lesson

Essential Unit Concept(s) or Question(s) –What “big ideas” should students grasp? What thought-provoking questions will foster inquiry, meaning- making, and transfer?

• How do authors of scientific texts explain complex processes clearly? • How can readers identify the central idea of a scientific explanation? • How do readers use textual evidence to understand cause-and-effect in informational texts?

Georgia Standards of Excellence or Other State’s Content Standards: Identify one or two Georgia Standards of Excellence and element(s) or indicator(s) closely aligned to each learning target/outcome(s). If you are not planning to teach the entire element/indicator, underline the portion that will be taught in this particular lesson.

List also ELA literacy standards that relate to this particular lesson.

ELAGSE9-10RI1 – Cite strong and thorough textual evidence to support analysis of what the text says.

ELAGSE9-10RI2 – Determine a central idea of a text and analyze its development.

ELAGSE9-10W2 – Write informative/explanatory texts to examine and convey complex ideas.

Science Literacy – Evaluate scientific explanations and trace cause/effect relationships in scientific writing.

Learning Target(s)/Outcome(s)-What specific knowledge, skills, strategies, and attitudes do you expect students to gain in this particular lesson, including ELA literacy skills that relate to this particular lesson?

Target also specific literacy skills in your lesson. These can be reading, writing, speaking, listening, or language skills.

Students will:

• Identify the central idea of the science excerpt.

• Explain how malaria spreads using evidence from the text.

• Complete a Main Idea + Evidence graphic organizer with scaffolded supports.

• Produce a short, evidence-based paragraph explaining the scientific process described.

Stage 2: Assessment Evidence

Assessment(s) - Identify as formative or summative assessment (e.g., Quizzes, Writing Prompts, Reading Response Journal Entries, Exit Tickets…).

Formative Assessments

• Warm-up discussion responses

• Vocabulary oral checks

• Comprehension checks during read‑aloud

• Annotations with codes (MI, E, ?, !)

• Guided graphic organizer

• Exit ticket summarizing malaria spread

Summative (Informal)

• Completed Main Idea + Evidence organizer

• Short explanatory paragraph using textual evidence

Readiness - Explain how students’ readiness levels impact instructional planning. This may include prior academic learning, prerequisite skills, specific learning needs, assessment data, or addressing misconceptions, etc.

Readiness: Students have varied reading levels and require chunked informational text, guided questioning, and explicit modeling. Many struggle with central idea identification and explaining cause/effect in scientific writing. IRR students require sentence stems and annotation codes.

Interests - Explain how students’ interests are addressed in this lesson. This may include allowing choice in assignments, changing the text selection, etc.

Students are engaged by real-world science topics, diseases, and global health issues. The warm‑up activates curiosity about insects and disease transmission.

Student Perspectives- Explain how you will engage students’ multiple perspectives by using senses and various representations in the lesson.

Visual supports (malaria diagram, vector images), read‑aloud scaffolds, chunked vocabulary, graphic organizers, and color-coded annotations.

Refer for suggestions to Differentiation Handbook: Strategies and Examples: Grades 3–5 https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf OR

Differentiation Handbook: Strategies and Examples: Grades 6–12 https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_6-12.pdf

Describe adjustments made to support all students in this lesson. (e.g., Special Education, EIP, IEP, Gifted, RTI, 504, ESOL, Speech, Less-proficient Learners, etc.)

List just the IEP goal(s) related to this lesson for each student. Refer to students as Student A, Student B, etc. in the lesson plan, but do not refer to students by their names in the lesson plan. State the IEP goal(s) so that it describes a measurable and observable behavior. For instance, after reading the passage, the Salt March, students will answer four out of five multiple choice questions correctly.

Student A (IEP) — Goal: After reading a chunked informational text, Student A will identify the central idea with 80% accuracy using a graphic organizer. Accommodations: Chunked text, sentence stems, read‑aloud, highlighted evidence options.

Student B (IEP) — Goal: Student B will identify two supporting evidence sentences with teacher prompting in 3/4 opportunities. Accommodations: Visual vocabulary cards, guided questions, color‑coded annotations.

Student C (504) — Goal: Student C will answer 3/5 text‑dependent questions using highlighted portions of the text. Accommodations: Preferential seating, reduced distractors, chunked tasks.

Other Learners (RTI/ESOL/Low Proficiency): Word banks, sentence starters, visual diagrams (vector, parasite, transmission), modeled examples, reduced writing load (4–6 sentences).

Describe the accommodations and/or modifications provided in the IEP for each student that are relevant for this lesson.

