1

Lesson Plan: How do you think the animal will defend itself? Learning Goals:

• Students understand how different animal adaptations help animals to survive.• Students understand that constructive conversations involve responding to a partner’s ideas and

jointly creating ideas together.

Success Criteria:

Students will be able to: • Make an informed prediction about how an animal might protect itself from predators• Discuss predictions with a conversation partner, taking turns and building on each other’s ideas• Create and write down one idea - together with a conversation partner - about how an animal

might defend itself

Related CCSS/ELD Standards:

CCSS.ELA – Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA – Literacy.SL.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges. ELD: Interacting in Meaningful Ways – Collaborative: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics Next Generation Science Standard LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive

Text: What do you do when something wants to eat you? by Steve Jenkins

Materials: copy of puffer fish page with lines on the back for partners to record their idea (Our idea is...), anchor poster for conversation skills, sentence stems written on sentence strips

Connect: We have been learning all about animal adaptations and how they help animals survive in their habitats. Today we are going to read a book called “What do you do when something wants to eat you?” As we read, we will think about the ways that animals defend themselves from predators that are trying to eat them. Today we will discuss our predictions of how animals defend themselves with our partners in order to come up with one idea together. To come up with one idea we will take turns and build on our partner’s ideas. Put up anchor visuals (create one idea, take turns, build on our partners ideas) as we name the objective.

Teach/Model: Read aloud first two pages (When an octopus is threatened....) Stop and model a conversation:

Conversation prompt: How do you think this octopus will defend itself? Come up with an idea together with your partner.

Notice how in our conversation we take turns and respond to what our partner says to come up with an idea together.

Model Conversation:

B: What is your idea? A: I think the octopus will swim away really quickly. B: Why do you think that?

E n g a g e : K i n d e r g a r t e n – 2nd Grade Sample Task

2

A: I think it can swim quickly because it has really long tentacles. What do you think? B: I have another idea. One time I saw on TV that octopus can squirt ink. Maybe It can squirt the ink in the predators eyes. A: Oh yeah! And maybe the ink is poisonous and it kills the big fish. B: Or maybe the ink makes the water so dark the fish can’t see the octopus and so he gets away. A: How can we put our ideas together? B: The octopus could squirt the ink and then swim away really quickly. A: I agree with you because the octopus ink can scare the fish and then give it time to swim away!

Notice how in our conversation we took turns and we responded to what the other person said. When __ said that the octopus had ink, I didn’t start talking about pizza, I kept talking about her idea- how the ink can help the octopus defend itself. We also put our ideas to together to come up with one idea at the end.

T reads next page in the text (If a puffer fish is in danger…).

First conversation prompt: Together you and your partner are going to come up with an idea of how the puffer fish might defend itself. T will write on the board: How might the puffer fish defend himself?

When you are taking to your partner you might say...

Questions What do you think? Why do you think that? How can we put our ideas together?

Responses I agree… I disagree… I have another idea… I want to add...

Remember to take turns with your partner, respond to your partner’s idea, and come up with an idea together at the end.

Students will be given a copy of the page with the puffer fish. Students we have a conversation with a partner to discuss how the puffer fish might defend itself. (at carpet)

Second conversation: You built so many great ideas with your first partnership. Now you will have a chance to have a conversation with another partner to see if you can come up with an even stronger idea! You are going to have about three minutes to talk with your partner and come up with an idea together. Then you are going to write your idea down together. (at seats)

Closing: Today during your conversations I noticed….(share examples of students taking turns, responding to each other, asking questions to come up with an idea together). Together with your partners you came up with many creative ways that the puffer fish might defend itself from its predator. Let’s hear some of your ideas! Have 3 partnerships share their idea.

Task  Analysis  Tool  Understanding  Language  Initiative,  Stanford  University  

 Engage:  Kindergarten  –  2nd  Grade  

Sample  Task  Analysis    Task  

Analysis  Step  

Guiding  Questions  and  Resources   Analysis  

Step  1:  Examine  and  Identify  Appropriate  Instructional  Task  

 

Guiding  Questions:  Is/does  this  task:  o Clear  in  its  expectations?    o Grade-­‐level  appropriate?    o Aligned  to  the  standards?    o Require  students  to  use  

language  and  analytical  skills  to  demonstrate  their  content  knowledge?    

