Вы находитесь на странице: 1из 89

Bree Upper, Bri Bell, Eleni Trull, Lili Venegas

Teach and Learn 322


Thematic Unit

1
Table of Contents
Thematic Unit Plan
Rationale and Purpose
Content Standard
Learning Targets/Objectives
Accommodations Throughout the Unit
Student Voice Throughout the Unit
Reading and Writing Materials Used
Book Citations
Websites Used
Pre-Assessment Assignments
After the Pre-Assessment
Week One: Title
Week One, Day One
Week One, Day Two
Week One, Day Three
Week One, Day Four
Week One, Day Five
Week Two: Title
Week Two, Day One
Week Two, Day Two
Week Two, Day Three
Week Two, Day Four
Week Two, Day Five
Week Three: Title
Week Three, Day One
Week Three, Day Two
Week Three, Day Three
Week Three, Day Four
Week Three, Day Five

Thematic Unit Plan

2
Unit Plan: ​Animal extinction and human impact on the environment

Grade:​​ 5th

Rationale: ​This unit is meant to instill a sense of awareness about the environment and human
impact on our planet, including the impact on nature and animals. This is important for students
to learn and apply to their lives in order to sustain the planet.

Goal: ​Students will understand the impact humans have on the environment and how it effects
animal extinction. Teachers will teach students understand the impact humans have on the
environment and how it effects animal extinction.

Scope and Sequence:

Week and Day Goal


Week 1 Day 1 ● Introduce students to the idea of extinction

Week 1 Day 2 ● Get students talking about current day land animals that may
be related to dinosaurs.

Week 1 Day 3 ● Students will begin to understand human impact on animals


and the environment through learning about poaching.

Week 1 Day 4 ● Students will become aware of human impact on the


environment, plants, and animals.

Week 1 Day 5 ● Students will become aware of pollution and the harmful and
helpful events that take place.

Week 2 Day 1 ● Students will able to develop their own clean up invention
ideas.

Week 2 Day 2 ● Students will further their thinking about extinction and learn
about the effects extinction has on the environment.

Week 2 Day 3 ● Students will know about the ocean trash problem, and will
know how to help clean and protect the ocean.

Week 2 Day 4 ● Students will be aware of conservation and understand things


they can help do to keep the world clean.

Week 2 Day 5 ● Students will know about, and hopefully practice, many ways
to help protect the environment.

3
Week 3 Day 1 ● Get students to think about things they can do to protect the
environment and implement those ideas outside of class.

Week 3 Day 2 ● Students will begin to compile their knowledge of human


impact on animals and the environment in a research essay.

Week 3 Day 3 ● Students will work on developing their writing skills by


completing aspects of a research paper.

Week 3 Day 4 ● Students will prepare their paper for publishing and create an
attractive cover for their paper.

Week 3 Day 5 ● The goal is for students to share their reports with their
classmates and wrap up the environmental unit.

Content Standards:

Reading:
● CCSS.ELA-Literacy.RI.5.1​:Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
● CCSS.ELA-Literacy.RI.5.2​: Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
● CCSS.ELA-Literacy.RI.5.8​: Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence support which point(s).
● CCSS.ELA-Literacy.RI.5.3​: Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.

Writing:
● CCSS.ELA-Literacy.W.5.3: ​Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
● CCSS.ELA-Literacy.W.5.9​: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
● CCSS.ELA-Literacy.W.5.2​: Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
● CCSS.ELA-LITERACY.W.5.7​: Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.

Language:
● CCSS.ELA-Literacy.L.5.3​: Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
4
● CCSS.ELA-LITERACY.L.5.2
● Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.

Speaking and Listening:

● CCSS.ELA-LITERACY.SL.5.4​:Report on a topic or text or present an opinion,


sequencing ideas logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
● CCSS.ELA-LITERACY.SL.5.1​:Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on ​grade 5
topics and texts,​ building on others' ideas and expressing their own clearly.

