Lesson Planning Tool: Disciplinary Literacy & Language
Teacher:
CA Content Standard(s):
Content Area:
Content Focus
Grade(s):
Period(s):
Language Support
CA ELD Standard- Part One (Interacting in Meaningful Ways):
CA ELD Standard- Part Two (How English Works):
Content Objective(s):
Language Objective(s):
General Academic Vocabulary (Tier II):
Content-Specific Vocabulary (Tier III):
What instructional strategies will assist you in scaffolding the instruction so your language
learners are able to participate in this lesson?
How will you check for understanding throughout this lesson to ensure that your language
learners are meaningfully engaged in the learning?
Lesson Planning Tool: Disciplinary Literacy & Language
Teacher: Ms. Fontana
Content Area: Environmental Science
Grade(s): 12
Content Focus
CA Content Standard(s):
CCSS ELA/Literacy—Science & Technical Subjects: 4. Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
CCSS ELA/Literacy—Speaking and Listening : 1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively. b) Work with peers to promote civil, democratic discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed. C) Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives. d) Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to
deepen the investigation or complete the task.
CCSS ELA/Literacy—Language: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. b) Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern American Usage) as needed. 3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a) Vary syntax for
effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
Content Objective(s):
Snapshot: 7.6
Language Support
CA ELD Standard- Part One (Interacting in Meaningful Ways):
1. Exchanging information/ideas: Engage in conversational exchanges and express ideas on familiar current events and academic
topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences.
4. Adapting language choices: Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers,
teachers).
6. Reading/viewing closely: a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect,
evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats,
using phrases, short sentences, and a select set of general academic and domain-specific words. b) Explain inferences and conclusions drawn from
close reading of grade appropriate texts and viewing of multimedia, using familiar verbs (e.g., seems that). c) Use knowledge of morphology (e.g.,
common prefixes and suffixes), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words
on familiar topics.
12. Selecting language resources: Use familiar general academic (e.g., temperature, document) and domain specific (e.g., cell, the
Depression) words to create clear spoken and written texts.
CA ELD Standard- Part Two (How English Works):
2. Understanding cohesion: a) Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using
pronouns or synonyms to refer back to characters or concepts introduced earlier) to comprehending and writing brief texts. b) Apply knowledge
of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as
first, second, finally) to comprehending and writing brief texts.
4. Using nouns and noun phrases: Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for
precision) about personal and familiar academic topics.
5. Modifying to add details: Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide
details (e.g., time, manner, place, cause) about familiar activities or processes.
Language Objective(s):
General Academic Vocabulary (Tier II):
Content-Specific Vocabulary (Tier III):
What instructional strategies will assist you in scaffolding the instruction so your language
learners are able to participate in this lesson?
How will you check for understanding throughout this lesson to ensure that your language
learners are meaningfully engaged in the learning?