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1Literacy

Linkages Lesson Plan

Name: Taylor Harms


Subject: Social Studies
Length of Lesson: 1 hour
Grade Level: Third
Objective:
Standard 2 Objective 2 a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra,
grassland, mountain, forest, and wetland).
Language Objectives:
Students will use academic vocabulary, such as the correct name of the ecosystem when talking
about them and will also use descriptive words when talking about each. Ex. The desert is very
dry.
Students will be able to match descriptive words to the ecosystem that they describe.
Academic Vocabulary:
-

Desert, plain, tropic, tundra, grassland, mountain, forest, wetlands, dry, wet, cold, hot,
grassy, mild, wooded

ELL Considerations:
Preview the text, explain difficult vocabulary before we start reading.
As hard words come up in the text, explain them
Think pair shares- this allows ell students to talk without speaking in front of the whole class if
they are uncomfortable doing so.
Use pictures to help students make the connection between the ecosystems and their
characteristics
Preparation: What materials will be needed?
I See a Kookaburra! By Steve Jenkins
Smart Board
Pictures of different ecosystems
Flip Book Materials: Scissors, Paper, glue
Computer: for bilanguage dictionary

Time

Lesson:

2:00- 2:15

Read I See a Kookaburra


-discuss what characteristics they see about each of the different
habitats

2:15-2:35

Show students a picture of a different habitat and have them work with
a partner to list some of the characteristics they see, in a think-pairshare.
-

2:35- 2:50

Make a foldable each flap gives the main describing words of each
ecosystem that they talked about
-

2:50-3:00

When they share out write their answers up on a master list.

Model each step of the folding process


The students would also each get a picture of each ecosystem
to put into their foldable.
We would first create the foldable, then have students go back
and write in their information.
We would go through it step by step together to make sure that
everyone is doing it right together
The ELL students can write some key words in their native
language to help them make the connections to what the
describing words are in English for each ecosystem.

Closure:
Close by review what we were talking about today.
Quick informal assessment- white boards. Give them different
descriptive words then write down which ecosystem you think I am
talking about. Have the ecosystems written on the board

Modifications for ELLs:


Modifications for this lesson are allowing ELLs to do think-pair-shares with someone who
speaks their native language. This will help support their involvement in class discussion. Also
when we create the flip charts, ELLs will be encouraged to use a bilingual dictionary online to
put their academic vocabulary in their native language into their flipbook. This will help connect
the ideas in their native language, which will hopefully help them master the ecosystem.
Assessment:

-Informal, Their responses during the think-pair-share would help me understand if they are
noticing differences in each of the ecosystems. White boards at the end to see if the
characteristics are sinking in. Also, I will look at their flipbooks to make sure they are on the
right.
Assessments for my ELL student will not be modified, because there is no formal assessment but
a lot of formative.
Technology:
The only technology that will be used in this lesson is an online bilingual dictionary. Students
will use this to help translate the academic vocabulary into their native language.

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