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Kennan Cammack April 23, 2015 Reading and Writing Lesson Plan: Types of Weather Grade: 3 Standards: S.3–5.ES.4 Essential Concept and/or Skill: Understand and apply knowledge of weather and weather patterns. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ELP Standard 2-3.5: An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems Rationale: Weather and weather patterns are a standard in the Iowa Core, making this content appropriate for third grade students. Additionally, it is important information to know in order to be an informed citizen and participate in daily conversations. Students in my classroom are learning about the different types of weather seen locally and globally. All of my students are at different English proficiency levels and this lesson would be done as an introduction to a unit of the different types of weather that can be found on our Earth. Students will collaborate with their peers and identify the similarities and differences between weather patterns and where these weather patterns are found. They will focus on reading and writing in order to learn about and express their ideas.

SIOP Lesson Plan- Weather

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Page 1: SIOP Lesson Plan- Weather

Kennan Cammack April 23, 2015

Reading and Writing Lesson Plan: Types of WeatherGrade: 3Standards: S.3–5.ES.4Essential Concept and/or Skill: Understand and apply knowledge of weather and weather patterns.

RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text.

W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELP Standard 2-3.5:An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems

Rationale: Weather and weather patterns are a standard in the Iowa Core, making this content appropriate for third grade students. Additionally, it is important information to know in order to be an informed citizen and participate in daily conversations. Students in my classroom are learning about the different types of weather seen locally and globally. All of my students are at different English proficiency levels and this lesson would be done as an introduction to a unit of the different types of weather that can be found on our Earth. Students will collaborate with their peers and identify the similarities and differences between weather patterns and where these weather patterns are found. They will focus on reading and writing in order to learn about and express their ideas.

Relevant Student Factors:1. Educational Background: Educational background is crucial in this

lesson because many students may have zero experience learning about different types of weather. While they will have had some personal experiences with weather, they may only know what the weather is like where they came from. For example, a student from Thailand probably wouldn’t have a personal experience with a blizzard, so their formal education plays a large role on their background knowledge. I will gauge the background knowledge of my students so I know how to best support them when learning this new content.

2. Immigrant and Refugee Status: Immigrant and refugee status play a role in any lesson I am delivering, therefore making it important to understand. Leaving your home country can be traumatic experiences for students, so knowing their

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background is helpful in order to make them feel comfortable in the classroom. Weather could have played a large role in students leaving their countries (hurricanes, tsunamis, etc.) so making sure I am aware of this information is crucial. If a student has had a traumatic experience with weather, I would be sure to address this issue prior to teaching the lesson.

3. Cultural Background: Cultural background plays a large role in this lesson as well because many of my students will have completely different experiences with weather. By sharing these different experiences, students will be able to learn about their peers and where they came from. Personal stories and examples may help other students understand a weather pattern that is completely different from what they have encountered.

4. Prior Difficult Experiences: As mentioned before, I will make sure I inform myself about any potential difficult experiences with weather. Because weather can be so damaging to lives, I will make myself aware of my students’ experiences. I will help my students work through their emotions and spend more individual time with students if necessary. If I don’t feel it is appropriate for a student to participate due to a traumatic experience, I will not work on this content with them.

5. Age: Age is important in any lesson because the content needs to be developmentally appropriate for them. If students are not developmentally ready to learn the concept, it is not effective to start teaching it. Looking at the grade that the standard relates to and the age of my students will be useful prior to teaching this lesson.

6. Language Distance: Language Distance plays a large roll in any lesson, as all students will have different language distances depending on their native language and prior experiences. I will take this into account when implementing my lesson because all students will need different scaffolding and support throughout the lesson. Again, many students won’t have experiences with different types of weather, making visual aids and physical cues critical during this lesson.

7. Social Distance: Because I try to incorporate peer interactions into all my lessons, understanding their social distance will be important in planning what types of interactions to use. Informing myself and accepting these differences will make my lesson more effective. Some students are more comfortable working in groups, while others prefer to work alone. Based on cultural background, some girls might feel uncomfortable working with boys and vice versa. I will take this into account when grouping my students.

8. Psychological Distance: I will research how each of my students learns and how their possible language and culture shock will affect them. I will adapt the lesson accordingly through scaffolding, interaction, and grouping. Again, weather could potentially be a difficult experience for students – Maybe this is their first time living in the cold and they are struggling with the change. I will work with students individually to help them work through both the content and any emotional issues that are triggered by weather.