How will you plan for students with other education plans (Student Support Team, 504 Plans, RTI, ESOL, Speech, Less-proficient Learners, or other plans)?

Describe the accommodations that are relevant for this lesson.

Describe the modifications that are relevant for this lesson.

Prior Learning: Students have previously practiced identifying main ideas and supporting details in nonfiction texts.

Students’ Life Experiences: Students relate their prior knowledge of mosquitoes, insect bites, or community health discussions to the warm‑up prompt.

Other Content Areas:

List and d escribe here AND in the appropriate steps in the lesson plan literacy skills that relate and will be incorporated in this lesson.

-disease transmission, vectors, pathogens. Literacy Skills — annotation, determining central idea, synthesizing evidence, explanatory writing.

Management Strategies- List and discuss management strategies/routines that apply to this lesson.

Evidence-Based Instructional Strategies (Include this information here AND in the appropriate step in the lesson plan.)

List and discuss evidence-based instructional strategies related to this lesson)- (e.g., graphic organizers, word study strategies, vocabulary strategies, self-monitoring strategies). https://www.wcupa.edu/education-socialWork/assessmentAccreditation/documents/Instructional_Strategies.pdf

Including Cross-Content Literacy Strategies https://www.youtube.com/watch?v=noCy4x1AT4k

I ndicate clearly which and where in the lesson there is evidence of incorporation of at least three of the following skills:

(1) Integration of technology (e.g., Smartboard, iPad, computerized learning, augmentative communication device, etc.) to enhance the learning of P-12 students

(2) Critical thinking skills

(3) Problem solving

(4) Communication skills

(5) Collaborative learning

(6) Positive social engagement.

Collaboration with Student Support Service Providers https://iris.peabody.vanderbilt.edu/module/rs/cresource/q1/p01/

List the support services and/or the support service providers available in your school or district that you are familiar with and will be relevant to support students in this lesson.

Discuss how you will collaborate with the student support service providers to ensure that students receive appropriate services as they relate to this lesson.

LEARNING SEQUENCE

Instruction and Work Session –

**Hook and Hold

Engage the students with an activating strategy that will spark interest and get students excited about the lesson. Tell the students what they will be learning (learning outcomes) and doing (orally, in writing, or both). State the importance of the lesson to the students’ lives today and future learning of similar content.

Establish a connection to the students’ prior knowledge in the same and/or other subject areas and students’ everyday lives. If you plan to ask the students questions, list the questions where you plan to ask them.

NOTE: In this section, describe how you will get students ready for the lesson, but not how you will teach the lesson.

Warm‑up question: “What do you already know about diseases spread by insects?” Students share ideas. Teacher states learning targets and connects to real‑world global health and the importance of reading scientific explanations.

Teaching (demonstration, modeling, lecture, questions)

Identify and provide information related to concepts, skills, and learning objectives.

Clarify and explain content using both verbal and visual input while inviting students’ participation.

NOTE: In this section, include what you will do and how you will do it, step by step. Tell how you will teach the lesson so someone else could come in and teach the lesson just like you would have. Make sure you are teaching the content of the GSE/LO/EQ for this lesson.

• Introduce vocabulary with visuals: pathogen, vector, parasite, transmission.

• Read aloud the excerpt from The Fever with chunked text while students follow along.

• Think‑aloud to identify the central idea; model underlining evidence.

• Ask during reading: “What organism actually causes malaria?” “How does the parasite enter the human body?”

• Students annotate using codes (MI, E, ?, !).

Checking for Understanding

Monitor student understanding and continuous assessment of learner progress. Make observations, offer explanations. Allow students time to think, ask questions, and vary student responses (call on students, have choral response, use signals -“thumbs up” “thumbs down”). Provide immediate and corrective feedback. Identify and re-direct misunderstandings. Give further examples to clarify. Make adjustments and re-teach concepts and/or skills as needed.

NOTE: In this section, make sure students understand what you just taught. Decide what you can ask or have the students do, so you can determine whether they understand the content of the lesson. If they have confusions or do not have a clear understanding of the content, then you will need to give immediate feedback and/or reteach before moving on to practice. Consider also Checking for Understanding Strategies https://www.edutopia.org/article/quick-ways-to-check-for-understanding/

https://modelteaching.com/wp-content/uploads/2020/06/Check-For-Understanding-Strategy-Guide.pdf

• Thumbs up/down for comprehension

• Ask: “What is the main idea of this section?” and “Which evidence supports your answer?”

• Provide corrective feedback when students confuse details with central idea

• Reteach using a short simplified example if necessary

Practice (guided and/or independent)

You may choose to have guided practice only, independent practice only, or both guided and independent practice. Label each type of practice as guided practice and/or independent practice.