Is  this  an  appropriate  task  for  analysis?  Why?    Clear  expectations?  

• Yes,  expectations  are  clear.  The  teacher  reviews  what  the  class  has  studied  in  the  past  (survival  and    adaptation)  and  poses  the  main  task  for  the  day,  which  is  for  students  to  share  ideas  on  how  a    puffer  fish  defends  itself.    

• The  teacher  shows  a  video  that  models  a  conversation  with  a  colleague  with  sentence  starters  such    as:  Why  do  you  think  that/  What  do  you  think  /  I  have  another  idea/  I  agree/  How  can  we  put  our  ideas  together.  This  is  important  when  considering  language  demands  and  sets  up  expectations  for  students’  practice.      

 Grade-­‐level  appropriate?    

• Yes,  grade-­‐level  appropriate.    Standards-­‐aligned?    

• Yes,  aligned  to  science  and  language  standards.    Requires  multiple  demands?  

• Yes,  requires  students  to  use  language  and  analytical  skills  as  well  as  demonstrate  their  content    knowledge.    

• Rich  task        Specificity:    

• Specific  in  terms  of  what  is  being  expected  of  the  kids,  without  being  too  broad—happy  medium.    

• Focused  with  clearly  defined  goals.    • Not  so  narrow  that  there’s  just  one  right  answer.    

Step  2:  Identify  Task  Dem

ands  

 Guiding  Questions:  • Write  down  everything  

that  students  need  to  demonstrate,  know,  or  do  in  order  to  successfully  complete  this  task.  

• To  do  this,  read  (or  watch)  the  task  instructions.  

 Resources:  • For  Content  Knowledge:  

Common  Core  State  Standards,  Next  Generation  Science  Standards,  or  other  relevant  standards  (e.g.,  district,  state,  etc.)  

• For  Analytical  Skills:  Depth  of  Knowledge  (DOK)  Levels  (Find  in  Resources)  

• For  Language:  Language  Functions  and  Forms  PDF  (Find  in  Resources)  

What  do  students  need  to  do  and  know  in  terms  of…?    Content  Knowledge   Analytical  Skills     Language    

• Animals  adapt  to  their  environment    

• Add  to  the  ideas  of  others  Vocabulary:    

• Adaptation    • Predator  and  prey    • Animal  survival  skills    • Survive,  threaten,  danger,  

 defend      

CCSS:      RI.1.1.  Ask  and  answer  questions  about  an  informational  text  RI.1.2.  Identify  the  main  topic  and  retell  key  ideas  of  a  text      NGSS:      1-­‐LS1-­‐2:  Read  texts  and  use  media  to  determine  patterns  in  behavior  of  parents  and  offspring  that  help  offspring  survive.      CCSS.ELA    SL.1.1.  Participate  in  collaborative  conversations  with  diverse  partners  about  grade  1  topics  and  texts  with  peers  and  adults  in  small  and  larger  groups.    Literacy.SL.1.B.  Build  on  others'  talk  in  conversations  by  responding  to  the  comments  of  others  through  multiple  exchanges.              

• Identify  cause/  effect  

• Draw  conclusions  

• Make  inferences  (based  on  a  visual  on  the  page)  RI.7  

• Cite  evidence  to  justify  thinking  

• Negotiate  with  someone  else;  be  flexible  with  thinking  

• Collaborate  • Synthesizing  

ideas  • Explaining  

thinking  to  a  partner,  developing  a  logical  argument  

• Recalling  information  from  text  (Level  1)  

• Predict  

• Building  on  the  ideas  of  others    

• Contribute  and  listen  in  a    conversation    

• Ask  and  answer  questions.    • Expressing  ideas,  with  

support    from  sentence  starters  (which    model  language  form)    

