SPD 550 Cross-Curricular Lesson Plans and Rationale
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Apr 3, 2024
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Cross-Curricular Lesson Plan and Rationale
Shaquanda Day Cross-Curricular Lesson Plan and Rationale
Grand Canyon University: SPD 550
Professor Slate March 13, 2024
Cross-Curricular Lesson Plan and Rationale
Section 1: Lesson Preparation
Teacher Candidate Name: Shaquanda Day
Grade Level:
5
th
grade
Date:
March 13, 2024
Unit/Subject:
English Language Arts (ELA)
Instructional Plan Title:
What are Volcanoes?
Lesson Summary and Focus:
There are 11 students in the classroom, in which 9 of the students have IEPs and 504 plans pertaining to their disability
. Two students who have emotional and behavioral disorders that affect their academics in all areas, three students with specific learning disabilities in the area of reading, one student who has been diagnosed with ASD. Also, there are two students with mild intellectual disabilities, one student who is speech and language impaired and is struggling with reading, one student who was retained and is repeating fifth grade, and one new student whose records have not yet arrived, but who reports that this year is his second time in fifth grade.
Classroom and Student Factors/Grouping:
Based on the student factors, they will be grouped based on their ability to comprehend the academics. There will be small group settings, discussions, multiple activity stations, and questionnaires
.
National/State Learning Standards:
CCSS.ELA-LITERACY.RI.5.3
Determining the relationship between two or more concepts in a scientific text based on information in the text.
Students will identify the concepts of what makes a volcano and the process
Cross-Curricular Lesson Plan and Rationale
of eruption producing lava. Specific Learning Target(s)/Objectives:
Students will learn the different terminology that makes up a volcano, where they are located, and what makes them erupts.
Students will identify the concepts of a volcano, label the layers and the effects that causes it to erupt.
Students will be able to identify the layers of volcanoes and the order they belong in and how they operate. Academic Language
Vocabulary Words:
Crust
Eruption
Lava
Crust
Volcanoes
The words will be displayed and made visible on a word wall, adding visuals (images) to match the words, and the use of vocabulary cards.
Students will be able to recognize sight words while reading the context.
Students will be able to utilize and watch videos by using a chrome book.
Students will be able to create a volcano that erupts by identifying the layers and the functions of the volcano.
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Cross-Curricular Lesson Plan and Rationale
Resources, Materials, Equipment, and Technology:
Mediums: Crayons, markers, paint, pencil, and colored pencils
Vocabulary Cards
Word Bank
Paper
Air Dry Clay
Construction Paper
Worksheets (Independent Practice)
Short Clip of Volcanoes (Simon, Seymour. Volcanoes. New York: Harper Collins, 2006.
Chromebook
Visuals
Section 2: Instructional Planning
Anticipatory Set
I will use a visual of a Volcano and ask students to describe what a volcano looks like.
I will record provide a short video
from YouTube: that demonstrates and give visuals to students on how a volcano look and operates.
Provide different visuals of Volcanoes around the world from google maps
.
Record students discussions and what they have learned throughout the lesson.
Time
Needed
5
minutes
Cross-Curricular Lesson Plan and Rationale
Multiple Means of Representation
The class will begin with a conversation about Volcanoes and the short passage based on the topic. Students will learn about the different layers of the volcano and the process it goes through before it becomes lava.
I will use vocabulary cards
to identify the terms and definition of Volcanoes.
I will show a short clip
based on volcanoes erupting and what causes the eruption.
Utilize chrome books
and headphones for independent practices. Explain how you will differentiate materials for each of the following groups:
English language learners (ELL):
Students with special needs: Students will be grouped into three small groups and rotate with their
group to each station. The students will participate in movement breaks while incorporating vocabulary words. Example- Have students stand up, toss the ball to one another while reciting the vocabulary words.
