10 Day Integrated Lesson Plans

(Language Arts, Math, Science,and Arts)

   Lesson Plan Template                 Candidate’s Name: Wendy C. Ruby M. Kashada J.  
Week:14

Day #: 1 out of 3

Lesson Title:  Narrative Writing                                                        

Lesson Goal/Topic: Students will be introduced to the Narrative Writing Genre.

 
Objectives
Objective:  Students will understand a purposeful structure to compose literary texts, to
develop writing skills, and engage in the writing process.

English Language Arts and Reading, Grade 4, Adopted 2017.

(12) Composition: listening, speaking, reading, writing, and thinking using multiple
texts--genres. The student uses genre characteristics and craft to compose multiple texts
that are meaningful. The student is expected to:

(A) compose literary texts such as personal narratives and poetry using genre
characteristics and craft ;

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language;  

Planning to Support Varied Student Learning Needs 

● For helping students who are in “falls far below” and ELLs develop an
understanding of the genre narrative writing, the teacher will provide sentence
stems, sentence frames, visuals and paced auditory instruction. Allow some
scaffolding with the native language. Provide them with printed notes if
necessary.
 ● Students will use charts to write down notes.
● students will be allowed to work in groups in order to create a collaborative
environment and have students learn and help one another.
● Follow modification and accommodations required by the IEP: inclusive
instruction, visuals, pencil grips, assistive technology, gestures,
acknowledgment/verbal signs. Extra time to complete, seating preference,
grouping, collaborative work.  

Knowledge of Students to Inform Teaching and Learning 

● To help students make meaningful connections to their lives’ through discussing
stories they know and learning how the author structured it.
● Students are better engaged in lessons when they participate in discussions: group and
partner.
● The teacher will constantly be checking for student understanding by asking questions
and observing them as they work on coming up with ideas.
● Teacher will model and use guide practice with her own personal knowledge about
stories.
 
Materials, Resources, Instructional Strategies

 Materials
● Elements to the genre narrative writing: character, plot, theme, and setting.
● Examples of narrative writing with the same topic.
● Graphic organizers to keep ideas organized
● Sentence frames
● Wordwall
● Sentence stems
● Frequently used words and phrases paper on wall
● Anchor charts

Instructional Strategies

● Scaffolding- simplified language, teacher modeling, visuals and graphics,

cooperative learning and hands-on learning.
● Group work, group and partner discussions, guided practice, different learning
style activities.
Procedures
 

Teacher Actions  Student Actions 

1. Teacher will activate prior
knowledge and make 1. Students will activate prior knowledge and
connections with the topic: make connections.
“Narrative writing is writing
that has a story, characters,
conflict, and other essential
parts of a story”.
2. Teacher will Introduce the
objective of the lesson:
● Students will understand a 2. Students will write down/ draw short notes
purposeful structure to compose on Narrative Writing.
literary texts, to develop writing
skills, and engage in the writing
process using the narrative
writing genre.
3. Teacher will introduce the
3. Students will engage in a 5 minute partner
narrative writing genre:
discussion reflecting what the teacher has
● Whole group discussion:
informed them.
Going into detail about
the element of the
narrative writing:
Character, plot, theme,
setting.
4. The teacher will tell examples
of character, plot, setting,
theme. 4. Students will answer critical thinking
5. Teacher will then have students questions based on teachers discussion.
engage in the discussion to ask
questions and calling on
students to respond to questions
about the elements. Ex: “
describe in your own words
what you think a setting is in a
story”?
5. In groups, students will be filling out
6. Teacher will present the anchor
vocabulary charts in which they will write
chart in the presenting board,
down meaning and an illustration for the
reviewing once again the
words: character, plot, setting, theme.
elements of the narrative
writing.(character, plot,theme,
 setting).
7. Teacher will pass out charts and
assign groups to work
collaboratively to fill out chart.
8. Teacher will be walking around
the classroom observing and
assisting when necessary.
9. Once every group has
completed the sheet, the teacher
will review with the students
what they learned.

6. Once every group has completed the chart,

students will discuss what they learned.

 
Identifying and Supporting Academic Language
● Vocabulary- character, plot, setting, theme, tradition, culture, celebration.
● Language Demand (Vocabulary)- Students will be learning and comparing academic
vocabulary.
● Visuals, auditory, read/write learning will be provided to maximize understanding of
the academic vocabulary and how they are different.

 Assessment to Monitor and Support Student Learning

●  Informal assessment will take place throughout the whole lesson. During direct
instruction, the teacher will ask questions and pay close attention to student answers to
check for understanding. During the group discussions, the teacher will walk around
and observe students as they share their ideas. Students will reflect on their chart.
● Formal assessment- At the end of the lesson students take a short 2 question quiz
about the genre narrative writing.
 
       Lesson Plan Template                 Candidate’s Name: Wendy C. Ruby M. Kashada J.  
Week:14

Day #: 2 out of 3

Lesson Title:  Narrative Writing                                                      

Lesson Goal/Topic:  Students will gather ideas using the elements of narrative writing with the
Topic: “How do you celebrate christmas with your family”?

 
Objectives
Objective:  Students will understand a purposeful structure to compose literary texts, to
develop writing skills, and engage in the writing process.

English Language Arts and Reading, Grade 4, Adopted 2017.

