Lesson Plan Modification

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TSL 4080

Lesson Plan Modification-‐‘The Taste of Yellow’ http://www.amstat.org/education/stew/pdfs/TheTasteOfYellow.pdf

Verb (Type the sentence from the lesson plan) Instruction, procedure or task

Slide or Tread

Gap Beginner: Intermediate: Advanced:

Support-‐Nonverbal or Verbal (Moderate or Elevate) for Beginner: Intermediate: Advanced:

Universal, Supplemental or Alternative

Time Pre-‐teach, teach, co-‐ teach, post-‐ teach

Instruction Provider

Begin the lesson by formulating a hypothetical situation

Tread B: Verbal and non-‐ verbal support needed in order to participate in the class discussion on if they think color affects taste. I: Verbal support needed in order to participate in the discussion. Define what affect means. A: Verbal support needed in order to discuss if they think color affects taste and why.

B, I, A: Have the students do a gallery walk (show & connect background knowledge activity) around the room where they can look at different colored drinks in clear cups and have them in pairs use a chart with the picture of the drink to rate if they would drink it or not. After they have gathered all their ratings, have them think, write, and share (Interaction in pairs) based on their ratings does color affect taste. Then go over all the drinks and ask them to raise their hands if they would drink it or not. Then tell them they will do an experiment to find out if color really affects taste.

Supplemental Co-‐teach Teacher & ELD specialist or volunteer

The class has been asked to compare two drinks and indicate which one the students prefer.

Tread Both

B: Since this requires students to listen to the teacher and understand that they will be comparing. Non-‐verbal support will be needed. I: Non-‐verbal support. A: No support needed because they should know what it means to compare.

B, I, A: Show the students the two drinks in separate cups and take a sip of both. Then on the board have three different satisfaction smileys one with a happy face for excellent, one with a straight face for satisfactory, and one with a sad face for disgusting. Point to the smileys on the board for them. Tell the students that they will be doing an experiment by tasting the drinks and voting if they like it or not.

Universal Teach Teacher

Explain that students will be divided into two groups, one of which will rate the taste of one of the drinks while the other rates the taste of the other drink.

Tread B: Verbal and Non-‐ verbal support will be needed in understanding that the class will be split up and rating “different” drinks. The way the teacher showed them I: Verbal and Non-‐ verbal support needed as well to understand the process of splitting the class up. A: Verbal support only for the word rate.

B, I, A: Have a color coded t-‐chart on the board of group 1 and group 2 and then show them by pointing and gesturing 2 groups. Tell the students that Group 1 will be blue and group 2 will be purple and they will have those color cups. After they rate their drinks each student will come up and place their slip of paper with their rating on the board under the t-‐chart.

Universal Pre-‐Teach Teacher

The class will decide how they should be divided into two groups.

Tread B: In this part, the students will be asked questions on how they think they should divide the two groups so verbal and non-‐ verbal support is needed. I: Verbal support will be needed in order to comprehend the questions on how to divide the groups. A: No support needed for the decision on the groups.

B, I, A: Asking leveled questions for each of the proficiency levels. Beginner: How many people are in class? (point to classmates) How many boys? How many girls? Intermediate: Should everyone taste both drinks? How do we decide who will be in each group? Advanced: Do you think the groups should be equal (same number of people in each)? If so, how? Should we keep the disgusting, satisfactory, or excellent rating system?

Universal Co-‐teach Teacher & ELD specialist or volunteer

Explain to the class that they will conduct an experiment to determine which drink tastes better.

Tread Slide

B, I, A: Show the students the two drinks in separate cups and take a sip of both. Then on the board have three different satisfaction smileys one with a happy face for excellent, one with a straight face for satisfactory, and one with a sad face for disgusting. Point to the smileys on the board for them. Then tell them that they will check off which one is their choice for their drink.

Supplemental Teach Teacher

Guide the students in setting up an investigation to determine which students will be in each group and what rating system will be used.

Tread B: Non-‐verbal support is needed & verbal support will be needed in order to decide who should be in each group. Pair student up with native speaker. Use think pair share to brainstorm ideas. I: Verbal support is needed. A: No support needed after the review of what the investigation is.

B, I, A: Have the students do a think, pair, share. Interaction: Use think-‐ pair-‐share cooperative grouping strategy for them to decide how to split the class up instead of having a whole group discussion.

Universal Teach Teacher

Serve the prepared drinks to the two groups and ask them to rate the taste.

