Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Co-Teaching Strategies
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
2 Striving Readers
2 English Learners 3 Students with Special Needs 3 Advanced Students
The lesson relies primarily on
The teacher will include closed The lesson includes a variety of The Quizlet allows students to
listening as the teacher
captioning/subtitles on the strategies depending on the practice the vocabulary. If the
introduces the unit with the
Youtube video to assist English students needs. Also the Quizlet students finish beforehand the
video. Also the Quizlet flash cards
Learners. THe Quizlet flash cards flash cards allow the readers to teacher can allow these students
allow the readers to practice the
also have pictures to help ELs practice the vocabulary wherever to use Quizlet to practice the
vocabulary wherever they may be
connect the words to its visual they may be on their mobile words that they were unfamiliar
on their mobile device , etc. at
representation. device , etc. at their own pace. with and master them.
their own pace.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Lesson Body
Time Teacher Does Student Does
1. Teacher will pass out a graphic organizer with seven 1. Students will wait to receive their graphic organizer
columns that read: predator, prey, both, herbivore, and begin to read the terms and recall their
carnivore, and omnivore. definitions.
40 min 2. The teacher will then quickly review the terms that 2. Students will discuss the definitions amongst their
were not in the warm-up with the students. First the group, and be ready to share if they are called.
teacher will ask the students to discuss with their 3. The students will listen attentively to the teacher's
partners the definitions of prey and predator. Second instructions. At this time the students will have an
the teacher will call on two students to share out as a opportunity to ask any questions and clarify any
class. misunderstandings.
3. Teacher will then explain to the students that will be 4. Students will pay attention as the teacher models how
watching a movie on Yellowstone's ecosystem. Their to fill out the graphic organizer; students will
job will be to identify various animals mentioned in simultaneously write down the example in their
the video and categorize them using their graphic organizer.
organizer. At the bottom of the graphic organizer 5. Students will watch the yellowstone video and fill out
students will be able to use the space provided to their graphic organizer and write notes when needed.
write notes of anything they believe to be important.
The teacher will continue to explain that this will be
done individually, but the students will have an
opportunity to share with their group towards the end
of class.
4. The teacher will chose an animal or insect to model
how to fill out the graphic organizer with the help of
the students.
5. The teacher will begin the video and walk around to
make sure each student stays engaged as they fill out
their graphic organizer.
Lesson Closure
Time Teacher Does Student Does
1. In order to finish the entire video, the teacher may
have to fast forward some parts. Once the activity is
1. Students will compare answers with their group
over, the teacher will allow the students to to share
members.
their answers with their group members.
2. Students will then use the question provided to
2. The teacher will have written the following questions
engage in discussion about their finding on the graphic
on the board: Choose one animal and explain why you
organizer. Students will also use the sentence starters
placed it in the category. The teacher will also provide
5 min provided to practice using academic language.
sentence starters for students to practice using
3. Each student will share a different animals they viewed
academic language in the classroom.
in the movie and answer the questions. The students
3. The teacher will explain that since they are in groups
will then discuss to see if they all agree.
of four they should discuss four different animals per
4. Lastly the students will turn in their graphic organizer
group.
for a grade and feedback from the teacher.
4. Their ticket out the door will be their completed
graphic organizer.
Instructional Materials, Equipment, and Multimedia
PBS Yellow Stone Teacher Resource: http://www.pbs.org/edens/yellowstone/teach3.html
Yellowstone video: https://www.youtube.com/watch?v=mC2-jDPj8gU
Yelowstone National Park: https://visityellowstonenationalparkyall.weebly.com/yellowstones-wildlife.html
Graphic organizer: https://docs.google.com/document/d/1TVtZNBWEPpHe4fOeO-zWkba8h6z-27SDt-3-h59a3i8/edit#
Co-Teaching Strategies
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
2 English Learners 2 Striving Readers 3 Students with Special Needs 3 Advanced Students
Lesson Body
Time Teacher Does Student Does
Teacher uses student responses to begin the discussion that will Students engage in Think-Pair-Share activities.
guide student understanding. The flow of the lesson is based on
Think-Pair-Share, where students prepare their response, Think: Students think about their own response to the guiding
present to their partner for discussion and preparation for questions. They make revisions to prior responses based on ne
sharing with the entire class. The teacher collects multiple information.
responses and asks for students to continue telling more.
Pair: Student share their responses with their partner, practicing
The evidence for student learning will be their ability to create a supporting their claim within the comfort of a partner.
food web that explores the relationship with 7 identified
members of the Yellowstone ecosystem: Wolf, deer, rabbit, Share: Students are prepared to contribute their thinking to the
hawk, mouse, aspen tree, vegetation/grasses entire class.
Milestones:
1. Identify this as a FOOD CHAIN. Linear representation
of what eats what.
2. Convention: Arrows are used to show the direction of
ENERGY TRAVEL. As the deer eat the Aspen, they can
energy from the food.
3. Arranged hierarch which means put the top of the
chain at the top.
TRANSITION TO WHITE BOARD
4. With your partner, redraw your food chain model
using the cards provided.
5. Revise your model to include grasses. Justify your
25 changes.
6. Repeat for mouse, and rabbit.
7. Now add hawk.
Discusstion soundbites:
How do we know this relationship exists?
What evidence is there to support your claim?
How can we model this?
Could their be other relationships that a member here is part of?
How can we reconcile multiple relationships?
What would that look like?
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
3 Students with Special Needs
2 English Learners The lesson relies primarily on
The lesson relies primarily on listening and speaking skills,
listening and speaking skills, which engages SNs without
which engages ELs without relying on decoding text.
relying on decoding text. 2 Striving Readers Students will write short, even
Students will write short, even The lesson relies primarily on bullet-point responses as 3 Advanced Students
bullet-point responses as listening and speaking skills, evidence of thinking. Students If students are demonstrate that
evidence of thinking. ELs prepare which engages striving readers prepare responses, practice with the concepts are within reach,
responses, practice with a without relying on decoding text. a partner, before sharing ideas they can be challenged with
partner, before sharing ideas Students will write short, even with the class, reducing anxiety. unknown ecosystem members to
with the class, reducing anxiety. bullet-point responses as Working with partners can help consider for their food web.
Teacher can observe students evidence of thinking. scaffold students to
during paired conversations if understanding. And Teacher can
student is ready to share with the observe students during
class. individual work and paired
conversations to guide students
with probing questions.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
2 English Learners 2 Striving Readers 3 Students with Special Needs 3 Advanced Students
Co-Teaching Strategies
One Teach/One Observe
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
2 English Learners 2 Striving Readers 3 Students with Special Needs 3 Advanced Students