(12) Composition: listening, speaking, reading, writing, and thinking using multiple
texts--genres. The student uses genre characteristics and craft to compose multiple
texts that are meaningful. The student is expected to:

(A) compose literary texts such as personal narratives and poetry using genre
characteristics and craft ;

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language;  

Planning to Support Varied Student Learning Needs 

● For helping students who are in “falls far below” and ELLs develop an
understanding of the genre narrative writing, the teacher will provide sentence
stems, sentence frames, visuals and paced auditory instruction. Allow some
scaffolding with the native language.
● Help students learn to combine two short sentences into one longer sentence to
add sentence variety.
● A word wall where they can go and use a variety of words when composing
 their piece for all students.
● Students will use venn diagrams and graphic organizers to write down ideas for
creating their story.
● students will be allowed to work in groups in order to create a collaborative
environment and have students learn and help one another.
● Follow modification and accommodations required by the IEP: inclusive
instruction, visuals, pencil grips, assistive technology, gestures,
acknowledgment/verbal signs. Extra time to complete, seating preference,
grouping, collaborative work.  

Knowledge of Students to Inform Teaching and Learning 

● To help students make meaningful connections to their lives’, students will be asked
about the traditions their family has on christmas day.
● Students are better engaged in lessons when they participate in discussions: group and
partner.
● The teacher will constantly be checking for student understanding by asking questions
and observing them as they work on coming up with ideas.
● Teacher will model and use guide practice with her own personal experience on
Christmas..
 
Materials, Resources, Instructional Strategies

 Materials
● Elements to the genre narrative writing: character, plot, theme, and setting.
● Examples of narrative writing with the same topic.
● Graphic organizers to keep ideas organized
● Sentence frames
● Wordwall
● Sentence stems
● Frequently used words and phrases paper on wall

Instructional Strategies

● Scaffolding- simplified language, teacher modeling, visuals and graphics,

cooperative learning and hands-on learning.
● Group work, group and partner discussions, guided practice, different learning
style activities.
Procedures
 
 Teacher Actions  Student Actions 

1. Students will activate prior knowledge and

1. Teacher will reflect on the make connections.
narrative writing and bring up
important key points from the
previous lesson.
2. Teacher will activate prior 2. Students will take notes from the teachers
knowledge and make
story.
connections with the topic:
“Think about Christmas day in
your house”.
3. Teacher will Introduce the
objective of the lesson: writing 3. Students ask questions and will engage in
a narrative piece. partner discussion to compare and contrast
4. Teacher will guide students by the way they celebrate christmas.
telling her story of the way she
celebrates christmas day.
5. Teacher will show her chart and
4. Critical thinking: Students will reflect on
model her use of characters,
their traditions for christmas day.
plot, theme, and setting.
6. Teacher will inform students
that they will be creating a
character, plot, setting, and 5. Students will apply their critical thinking
theme to structure a short essay skills to fill out their graphic organizer
with the topic “How do you individually.
celebrate christmas with your
family”?
7. Teacher will ask students to
reflect for two minutes on their 6. Once everyone has completed the
traditions. organizer, students will share ideas with one
8. Teacher will provide a graphic another and give recommendations.
organizer so students can
organize their ideas.

7. Students will write down short notes on

expectations and ask questions.
 9. Teacher will be walking around
the classroom observing and
assisting when necessary.
10. Once everyone is done
gathering ideas and filling out
their graphic organizers, the
teacher will go over
expectations for their essay.

 
Identifying and Supporting Academic Language
● Vocabulary- character, plot, setting, theme, tradition, culture, celebration.
● Language Demand (Vocabulary)- Students will be learning and comparing academic
vocabulary.
● Visuals and auditory learning will be provided to maximize understanding of the
academic vocabulary and how they are different.

 Assessment to Monitor and Support Student Learning

● Informal assessment will take place throughout the whole lesson. During direct
instruction, the teacher will ask questions and pay close attention to student answers to
check for understanding. During the group/partner discussions, the teacher will walk
around and observe students as they talk about their ideas. Students will reflect on their
work.
● Through guided questions, close monitoring and informal observation; the teacher will
be able to assess the student's ability and understanding of the subject being
introduced. Through individually assessing during independent practice and reviewing
during guided practice the teacher will be able to evaluate students.
● Formal assessment- At the end of the lesson students will write a rough draft of their
essay.
 

      Lesson Plan Template                 Candidate’s Name: Wendy C. Ruby M. Kashada J.  
Week:14

Day #: 3 out of 3

Lesson Title:   Narrative Writing                                                        

Lesson Goal/Topic:   Students will compose a narrative writing piece with the Topic: “How do
you celebrate christmas with your family”?

 
Objectives
Objective:  Students will understand a purposeful structure to compose literary texts, to
develop writing skills, and engage in the writing process.

English Language Arts and Reading, Grade 4, Adopted 2017.

(12) Composition: listening, speaking, reading, writing, and thinking using multiple
texts--genres. The student uses genre characteristics and craft to compose multiple
texts that are meaningful. The student is expected to:

(A) compose literary texts such as personal narratives and poetry using genre
characteristics and craft ;

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language;  

Planning to Support Varied Student Learning Needs 

● For helping students who are in “falls far below” and ELLs develop an
 understanding of the genre narrative writing, the teacher will provide sentence
stems, sentence frames, visuals and paced auditory instruction. Allow some
scaffolding with the native language. Provide them with printed notes if
necessary.
● Students will use their portfolio of the other two days.
● students will be allowed to ask questions.
● Follow modification and accommodations required by the IEP: inclusive
instruction, visuals, pencil grips, assistive technology, gestures,
acknowledgment/verbal signs. Extra time to complete, seating preference,
grouping, collaborative work. Or submit the assignment in a different format
depending on needs.