Slide Tread

B: Verbal support needed with visuals in order to understand “rate the taste.” I: Verbal support needed in defining what rate is. A: No support needed to comprehend the task already reviewed.

B, I, A: Show the students the smileys they will receive on a slip of paper to rate the taste of the drink they will be tasting in their group. Once they taste the drink they will come up after everyone is done without telling anyone if they liked it or not and place their cut out smiley on the board with tape. By showing them the smiley ratings with the words disgusting, satisfactory, and excellent written above them they are able to connect the words to the emotion (Show & connect to content vocabulary language activity)

Universal Co-‐teach Teacher & ELD specialist or volunteer

Explain that the unappealing drink is safe to drink -‐ take a sip to demonstrate this without indicating whether or not you like it.

Tread Slide

B: Non-‐verbal support is needed to show the students that it is okay to drink the ugly drink. I: No support needed because of the demonstration and modeling. A: No support needed because of the demonstration and modeling.

B, I, A: Show the students the ugly drink and take a sip of it without reacting if you like it or not. This way they know its drinkable.

Universal Teach Teacher

After everyone has tasted and rated their drink, collect and record the class data

Slide Tread

B: Non-‐verbal support is needed for comprehension of the experiment. I: No support needed after directions have been modeled and clearly explained. A: No support needed after directions have been modeled and clearly explained

B, I, A: The collection of data will be when the students in each group will line up and go to the board and place their smiley with tape on the board under their group on the t-‐chart (organizer).

Universal Post-‐teach Teacher

One way to collect the data might be to give students a slip of paper to record their rating along with which group they were in.

Slide Tread

B: Visuals needed on the slip of paper in order to be able to rate the taste. I: Visuals can be helpful in order to connect the vocabulary word to its meaning. A: No support needed they will be able to express their rating.

B, I, A: They will be given a slip with the smileys and the words disgusting, satisfactory, and excellent above them. They will cut which one is their rating and turn it upside down on their desk until everyone is done.

Universal Post-‐teach Teacher

As each student tastes their drink they should be reminded to not verbalize whether or not they like it in order to not bias the responses of their classmates.

Slide B: Verbal support is needed just to make sure they don’t know each other’s ratings. I: Verbal support is needed in order to make sure no one knows each other’s ratings. A: No support needed

B, I, A: Tell the students after they taste their drink they must not say anything. (make a silent gesture to cue that they must not tell anyone their rating)

Supplemental Co-‐teach Teacher & ELD specialist or volunteer

One way to record the results would be to prepare a tally sheet on a blackboard where students can take turns recording their own responses.

Tread B: Since the students need to be able to comprehend how to gather the results the smileys help visualize rather than using tallies. Non-‐verbal support. I: Non-‐verbal support in order to be able to rate the drink correctly. A: Non-‐verbal support in order to be able to rate the drink correctly.

B, I, A: Students will be able to record their answers on the board and then they will also have their own charts with the smiley on it so all they need to do after the answers are on the board is to record the amount of smileys for rating for each group on their chart.

Universal Post-‐teach Teacher

Create a table of the results using the rating categories and construct pie charts for the two groups.

Slide B: Verbal and non-‐ verbal support is needed in order for the student to understand what a pie chart is. I: Verbal support is needed in order to understand the pie chart. A: Verbal support needed in order to understand how the pie chart works.

B, I, A: The teacher will use the computer (technology) to create pie charts for both groups with the class in order for everyone to understand how to label it and gather. Then they will be able to compare it better rather than a hand drawn chart on the board. They will also be required to copy the pie charts in their notes. http://www.meta-‐ chart.com/pie

Universal Post-‐teach Teacher

Facilitate a discussion about which drink the class thinks tastes better.

Tread B: Since this is a discussion verbal support will be needed. I: Verbal support will be needed in order to facilitate the discussion amongst peers. A: Some verbal support will be needed to make sure the student is participating.

B, I, A: Before receiving answers from the students a think, pair, share (Interaction) can be done in order to help the ELL’s express their thoughts so there is a chance that they will participate. This way they are no overwhelmed and can get help from native speakers.

Supplemental Co-‐Teach Teacher & ELD specialist or volunteer

Ask how the pie charts differ and which drink appears to taste better.

Tread B: Visuals and verbal support is needed to help the EL answer the questions and understand. I: Some verbal support will be needed in order to express thoughts accurately. A: No support needed the EL should be able to answer the questions and communicate them effectively with minimal grammatical errors.

B, I, A: In the same think, pair, share have the students use the charts to answer how the charts are different and which tastes better.

