James Andrews 07/2023

Delivery Plan
Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

Identify and describe the physical states of matter and the observable physical properties of matter- including
temperature, mass, magnetism, relative density.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

• What will you do to open the lesson to motivate and engage the students’ interest in the content?
• How will you help students make connections to prior knowledge?
• How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
• How will you identify / teach / assess language demands?
• How will you introduce language supports?
• Is your opening congruent to the objective?
Lesson opening will include a touchbox of 3 different materials in order to get learners to describe and guess what
the item is.

Prior knowledge will be connected to this lesson through the use of collecting, measuring and analyzing data. You
cannot describe and classify the physical properties and states of matter without an understanding of measuring
and collecting physical data prior to analyzing the results.

My essential question will tie into my opening hook and lead to reflection and creative thinking and analysis. I will
discuss this question along with my central focus and learning targets at the beginning of the lesson, in order to
properly set the goals and expectations for the learners prior to beginning.

I will identify and teach language demands by previewing key vocabulary words for the learners to review and
engage with. They will be taught verbally through question-and-answer in both short lecture and partner
discussions. Written language demands will be addressed through vocabulary matching activities. I will assess the
language demands by active observations to determine who is mastering the material and who needs language
support.

Language supports will be introduced with word walls and Frayer models. ESL learners will also have visual aides
available in lieu of matching key terms and definitions. Native language on materials will be available.

I believe that my opening is congruent to the objective. It introduces the idea of describing matter via physical
properties. Those descriptions lead into the classification of the matter in question.
 James Andrews 07/2023

3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable
steps). How will you use strategies, technology, learning styles? What vocabulary and skills do the students
need to master the material? Are the strategies you plan to use congruent to the objective?
Learners need to know how to define, recognize, describe physical traits, and how to differentiate between those traits in
order to classify matter into physical states. We will use Hattie’s cooperative learning and peer tutoring to discuss material,
Marzano’s T-P-S will review & reinforce key terms and ideas. Ultimately, technology in the form of Adobe Express will be
used to have learners create their own visual aide that has them re-tell their gained knowledge back to an audience.

• Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language
supports needed.
I DO- Discussing the key terms and concepts with the class. Having the students read through the material as I
lead the discussion. Learners will follow along with me.

• Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise,
prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate
strategies and academic language supports that are needed.

WE DO- Students will then practice small-group discussion to discuss the terms and material with each other.
Marzano’s think-pair-share strategy implemented in this portion to review and reinforce knowledge. I will be
walking through the room and listening for the correct strategies and comprehension of knowledge.

• Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports that are
being used.
YOU DO- Students will complete Frayer models of vocabulary in order to independently define vocabulary on their own.
Students will be given the outline of a proper Freyer model along with a quick review on Freyer models and how to complete
them. Native language outlines will also be given as needed to ESL learners.

• Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice phase
of the lesson. You may need to stop and reteach, so students practice correctly. How do you plan to
assess understanding? What HOTQs will you ask? List at least 3
HOTQ’s:

1. Why are physical characteristics important to recognize?

2. Do you think that matter can have characteristics of multiple states of matter?

3. Do you think there could be more states of matter?

 James Andrews 07/2023

• How will you check for understanding or reteach?

I will assess understanding by having students do a quick word-and-definition matching activity. Differentiation will be
included in substitution of pictures to assist in visual learning for ESL students.

Reteach as necessary could include small group review.

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate
mastery of language demands?
Formative assessments are to be collected via a 3 truths and 1 lie activity with a friend on paper, along with a 1 minute report
on the physical property or state of matter of their choice. Summative assessments in the form of a balanced unit exam,
needing 70% and above to be considered satisfactory, and an interactive activity with the class- presenting a quick oral
presentation based on an item in the room, describing it using only its’ physical characteristics, and having students guess the
item.
5. Resources - What materials will you need for a successful lesson?
We will need proper textbooks or relevant course materials, an ipad or laptop in order to complete the visual aid project using
Adobe Express for Education, paper, pen/pencil for writing out formative assessment activities and science notebooks or
journals for students to record their notes.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?
Our closure activity will be a 3-2-1 exit ticket where students will list three things they learned, 2 things they found interesting
and would like to know more about, and 1 question they still have.

NOTES: