English Language Development Lesson Plan

Introduction & Preparation

Student Name Brandella Fanus & Nicholas Jacinto
Date October 21, 2019
Grade Level(s) 2nd Grade
Subject Area(s) Science (Semantics)
Lesson Plan Title Life Cycles
Time Frame 45 minutes (3 class periods)
Learner Profile:
There are twenty children in this class. Eighteen students are general education students, while four are English
Language Learners. One student is at the level 2 (beginning) stage of WIDA, another student is on a level 3
(developing) and two students are on a level 5 (Bridging).
WIDA Levels of English Language Learners in the class: (Choose at least two)

☐ Level 1 X Level 2 X Level 3 ☐ Level 4 ☐ Level 5

Entering Beginning Developing Expanding Bridging

Florida Standards (Visit http://www.cpalms.org/Public/ to select the appropriate standards for this lesson.)
SC.2.L.16.1 Observe & describe major stages in the life cycle of plants and animals, including
beans, frogs and butterflies.
LAFS.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2
topic or subject area.

WIDA Standards (Please identify all the standards that apply)

☐X WS1: English language learners communicate for social and instructional purposes within
the school setting.
☐X WS2: English language learners communicate information, ideas and concepts necessary for
academic success in the content area of language arts.
☐ WS3: English language learners communicate information, ideas and concepts necessary for
academic success in the content area of mathematics.
☐X WS4: English language learners communicate information, ideas and concepts necessary for
academic success in the content area of science.
☐ WS5: English language learners communicate information, ideas and concepts necessary for
academic success in the content area of social studies.
CONTENT Learning Outcomes
1. SWBAT identify the stages of the life cycle of a butterfly and a frog.
2. SWBAT compare & contrast the stages in the life cycle of a butterfly and a frog using a Venn Diagram.
3. SWBAT construct a life cycle mobile of a butterfly.
4. SWBAT observe the life cycle of a living butterfly and conduct research to design an informational pamphlet
about the process.
LANGUAGE DEVELOPMENT Learning Outcomes
☐ Level 1 X Level 2 Level 3 ☐ Level 4 ☐ Level 5
Entering Beginning Developing Expanding Bridging

☐ Listening:
X Reading: After reading a passage about the butterfly cycle, the student will select 3 facts
about the cycle from the article.
X Speaking: With a peer, the student will identify the steps of the butterfly cycle using visual
aides and the word wall.
☐ Writing:
☐ Level 1 ☐ Level 2 X Level 3 ☐ Level 4 ☐ Level 5
Entering Beginning Developing Expanding Bridging

X Listening: When provided with oral directions, the student will construct a diagram of the
butterfly cycle.
☐ Reading:
☐ Speaking:
X Writing: Using context clues and a science dictionary, the student will determine the meaning
of unknown words about the life cycle of the butterfly and frog .
Instructional Materials and Technology
1. Laptops
2. Projector
3. Construction Paper
4. Markers
5. Graphic Organizer Worksheets
6. A Butterfly’s Life Story
7. The Life Cycle of a Frog Article
8. Yarn
9. Glue
 10.Scissors
11. Life Cycle Dictionary
12.Pictures of the life cycle of a butterfly and a frog
Academic Vocabulary
1. Chrysalis
2. Larva
3. Pupa
4. Metamorphosis
5. Caterpillar
6. Butterfly
7. Life Cycle
8. Tadpole
Implementation
Entry Event
As a class, we will create a KWL chart to assess student’s prior knowledge of life cycles, butterflies, and
frogs. Then, we will preview the vocabulary words for our lesson. Next, students will watch a brief
video on the life cycle of a butterfly and a frog (Video 1 & Video 2 ). As the students watch the video,
they will raise their hands when they hear a vocabulary word. I will pause the video to discuss the word
and ask students for their definition of the word. I will continue this process throughout the video.
Direct Instruction
1. To begin the lesson, students will create a science dictionary for the lesson. We will
discuss each vocabulary word and its meaning. Then we will construct a simple meaning
for students to comprehend. In the dictionary, students will write the definition and draw
a picture next to the terms.
2. Next, we will read the story “A Butterfly’s Life”. Prior to reading the story, students will
make predictions about the story. I will also have my ELLs watch a video in Spanish that
explains the life cycle.
3. After the story, we will discuss the events of the story and create a graphic organizer to
model the steps of the life cycle of a butterfly.
4. Using the projector, we will fill in the graphic organizer with the labels and a description
of the process for the life cycle.
Guided and Independent Practice
1. Students will be separated into three small groups in order to rotate between three
centers (observation & research, teacher corner, and seat work).
 2. With teacher support, students will read a short article on the life cycle of a frog. Then, as
a small group, we will create a Venn-diagram to compare the life cycle of a butterfly and a
frog.
3. With a peer, students will observe the class caterpillar and collect data in their science
notebooks. Then the students will conduct research on the cycle of a life cycle to include
the information in an informational pamphlet.
4. Independently, students will create a model of the butterfly life cycle using pictures. The
student will also write the name of each phase on the back of the image.
Closure
As a class, we will have a discussion on what students learned during center rotations. I will
clarify any questions or misunderstandings that students may have. Students will also complete
the “learn” portion of the KWL chart.
Strategies, Evaluation and Monitoring
ELL Strategies, Accommodations and/or Modifications
1. Variety of visuals (videos & images) to assist student comprehension
2. Cooperative Learning
3. Assessing prior knowledge
4. Teach vocabulary explicitly
5. Constantly check for comprehension
6. Use of graphic organizers
7. Audiobooks & stories in students’ Native language
Grouping Strategies
X Whole class
X Small groups
X Partners
X Independent

★ Whole Class: Through direct instruction, we will learn about the life cycle of a butterfly.
As a whole class, we will complete a KWL chart and a graphic organizer.
★ Small groups: Students will work in small groups as they rotate between three centers.
★ Independent: Students will independently create a model of the butterfly cycle.
★ Partners: Students will work with a partner to conduct research and create an
informational pamphlet on the life cycle of a butterfly.
Check all the 21st Century Skills used during this lesson:

X Collaboration X Creativity X Critical Thinking X Communication

Assessment (Briefly describe how you will assess student attainment of the lesson objectives in the boxes below.)
Formative: Summative:
Describe how you informally assess students during your Describe how you will formally assess students on mastery of the
lesson. content and language standards.
During the lesson, I will ask students to name a Students will create a model of the butterfly cycle and an
phase of the butterfly life cycle. Students can informational pamphlet to describe the process.
also match the picture with the corresponding
stage of the butterfly cycle. I can also assess
student learning through their KWL chart.

Write a question or design a task associated with each level of Bloom’s Taxonomy for one of
your ELL Levels of Proficiency:
☐ Level 1 ☐ Level 2 ☐X Level 3 ☐ Level 4 ☐ Level 5
Entering Beginning Developing Expanding Bridging

•Remember: What is the sequence of the butterfly cycle?

•Understand: Classify the parts of the butterfly cycle
•Apply: Sketch a model of the butterfly cycle
•Analyze: Compare & contrast the life cycle of a butterfly and a frog
•Evaluate: What is the most important stage of the butterfly cycle and why?
•Create: Construct a diagram of the butterfly cycle & describe each stage.
Follow-up
Whenever there is time to review, the teacher will lead a class discussion on what was taught
on the life cycles and allow students to share what they remember, while also taking the time
to help explain concepts that other students did not fully understand.