Lesson Plan FormatLesson Plan #_ 1                                                                 Cooperating Teacher’s Name: Mrs. PetersGrade Level: 3Group Members’ names and lesson assignments. Mindy Johnson, Brooke Wortham, Kimberly CriswellLead Teacher: Shelby Ballenger[1] Group Members:       (Spell out what each member is doing for this lesson)Mindy: Modeling assistant, small group assistantBrooke: Modeling assistant, small group assistantKimberly: Modeling assistant, small group assistant(See itinerary attatched)                                                                             Strategy Used: Questioning: I learned, I wonderUnit Objectives: Students will be able to define animal adaptations. Students will be able to identify ….(what is key goal today?)  sounds like[2]                                                                                            See example plan

Activity

Procedure: What will you do? Include steps (A substitute should be able to read and follow plan)

Rationale: Why are you teaching this? How are you addressing the students’ needs?What text reading backs this up?*At least one text reading to back up each section- one for introduction—one for modeling—etc. (see example plan)

TEKS Connection Variety of Language Arts TEKS + at least one content TEK

Materials Needed(Give name and author for books used) All teachers in guided practice need to have a variety of resources ready (additional books/texts/info)

Introduction/Warm Up Activity(may be review of prior learning-could be warm-up poem about your topic-see examples)

Intro: Have Each Teacher introduce herself and explain that we are in college learning how to be teachers. Step[3]  1: Read aloud sections: Why do animals adapt? and What is adaptation? on page 4 in How do Animals Adapt?After reading explain how different animals have certain characteristics that allow them to survive through adaptation. Step 2: Lead teacher and co-teachers  will put on animal masks, tails, etc. displaying various traits of animals. Each teacher will describe their characteristics to the whole group and explain how they survive by these traits[4] . Deeper Understanding Questions:Can you think of any animals that have tails, beaks,

claws, etc.?

How could animals use their traits to help them

survive? Step 3: Review pre-made anchor chart that defines

The student’s needs are met because this lesson displays all 3 learning styles. There are posters and charts for those visual kids, explanation for the auditor learners, and hands on manipulates for kinesthetic style students. It also articulates how thinking helps readers better understand what they read. (page 58 in Strategies thaut Work[6] )

3.10 Organisms and EnvironmentsThe student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A)Explore how structures and functions of plants and animals allow them to survive in a particular environment. (3.1)Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (D) work collaboratively with others by following agreed-upon rules, norms, and protocols; (13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the details or facts that support the main idea;

Book Title: How do Animas Adapt?Written by: Bobbie Kalman Animal Accessories:TailBeakClawsFeet Anchor Chart and magnetic pieces

To Create:Cut out images of

physical and behavioral traits animals use to

adapt. Glue magnets to back so students can place them on

the chart displayed on the

white board.(23 pieces which is one for each student)

Whole Group(Modeling)

Step 1: While students are sorting, display I Wonder wall. Step 2: Lead teacher says to assistant, “Now that I’ve learned all about bear claws, I wonder if they bite them to keep them trimmed?”Explain to students that the more we learn about new topics, the more we wonder and want to explore the subject for deeper understanding[8] . Step 3: Explain to students what the Wonder wall is used for.Our wonder wall

displays questions we

want to answer from the learning we have found in our reading. As we move form

lesson to lesson, we will continue to add questions and find answers

to deepen our understanding of

adaptations. Write the question “Do bears trim their nails?” on a sticky note. Display[9] the note on the wall. Step 4: Display I learned/I wonder chart on the white board. Tell

Students will understand the definition of adaptation by learning through their questioning throughout group read-aloud. (page125-126 in Strategies that Work)

3.10 Organisms and EnvironmentsThe student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A)Explore how structures and functions of plants and animals allow them to survive in a particular environment. (3.6)  Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (B)  generate questions about text before, during, and after reading to deepen understanding and gain information[11] ;

I Wonder display I learner/ I Wonder Chart (5 copies) MarkersColored PencilsCrayons Large post it notes

Small Group(Guided Practice)

Step 1: Pass out pre-made I learned/I wonder charts to groups[12] .Step 2:Assistant teachers will divide and help further understandings in each group. Have assistant write a couple of “I learned” and “I wonder” statements, as the group finds information to model further. Students will read in partners Adaptations and Animal Bodies while taking turns writing their discoveries and wonders on the group chart. Allow 20 minutes for this procedure. Step 3: Pass out sticky notes to each group. Have the group discuss and decide on one question to add to our wonder wall. We will answer these questions at the beginning of next lesson. Questions to ask during Guided Practice:

What new information did

you learn on this page?