Knowledge of Students to Inform Teaching and Learning 

● To help students make meaningful connections to their lives’, students will be asked
about the traditions their family has on christmas day and use their portfolio to
compose an essay.
● Students will compose an essay based on their personal experiences.
● The teacher will constantly be checking for student understanding and observing them
as they compose their draft.
Materials, Resources, Instructional Strategies

● Vocabulary chart completed on day 1

● Graphic organizer completed on day 2
● rubric/ checklist
● Teachers Rough draft example
Procedures
 

Teacher Actions  Student Actions 

1. Teacher will activate prior 1. Students will activate prior knowledge and
knowledge and make make connections from previous lessons on
connections from previous days. day 1 and 2.
2. Teacher will pass out a rubric/
checklist and read outloud.
3. Teacher will model by showing
them her rough draft. 2. Students will listen to the teacher and ask
4. Teacher will pass out their questions about her rough draft or rubric.
portfolio.
5. Teacher will ask students to
begin editing their essay.
6. Teacher will ask students if they 3. Students will use their portfolio to start
 have questions and go over
vocabulary. editing their piece.
7. Teacher will walk around the
class observing and assisting
students based on needs.
8. The teacher will meet with them 4. Students will begin writing their essay.
in specific times if necessary.
Will make comments and
suggestions in the paper.
9. Informs students Final draft will 5. Students will turn in and meet with the
be completed for homework. teacher to receive feedback if necessary.

6. Students will revise and edit for home work

to complete a rough draft.

 
Identifying and Supporting Academic Language
● Vocabulary- character, plot, setting, theme, tradition, culture, celebration.
● Language Demand (Vocabulary)- Students will be learning and comparing academic
vocabulary.
● Visuals and auditory learning will be provided to maximize understanding of the
academic vocabulary and how they are different.

 Assessment to Monitor and Support Student Learning

Formal assessment- At the end of the lesson students will write a rough draft of their essay.

Informal assessment: check list, portfolio of the chart and the graphic organizer.

      Lesson Plan Template                 Candidate’s Name Wendy C. Ruby M. Kashada J. 
Week: 14

Day #: 4
Lesson Title:    The Value of a Number                                                      

Lesson Goal/Topic:   Students will recognize in a multi-digit whole number, a digit in one
place represents ten times what it represents in the place to the right.

 
Objectives
Objective:  Students will be able to identify the value of each digit in a given number from
ones to millions

TEKS: 4.4C

The student applies mathematical process standards to develop and use strategies and methods
for whole number computations and decimal sums and differences in order to solve problems
with efficiency and accuracy.

Planning to Support Varied Student Learning Needs 

● Planning ahead for students who are ELL and have a disability
● Modifications that are required for students who have an IEP, providing
students to work in a larger group
● ELL will have sentence stems for Exit Slip

 
Knowledge of Students to Inform Teaching and Learning 
● Creating an open minded environment for students to feel comfortable to
answer in front of peers and in whole class discussions.
● Students are engaged when working together with other students rather than
working alone.
● Teacher will give students opportunity to volunteer but also choose students so
there is active engagement
Materials, Resources, Instructional Strategies

●  Plain sheets of paper

● Markers

Procedures
 

Teacher Actions  Student Actions 

1. Display a 7 to 9 digit number 1. Students will read the digit aloud

and students will be asked to
read aloud
2. Use a real world example “ Is
that the distance from where I 2. Students will guess the number that is
am standing to the moon.” shown and identify the place value for each
3. Tell students the correct way to digit.
pronounce the place value and 3. Students will be actively listening.
show a place value chart.  
4. Hand out the blank papers and
have students put a single
numbers on each paper and on 4. Students will put numbers and a comma on
the second paper students will the blank papers.
put a comma
5. Walk around the classroom and
tell students to choose three to
five numbers their group will 5. Students will get in groups and pick their
display to the class. numbers
6. Encourage students to work
together and make sure
everyone in the group is able to
read each number and identify 6. Help others who might need help
the value of each digit.
7. Have students present to the
classroom
8. Choose random students to
come up to the board and write
each place value for the students 7. Whole class will read the presenter's
number number aloud
9. Close whole class activity with 8. Students will grab white erase marker and
positive feedback for the whole write each place value for numbers students
class have presented.
10. Discuss the importance of place 9. Every student goes back to their seat.
values and why numbers have
different values

10. Write on an exit slip to explain why place

values are important
 
Identifying and Supporting Academic Language
● Place Value, Tens, Ones, Groups, Base Ten Blocks, Hundreds
● Language Demand (Vocabulary)- Students will be learning academic vocabulary.
● ELLs will have vocabulary picture books to help them with any academic words.

 Assessment to Monitor and Support Student Learning

 Informal assessment will be the most important assessment, the teacher will have a chart to
write down if each student is understanding the place values. Exit Slips will also be a part of
the assessment to see if students understand the concept. If not, the teacher can continue lesson
the next day.

      Lesson Plan Template                 Candidate’s Name________________ 

Week: 14

Day #: 5

(Day one out of two day lesson)

Lesson Title:  Touching Earth's Surface                                           

Lesson Goal/Topic:  Students will analyze and get information to construct reasonable
explanations from indirect and direct information by understanding that humans are affected
by changes on the earth's center.

 
Objectives
Objective:  Students will analyze and get information to construct reasonable explanations
from indirect and direct information by understanding that humans are affected by changes on
the earth's center.