Students with gifted abilities: N/A
Early finishers (those students who finish early and may need additional resources/support): Students will be given additional worksheets such as wordsearch or coloring activities. Time
Needed
10
minutes
Multiple Means of Engagement
Students will complete a formative assessment throughout the lesson, such as completing a worksheet identifying the parts of the volcano by using a word bank.
Students will be given modified assignments, such as reading passages. The teacher will read a short passage, model and demonstrate how volcanoes operate by drawing it on a white board. Afterwards students will illustrate
the concept of how a volcano looks.
Students will be assessed by identifying
and recreating a volcano by using air dry clay, baking soda, Time
Needed
20
minutes
Cross-Curricular Lesson Plan and Rationale
vinegar, and mediums.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL): N/A
Students with special needs: Providing alternative options for students to demonstrate the function of how volcanoes operates. Utilizing audio books, visuals, and reteach to help students understand the concept of volcanoes.
Students with gifted abilities: N/A
Early finishers (those students who finish early and may need additional resources/support): Complete a drawing of a volcano that is colored and labeled. Multiple Means of Expression
The teacher will read the short passage about Volcanoes aloud. The teacher will have a Q&A discussion with students. Students will work in small groups by rereading the short passage, retelling the passage, writing a short paragraph and illustrating how volcanoes erupts.
The teacher will color code key terms and modify the word bank. Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL): N/A
Time
Needed
20
minutes
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Cross-Curricular Lesson Plan and Rationale
Students with special needs: Students will display their mastery of what they learned by their understanding through illustration, written and verbal communication.
Students with gifted abilities: N/A
Early finishers (those students who finish early and may need additional resources/support): Students can participate in movement break, assist a teammate, or complete a task provided by the teacher. Extension Activity and/or Homework
The teacher will discuss with the students individually about their progress and the importance of identifying sight words. Students will watch several short clips on how volcanoes functions. The students can share fun facts and create a volcano of their own. Time
Needed
Rationale: This lesson plan is combined with science, art, and ELA. They are establishing an environment where students feel welcomed, safe, and allowed to think outside the box to learn successfully. It will enable students to be authentic and receive the help and additional support essential to their learning. As a special education art teacher, I model the lesson plan so that students can grasp how to complete the project correctly. Incorporating strategies that are best for
your students and class culture prepare your lesson to be a beneficial learning environment. Introducing the agenda and lesson before having students break into small groups will keep them engaged and allow them to utilize their prior knowledge on the topic. This is also the time to recite the expectations and directions for the lesson. Grouping students in small groups of
three allows them to be more engaged and active during their rotating stations. The teacher can
Cross-Curricular Lesson Plan and Rationale
scan and identify struggling students during small groups after reading aloud. Students can learn from one another, which keeps them eager and engaged to learn something new. While reading the text to students, I will demonstrate by drawing a volcano on the whiteboard and labeling it with the vocabulary words. This will give students a visual of what volcanoes and their perceptions look like. Please encourage students to be engaged by allowing them to teach the class, stop and think questions, and movement breaks. Students should know they can ask questions when they do not understand the reading and need clarification. The use of technology provides benefits in an inclusive environment for students who are
nonverbal or may need speech-to-text. It provides visuals and audio so that students can comprehend the concepts describing a volcano and the process of erupting. Small groups and activity stations assist students with being engaged, reducing behavioral issues, and improving peer interactions. Small groups allow me to scan and monitor the classroom. This time will enable me to observe struggling students who need assistance. Reference:
Teach Starter. Comprehension Strategy Teaching Resource Pack-Recognizing Cause and Effect. Retrieved from https://www.teachstarter.com/us/teaching-resource-pack/comprehension-strategy-teaching-
resource-pack-recognizing-cause-effect-us/
Short Clip of Volcanoes (Simon, Seymour. Volcanoes. New York: Harper Collins, 2006. Retrieved from https://www.youtube.com/watch?v=6-w6ip77Gk8
Cross-Curricular Lesson Plan and Rationale
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