• Language  to  show  that  you  are    building  an  idea  off  of  someone  else  (e.g.,  “I  agree  with  _____,  and  I  would  add...”)  –  connecting  their  thoughts  to  those  of  someone  else    

• Asking  clarifying  questions    • Expressing  and  supporting  

 opinions    • Persuading  /  Negotiating  

ideas    • Explain  in  writing    

 Standard:  Writing  5.1.  With  guidance  and  support  from  adults  focus  on  a  topic,  respond  to  questions  and  suggestions  from  peers  and  add  details  to  strengthen  writing  as  needed.    Vocabulary:  Survive,  threaten,  danger,  discuss,  defend  “Pufferfish  will  defend  itself  by____”  “The  threat  of  _______”      

Step  3:  Identify  Disciplinary  Practice(s)  

 Guiding  Question:  What  disciplinary  practice(s)  are  most  relevant  to  this  task?    Resources:  • Core  Disciplinary  

Practices  PDF  (Find  in  Resources)  

• Interactive  Correspondence  between  Practices,  Tasks,  and  Functions  PDF  (Find  in  Resources)  

What  are  the  relevant  disciplinary  analytical  practices  for  this  task:    Disciplinary  Practice  

Your  Reasoning  

ELA    Practice  5  

Students  build  upon  the  ideas  of  others  and  work  collaboratively.  (i.e.  The  lesson  directs  students  to  “Discuss  our  predictions…  with  our  partners  in  order  to  come  up  with  one  idea  together.”)  

ELA    Practice  3  

Students  use  evidence  and  construct  a  shared  argument.    (Their  “idea  of  how  the  puffer  fish  might  defend  itself”  is  their  argument.)  

ELA    Practice  6  

Do  students  have  to  do  it  in  a  certain  way?  Is  a  particular  register  taught/expected?      She’s  explicitly  teaching  discourse  structures  such  as  “Why  do  you  think  that?  I  agree/disagree…,  I  have  another  idea…”  and  asking  them  to  use  these  structures.    (i.e.  ”Our  idea  is  ___.”)  

ELA    Practice  2  

After  the  discussion,  students  are  supposed  to  write  a  sentence.  

Science  Practice  6  

Students  really  only  construct  explanations  without  “designing  solutions”.    They  explain  how  the  puffer  fish  will  defend  himself.    It  goes  along  with  ELA  Practices  3  and  5.  

     

Step  4:  Identify  ELP  Standard(s)  

Guiding  Questions:  What  English  Language  Proficiency  Standards  are  reflected  in  this  task?    Which  of  these  ELP  standards  do  you  feel  comfortable  measuring  or  intend  to  assess?      Resources:  • The  ELP  Standards  • Alternative  Organization  

of  Standards  • The  K-­‐12  Practices  Matrix  

(Find  in  Resources)      

What  are  the  relevant  ELP  standards  for  this  task?  Please  include  your  reasoning  behind  selecting  these  standards.    ELP  Standard   Your  Reasoning  ELP  1     Students  construct  meaning  by  listening  to  the  text.    ELP  2     Students  participate  in  exchanges  of  information.    This  is  

the  primary  emphasis  of  the  lesson.    ELP  3     Students  are  writing  an  informational  text  in  the  form  of  

their  collaboratively-­‐written  sentence.  ELP4     Students  construct  a  claim  when  they  state  their  prediction,  

but  they  are  not  necessarily  giving  evidence.    ELP  6   Some  students  may  be  critiquing  their  partner’s  claim  

during  the  oral  exchange.    Also,  they  have  to  analyze  what  their  partner  is  saying,  especially  since  the  teacher  provided  the  “I  agree…”  and  “I  disagree…”  language  supports.  

ELP  8   This  lesson  is  going  to  have  some  specific  science  vocabulary  that  we  will  need  to  focus  on  because  this  is  an  integrated  ELA  and  Science  lesson.  

ELP  9       Students  may  need  to  use  certain  language  to  address  cause  and  effect  and  making  an  inference,  but  it’s  not  emphasized  in  the  lesson.      

ELP  10   If  the  teacher  was  explicit  about  certain  verb  tenses,  then  perhaps  this  standard  would  be  called  out,  but  that  doesn’t  seem  clear  in  the  lesson  plan.  

 The  ELP  Standards  we  feel  comfortable  measuring  or  intend  to  assess  are:    ELP  1  –  This  standard  is  central  to  both  the  ELA  and  Science  demands  of  the  task.    They  have  to  understand  the  text  and  the  discussion  in  order  to  successfully  complete  the  task.    ELP  2  –  The  majority  of  the  lesson  is  focused  on  the  partner  dialogue.  It’s  the  easiest  to  formatively  assess  and  is  specifically  called  out  in  the  Learning  Goal  related  to  “constructive  conversations”.    ELP  8  –  Since  it  is  also  a  Science  lesson,  science  vocabulary  would  likely  be  very  important  to  assess.  

 

Engage: K-2 Task Sample Student Conversations Sample 1 0:08 BR: The (inaudible – blowers?) stick out and they will die

BL: Yeah 0:10 BL: Well, I have a different idea. 0:12 Maybe the puffer fish have those spikes (?) 0:18 Maybe they can, they can poke… they can poke them like that. 0:25 Yeah, maybe? 0:27 BR: That’s when (inaudible) scratch

BL: Yeah, they’re scratching them 0:31 BR: Poking?

BL: Yeah, and poking them, he just swim away and 0:38 BR: How? The puffer fish is slow, how does he swim away fast? 0:43 BL: Fast? Um, maybe by those, those fins? 0:49 BR: What? 0:50 BL: Maybe by those fins, it can flap them really(?) quickly 0:55 BR: Yeah, maybe 0:57 BL: Yeah, maybe 1:00 BR: I feel like, kinda like, like, I think we can make like one idea together 1:07 It’s like, I feel like, I feel like, I feel like, like, like the puffer got big (?) 1:13 And then like, the fish won’t be able to eat them 1:16 And eat them, Like (inaudible) 1:19 Swims slowly, and he’ll eat them, like 1:25 He’ll scratch himself, inside his (inaudible) 1:30 And he’ll die, right? 1:31 BL: Yeah 1:33 BR: Woooo, that’s a good idea 1:37 BL: Yeah

BR: We made one idea 1:39 BL: Yeah

BR: Ok, (inaudible) serious, bye. Sample 2 1. Student A: And and then it’s going to swim away because, swim away. Because the, this

– the the predator of the puffer fish, it it it is going to um, ummm. It’s going to, it’s going um, going to be dead. Your turn.

2. Student B: And then the, if it goes like this this, then it will get like bump into it and it

will get spikes. 3. Student A: And?

4. Student B: And it will go slow swimming, the predator, and then go down. And then it

will be dead. 5. Student A: Um. 6. Student B: And then and the puffer fish will go back to normal and then keep swimming. 7. Student A: Why do you think that? 8. Student B: Because, I saw uh that this fish was about eat the puffer fish and then and

then it got spikes on him and then he died.

Understanding Language/SCALE, Stanford University

Using ELP Standards Level Descriptors (PLDs) to Interpret Student Work

Understanding Language/SCALE, Stanford University

October 2016

Task: Puffer Fish Grade Level: 1

Step 1 Examine the Identified ELP Standard(s) and Corresponding Level Descriptors

Consulting ELP Standards and Level Descriptors

Examine the identified ELP Standard(s) and corresponding level descriptors for the task

If there are many applicable standards, choose one or two that relate to your students’ areas of growth.

Notes: Sample 1

Previous panelists identified ELP Standards 1,2, and 8 to assess.

Natalie agrees that Standard 1 is essential to the task, but that Standard 2 might be better for this task.

Jobi agrees that Standard 2 is better because participating in exchanges of information is essential to the task and a primary emphasis of the lesson.

Shaeley says that Standard 8 informs Standard 1 and 2, but is not the primary focus.

All agree that Standard 2 should be the focus of analysis. Sample 2:

Previous panelists identified ELP Standards 1,2,8 to assess.

Shaeley agrees that Standard 2 is a good match. But, students get into reasoning, so Standard 4 might be relevant.

Natalie agrees that Standard 4 is also relevant

Brenda notes that an instructional decision has to be made about which Standard to focus on, depending on student needs.

Shaeley thinks that it depends on which standards have been given a lot of time and attention.

Jobi thinks that it might be nice to look at Standard 4 because the focus has been on Standard 2

Step 2 Interpret Student Work Using the Standards Level Descriptors

Understanding Language/SCALE, Stanford University

Using ELP Standards Level Descriptors as rubrics to interpret student work

Do the same standards apply when you examine your students’ output?

What level(s) most accurately describe your students’ work?

Remember that the interpretation only tells you the level of this specific piece of student work; your students’ levels might shift based on different tasks or learning objectives.

Identify patterns (similarities or differences) in your students’ work if you are interpreting multiple pieces.

Notes:

Sample 1:

Natalie believes students should be scored at level 2 or 3 because students responding and prompting one another.

Shaeley says that students refer to a variety of topics, so students should be scored at level 3.

Jobi isn’t sure that both can be scored at same level. Student B is performing higher at level 4, and student A is at level 3 because “A” is stopping and starting.

Shaeley says that Student “A” might be trying to lead conversation, and therefore isn’t producing as much.

Brenda agrees and says that the score might depend on the task, and so teacher should continue to assess in other tasks to see those students’ performance.

Sample 2:

Shaeley notes there are minimal differences between 3 and 4, except for familiar texts vs a variety of topics. This task is in the context of level 4. Level 5 calls for introducing the topic and provide closure. Doesn’t believe students are at level 5.

Natalie thinks that students are at a level 4 because this is not a topic they are familiar with.

Shaeley believes students have substantive content input, even though their speaking is not as fluent.

Natalie reminds teachers that they tend to notice the form, but if the standards is one related to function, they should remember to focus on that.

Step 3 Identify strategies to support student needs Identifying instructional supports to improve student learning

Use the identified level (and perhaps the next level) to provide student with formative feedback.

Use the identified patterns in student work to plan for instructional adjustments.

Consult relevant state/district resources for suggested strategies.

Notes:

Sample 1:

Understanding Language/SCALE, Stanford University

Shaeley identified “Constructive Conversation Skills” from Jeff Zwiers as an important strategy and the others agreed.

Sample 2:

Shaeley identified brainstorming and jotting down notes before the conversation.

Jobi: Anticipatory guide

Natalie suggested then extending that strategy to then go back and look for evidence to support their opinions.

Jobi suggested that they could benefit from conversational scaffolding through “Constructive Conversation Skills” by Jeff Zwiers.

1

Lesson Plan Animal Adaptations

1st grade Previous Task: “Puffer Fish” Lesson objective:

• Students understand how different animal adaptations help animals to survive.

• Students understand that constructive conversations involve responding to a partner’s ideas and jointly creating ideas together.

Standards:

• CCSS.ELA—Literacy. SL. 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

• CCSS.ELA—Literacy.SL.1.B Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

• NGSS LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

• ELP1.2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Materials:

• Picture cards of animals in the wild (with identifiable adaptations for survival—i.e. camouflage, scent, ability to jump, bright color, poison)

• Pre-made sentence frames on cards or sentence strips for partner sets

• Paper, pencils, glue and construction paper

• Post it notes for each student

• Teacher checklist with skills to be observed Task: “How do they survive in the wild?” 1. Teacher models the conversation structure/rules for discussion (turn-

taking and repeating what you heard) using the puffer fish picture (a familiar topic)—holding the cards with sentence frames—(see page 5 below).

2

2. Distribute picture cards (see samples on page 6 below) of animals to partners.

3. Partners will converse using the sentence frames (sample conversation on page 4 below) for conversations comparing ideas about how animals are adapting to survive.

