TSL 4080 Lesson Plan TEMPLATE (3 Pages)

Name: Sheyla Santini Semester: Spring 2023

INSTRUCTIONS: You may copy and paste the modifications you submitted during the semester for your
OBJECTIVE AND ACTIVITY in the columns below.
Complete the last part, which is to modify the Assessment and answer the required questions.

URL for Original Lesson (or copy of original lesson included): Solar System Lesson Plan | Teacher.org

LESSON TITLE: The Solar System GRADE LEVEL: 5th

FLORIDA CONTENT STANDARD: SC.5.E.5.3 Distinguish among the following objects of the Solar System --
Sun, planets, moons, asteroids, comets -- and identify Earth's position in it.

WIDA Standard: Standard 4: Language of Science: ELs communicate information, ideas and concepts
necessary for academic success in the context area of Science.

ORIGINAL LESSON OBJECTIVE: The students will know the 8 planets- their order, different sizes and their names.
MODIFIED LESSON OBJECTIVE BY PROFICIENCY LEVEL:

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Emerging Developing Expanding Bridging
Students will be Students will Students will be Students will be
Students will be able to draw the be able to able to able to Conduct
able to Label 8 planets, the sequence compose research to
images of the 8 Sun, and the pictures of the sentences to glean
planets, the Sun, moon in order 8 planets, the describe the 8 information
MODFICA Level 6 -
and the moon in using the Sun, and the planets, the from multiple
TIONS pictures for moon in order Sun, and the sources on the
Reaching
order using
pictures in small reference with a with a partner. moon in order 8 planets, the
groups. partner. using a Sun, and the
bilingual moon such as
dictionary. order and size
using a
bilingual
dictionary.

ACADEMIC VOCABULARY (English language needed to be successful in lesson):

Solar system, planet, moon, Earth, space, asteroid, comet, Sun, orbit, size, color.
TAKE HOME COMMUNICATION: (Newsletter, email, letter to parents/families of ELs, or other way))
Create a “take home” communication for your EL’s family to incorporate them into the lesson. (If you simply
write that you will translate the communication, this will be scored as ‘needs improvement’. You should DESIGN
a piece of communication for parents who do not speak English to be successful here.

https://www.canva.com/design/DAFc0xv4RpQ/O2WM1qW808DBmg5ZS-DBOQ/edit?utm_content=DA
Fc0xv4RpQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

1
2
LESSON PROCEDURE:
Here, you will copy and paste the modifications you provided for the lesson activity previously. You do not need
to re-create anything but rather copy and paste below.
MODIFIED LESSON ACTIVITY BY PROFICIENCY LEVEL:

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Emerging Developing Expanding Bridging
Using a picture of Students will be Using a bilingual After the students
The students will have completed
the Solar System given pictures of the dictionary as a
be given pictures of the talking drawing
as a reference, the 8 planets, the Sun, reference,
the 8 planets, the activity and have
students will draw and the moon. Their students will work
Sun and the moon correctly labeled
the 8 planets, the goal is to sequence with a partner and
and they will, with a and drawn the 8
Sun, and the them into the correct use academic
partner, have to planets, the Sun,
moon in their order. Once the vocabulary to and the moon in
M use a graphic correct order on students are done compose their order on their
O organizer to label their graphic sequencing the sentences that graphic organizer,
D them in the order organizer. They pictures, they will describe the 8 the students will
F that they think they will then compare compare them with a planets, the Sun, conduct research
I go in. After they are their drawings with partner and make and the moon that on a planet of their
C done labeling their a partner and any necessary they drew during choosing with a
A representations point out any changes to represent the talking drawing partner and describe
T they will work as a similarities or the correct order. activity on their
things like its color,
I group to compare differences and They will then draw graphic
size, shape, and
O drawings and edit make changes to their sequenced organizers.
order while using
N their drawings if a bilingual dictionary
represent the planets on a graphic as a reference. The
S necessary. correct order. organizer. students and their
partners will then
create a visual
presentation on their
planet to share with
the class.They can
choose from either
making a powerpoint,
poster, a graphic
organizer, or write an
essay.

3
ORIGINAL LESSON ASSESSMENT: The assessment in the original lesson consists of the teacher looking at the
students’ notebooks. By looking at their definitions of the words and how they drew, positioned and labeled their
planets, the teacher will be able to assess the students’ understanding.

