LESSON PLAN for Ed 470

ELD & SDAIE

TEACHER DATE: GRADE/Acquisition LESSON TITLE:

CANDIDATE: Level:
11/15/16 Animals Living
Breanna David 1st Grade Together
Emerging/Expandi
LITERATURE ng
SELECTION: LESSON
OBJECTIVE:
Babies in the SUBJECT (Content The students will
Bayou by Jim Area): be able to
Arnosky participate in
discussions about
animals in different
habitats and
display their
understanding of
which animals live
together using a
sort out mat.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

COMMON CORE CONTENT STANDARD
(CA Content Standards, if needed)
Collaborative
ELD.PI.1.1.Em, Ex Contribute to
conversations and express ideas by
asking and answering yes-no and wh-
questions and responding using
gestures, words, and simple phrases.

Contribute to class, group, and partner

discussions by listening attentively,
following turn-taking rules, and asking
and answering questions.

Interpretive
ELD.PI.1.5.Em, Ex Demonstrate active
listening to readalouds and oral
presentations by asking and answering
yes-no and wh- questions with oral
sentence frames and substantial
prompting and support.
Demonstrate active listening to read-
alouds and oral presentations by asking
and answering questions with oral
sentence frames and occasional
prompting and support.
Productive
ELD.PI.1.9.Em, Ex Plan and deliver
very brief oral presentations (e.g., show
and tell, describing a picture)
Plan and deliver brief oral presentations
on a variety of topics (e.g., show and
tell, authors chair, recounting an
experience, describing an animal)

INTO, THROUGH, and BEYOND

INTO RATIONALE REFLECTION
Put frog poem sentence strips Most students The students seemed to
up (change numbers in poem are familiar really enjoy participating
 using sticky notes) with many in this poem. It was a little
Chant frog poem with students different types quiet for the first round,
and use visual of frogs of animals so but as the poem
jumping off a log starting the continued, I got more
Ask students what frogs need lesson off with participation. Most of the
to survive (bugs, water) a poem about students were familiar
Ask where they might live frogs, helps with ponds and knew what
(pond) them begin frogs needed to survive.
thinking about They did a great job of
Discuss how a pond is a small
what they telling me which animals
body of water that isnt
know. The live in or near ponds and
connected to a river or lake.
poem engages could explain why animals,
Have students think about and
them, the such as whales, cannot
name a few other animals that questions push live in ponds.
may live in or near a pond them to think
(ducks, turtles, fish, etc), deeper, and
explain that these animals live their answers
in a particular habitat. help me see
Show chart of 3 animals; have what they
students decide which of those know and
animals live by or in a pond allow me to
Ask each student to give an expand on
answer using at least one their
complete sentence. knowledge.

THROUGH RATIONALE REFLECTION

Let students know we are This book The picture walk through
going to read a book about a provides was a great success. The
different habitat. Show the students with students were very
cover and discuss that a a connection receptive to the images
bayou is a wetland with slow- between and answered all my
moving water, normally found animals and questions to the best of
in the southern U.S. their their ability. When they did
Ask students to tell what they environment. not know an answer we
see on the cover (animals and Doing a picture would talk it through and
their babies, water, etc.) walk-through then I would ask again. I
Do a picture walk-through helps get them thought the students
engaged in the would have difficulty
P.4-5: based on plants, is this a
story and remembering the word
warm place or a cool place?
helps me know bayou because they are
P.6-7: point out alligator, why
that when I ELs. However, when I
is it near the babies? read it to taught them to remember
P.10-11: why is the alligator them, they it as waving bye to
looking at the other animal? have some you they got it. I was
P.14-15: raccoon paws, what understanding also thrilled that the
are animals feet called? of what the students chimed in with
P.18-19: raccoons eating story is about. me every time I read the
eggs, did they eat all the turtle I want to keep phrase there are babies
eggs? How do you know? them focused in the bayou. This was a
P.22-23: baby duck, webbed by constantly successful portion of the
feet, what do the webs help asking lesson.
ducklings do? questions,
P.26-27: what is mother duck helping them
looking at and why? improve oral
P.30-31: which animal that we skills. Also,
have seen is the most chiming in is a
dangerous? strategy that
Read through the book now further
 and ask students to chime in engages
every time it says, There are students and
babies in the bayou. allows them to
be a part of
their own
learning.
BEYOND RATIONALE REFLECTION
Place a mat on the table that Sort Out is an I could not believe how
is separated into animals that easy strategy easily the students sorted
live in the bayou and animals that emerging out the different animals.
that live somewhere else. and expanding They took turns placing
Give students a collection of ELL students one down and when they
images that include animals can use, were all finished I asked
from the bayou and animals especially them if they believed each
from other habitats. because these was correct. They
Allow them to work particular answered confidently that
collaboratively to sort the cards involve they were and every
images out. pictures, not single student could tell
just words. me why a random animal
Once they have sorted them,
This activity on the mat (that I chose)
together they will tell me the
will show me belonged in the bayou or
names of the animals on each
how much the in a different habitat. I
side of the mat and how they
students knew from this activity
knew which side to put them
understood that the students
on.
about animals understood the difference.
and different One even pointed out that
habitats. the duck could go in both
because it also lives in
ponds. Amazing!