TEKS :

4.7 The students know that Earth consists of useful resources and its surface is constantly
changing.

B. The student is expected to: observe and identify slow changes to Earth’s surface caused by
weathering, erosion, and deposition from water, wind, and ice; and

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of

increasingly complex and elaborated spoken language;

Planning to Support Varied Student Learning Needs 

● Visual and Audio learning will be used to help students who need a different
way of grasping information
● ELLs will be able to use word wall that is shown throughout the classroom
● Vocabulary notebook is available for ELLs if needed to use to create sentences
● Modifications for both students who have IEPs and are ELLs will be given
sentence stems to help them with sentences.
● Paced instruction as needed.

 
Knowledge of Students to Inform Teaching and Learning 
● Use students' prior knowledge to talk about what they know about volcanoes and
earth's surface.
● Keeping check if all students are understanding questions and statements that are being
said. If not students will be given extra time to talk about it amongst their group.
 

Materials, Resources, Instructional Strategies

● Pencil
● KWL Chart
● https://www.youtube.com/watch?v=bXdFBAk6MBM (Earth's layers)
● KWL example
● https://www.youtube.com/watch?v=K7Oq9_DU1Mc (Volcanoes)
 Procedures
 

Teacher Actions  Student Actions 

1. Show youtube video based on 1. Watch video quietly *students who are ELL
Earth's surface or have a IEP will be given a paper the day
2. Have discussion what they think before so students can recognize and
about the video and what they become familiar with the video.
learned
3. Ask students “Why is the
Earth's surface important?”
“Why is it important for us to 2. Students will have discussion in pairs
know about the Earth's layers?”
“How and why does the earth
change?”
3. Will volunteer to answer questions and have
whole class discussion

4. Present KWL chart to the class

4. Complete K and W continue to add to the

5. Begin discussion about
volcanoes and how they start
and where they come from
6. Show video about volcanoes
chart as the lesson continues for the next
day. Keep chart in class in science folder
5. Raise their hands to talk about what they
know about volcanoes
6. Students will write in their notebooks about
what they learned from the layers of the
earth on the bottom they will put what they
want to learn about volcanoes.

 
Identifying and Supporting Academic Language

● Vocabulary-geology, earth, core, mantle, volcano

 ● Language Demand (Vocabulary)- Students will be learning and comparing
academic vocabulary.
● Visuals and kinesthetic learning will be provided to maximize understanding
of the academic vocabulary and how they are different.

 Assessment to Monitor and Support Student Learning

●  Formal Assessment:Have students journal about today's lesson:

Students may select from one of the following prompts, writing a page as a reflection on
today's introduction. I wonder… I predict… I hope… It surprised me to learn that… I want to
learn…

● The journaling activity may be completed as a homework assignment. Have students

turn in their reflections for a daily participation grade.
● Informal Assessment: observed performance.

   

      Lesson Plan Template                 Candidate’s Name________________ 

Week: 15

Day #: 6

Day two

Lesson Title:    Effects of Volcanoes                                                      

Lesson Goal/Topic:  Students will understand that layers of the earth interact with each other
in a way that support law of matter, by identifying patterns of change.

 
Objectives
Objective:  Students will understand that layers of the earth interact with each other in a way
that support law of matter, by identifying patterns of change.
TEKS 4.7 B

The students know that Earth consists of useful resources and its surface is constantly
changing

The student is expected to: observe and identify slow changes to Earth’s surface caused by
weathering, erosion, and deposition from water, wind, and ice;

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language;

Planning to Support Varied Student Learning Needs 

● Allowing students wait time when asking questions if they understand
questions.
● Activities will be used to allow students to experience first-hand the concepts
being presented and develop a better understanding.
● Individual filled in T-Chart for students who need accommodations with an IEP

Knowledge of Students to Inform Teaching and Learning 

● Using background knowledge that students may know about volcanoes and maybe
seen one happen.
● Teacher will be asking on going questions and checking for understanding
● Students are engaged with a song, this will help auditory learners
Materials, Resources, Instructional Strategies

●  https://www.youtube.com/watch?v=7HdHoFggi4Y
● Unopened soda bottle
● Chart Paper for T-chart
● Card stock
● Sketch paper
Procedures
 

Teacher Actions  Student Actions 

1. Introduce the lesson by showing 1. Have student take notes while watching
“Step INSIDE a VOLCANO!” video
2. Introduce the concept of geysers
 and hot springs. Ask students if
they have ever heard about them
3. Use an unopened soda bottle to
demonstrate how geysers and hot
springs work. Over a bucket
shake the bottle so that it will
fizz out when it is opened
4. After the soda fizzes out explain
to the students that like the
bottle, geysers and hotsprings
erupt gases and water. Unlike the
bottle the heat creates pressure to
cause the liquid to go up.
5. We begin to explain the effects
of geysers and hotsprings which
are soil, energy and tourism.
6. Use a big chart paper and create
a T-chart so the class can discuss
the positive and negatives effects
of volcanoes. Guide student
while they contribute to the T-
chart
7. Poster activity will be given,
instructions on poster
advertisement.
8. Give out cardstock so students
can begin posters.
 