Provide a detailed explanation of the opportunities for students to practice learned information though guided and/or independent activity/activities.

If you plan to ask the students questions, list the questions where you plan to ask them.

Alternatives for Early Finishers

Identify alternatives for students who finish tasks early

Alternatives for Late Finishers

Identify alternatives for students who finish tasks late

Guided Practice: Model Row 1 of the Main Idea + Evidence chart; students complete next rows with prompting. Questions: “Which sentence explains the transmission process?” “What detail supports the central idea?”

Independent Practice: Students write a short paragraph explaining how malaria spreads using sentence stems: “According to the text…,” “The author explains that…,” “This shows that…”.

Early Finishers: Identify an additional scientific detail and mark with “!” annotation. Late Finishers: Work with teacher/peer and submit reduced-length responses.

Closing/Lesson Wrap-Up – Describe how you will bring closure to the lesson. This may include assessments, review of learning target, connections, etc.

Elicit or state explicit connections to students’ everyday lives and other content areas.

If you plan to ask the students questions, list the questions where you plan to ask them.

Review learning targets. Exit ticket: “What is one thing you learned about how malaria spreads?” Connect to future informational writing tasks.

Student Use of Technology – List how students in the classroom will utilize technology for engagement and learning OR justify why students will not be using technology in this lesson.

Student Use of Technology: Digital annotation tools and projected text for shared reading and visual vocabulary.

Instructor Use of Technology- List and discuss what kind of technology and how you will use it as an instructor to support delivery of the taught content.

Instructor Use of Technology: Smartboard for modeling annotations, displaying organizer, and highlighting key sentences.

Key Instructional Materials - List and attach materials as needed. Include items such as technology, apps, handouts, books, assignment, slides, etc. Cite sources you use.

List all resources/materials related to this lesson.

Write all references using the correct APA 7th edition format https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html

• Excerpt from The Fever by Sonia Shah (teacher‑selected section)

• Main Idea + Supporting Evidence graphic organizer

• Vocabulary visuals (pathogen, vector, parasite, transmission)

• Sentence stems sheet

• Highlighters or digital tools

Reflection – Analyze your students’ performance on this lesson and respond to the prompts below:

What worked and for whom? Why? How do you know? Provide specific examples of individual student performance.

The use of chunked text, visual vocabulary supports, and guided annotation codes worked effectively for most students, especially Students A and B (IEP) and the RTI/ESOL learners. Student A was able to correctly identify the central idea in two of the three text chunks with the help of the graphic organizer, demonstrating progress toward the IEP goal. Student B showed improvement in locating evidence—identifying two accurate supporting sentences during guided practice after receiving colorcoded prompts.

Students with stronger reading comprehension (general education peers in the IRR setting) performed well during the independent writing task, using evidence confidently and generating structured explanatory paragraphs. Their exit tickets showed clear understanding of malaria transmission (e.g., “Malaria spreads when a mosquito carrying the parasite bites a person and the parasite enters the bloodstream.”).

These outcomes indicate that modeling, thinkalouds, and the visual scaffolds effectively supported comprehension.

What didn’t work and for whom? Why? How do you know? Provide specific examples of individual student performance.

Student C (504) struggled with sustained attention during the readaloud. Even with preferential seating, this student required additional redirection and completed only half of the graphic organizer during independent work. Student work samples and observation notes show inconsistent focus and difficulty identifying evidence without oneonone prompting.

Some ESOL/lowproficiency learners found the vocabulary challenging, even with visuals. Their exit tickets contained partial or fragmented explanations (“Mosquito gives sickness to people but don’t know how”). This indicates that the vocabulary instruction portion may need more repetition, multiple examples, and oral practice before reading.

Additionally, a few students rushed through annotations, marking random details as “main idea,” which shows a need for more guided practice before independence.

Thoroughly describe the next 1-2 steps based on the data from this plan.

Thoroughly describe what you have learned about collaborating with students support service providers to ensure that students receive appropriate services as they relate to this lesson.

1. Reteach central idea vs. supporting detail using simpler short texts

· Provide an additional minilesson with highly scaffolded examples.

· Use colorcoded sorting cards so students physically distinguish “big idea” vs. “evidence.”

2. Strengthen vocabulary acquisition for key scientific terms

· Implement a quick “partner talk” practice after each vocabulary word.

· Add a visual vocabulary station where students match images, definitions, and sentence stems.

· Provide a reusable reference sheet for students to keep during reading and writing.