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Lesson Plan 2
Lesson Plan 2
Lesson Plan 2
LESSON INTRODUCTION/ENGAGE
Time Teacher Does Student Does
Co-Teaching Strategies
One-teach, one-assist
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Readers will engage in speaking, Advanced learners will benefit
ELLs are supported by accessing
listening, writing, and reading from the resources that require
prior knowledge as it will help Students with special needs will
activities to support literacy them to further analyze and
guide them through important be provided with additional
development and communicate evaluate the variation being
vocabulary in the topic. assistive technology to support
and collaborate with peers to studied. This drives their higher-
Additionally, class discussion will their interpretations of the
demonstrate understanding and order thinking skills along with
also help solidify concepts for content. These students can also
clarify misunderstandings. communication skills as they will
these learners by bringing rely on their peers to gain support
Students will be supported with be able to strongly support their
attention to important and clarification during activities.
graphic organizers to help with ideas using evidence in the final
ideas/terminology.
self-monitoring and direction. presentations.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Students will engage in a mini-phenomena (flower bush) that they can link to the anchoring phenomena of the lesson (blue people). Throughout
the lesson students will develop skills in research and gathering evidence. Their initial model for the lesson will act as a building tool for their
overall explanatory models where they make a claim and continuously revise with additional evidence - displaying reasoning through the
connections within the model. Students will also continue to develop skills in communication and collaboration and engage in activities aimed to
support them in making connections between claims and evidence with reasoning. Revision allows for students to address misconceptions, build
upon ideas, and ask questions they continue to have - allowing for a metacognitive process for them to engage in throughout the lesson -
monitoring their own progress alongside that of the class as a whole. The unit establishes content understanding related to variation and
expression through meiosis, mutation, codominance, etc. and provides further evidence and reasoning for students to build within their anchoring
phenomena explanation and models.