cross curricular lesson plan
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School
University of California, Berkeley *
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Course
540
Subject
English
Date
Dec 6, 2023
Type
docx
Pages
5
Uploaded by efowler626601
Section 1: Lesson Preparation
Teacher Candidate
Name:
Grade Level:
5
th
Grade
Date:
November 15, 2023
Unit/Subject:
English Language Arts
Instructional Plan Title:
Volcanos
Lesson Summary and
Focus:
The class consists of 11 students. The classroom make-up: 2 students
with specific learning disorder in reading, 2 students with
emotional/behavioral disorder, 2 with mild intellectual disability, and 1
student with speech issues who also struggles with reading. There are
also 2 students who are repeating 5
th
grade, one of which is new to the
district and records have not been received.
Classroom and Student
Factors/Grouping:
Small group instruction
Station activities
National/State Learning
Standards:
CCSS.ELA-LITERACY.RI.5.3
Determine the relationship between 2 or more concepts in a scientific text,
based on the information provided.
Students will be able to identify what makes a volcano and the eruption
process when lava is produced
Specific Learning
Target(s)/Objectives:
Identify the components of a volcano
Label the layers of a volcano
Determine what causes a volcano to erupt
Students will be able to identify the layers of a volcano in order, and their
function within the volcano.
Academic Language
Volcano
Lava
Crust
Mantle
Eruption
Resources, Materials,
Equipment, and
Technology:
Volcano by Simon Seymour
Smartboard and computer for showing video clips of volcanoes
Chromebook
i-Ready to support student with Autism and student who is nonverbal
Construction paper
Markers, map pencils, or crayons
Section 2: Instructional Planning
Anticipatory Set
To activate students’ prior knowledge, they will be placed in groups to discuss what they
know about volcanoes and what they think volcanoes are made of. Students collaborating
with each other will allow them to learn from one another and also learn how to
appropriately disagree with another’s opinion.
Students will watch a short video on YouTube. Students will use the information in the video
to help complete a vocabulary worksheet over the parts of a volcano and their function.
Students will see multiple images of volcanoes from google images. They will be able to
identify volcanoees, where they are located, and the age of the volcano from the rocks in the
surrounding area.
Time
Needed
5
Multiple Means of Representation
Lead class discussion about volcanoes along with a short passage on volcanoes. The
conversation will move into the multiple layers of a volcano and the process that must
happen before lava is seen.
Play short video of erupting volcanoes with sites for students to watch about
volcanoes
Students will have Chromebooks and headphones to use text to speech
accommodation
Students will have cards with vocabulary and definitions that have been
introduced
Explain how you will differentiate materials for each of the following groups:
Students with special needs: Students will be split into 3 groups. All students’
reading comprehension levels are 2-3 grades below the 5
th
grade. Students will be
allowed to take brain breaks before they get frustrated. The teacher will ask
questions throughout the reading to assist in students’ comprehension
Gifted students: N/A
Early finishers: N/A
Time
Needed
10
Multiple Means of Engagement
Time
Students will be instructed to write a short passage, with illustrations, of one of the
world’s volcanoes. They will be required to tell where the volcano is located, how old the
volcano is, and when was the last time it erupted. Students will present their finished work
to the class.
Students will complete vocabulary/term matching worksheet. Teacher will draw and label
a volcano and its parts on the board.
Students will show mastery by writing their passage and illustrations, and presenting to
the class.
Explain how you will differentiate activities for each of the following groups:
Students with special needs: Students will be given the option to present to the
teacher in private, rather than in front of the class. They will also be given
headphones to listen to the passage rather than reading.
Early finishers: Those students who finish early can color and label the parts of
their volcano
Needed
20
Multiple Means of Expression
The teacher will read the volcano passage aloud. The teacher will ask students questions
to enhance their comprehension.
Key terms will be highlighted to help students recognize the parts of a volcano.
Why does a volcano erupt?
Students will work with the members of their group and take turns questioning each other
about volcanoes
Explain how you will differentiate assessments for each of the following groups:
Students with special needs: Students will be able to show their comprehension of
volcanoes by presenting, creating a poster, or completing an online activity.
Early finishers: will work with their peers to help support their understanding.
Time
Needed
15
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Extension Activity and/or Homework
Students can watch videos on YouTube and share things they found interesting with the
class.
Time
Needed
0
Rationale:
This lesson combines English and Science in a classroom environment that allows all
students to feel comfortable and safe to share their ideas. Students can be themselves and
receive the extra support they need to be successful. As a special education teacher, I am
responsible for determining what strategies will be the most beneficial to my students and
creating a safe learning environment.
At the beginning of class, a group discussion will engage the students and activate their
prior knowledge on the topic of volcanoes. This is also a great time to set expectations for
learning and participation in class. Dividing students into 3 groups will allow students to work
together and support each other in learning. Students will be able to learn from each other, stay
engaged, and learn something new.
Reading the passage aloud and drawing and labeling a volcano on the board allows the
students to get a visual of what the parts of the volcano look like. To ensure students stay
engaged, the teacher will ask questions during the read aloud. Students will be able to ask
questions throughout the reading to make sure they are comprehending what is being read to
them.
The use of technology can help provide a more inclusive classroom environment.
Students will be able to use the text-to-speech within their Chromebooks. They will also be able
to see a variety of volcanoes from around the world. Students will be able to listen to passages
and enhance their comprehension of the parts of a volcano and why they erupt.
Putting the students in small groups will help students stay engaged and will encourage
student-led-instruction. This method of instruction allows the teacher to assess student’s
comprehension and see which students are struggling. Before students are released to their
next course, they will be required to complete an exit ticket. This will be the correct identification
of one of the parts of a volcano. This will allow the teacher to determine which students are
understanding the content, and what area needs more instruction.