 
2. Students volunteer answering the question
3. Students can make statements why they
think the liquid is reacting like that.
4. Students begin to ask questions on why the
soda fizzed the way it did. .
5. Active listening skills is going to be
included as well as students wanting to
write notes or draw a table to remember
short lecture
6. Students begin giving their statements on
the negatives and positives
7. Start by sketching on a paper before on
card stock.
8. Create a poster advertisement promoting
visits to a volcanic landmark and warning
tourists on the negative effects. The poster
can be based from a point of view of a
government agency, chamber of
commerce, or a travel agency.

 
Identifying and Supporting Academic Language
● Vocabulary: Geyser, hot spring, fertile
● Students will be using vocabulary words in poster advertisement
● ELL’s will be given sheet with the definitions with pictures so they can use it
as a resource to help

 
 Assessment to Monitor and Support Student Learning
 ● Informally assess the understanding of positive and negative effects during class
discussion and during students work time. Evaluate the poster till completed.

      Lesson Plan Template                 Candidate’s Name________________ 

Week:15

Day #: 7 (Day 1 of 2)

Lesson Title:       Roller Coaster Dreaming                                                   

Lesson Goal/Topic:   Students will demonstrate scientific components of their roller coaster
design using tier 3 vocabulary words.

 
Objectives
Objective:  

4.2.A The student is expected to: plan and implement descriptive investigations, including
asking well defined questions, making inferences, and selecting and using appropriate
equipment or technology to answer his/her questions

4.2.B The students is expected to: collect and record data by observing and measuring, using
the metric system, and using descriptive words and numerals such as labeled drawings,
writing, and concept maps.

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language;

 
Planning to Support Varied Student Learning Needs 
● Encourage active learning (group learning, group discussions, etc.)
 ● Promote Project Based Learning where students will design and construct
● Incorporate ed-tech and adaptive learning tools (iPads, design applications,
YouTube,etc.)
● Visual, Audio, and Kinesthetic learning will be used to target all students 

Knowledge of Students to Inform Teaching and Learning 

● To help students make connections to their lives, students will be engaged in
the community
● Students will participate in hands on learning through design and construction
based on the lesson plan
● Teacher will routinely monitor all students while posing guiding questions
throughout the lesson
 
Materials, Resources, Instructional Strategies

● Book: Jabari Tries

● Computer paper
● Construction paper
● Scissors
● Glue
● Popsicle sticks
● Pvc pipes
● Wheels
● Lego people
● Markers and other art supplies for decoration
● Provided worksheets

Resources:

● https://www.nsta.org/resources/science-101-how-do-people-design-safe-
amusement-park-rides
● Jabari Tries by Gaia Cornwall
● iPads (can be used for applications that allow students who may need to place
items for a design and cannot sketch them out)

Instructional Strategies:

● Cooperative learning: students will work together in small groups to design and
conduct a scientific experiment
● Inquiry Based Instruction: students will collect data based on questions in regards to
their roller coaster design
● Differentiation: there will be class discussions, group discussions, handouts, hands-on
activity, and incorporated wiggle breaks
 Procedures
 

Teacher Actions  Student Actions 

 1.The lesson will begin with a Students will answer the questions and begin to
question. Who here likes rollercoaster, think about their favorite roller coasters and why
why? The teacher will lead the they like them.
conversation and call on students to
answer the questions. During this group Students will actively engage in listening while the
discussion, the teacher will write the book is read.
whys on the board for later. Then the
book Jabari Tries will be introduced.
This book will get the students attention
and get their gears rolling with ideas for
designs.

(10-15mins)
Students will be called on to answer the questions
2.The read aloud will then lead to and the lesson activity will be introduced.
more questions:

What type of rollercoaster would

you design?

Do you know what it takes to build a

roller coaster?

Do you know what potential and

kinetic energy is?

What might this look like on a roller

coaster ride?
Students will listen and engage in the whole group
discussion. Students will also help to create a
3.The teacher will lead the vocabulary word wall of the new terms presented.
discussion and students will
volunteer answers. The class
discussion will noted and there will
also be more discussion of the
vocabulary introduced: kinetic
energy, potential energy, motion, Students will then work to design their roller
 energy, force, and speed.
(10mins)
4.The teacher then separates students
into groups where they will begin
working on their roller coaster design.
coaster for small group presentation and feedback.
Students will complete their group design and
present them to one small group. Here they will
receive feedback and be given time to reflect and
make any changes they see fit.

(25 mins)

 
Identifying and Supporting Academic Language
● Vocabulary: kinetic energy, potential energy, motion, energy, force, and
speed

● Visuals will be presented to maximize vocabulary understand and

content comprehension

 
 Assessment to Monitor and Support Student Learning

● Informal Assessment: the teacher will monitor through questions and check for
comprehension. During small groups she will monitor presentations and ask guiding
questions to ensure comprehension and that students are on track.
● Informal: students designs will work as a goal setting example for their experiment and
final presentation

      Lesson Plan Template                 Candidate’s Name________________ 

Week:15
Day #: 8 (day 2 of 2)

Lesson Title:  Roller Coaster Dreaming                                                   

Lesson Goal/Topic:   Students will demonstrate scientific components of their roller coaster
design using tier 3 vocabulary words.

                                 

 
Objectives
Objective:  

4.2.A The student is expected to: plan and implement descriptive investigations, including
asking well defined questions, making inferences, and selecting and using appropriate
equipment or technology to answer his/her questions

4.2.B The students is expected to: collect and record data by observing and measuring, using
the metric system, and using descriptive words and numerals such as labeled drawings,
writing, and concept maps.