What questions do you still have

after learning

This activity allows students to create a deeper understanding for the text they read, while also displaying team work with classmates. In Strategies that Work, an excerpt under The more we Learn, The more we Wonder section states children should

StopThink

& Wonder(page 134)The lesson gives students a chance to stop at each page and think about what they are reading before continuing on.

3.10 Organisms and EnvironmentsThe student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A)Explore how structures and functions of plants and animals allow them to survive in a particular environment. (3.1)Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.The student is expected to: (D) work collaboratively with others by following agreed-upon rules, norms, and protocols; (3.6)  Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (B)  generate questions about text before,

Book Title: AdaptationsWritten by: Talia Reed(4 copies) Book TItile: Animal BodiesWritten by: Cory Phillips(4 copies) I Wonder Display Post it Notes Markers

Closure Activity/Sharing /Assessing learning (How will you determine if students’ met your objectives?

Step 1:Have each group share a couple of facts and wonderings from their chart. Closing questions to check for understanding:Who can tell me

what an adaptation is?Can someone

share what they learned today with

the class?Why do we ask questions while

learning new information[15] ?

This time allows the students to reflect on their learning. “When we summarize information during reading, we pull out the most important information and put it in our own words to remember it.” (page 212 in Strategies that Work)By allowing students to bullet point important information on their charts, we as educators are allowing them to share in their own words what they learned through the text provided in the lesson.

3.10 Organisms and EnvironmentsThe student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A)Explore how structures and functions of plants and animals allow them to survive in a particular environment. 3.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (H)  synthesize information to create new understanding;

Vocabulary: Adaptation: occurs in the body of an animal or in the way it behaves.Survival: The state of continuing to live or exist.Habitat: The natural home or environment of an animal, plant, or other organism.Camouflage: A color pattern on an animal that allows it to hide from enemies.

Itinerary

Intro (15 minutes) Have each Teacher introduce themselves and explain that you are in college, learning how to be a teacher.Shelby: “Good morning everyone, today we are going to be learning about animal adaptations. Has anyone ever heard of adaptations? Adaptations are behavioral and physical characteristics animals have to survive. My teacher friends and I are going to show you a few physical examples of how animals use their bodies to adapt.”Mindy: Explains how some animals use their beaks to survive and how, and then asks which animals students can think of that have claws.)Brooke: Explains how some animals use their tails to survive and how, and then asks which animals students can think of that have tails.)Kimberly: Explains how some animals use their feet to survive and how, and then asks which animals students can think of that have feet.)Shelby: (Explains how some animals use their beaks to survive and how, then asks students if they can think of any animals that have beaks?) “Now that we have explored some physical traits, let’s talk about behavioral traits.” (refer to anchor chart) Brooke: While Shelby and others are exploring the different behavioral characteristics, pass out envelopes to each desk. Shelby: Displayed on your desk is a white envelope. Take the pieces out and as a group, sort the pictures into either behavioral or physical traits to add to our anchor chart. Allow students 5 minutes to complete Shelby: Ask students to come up individually and add a piece to our chart. Give brief explanation as to why it goes in either column. Modeling (5 minutes) Kimberly: Display Wonder Wall Shelby: “Now that I’ve learned all about claws from Mindy, I’m wondering, do bears have to trim their nails? When we take the time to STOP LEARN and WONDER, we are allowing our learning to dive deeper into the subject. As we read, we create questions that allow our imagination and knowledge soar. Throughout our lessons, we will be collecting wonders from our reading on our Wonder Wall. Each week, we will spend a little bit of time answering our questions from the lesson before. It will be your job to research your wonderings while we are away. Maybe you can ask your parents, find a book in the library, or search the internet to find your answers. I am going to display my question so that we can research it for next time.”

(Write question on post it and attach to Wonder Wall.) Brooke: Display I learned I wonder chart. Shelby: “In today’s activity, we are going to look through some books that help us deeper understand Adaptations and how animals use their bodies to survive. As we read, we will jot down what we learned under the I Learned column on our charts, and our questions under the I Wonder column. After each student has found a new learning, your group will decide on one question to display on our I Wonder chart. We will pass a post it note to your table and you can either draw and caption your picture, or write it out. Let’s do one together so we know what to do in our groups.” Mindy: choose a fact to read out of Animal Bodies. Turn to that page and read aloud to the class. Write your fact on the I learned side of the chart. Then create a question to write on our I wonder side. Shelby: Get started on your charts and we will come around and help guide your learning[16] . Guided Practice (20 minutes) Teachers: Split up and scaffold learning through each group. After 10 minutes, pass out post it notes. Closing (5 minutes) Shelby: “Let’s finish up what we are working on and face forward.” Have each group share a learned and wonder with the class. Choose a student to bring their post it to the Wonder Wall. Bring class to front carpet for closing (See closing questions in Lesson Plan)