1. TITLE OF THE LESSON
The word is telling us its meaning (30 minutes)
2. CURRICULUM AREA & GRADE LEVEL
10th grade Chemistry
3A. STUDENT INFORMATION: English Language Learners
There are 38 students in the classroom. One former ELD student that has been reclassified. Her name is Laura
1.) Readiness Level
2.) Learning Profile
3.) Interest. Chemistry is not a mandatory class. The students choose to be here. They have some kind of motivation
A. Enduring Understanding.
There are many words that we use in Science in general, and in Chemistry in particular that have Greek or Latin roots, by just looking at those words, and if we know about prefixes and suffixes we can know the meaning of that word or concept.
B. Essential Questions
What is the word telling us about a concept?
Why knowing the words origins can be useful?
C. Reason for Instructional Strategies and Student Activities
Trying to integrate a vocabulary lesson in my concept course. The information that we can obtain will help is an enduring understanding
5. CONTENT STANDARD(S)
Investigation and Experimentation
Standard d. Formulate explanations by using logic and evidence
Standard l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science
6. ELD STANDARD(S)
Cluster 2. Apply knowledge of words parts.
Level (A): Apply knowledge of words relationships such as roots and affixes to derive meaning from literature and
7. LEARNING GOAL(S) - OBJECTIVE(S)
D. Language Development
After the lesson the student will be able to determine if some words have a Greek or Latin roots, will identify its affixes, will infer the meaning of the word and the concept that it represent by analyzing some word.
8. ASSESSMENT(S) (Identify if the assessments are Diagnostic/Entry Level, Formative-Progress Monitoring or Summative)
This lesson is formative, the assessment will be finding the meaning of some words on a worksheet.
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
Most of the words are new for all the students. The information is going to be presented in a way that there is no need for differentiation, except that for some ELD (if their first language is a Romance Language) the some concepts can be easier to understand
1.) Content/Based on Readiness, Learning Profile or Interest
2.) Process/Based on Readiness, Learning Profile or Interest
3.) Product/Based on Readiness, Learning Profile or Interest
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
With the use of manipulatives, students will see and deduct the meaning of the words. Students with special needs can work at their own pace
10. INSTRUCTIONAL STRATEGIES
(Describe what the teacher does. Include differentiation strategies.)
a) Short lesson about prefixes, roots and suffixes (8 min)
b) The students will be playing words cards (description bellow) (12 min)
c) Worksheet and conclusion (10 min)
11. STUDENT ACTIVITIES
(Describe what the students does. Include differentiation activities.)
a) Taking notes
b) Playing with he cards, taking notes
c) Inferring the meaning of the words. Asking questions.
(Attach any materials needed to implement the lesson, such as a power point presentation, graphic organizer, reading…)
The students will be playing with some words cards. The cards are 2-3 pieces puzzles, one part has the prefix, the second has root and the other has the suffix. On the back there is the meaning of the word’s part.
A-tom (a )not - (tomos) cut
Co-valent (com) together - (valentia) strength, capacity
Poly-mer (poly) many - (mere) parts
Cat-ionic (kata) going down - (ienai) to go
An-ionic (ana) going up - (ienai) to go
Bio-logy (bios) life – (logos) learning
Some words tell us its own meaning