ELD lesson plan model – Animal Testing

INSTRUCTIONAL UNIT
TEACHER (your name): DATE: GRADE 5 LESSON TITLE:
Rhonna Horney 3/2/2016 Acquisition Level: Animal Testing
Emerging
Expanding LESSON OBJECTIVE:
Bridging Students will be able to
read and comprehend
article titled ​Animal
SUBJECT (Content Testing. ​They will be
Area): ELD able to debate their
opinion using textual
evidence while actively
listening, exchanging
and calculating
discussion with
classmates.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

CONTENT​ ​STANDARD​ ​–​N/A
Interpretive- ​Listening actively  
Demonstrate active listening of read-
aloud and oral presentations by asking
and answering detailed questions with
occasional prompting and moderate
support.  

Collaborative ​– ​Exchanging Productive – ​Supporting opinions  

information/ideas: ​Contribute to class, a) Support opinions or persuade others
group, and partner discussions, including by expressing appropriate/accurate
sustained dialogue, by following reasons using some textual evidence
turn-taking rules, asking relevant (e.g., paraphrasing facts from a text) or
questions, affirming others, and adding relevant background knowledge about
relevant information.   content.  
 

ADAPTATIONS FOR LEARNERS

MODIFICATIONS FOR ELL RATIONALE REFLECTION

ASSESSMENT
STRATEGY FOR ASSESSMENT
Monitoring, checking for understanding, movement activities, pair share.

LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Computer, powerpoint, 4 large posters, markers, copies of handouts, microphone voice enhancement
 INTO, THROUGH, and BEYOND
RATIONALE REFLECTION
INTO
Motivation

Connect to prior
knowledge
Teacher asks the Connecting to prior Students were engaged and
knowledge about the animals readily available to share
question: “How many
that they have in their home their answers, as it pertains
of you have animals at will put into perspective what to them. This is a quiet class,
home? What kinds of kinds of animals are being so I made sure I let everyone
animals do you have?” tested on. who raised their hand share
about their animals.
Interactive
activity
Four columns:
Where do I stand? This allows students to use This activity went really well.
Students will get a intrapersonal skills to reflect The students were engaged
four-column chart. They and make their own decisions and vocal about how some
will be asked a series of about each topic. Allowing of the statements made
topics, which will be them to process other topics them feel. Unfortunately
posted via powerpoint in will allow them to understand this section took longer than
which they have to decide having different stances on anticipated. This section
where they stand: different topics. definitely could have been
strongly agree, agree, shortened to about 5-6
disagree, or strongly statements.
disagree.

Interactive
activity
Picture File Giving students a visual
allows for multiple learning The picture file got the
A picture file will be students’ brains really
provided showing the styles to be used. Some
students may not know the thinking. They still didn’t
students picture of know how all of this
different animals that are difference between a rat and connected just yet, but they
used for testing and also a mouse. The picture file were still engaged and trying
some examples of allows for students to use
to make stronger
products they may use at visual references when connections.
home that are tested on reading the article.
animals.
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THROUGH
(Using the text to
teach a concept)
Teacher reads the It is important that the
teacher model the correct As I read the story students
article stopping to
way to read the text including followed along. With 35
ask comprehension pacing, pausing and students, the classroom is
question about the pronunciation. While reading often difficult to maneuver. I
the story aloud, students will was able to use the
vocabulary. circle any words they may not teacher’s microphone audio
know. projection device, which was
Check for helpful.
understanding
It is important for the I edited the article so that it
Teacher checks for students to have a clear was at a more
understanding by understanding of the article comprehendible level for
asking comprehension so that they are fully these students. This allowed
question at the end of prepared to have discussion me to provide meanings of
the reading. with their group members certain words within the
and make an educated article. I asked students to
decision on where they sand circle any words they did not
on this topic. Teacher will know as I was reading and
also go over unknown words we went over them together
the students circled. afterwards. Comprehension
and summary questions
Interactive were briefly asked.
activity Unfortunately time was not
in my favor during this
Oreo Writing lesson, so I found the need
Graphic to move on quickly.
Organizer
Students will then decide Having a graphic organizer I passed out the graphic
whether they strongly allows students to focus and organizer where the
agree, agree, disagree or accomplish one piece of their students were instructed to
strongly disagree. They writing at a time without fill out the first three
will then use the provided becoming overwhelmed. sections (again because of
graphic organizer to state Once this organizer is the time restraint) using
their opinion and support complete, they have the their text for evidence. I
it with reasons and foundation of writing a walked around to monitor
examples from the text, paragraph. and gain and understanding
while the teacher walks of where some of the
around to monitor. students stood. Again, we
had to move on quickly from
this activity as well.
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BEYOND

Demonstrates
knowledge of
concept

Interactive
activity

Go to your corner It is important for students to I provided large posters to

Students will then go to create their own opinions, label each of the four
the corner that coincides however is it also important corners. I did not
with their stance on the that they have opportunities anticipate for all students
topic: “strongly agree, to discuss their opinions with except for a handful to
agree, disagree or others prior to sharing their have the same opinion on
strongly disagree” Once answer (or a portion of it) the article. I adjusted by
they are there their group with the entire class. Working separating the large group
will discuss why they together with their peers, into two groups so they
chose that corner, and solely with students who could more effectively
write a cohesive have the same opinion as work together. Because of
statement using the them, allowing students to time each group was not
sentence frame “I gain each other’s support able to write a cohesive
(strongly agree, agree, without having to process the statement on their
disagree or strongly other stances as well. They opinion, but they were
disagree) because…” will have the opportunity to able to discuss with their
using factual information listen and process other peers who held the same
from the article. groups’ opinions opinion as them. I went to
each group to check in and
then they were able to
share verbally their
opinion and textual
evidence.