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language;

 
Planning to Support Varied Student Learning Needs 
● Encourage active learning (group learning, group discussions, etc.)
● Promote Project Based Learning where students will design and construct
● Incorporate ed-tech and adaptive learning tools (iPads, design applications,
YouTube,etc.)
● Visual, Audio, and Kinesthetic learning will be used to target all students 

Knowledge of Students to Inform Teaching and Learning 

● To help students make connections to their lives, students will be engaged in the
 community
● Students will participate in hands on learning through design and construction based on
the lesson plan
● Teacher will routinely monitor all students while posing guiding questions throughout
the lesson
 
Materials, Resources, Instructional Strategies

 Book: Jabari Tries

● Computer paper
● Construction paper
● Scissors
● Glue
● Popsicle sticks
● Pvc pipes
● Wheels
● Lego people
● Markers and other art supplies for decoration
● Provided worksheets

Resources:

● https://www.nsta.org/resources/science-101-how-do-people-design-safe-
amusement-park-rides
● Jabari Tries by Gaia Cornwall
● iPads (can be used for applications that allow students who may need to place
items for a design and cannot sketch them out)

Instructional Strategies:

● Cooperative learning: students will work together in small groups to design and
conduct a scientific experiment
● Inquiry Based Instruction: students will collect data based on questions in regards to
their roller coaster design
● Differentiation: there will be class discussions, group discussions, handouts, hands-on
activity, and incorporated wiggle breaks
Procedures
 

Teacher Actions  Student Actions 

 1.Next, each group will be given Students will use their sketch to begin constructing
baskets of material to be used for their their roller coasters. They will will also run and
roller coaster creations. Here they will document some trials with their roller coasters
construct and test the safety and fun of before submitting a final design for presentation.
the rollercoaster based on the class
discussion. Will the rollercoaster have
seatbelts? Will there be a protection
bar? Is the rollercoaster a ride or
simulator? These are a few things that
will need to be part of the construction
of the rollercoaster.

(30-45 mins)

2. The teacher will walk around

monitoring and asking questions.

3. Teacher will bring the class back as

whole and begin presentations of the
roller coasters. Students are to present their designs to the class
and showcase their rollercoaster in “action”.
(30 mins) Here students will give the background of their
design and why they chose to take the route
taken. Then they will provide the class with the
data connected to their rollercoaster and they can
  tell how many times the design was changed
before they had a final design. They can discuss
  the mechanics of the rollercoaster and why their
rollercoaster is safe and fun. Students will be
  sure to use tier 3 terms when explaining their
design and they will also evaluate the efficiency
  of the design and how it will work in an
amusement park.

Students will use their rollercoaster sketches and

label the tier 3 terms in use on their design.
There will be class discussion on how these
terms play a huge role in the design of a
rollercoaster and they will be able to see
examples of rollercoasters without these terms
and help to determine why those designs would
not work.
 
Identifying and Supporting Academic Language
● Vocabulary: kinetic energy, potential energy, motion, energy, force, and speed

● Visuals will be presented to maximize vocabulary understand and content

comprehension

 
 Assessment to Monitor and Support Student Learning

 Evaluation: Occurs from start to finish as formative and/or summative assessments.

Pre-Activity (Formative)

Class discussion questions

Who here likes rollercoaster, why?

What type of rollercoaster would you design?

Do you know what it takes to build a roller coaster?

Do you know what potential and kinetic energy is?

What might this look like on a roller coaster ride?

Post-Activity (Formative)

Sketches of rollercoaster designs

Rollercoaster designs labeled with tier 3 vocabulary

(Summative)

Students will add the rollercoaster design project to their science portfolio. There will be a
worksheet of questions, their revisions, and data collection will help to gauge their mastery.
Worksheets to be provided:

English Vocabulary Terms: Términos de Vocabulario Español:

• High Potential Energy Energía potencial alta

• Low Potential Energy Bajo energía potencial

• Kinetic Energy Energía cinética

Brainstorm and DRAW your roller coaster design:

(remember your roller coaster must start very high and end very low, and have one loop or one
hump-shaped hill)

Data Collection Table:

How tall is my roller coaster in inches?

How tall is my roller coaster in centimeters?

How many loops does my roller coaster have?

How many hump-shaped hills does my roller coaster have?

How many seconds does my roller coaster last?

This reminded me of _________________________________________________.

I observed_________________________________________________________.

I was surprised that __________________________________________________.

Based on our final design model _______________________________________.

I can conclude that __________________________________________________.

DRAW how your final roller coaster model looked &

LABEL the key terms on your picture:

• low potential energy

• high potential energy

• kinetic energy

English Vocabulary Terms: Términos de Vocabulario Español:

· High Potential Energy Energía potencial alta

· Low Potential Energy Bajo energía potencial

· Kinetic Energy Energía cinética

Brainstorm and DRAW your roller coaster design:

(remember your roller coaster must start very high and end very low, and have one loop or one
hump-shaped hill)

Data Collection Table:

 How tall is my roller coaster in inches?

How tall is my roller coaster in

centimeters?

How many loops does my roller coaster

have?

How many hump-shaped hills does my

roller coaster have?

How many seconds does my roller

coaster last?

This reminded me of _________________________________________________.

I observed_________________________________________________________.

I was surprised that __________________________________________________.

Based on our final design model _______________________________________.

I can conclude that __________________________________________________.