Classroom Management: Clear expectations will be given both orally and in writing for all students. I will model examples of what each expectation means so

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students are able to comprehend their meaning. Classroom routines will be introduced on day one and practiced throughout the year so students are familiar with them. I will be consistent in my actions when students are not following expectations. While my students are working in groups, I will make sure to stop specifically with my level 1 and 2 students to work with them. Because this lesson involves writing and reading, it is unrealistic to expect my level 1 and 2 students to do this individually and without support. I will give them the opportunity to express their ideas through pictures and will scaffold the lesson to meet their needs. Because I want all my students to remain engaged, I need to make the content comprehensible enough for every student. If problem behaviors arise, I will handle them the same way that I have been all year so students know that I am consistent. I will work with students individually to discover the root of their behaviors and try to help them in any way needed. If this lesson has triggered any traumatic experiences, I will pull them aside and work with them individually or have them work on another assignment. Differentiation will be used to ensure that all students understand the content. Additionally, I will take into account the relevant student factors and how they relate to this lesson on weather.

Content Objectives: SWBAT: Differentiate between different weather typesExplain where the weather patterns are found

Language Objectives:SWBAT:Read information about different types of weatherUse appropriate grammar and vocabulary when creating sentences about weather typesCreate a weather dictionary using sentences and illustrationsCompare and contrast different types of weather

Sharing of Objectives: Read over the objectives that are on the board and have students repeat them back. Use the sentence starter “I can …” when the students are reading the objectives.

Key Vocabulary: Hurricane, blizzard, hail, fog, wind, lightning, thunder, tornado, drought

Materials:Pictures of each weather typeChart on description words for weatherNational Geographic Kids: WeatherVarious books on different weather patternsComputer/iPadsSound clips of weather typesPaper

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MarkersWeb resources provided by teacherVocabulary WallSentence frames/startersCharts on comparatives, superlatives, and signal words

Sequential Lesson Delivery and Description:

Students will have a basic understanding of weather. Ask students what the weather was like where they grew up – Ask them to share orally or draw pictures. Remind students what we have discussed so far regarding weather. What weather words do they already know? Give examples – Many students will know basic terms such as hot and cold.

Review key vocabulary – Use choral reading and have students repeat the words back. Show pictures of each vocabulary word and post them on the board. Then, play sound clips of different types of weather (rain falling, heavy winds, tornado, thunder) and have students match the sounds to pictures. Again, have students say the vocabulary words out loud.

Discuss the characteristics of each vocabulary word. For example, when the word blizzard is discussed, talk about snow and the temperature necessary for a blizzard. Show pictures and point to areas on the map in which we would find blizzards. Point to Florida and discuss that we wouldn’t see blizzards in Florida because it is too hot. Have students pick a place on the map and guess what type of weather they would see there. Use hand gestures to help describe the vocabulary.

Scaffolding for levels 1-4: The pictures, hand gestures, and sound clips will support level 1 and 2 students while learning the new vocabulary – I will provide level 1-4 students with sentence frames to help them share examples and participate in class. Allow students to use their native language when helpful.

Read National Geographic: Weather to the students – When the vocabulary words are used, point to the pictures on the board and repeat the word.

Review examples and the purpose of describing words – Have students list description words that are related to weather. Remind students how we compare and contrast – Show students the chart of comparative and superlative words. Give example sentences with visuals. (Bigger, smaller, coldest, hottest, brightest, etc.)

Example: Blizzards are the coldest type of weather pattern because of the amount of snow, ice, and wind involved.

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Review signal words and discuss when to use them (Same, similar, both, different). Give example sentences with visuals.

Example: During thunderstorms, both lightning and thunder can be seen or heard.Use sound clips when necessary

As a class, create 3 example sentences together. Pull up pictures, videos, sound clips when necessary.

Scaffolding for levels 1-4: The example sentences with visuals will be helpful for level 1 and 2 students. I will repeat the sentences and use hand gestures to point out what I mean – For example point to the blizzard picture and make a shivering movement to represent the cold temperature. Sentence frames will be provided for all students to use. Allow students to use their native language. Group students based on their proficiency levels in groups of 4. Provide each group with various books on weather, iPads, and access to computers. I will write web resources on the board for students to utilize. As a group, they will read about different types of weather and write down facts that they have learned. I will work with the level 1 and 2 students – Reading them the information aloud to them and provide them with extra support and pictures.

