If applicable, how does this lesson connect to/reflect the local community?
 This lesson connects with the local community in the sense that rocks and minerals can be
found in many places around them. For example, gas and petroleum for cars, metal for
heating pans, salt for cooking, matches to light fires, metal for cellphones, etc. Students
can also find rocks at their homes, daycares, or parks and can use the information they
learned to explore rocks they find at these places.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
 For students who need additional challenge, I will allow them the option to complete their
work individually and/or challenge them to research current events relevant to rocks
(sedimentary, igneous, metamorphic) on the computer.
How will you differentiate instruction for students who need additional language support?
 Students that need additional language support will be provided a dictionary as well as
index cards with visual examples of each rock and their properties to help them identify
their characteristics. Students will also be provided with a video in their native language
on rocks and minerals. Teacher will also collaborate with school ESE specialists if needed.
ZB: Student accommodations are extended work time, monitoring, repeated readings, sample
problems or tasks, leveled books, charts of facts, graphic organizer, visual schedule/planner to
complete work.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading/Science: Rocks 12 2/07/2018
and Minerals
TD: Student accommodations are frequent breaks during in class assignments, preferential
seating, provide additional space for student to stand and move around his desk while
completing task or assignments.
SH: Student accommodations are extended time, frequent breaks as needed, encouragement,
small group setting, prompting, visual schedule/planner, allowable portion read.
LC-R: Student accommodations are extended work time, word lists, increased wait time, small
group settings, repeated readings, leveled books, charts of facts, and graphic organizers to
complete work.
RS: Student accommodations are extended work time, vocabulary preview, repetition, separate
tasks apart, repeated readings, visual planner/schedule, prompting, leveled books, charts of
facts, and graphic organizers to complete work.
 Performance Task chart
 Student LDC booklets
 Pencils
 Overheard projector
 Graphic organizer worksheets
 Two charts, one displaying the essential question and the other text coding information
 Notebook paper to answer essential question
 Markers/Colored pencils