READ520: Modified Lesson Plan #1
Teacher: Brittany Thompson Grade Level: First Grade
Subject: Science Unit or Chapter: Reduce, Reuse, Recycle
Acquisition stages of the ELs in my class:
● 1 student - Starting (Level 1)
● 2 students - Developing (Level 3)
1. What are the ELL or content area standards?
Science: Earth Resources SOL 1.8 c .
The student will investigate and understand that natural resources are limited. Key concepts
include
a) identification of natural resources;
b) factors that affect air and water quality; and
c) recycling, reusing, and reducing consumption of natural resources.
Reading: SOL 1.8 b and e
The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
e) Use vocabulary from other content areas.
In order to address all 3 subtopics (recycling, reusing, and reducing) this lesson will be
part of a unit that will span over two weeks. This specific lesson will be on recycling.
Subsequent lessons on reusing and reducing will be addressed later in the unit.
Research has shown repeated use of vocabulary over several days aides in
vocabulary mastery therefore we will begin with the vocabulary and concepts of
recycling. This lesson is culturally relevant because it engages with community
involvement and promotes social change to care for our planet.
2. What key concepts will students learn, and what strategies will be used to
teach them?
Students will learn what recycling is and what materials can be recycled
o Students will engage with a shared reading of the book “Michael
Recycle” by Ellie Bethal. This is a great way to introduce
vocabulary/concepts and have visuals that are related to the vocabulary.
The book is also kid friendly and features a super hero which helps keep
students’ attention. Another benefit to the read aloud is that it paints a
READ520: Modified Lesson Plan #1
picture of recycling in context and what it looks like in real life.
Students will discuss why recycling is important.
o After the read aloud, students will participate in a Turn & Talk exercise to
discuss why recycling is important. This is beneficial for students to
reflect on what they saw and heard from the book, apply it their real
lives, and practice using the new vocabulary that was introduced.
o After their discussions they will watch a brief video clip to see recycling
in action. This further helps students visualize the process and to see
the results when people do not recycle (full landfills).
Students will be able to determine items that can be recycled
The students will work in small groups to practice sorting items that are
recyclable and non-recyclable. During this exercise students will have an
opportunity to engage in conversations to explain their thinking, they will
also be able to practice using the vocabulary such as recycle, glass,
plastic, paper, and aluminum.
3. What background knowledge will students need?
To begin the lesson I would have a trashcan and a recycle bin with me. I would ask
students if they know what these objects are and how they are the same and different
and what they are used for. This will quickly show me who is familiar with recycling
and who may have never seen a recycle bin before. I will then hold the trashcan up
and label it “trashcan” and have students repeat the label. I would then do the same
with the recycle bin. Next, I would hold up a picture of the school cafeteria and ask
students if they see recycling bins or trash cans. I would then show them a picture of a
park and ask them to identify the trash cans and the recycle bins. This activity will help
students access their background knowledge of what they see around them and
introduces some vocabulary before reading the selected text.
4. List terms, words, idioms, and phrases (TWIPs) to be pretaught. Include
simple student-friendly definitions. Identify words that are likely to be used
outside of class as well as academic words that are content-specific.
Garbage- Another name for “trash” or things you do not want or need
and that have been thrown out.
Trash can- a container where people put things that are being thrown out
Recycle- to send (used newspapers, bottles, cans, etc.) to a place where they
are made into something new
Recycle bin-container where you put things that can be made into
something new
Recyclables- Things that can be made into something new-Paper,
plastic, aluminum, glass
Earth- another name for the world- or the planet where we live
Landfill-where trash is buried underground.
READ520: Modified Lesson Plan #1
5. Design one or more of the following activities for TWIP instruction:
Matching vocabulary with definitions
Drawing and labeling
Labeling maps
Filling out simple charts
Sequencing activity
Group vocabulary activities and games
Student-generated word walls
After all of the whole group and small group activities listed above, students will
then work independently on journal work while the teacher walks around the room,
monitors, and checks in with students. Students will draw and label items that can be
recycled and items they would place in the trash. As an extension they can write why
recycling is important. A word wall will be available for students to reference during
these activities (Level 3).
For students who need extra support (Level 1), they will do a cut and paste
activity instead of the drawing/labeling activity. They could also work with a partner to
discuss their sorting choices and practice their vocabulary.
These independent activities allow the teacher to monitor what concepts
students understand and what needs more explanation. They also allow students to
apply what they had learned from the whole group and small group activities.
6. List the strategies you will use to scaffold instruction for your lesson.
_x__ 1. Buddies (during whole group turn & talk, and after journal activities)
_x__ 2. Cooperative Groups (sorting items)
_x__ 3. Graphs, charts, photos, drawings- (accessing background knowledge
activity)
___ 4. Graphic organizers
_x__ 5. Hands-on activities- (working with group to sort items)
___ 6. Taping explanations and photocopying notes
___ 7. Highlighting, sticky notes, Wikki sticks
_x__ 8. Using body language, skits, storytelling, music, videos (during whole group)
___ 9. Vocabulary box wherever possible
Because I have a student at Level 1 my lesson incorporated the following:
Scaffolds:
Visuals-photos for accessing background knowledge & video to watch recycling
in action. Level 1 students have not had enough experience with learning
English. Therefore listening to any lecture will not be engaging for these
learners who will not understand what is being said. Providing visuals helps
them see and make connections with the content.
Kinesthetic activity-sorting recycled items with a group. Because Level 1
students can not really engage and participate in lessons by speaking, they can
READ520: Modified Lesson Plan #1
participate by actively manipulating items through kinesthetic activities.
Based on the WIDA descriptors students at Level 1 are not ready to write
English words. Therefore I supported independent work by allowing for cut &
paste sorting activity instead of drawing & labeling and writing about recycling
process.
WIDA Can Do Descriptors:
Reading: Categorizing labeled pictures or photographs
Explaining: Sorting objects according to their use based on labeled illustrations
The student will cut/paste/sort pictures into the trash can or recycle bin to add to their
journal.
Speaking: Describing pictures or classroom objects
When the activity is complete the student will point to the items and say what they are
(plastic, glass, paper, aluminum) This can be practiced with a partner then observed
by teacher.
Because I have two students at Level 3 my lesson incorporated the following:
Scaffolds:
Word wall- students will have a word wall that contains vocabulary from the
lesson that they will be able to reference during their journal work. Level 3
students can understand more English words but still need support
remembering vocabulary and need many opportunities to engage with/practice
using the vocabulary.
Group & partner work-students will work with groups to sort items and partners
to explain their journal entries. Level 3 learners can benefit from collaborating
with their peers. It allows them to not only learn from their peers but to also
practice using the vocabulary when speaking to each other.
WIDA Can Do Descriptors:
Classifying illustrated words and phrases into groups
Writing: Participating in interactive journals with peers
Students will illustrate and label picture showing how/what to recycle.
Speaking: Stating choices of materials or supplies and reasons for their
selection
When their illustration is finished they can describe their work to their peer.
7. How will you modify text for beginning learners of English?
o During the read aloud- I will stop to point to illustrations and explain vocabulary
o During small group sorting- I will model and emphasize saying each object
while sorting it and using the sentence stems (ex. “This is a plastic. It is
recyclable.”)
o For the journal activity I will post words/illustrations on the board for them to
reference. For lower ability students I will give them the illustrations/labels to
sort.
Adapted from:
READ520: Modified Lesson Plan #1
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas.
Alexandria, Va: ASCD.
