Module 1 Assignment
Module 1 Assignment
Date: 3/5/2018
Lesson Summary and This lesson will help students to understand the vocabulary words from the text.
Focus: The students will learn how a tree starts off as a seed. In the text it discusses
the process a seed goes through to become a tree. The text will discuss the life
cycle of an apple tree and how a tree is the biggest plant. This lesson will help
students to read the text with a purpose to understand and use the text to
answer questions.
Academic Language
Blossom
Life Cycle
Root
Trunk
Plant
Season
Grows
Seed
Leaf
Branch
Bark
Technology:
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL): I will use a few pictures to discuss the lesson. I will
make sure to talk slowly while using hands gestures. I will use the picture cards from the
Rosetta Stone website with the ELL students.
Students with special needs: Students with special needs will use the unique website to
help them complete the assignment. I will walk around to monitor while the students
complete the assignment.
Students with gifted abilities: Students with gifted abilities assist their team members as
needed, and they will write a few facts on the board for the class to read.
Early finishers (those students who finish early and may need additional
resources/support): Students who finish early will read their library books and will be
able to read a news article on the News to You website.
Reading the story aloud in a whole group, students will discuss the vocabulary words
during the whole group instruction.
Students will answer questions about the text, and they will discuss the life cycle of a
tree and why it is the biggest plant using the vocabulary words.
Students will fill out their KWL chart and discuss it during small group instruction.
Student will be engaged to use a real plant to discuss the key details of a plant.
Students will use the think, pair, share method to answer the questions that are asked
about the text. Students will share what their partner said with the class during a whole
group discussion.
Students will write a paragraph about what they learned they will use examples from the
text in their science notebooks.
Students will use the A, B partner reading to re-read the book with a purpose and
discuss key details with their partner.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL):
ELL students will use the Rosetta Stone website to work with the vocabulary words so
that they can complete the assignment. ELL students will receive help as needed.
Students with special needs: Special needs students will be able to use the unique
website to help them learn the vocabulary words. Students will also have a print out of
the questions, so it can be displayed. The story will be read to the special needs
students by the YouTube book online.
Students with gifted abilities: Students with gifted will use the text to write two questions
for their classmates to answer.
Early finishers (those students who finish early and may need additional
resources/support): Early finishers will use the computer to look at a slide show of the
life cycle of a plant to help them with the vocabulary words. Students who need
additional help will be able to have a print out of the vocabulary words.
Explain if you will differentiate assessments for each of the following groups:
English language learners (ELL): ELL students use the sentence cards to get an idea of
how to begin their sentence, and they will use the word bank to help them end their
sentence.
Students with special needs: Students with special needs will be able to receive help to
write their sentence. They will also be able to use sentence starters. Students will
complete the writing activity in a small group with guidance from the paraprofessional.
Students with gifted abilities: Students with gifted abilities will help the lower level
students with starting their sentence and they will write a key detail on the board for the
class to review.
Early finishers (those students who finish early and may need additional
resources/support): Early finishers will be able to work their free time coloring sheet
about plants. Students who need additional support will be able to have independent
reading individually to help them with the key details from the text.
The students will check for understanding by asking any questions they have about the text.
Students will be able to complete a work sheet to label the parts of a tree using a few of the
vocabulary words. The class will be able to color the worksheet for homework and return it the
next day to have an open discussion in the classroom. Students will share with their families one
key detail from the text.
Rationale/Reflection