DRAW how your final roller coaster model looked &

LABEL the key terms on your picture:

· low potential energy

· high potential energy

· kinetic energy

      Lesson Plan Template                 Candidate’s Name________________ 

Week:15

Day #: 9
Lesson Title:           Christmas Present Budget                                                

Lesson Goal/Topic:   Students will learn to allocate money

 
Objectives
Objective:  

4.10.D The student is expected to: describe how to allocate a weekly allowance amongst
spending;

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language;

 
Planning to Support Varied Student Learning Needs 
● Encourage active learning (group learning, group discussions, etc.)
● Promote Project Based Learning where students will set a budget and mock gift
shopping
● Incorporate ed-tech and adaptive learning tools (iPads, budget applications,etc.)
● Visual, Audio, and Kinesthetic learning will be used to target all students

 
Knowledge of Students to Inform Teaching and Learning 
● To help students make meaningful connections to real-life context
● Students will be engaged in lessons that promote hands-on learning
 
Materials, Resources, Instructional Strategies

 Materials:

”Grocery shop”

Budget (paper or app)

Cash
Gift list

Instructional Strategies:

Whole group lesson and practice

Individual budget planning

Visual aids

Procedures
 

Teacher Actions  Student Actions 

 Teacher will present all students with Students will be sitting with their money awaiting
$100 in “cash”. This will gain the further instructions.
attention of all the students.

He/she will then open the Gift shop!

Teacher will then present gifts and ask

students if they plan on doing any Students will volunteer answers
christmas shopping

 Teacher will guide the discussion and

introduce an item list before the class

He/she will tell students that the $100

has to be budgeted and can not all be
spent Students will engage in active listening and be able
to ask questions.
 Teacher will present a sample budget
within the amount and ask students how Students will respond and also make a budget on a
they would spend their money piece of paper

(10-15 mins)

Teacher will explore student budgets Students will transfer their budget and list into an
and give them the opportunity to use a
 teacher made application to add items application
to their budget app.

(5-7mins)

Teacher will then work as the cashier

and check out students shopping lists Students will purchase items and save money for
school needs
(10-15mins)

Teacher will then work through a few

students budgets and savings and have Students will work in small groups reflecting over
them reflect in groups things they may their budget and spending habits from the day.
want to return or exchange

WHole group discussion:

Students will volunteer responses to the class
Were the items worth the money?

Would you return anything?

Why did you choose to save the amount

you did?

Teacher will guide the discussion

(5mins)

 
Identifying and Supporting Academic Language
● Vocabulary: budget, savings

● Visuals of products and amounts

● Language development through real world context

 
 Assessment to Monitor and Support Student Learning
 Informal: students will be asked guided questions and the teacher will monitor small group
discussions. Students will be assessed based on their budget plan and reflection after gift
shopping.

      Lesson Plan Template                 Candidate’s Name________________ 

Week: 15
Day #: 10
Lesson Title: Christmas around the world                                                    
Lesson Goal/Topic: students will compare and contrast christmas around the world.
 
Objectives
Objective:  
Students will compare and contrast the most important points and key details presented in two
texts on the same topic. Students will demonstrate understanding of a text through creative
interpretation.

Teks:
§117.114. Art, Grade 4, Adopted 2013.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history
and culture by analyzing artistic styles, historical periods, and a variety of cultures. The
student develops global awareness and respect for the traditions and contributions of diverse
cultures. The student is expected to:
(A) compare content in artworks for various purposes such as the role art plays in reflecting
life, expressing emotions, telling stories, or documenting history and traditions;

ELPS.c.2(E)- use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language;

Planning to Support Varied Student Learning Needs 

1. The teacher can pair students or allow them to work in small groups.
2. Teachers can also provide small-group instruction to those who need assistance.
3. Modifications required by the IEP: Extra time included.
4. Sped Accommodations: Stencils and templates, Light box for tracing, Adaptive
scissors, Large, easy-to-hold materials, Transparencies for tracing.
5. For ELLs: Pace will be monitored and adjusted based on students’ needs
 
Knowledge of Students to Inform Teaching and Learning 
To help students make meaningful connections to their everyday lives’, students will be asked
to think of the many different decorations and holiday setups they have seen, heard, or read
about
To explore multicultural traditions that we share with others around the world
To help create a culture rich classroom that promotes each students’ differences
Materials, Resources, Instructional Strategies
Material:
1. A worksheet describing how Christmas is celebrated in 5 locations around the world
2. Construction paper
3. Art supplies such as paint or colored pencils
4. Glitters
5. paint/brushes.
6. World map worksheet
Resources:
1. 85) Christmas Around the World Song | Christmas Traditions - YouTube
2. worksheet.
Instructional Strategies:
1. Cooperative learning- Students will be working together in a hands-on activity to
improve their understanding on comparing and contrasting christmas around the world.
2. Visual- Students will be watching the video presented throughout the lesson.
Procedures
1. Explain to students that Christmas is a holiday that is celebrated all around the world.
Some families celebrate it with their church in a religious way, some families celebrate
with their families without any relation to religion, and some families do not celebrate
at all.
2. Ask students if they celebrate Christmas at their house and ask them what they do.
3. In advance, cut Worksheet 2 into individual pieces so that each country is on a separate
paper. Give one country to each student.
4. Tell each student to read about their country.
5. Tell students you are going to partner them and they will learn about how other
countries celebrate Christmas.
6. Tell them to hold up on their fingers the number written on their sheet. (Mexico 1,
Australia 2, Trinidad and Tobago 3, Germany 4)
7. Tell number 1 to go and find a number 4 and stand by them.
8. Tell number 2 to go and find a number 3 and stand by them.
9. When all students are paired, have them read their countries information to their
partner.
10. When they have finished, tell number 4 to go find number 2 and share country
information and tell number 3 to go find number 1 and share their information.
11. When they have finished, tell number 4 to go find number 3 and share country
information and tell number 2 to go find number 1 and share their information.
Teacher Actions  Student Actions 
1. Teacher will introduce the topic Students will sit and actively watch the video.
showing a short video(85)
Christmas Around the World
Song | Christmas Traditions -
 YouTube (3:49mins)
Students will actively engage in listening and then
2. Explain to students that be asked if they celebrate in a religious or non-
Christmas is a holiday that is religous way.
celebrated all around the world.
Some families celebrate it with
their church in a religious way,
some families celebrate with
their families without any
relation to religion, and some
families do not celebrate at all.
(3-5mins)
Students will be asked to share their ideas with the
3. Ask students if they celebrate class. Here we will lead whole group discussions
Christmas at their house and ask about the different family traditions in the
them what they do. (3-5mins) classroom.