The following checklist will be provided to each group so they know what information they need to record. Prior to giving the checklist out, discuss the meaning of all 3 sections – average temperature, characteristics, and common locations. What does average mean? What does characteristics mean? Give examples, visuals, and sentence frames that students are able to utilize while filling the checklist out. For example, write, “The average temperature during a ______ is _____ degrees” on the board for students to use.

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Weather Checklist: Hurricane:

Average Temperature: 3 Characteristics: Common Locations:

Blizzard:Average Temperature:3 Characteristics:Common Locations:

Tornado:Average Temperature:3 Characteristics:Common Locations:

Drought:Average Temperature:3 Characteristics:Common Locations:

Again, remind students of comparing and contrasting. Ask them to use this in the “3 Characteristics” section if appropriate. We will use this more at the end of the lesson, but it will be good for them to practice as a group on their checklist.

Give students 15 minutes to work on their checklist. Meet with each group and give feedback, check for understanding based on their completion of the checklist.

Provide each group with a map and stickers representing each vocabulary word (A sticker with pictures of a tornado, hurricane, blizzard and drought). Ask them to discuss where they think the 4 types of weather phenomenon would occur. Ask them to put their stickers on the maps. Model an example on the Elmo for the whole class to see. Example: Place a tornado sticker in the Midwest.Higher Ordered Thinking Skills – Allowing students to discuss and decide on their own where these weather patterns occur. For level 1 and 2 students, help them make this decision by showing pictures of the weather type and pictures of the area. They should be able to connect Alaska with blizzards, etc.

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After students have completed their checklists and maps, discuss as a whole class. Have students share responses and talk about the locations of each weather type.Give the class feedback based on that class discussion – Have students hold up 1-5 fingers based on their understanding.

When working individually with the level 1 and 2 group – Ask students to give thumbs up or thumbs down if they understand the content. Record sentences for them and show additional pictures. Translating websites may be used for students to understand the vocabulary in their native language.

Scaffolding for levels 1-4: Visuals, hand gestures, modeling, and individual support will be used throughout the activity. The map will help level 1 and 2 students see where these weather types occur rather than just hearing it via discussion. Sentence frames will be provided for all students to use when filling in their checklists. Allow students to use their native language when completing the checklist and map.

Writing Assessment:Review vocabulary and grammar –Pictures and example sentences will be given. Content and language objectives will be shared again before we move into the assessment.

Explain to the students that they will be making a weather dictionary. For each word, they will write a sentence and draw a picture to represent the vocabulary word. Model an example entry for the class. Tell students that they are allowed to discuss their dictionary with partners and help each other, but everyone should turn in a dictionary. Ask them to use comparing/contrasting sentences in their dictionaries – Review an example.

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Example:

Blizzard: A blizzard is a severe snowstorm with high winds and intense snowfall. The average temperature during a blizzard is below 0 degrees. Blizzards are colder than other types of weather patterns, such as hurricanes. Therefore, blizzards are found in colder areas of the country, such as Alaska.

Discuss the words severe and intense in this example.Again, sentence frames and a word bank will be provided for students to use. Level 1 and 2 students may just draw pictures of the vocabulary words and we can create sentences together.

Students will be provided with the following vocabulary words to include in their dictionaries: HurricaneHailFogLightningThunderTornadoDroughtWind

Other Considerations: Additional scaffolding will be provided throughout the lesson – paraphrasing, modeling, vocabulary walls, hand gestures or “acting out words”, and the use of native languages. Multiple times during the lesson, I will allow students to talk and discuss the concepts with a partner before asking anyone to share. This will make students feel more comfortable with their responses before they share in front of the whole class. My grouping will be intentional based on proficiency level, native language, and how well they work together. I want students to feel comfortable sharing with their peers and the class, so I will make sure that everyone is grouped in a way that they do feel comfortable. Repetition, visuals, and audio clips will be used during the lesson to increase their comprehension. I will check for understanding informally the entire time – Clipboard Cruising around the room to make sure everyone is on task and learning the content.