Supplemental Co-‐teach Teacher & ELD Specialist or volunteer

Reveal that the drinks are both lemonade and ask if the students are surprised by the results.

Tread B: Gesturing and visuals are needed in order to help EL to comprehend the revelation and as to why we did the experiment. I: Some verbal support is needed but the show and tell will help them stay with the class. A: No support needed because they will be able to grasp the concept behind the experiment.

B, I, A: Tell the students that both drinks are lemonade and Show them the bottle and then put the food coloring into some in a cup. Ask them if they were surprised (gesture a surprised face) by getting them to raise their hands.

Universal Post-‐Teach Teacher

Ask the students to explain why the study had to be done this way.

Tread B: Non-‐verbal and verbal support needed in order to understand why the experiment was done in such a way. I: Some verbal support needed for comprehension. A: Some verbal support needed in order for EL to communicate thoughts effectively.

B, I, A: Interaction support where the teacher will check on ELL for comprehension. Have leveled questions with the different drinks. B: What is this drink? (Point to the regular lemonade) What is this drink? (Point to the ugly lemonade) I: Why did I have you think the drinks were different? Why use two different colors for the drinks? A: To find out how appearance (looks) affect taste why do you think I told you they were different drinks? Why is it important to use the same drink with two different colors?

Alternative Post-‐teach Teacher

Calculate the percentage of each group that rated the drinks as Disgusting, Satisfactory and Excellent.

Tread B: Since this requires math non-‐verbal and verbal support will be needed in order to find the percentages accurately. I: Non-‐verbal and verbal support needed in order to comprehend how to calculate percentages. A: Some verbal support will be needed to understand how to find the percentages.

B, I, A: Show the students the step by step procedures on how to calculate the percentages by using different colors on the board.

Universal Co-‐teach Teacher & ELD Specialist or volunteer

Produce a pie chart for each group.

Slide B: Non-‐verbal and verbal support is needed in order to make and label the pie chart correctly. I: Some verbal support needed in order to make sure the EL can label the pie chart correctly. A: No support needed after going over the lesson with the computer application.

B, I, A: Have the students refer to the pie charts made from the class data to label and make the pie chart correctly. Use the computer (Technology) application to check their own pie charts for their assessment after they have created it on paper. http://www.meta-‐ chart.com/pie

Alternative Post-‐Teach Teacher & ELD specialist or volunteer

Compare the results for the two groups

Tread B: Non-‐verbal support is needed in in order for EL to compare the results. I: Some verbal support needed in order to compare correctly A: No support needed they should be able to compare the results.

B, I, A: Have the students use their pie charts on the assessment and highlight the greater percentage rating for both drinks. Have a fill in the blank for the students to fill the percentages. _____of the students who tasted the Yellow Drink rated it as “Excellent” or “Satisfactory” compared to _____ of the students who tasted the Ugly Drink. (Have the smileys on the charts for the assessment above the vocabulary words)

Universal Post-‐Teach Teacher

Materials:

-‐Yellow lemonade

-‐Other clear drinks and colored drinks

-‐Food coloring for coloring half the batch of lemonade

-‐Cups (clear, purple, & blue)

-‐Tape

-‐Smiley slips of paper

-‐Purple & blue markers

-‐Highlighters

-‐Scissors

-‐Computer

-‐Worksheet

Bibliography:

http://serc.carleton.edu/introgeo/gallerywalk/index.html

http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf

http://www.eduplace.com/graphicorganizer/pdf/stepchart_eng.pdf

https://www.google.com/search?q=english+language+learner+emotion+picture+cards&biw=13 66&bih=667&tbm=isch&tbo=u&source=univ&sa=X&ei=EyN7VPGJEsmYNtv0gbgK&ved=0CB0Qs AQ#tbm=isch&q=customer+satisfaction+smiley+faces&facrc=_&imgdii=_&imgrc=o0zus55k8QIj mM%253A%3BqX3SBNV3j9Ag3M%3Bhttp%253A%252F%252Fmooiness.com%252Fimages%25 2Fsmiley-‐sad-‐ faces.jpg%3Bhttp%253A%252F%252Fmooiness.com%252F2008%252F02%252F16%252Fbad-‐ customer-‐support-‐pisses-‐me-‐off%252F%3B500%3B375

http://www.amstat.org/education/stew/pdfs/TheTasteOfYellow.pdf

http://www.meta-‐chart.com/pie

These smileys will be used to do the class experiment: