SIOP® Lesson Plan Template 33rd Grade STANDARDS:

SC.3.L.15.1: Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.

LACC.3.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).LACC.3.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

THEME: The Butterfly

LESSON TOPIC: Introduction/Lesson 1- Physical Characteristics of the Butterfly

OBJECTIVES: (Level 1)

Content: Prior to the lesson, students will complete two sections of a KWL chart by writing

what they know about butterflies and what they want to learn about butterflies with 100% completion.

Following the lesson, students will label a butterfly diagram using the vocabulary introduced in the lesson with 80% accuracy.

Language: During the Prezi, students will participate in a class discussion by answering

questions and sharing knowledge about butterfly anatomy and characteristics at a level that is appropriate for their language proficiency.

KEY VOCABULARY: invertebrate, arthropod, proboscis, Lepidoptera, antennae, abdomen, compound eye, hind wing, fore wing, proboscis and thorax (words defined for students and/or shown in various diagrams)

SUPPLEMENTARY MATERIALS: o Butterfly habitat (already set up in classroom with caterpillars in transition)o Photos hanging in the classroom (attached)o smart board and teacher created Prezio KWL Chart

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SIOP® Lesson Plan Template 3o butterfly science journals (for vocabulary & information about the butterfly)o blank butterfly diagramo various books on butterflies (see annotated bibliography for unit)o Show what you know board and post-it notes

Answer key:1. antennae; 2. head; 3. compound eye; 4. proboscis; 5. leg; 6. thorax; 7. abdomen; 8. hind wing; 9. fore wing

HOTS: HIGHER ORDER THINKING QUESTIONS AND TASKS: Discussing characteristics and anatomy of the butterfly Using books and the internet to help identify parts of a butterfly’s anatomy on a

diagram

MOTIVATION:Personal story: “Last fall my family and I went to a pumpkin festival. At this festival

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SIOP® Lesson Plan Template 3there was a netted area called the butterfly experience. I went in with my daughter and she loved seeing all the butterflies. They are so graceful and beautiful. It seems that a lot of kids are curious about butterflies and the transformation they make from a caterpillar. I thought it would be fun to learn about butterflies in class. So, that’s exactly what we are going to do. Before we get started, I want you to discuss your experiences with butterflies with your face partner.”

To activate prior knowledge: Students will pair with their face partners to discuss their previous experience with butterflies. The teacher will give them questions to discuss: When and where have you seen a butterfly? How do you feel about butterflies? What have you learned about butterflies in previous classes or grades? After a few minutes the teacher will have one student from each pair tell the class one thing their partner said about butterflies. Following the discussion, students will complete the first 2 sections of the KWL chart. They will complete the KWL at the end of the unit.

LESSON SEQUENCE:

To class, “now that we’ve shared some of our experiences with butterflies let’s get started on the first lesson of our butterfly unit.” (Start the lesson with a teacher created Prezi)http://prezi.com/omupdimt1r3f/the-butterfly/?kw=view-omupdimt1r3f&rc=ref-19656067

Discussion during the Prezi:- First, the class will discuss pictures that represent butterfly idioms (social butterfly,

butterflies in your stomach and the butterfly stroke). The teacher will call on students to explain what the pictures/idioms mean.

- Students will be introduced to butterfly vocabulary and they will write the vocabulary words and definitions in their butterfly science journals.

Invertebrate - animal with no back boneArthropod - animal with exoskeleton, segmented body & jointed legsProboscis - long, skinny tube the butterfly uses to drink nectar from flowersLepidoptera - scale-winged

- The Prezi has many visuals and diagrams to help ELL students understand the vocabulary and information presented.

- Following the Prezi, students will pair up with their shoulder partner. They will be given a diagram of a butterfly with its parts numbered. The students will use what they learned to complete the diagram. They will have books available and will be permitted to use the internet if need be. ELL students can label their butterfly in their native language if they choose to.

- Students will also glue their completed butterfly diagram into their butterfly journal

- Level 1 Language supports: On the Prezi, butterfly vocabulary and terminology were translated into Spanish by using Google translate (http://translate.google.com/). There is also a website which has information about the butterfly life cycle and anatomy translated into French, Spanish, Italian and Dutch (http://www.kidsbutterfly.org/). Students who speak a language other than Spanish will be assisted in translating the vocabulary in their native language

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SIOP® Lesson Plan Template 3using these websites.

Butterfly Science Journal: Periodically during the unit students will document observations they have made of the butterfly habitat. They will include drawings of the chrysalis at various stages and eventually the butterfly as it emerges. This data will be used in a later lesson.

PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES

o Activating background knowledge through a discussion with face partnero Starting a KWL charto Classroom discussion during Prezio Completing butterfly diagram with a partnero Observations of butterfly habitat

REVIEW/ASSESSMENT:

1. KWL chart (first 2 sections)2. Participation in classroom discussions3. Completion of Butterfly diagram

WRAP-UP: At the end of the lesson, students will write one thing that they learned during the lesson on a post-it note. They will put their post-it note on the “SHOW WHAT YOU KNOW” board hanging in the classroom.

SHOW WHAT YOU KNOW

(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.)

Photos hanging in the classroom:

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SIOP® Lesson Plan Template 3

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