LESSON MODIFIED BY PROFICIENCY LEVEL:

Level 1 Level 2 Level 3 Level 4 Level 5

Entering Emerging Developing Expanding Bridging
The teacher The teacher The teacher The teacher
The teacher
can ask the can ask the can ask the will assess
can ask the
students to students to students to students'
students to
draw their own sequence compose knowledge by
label some
representation some sentences reviewing the
images of the
of the planets pictures of using research
planets and the
and the other the planets academic conducted by
other objects of
MODFICA objects of the and the other vocabulary students Level 6 -
the solar
TIONS solar system to objects of the that describe during their Reaching
system.
check for solar the planets presentations
accuracy in systems in and the other to the class.
things like color the correct objects in the (ex. poster or
and size. order. solar system PowerPoint)
with regards
to their color,
shape, and
placement in
the solar
system.

REFLECTION:
Reflect on your own values as they relate to the role of the teacher, to provide culturally and linguistically
appropriate lessons, the role of parents, and the cultural schema and content in the lesson.

Consider why you hold these values, who might hold different values or expectations, demonstrate knowledge
of and respect for these differences, and describe how you made lesson plan accommodations to include
different values and expectations.

Consider these 2 questions:

A. How does language development affect academic performance?

B. How do home, school, and community experiences influence language development?

4
 When it comes to my own values on the creation of culturally and linguistically appropriate
lessons, I think that both teachers and parents need to be involved. I think that the teacher should strive
to make their lessons culturally and linguistically appropriate to their best ability for all students. The
teachers should do their best to reach out to parents and learn what they can about their cultures at home
in order to accurately represent them in the classroom through books and lessons. I believe that parents
should be open to the thought of communicating with the classroom teacher and working together to find
appropriate resources to create these culturally responsive lessons that accurately represent the different
cultures of the classroom. Parents could also inform the teacher of the abilities and different tendencies of
their student so that the teacher can come into the classroom ready with different resources and
expectations for the students. I think that I hold these values because I have been learning about how to
create and maintain a culturally responsive classroom and I have learned that oftentimes the teacher
needs to reach out to parents to gain information. I think that growing up in ESOL myself and not seeing
my culture accurately brought into the classroom has definitely affected my views and values on this
topic. Any teacher that is a part of the majority group might not see the importance of having a students
culture and language accurately represented in their classroom but I think this is why it is important for a
teacher to reach out to parents and learn as much about them and their students as possible. Through my
modifications of the lesson, I brought in a different culture and language by creating the newsletter in both
English and Spanish. In a real classroom I would create it in the native languages of my students and
their parents, not just in Spanish. I have also differentiated my expectations for students in my modified
assessments. For example, students in the entering level are being assessed on their ability to label the
planets but the students in the expanding level are expected and being assessed on their ability to
construct sentences on what they have learned about the planets. If these modifications have not been
made, the students would not have had the differentiation that they need and through the eyes of the
assessment, they would look as if they have not learned anything and have failed to complete the
assessment. The modifications need to be made in order to truly see the growth and learning that the
student has done at their appropriate level.

A student's academic achievement can be significantly impacted by their language development.

Even though language is crucial in daily life, its importance in education is considerably greater. Lack of
language development can have a detrimental effect on a student's reading, writing, and comprehension
abilities. A student cannot be expected to perform at the same level as students who have been speaking
the language their entire lives if they do not comprehend it. This is why it's crucial to plan for differentiation
and changes while instructing ELs. These changes can aid ELs in developing their language skills and
will enhance equity in the classroom. They will be able to cooperate and participate in more discussion
once their language skills advance.

I have learned that background knowledge is extremely important when it comes to how students
learn. If a student has background knowledge on a subject, they are more likely to excel when learning
about that subject because they can make connections. For example, if a student is learning about
weather and has never seen snow, it will be harder for them to make connections and build upon
knowledge to learn more about snow. I also think that language development starts way before
kindergarten or even pre-school. Language development can be learned and improved at home when
students are still small. That is why it is recommended to read to babies, because it helps develop their
language skills. You also have to take into account the students prior school experience. If they have
never been to a proper school and have never gotten that experience, they are not going to be fluent in
the vocabulary used in schools. They are going to have to learn that vocabulary and on top of that learn
the new language.