4. Partners will develop one idea together and write it down. 5. They will glue the picture and written sentence on construction paper to

post around the room. 6. After posting the pictures around the room, Teacher gathers students

back to sit together and look around at all of the pictures. Teacher tells them that they will get to observe all of the pictures and read other people’s predictions (hypotheses?) about the animal adaptations when they get together tomorrow. (see Formative Assessment follow-up below: it’s a great set-up for the next lesson)

Evaluation for Oral Discussion:

• Teacher checklist—listen to conversations

• Standards for evaluation: o Discussion:

▪ 1=listening to conversation; 2=participates in short conversation; 3=participates in short conversation, discussion, short written exchange; 4/5=participates in discussion, conversation & written exchange

o Question/answering ▪ 1=answers yes/no questions; 2=answers yes/no questions

and wh- questions; 3=asks/answers simple questions; 4/5=ask and answer questions

o Discussion skills ▪ 2=take turns; 3/4/5=follow rules for discussion

o Analysis ▪ 4=respond to comments of others, makes comments of own;

5=build on the comments of others, contributes his or her own comments

• If there isn’t enough time to evaluate everyone, this lesson is can be easily practiced over several days by printing more copies of the pictures and distributing them to different partners.

Follow up formative assessment for teachers, self and peers:

3

• Students will do a “room-walk” and read each other’s ideas. They can make notes or write questions (I notice…/ I wonder…) on post-it notes to leave on the papers.

• The “post-it” comments are starters for class discussion.

• If a picture is posted more than 1 time, then this would be an opportunity to broaden the class discussion to compare/contrast standards and supporting arguments with evidence.

Teacher/Student Model Conversation (from #1 above): Teacher:

I noticed that when many of you were discussing how the puffer fish was adapting to survive being eaten by its predator, it was kind hard to understand each other’s ideas and put them together to come up with one idea. So, I want to try another way of having a conversation that will to help us listen to our partner and tell our partner what we heard. Then your partner will get a turn to listen to you and tell you and say what they heard. If anyone didn’t hear it right, you will have a chance to fix it and make sure your partner really understands you! Once you are done listening to each other, you will work together to come up with one answer that you both like. You can decide that one answer is best, you can combine your ideas or you can think up a new one—BUUTTT….you must be able to explain why you think that!

So, let’s try this out! I am going to need a partner to help show how to do this! (choose a kid-partner)

• Display the puffer fish picture to the class again

• The first thing that you and I need to do is think of one word or one reason about what the puffer fish will do to survive and write it on this post-it note. Ready? Go! (should be quick since they just did this activity)

• Okay, now that we have our ideas written down, we are going to have our conversation:

o This is my conversation card o This is your conversation card o Me: I think it will ( ) because(___________).

(did you notice how I used the word from my post-it note where the 1st blank line was, and then I had to fill in my reason why?)

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o Partner: So, you think that it will (____________) because (_____________). (now, notice how my partner didn’t start talking about her own idea right away! First she has to make sure she understands what I am trying to say)

o Me: Yes, that’s right! ▪ (Or, no---I think it will ______because ______) (did you see how I chose one side of my card—it depended on if my partner was right or not!)

o Partner: I think it will ( ) because(___________). (now

she used the word from her post-it note where the 1st blank line was, and then I had to fill her reason why!)

o Me: So, you think that it will (____________) because (_____________).

o Partner: Yes, that’s right! ▪ (Or, no---I think it will ______because ______)

(now we need to come with one idea together—let’s try it!)

o Me: So we have 2 ideas: ▪ My idea is….

o Partner: ▪ My idea is….

o Me: How can we put our ideas together? o Me and partner:

▪ I think it is (_____________) because (_________). (did you see how we went back to our first card—but now we are putting our two ideas into one idea with our reason.)

o Me and partner: Let’s write it down

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Partner card template: CARD 1: SIDE 1: I think it will ___________________ because ___________. SIDE 2: So, you think that it will ______________ because _____________. CARD 2: SIDE 1: Yes, that’s right. SIDE 2: No, that’s not right. I think that it will ________________ because _________________.