4. The teacher will share how she

celebrates christmas.

5. The teacher will call on a Students will actively engage in listening.

student to read about how One student will read and the rest of the class will
Christmas is celebrated in the listen to the story being read.
United States.

6. On a world map, show students Students will follow along with the teacher on a
where Germany, Mexico, map worksheet provided and raise their hands to
Trinidad and Tobago, and tell the class what they know about the countries.
Australia are and ask students
what they know about these
countries. Students will work collaboratively on the
assignment presented to them. They can also ask
7. The teacher will divide the questions if needed for guidance.
students into 4 groups and
follow along with the
procedures listed above. Students will complete their country’s information
on a graphic organizer and walk around to share
8. The teacher will be walking with their classmates the information.
around the classroom observing
every group and assisting when
necessary. Students will share their artwork and engage in
whole group discussion about the similarities and
9. Once every group has differences from each country.
completed their artwork, the
teacher will review with the
students what they learned.
  
Identifying and Supporting Academic Language
● Vocabulary- Country, Tradition, Celebrate, Religion , Culture
● Language Demand (Vocabulary)- Students will be learning and comparing academic
vocabulary with other countries

● Visuals and kinesthetic learning will be provided to maximize understanding of the

academic vocabulary and how they are different.

 Assessment to Monitor and Support Student Learning

1. Students will show their art and discuss the similarities and the differences of the way
Christmas is celebrated around the world in class discussion.
2. Informal assessment will take place throughout the whole lesson. During direct
instruction, the teacher will ask questions and pay close attention to student answers to
check for understanding. During the hands-on activity, the teacher will walk around
and observe students as they complete their artwork.

Handouts:
The United States

In the United States Christmas is celebrated in many ways due to the extremely diverse
communities.

Many families celebrate the holiday as a non-‐religious celebration of family. Christmas day
is typically spent with family. A few weeks before Christmas, the house is decorated with a
Fur and decorated with ornaments. Children write a letter to Santa Claus asking for gifts to
be received on Christmas day. On Christmas Eve, the children put out a glass of milk and
cookies and go to bed waiting for Santa Claus to come in and leave gifts under the Christmas
tree.

On Christmas morning, the children open presents and then the family spends the day
together.

Families that celebrate the religious origins of the holiday may go to church, decorate
their home with a manger scene, and discuss their religious beliefs on this day.

In Mexico, the celebrations of Christmas vary greatly depending on the region.

Many people celebrate very similar to how it is celebrated in The United States.
 An interesting tradition that is frequently celebrated around Christmas is the Posada. This is
an event organized by groups of friends or different organizations such as churches or
schools. A house or various houses are designated to represent a Posada, which means
inn or shelter in Spanish. The group will walk together to the “Inn” and sing a song asking
for shelter, to represent how Mary and Joseph asked for shelter when Mary was pregnant
with the Baby Jesus. Depending on the complexity of the planned event, various houses
may say no and redirect the group to another house and the group continues singing
until a house accepts the group (as planned in advance). Then they may have a dinner, drink
typical ponche (a type of hot punch) and there is usually a piñata shaped like a star with
candy inside for the kids.

In Australia, Christmas is celebrated similarly to how it is celebrated in the United

States, except because they are in the Southern hemisphere, it is summer there

during Christmas. Therefore they frequently have outdoor barbeques, go to the beach, or go
camping instead of just staying inside. At the beach, they may have sandcastles that are
Christmas-themed.

Also, when Santa goes to Australia, he changes to cooler clothes and uses 6 kangaroos instead of
reindeer. They are called “white boomers.”

In Trinidad and Tobago in the Caribbean, many people celebrate by spending time
with friends and family. They frequently share food and drinks with neighbors.

Most people also paint and make repairs to their houses during this time and buy new electrical
appliances or furniture.

On Christmas Day, most people spend the day at home and eat an elaborate meal including
apples, grapes, turkey, ham, bread, and ginger beer. They also make and share fruitcake that is
made from fruit that was soaked in rum and cherry wine for weeks.

In some parts of Germany, children write to the Christkind (The Christ Child) to ask
for presents. They decorate the envelopes to make them look more interesting and
then leave the letters on the windowsill during December.

In Nurberg, a city in Germany, a young girl is chosen every year to participate in a parade as the
Christkind. She wears a long white and gold dress, has long blond curly hair and wears a gold
crown and sometimes wings like an angel.
From the beginning of December until Christmas, she has over 150 official duties including
visiting hospitals, resting homes, and children’s nurseries.