● CCSS.ELA-Literacy.SL.5.1.d​: Review the key ideas expressed and draw conclusions in


light of information and knowledge gained from the discussions.

Science:
● 5-ESS3-1 Earth and Human Activity: ​Obtain and combine information about ways
individual communities use science ideas to protect the Earth’s resources and
environment.

Art:
● EALR 1: The student understands and applies arts knowledge and skills in dance,
music, theatre, and visual arts.

Math:
● CCSS.Math.Content.5.G.A.2​: Represent real world and mathematical problems by
graphing points in the first quadrant of the coordinate plane, and interpret coordinate
values of points in the context of the situation.
● CCSS.Math.Content.5.OA.A.2​: Write simple expressions that record calculations with
numbers, and interpret numerical expressions without evaluating them​.

Social Studies​:
● 1.1.2 Evaluates how a public issue is related to constitutional rights and the common
good.
● 3.2.3 Understands and analyzes the impact of the European colonists’ movement to the
Americas on the land and the indigenous peoples.

Learning Objectives:

5
● Week 1 Day 2
○ SWBAT​ to answer a question and explain their answer to the class.
○ SWBAT​ explain their answer to the question on the board in writing.
● Week 1 Day 3
○ SWBAT​ evaluate a public issue related to constitutional rights and the common
good
○ SWBAT​ engage in effective and collaborative discussion
○ SWBAT​ use evidence from a text to support reasoning
● Week 1 Day 4
○ SWBAT​ quote from the text while answering questions on a worksheet.
○ SWBAT​ recall information from the story to answer questions on a worksheet.
○ SWBAT​ determine the main events and ideas in the story.
○ SWBAT​ explain the relationship between the environment and animals.
○ SWBAT​ create a nature painting.
● Week 1 Day 5
○ SWBAT​ discuss pollution with their peers.
○ SWBAT​ use key details to summarize the video.
○ SWBAT ​determine between events that Helpful and Harmful events.
● Week 2 Day 1
○ SWBAT​ review key ideas about pollution.
○ SWBAT ​develop an invention using details from the video​.
○ SWBAT ​discuss and share their invention with their table groups.
● Week 2 Day 3
○ SWBAT​ discuss trash and recycling habits.
○ SWBAT​ discuss the ocean pollution.
○ SWBAT​ explain the relationship between two events, or objects that lead to
pollution in the ocean.
○ SWBAT​ research and answer questions with the use of the website.
○ SWBAT ​create a piece of art using recycled materials.
● Week 2 Day 4
○ SWBAT​ review key ideas about conservation .
○ SWBAT ​use evidence to develop answers with examples. ​.
● Week 2 Day 5
○ SWBAT​ quote from ​The Lorax​ when explaining their thinking.
○ SWBAT​ explain in hypothetical situation what they would do if they were the
holder of the last Truffula seed.
○ SWBAT​ compare and contrast the book to the movie.

6
○ SWBAT​ explain the relationship and effects of two or more individuals, events,
ideas, and or concepts.
○ SWBAT​ write simple expression and record calculations with numbers and
interpret numerical expressions, without evaluating them.
● Week 3 Day 1
○ ​SWBAT​ write 3-5 sentences about one helpful Earth act that they are going to do
at home and explain why they picked that act.
○ SWBAT​ read and comprehend different ways that humans are negatively
impacting the Earth and how they can help.
● Week 3 Day 3
○ SWBAT ​write a 5 paragraph informational paper about the extinct animal they have
chosen and explain why that animal went extinct, how they could have prevented it from
going extinct, and what we all can do to prevent extinction in the future.
○ SWBAT​ defend their reasoning using appropriate facts and details
○ SWBAT ​use the internet to research facts about their extinct animal that they can use in
their essay.
○ SWBAT ​to use their knowledge of negative human impact on animals to explain ways to
avoid extinction of further animals.
○ SWBAT​ understand and analyze the effects of European colonization of the Americas
○ SWBAT ​write an informative essay that contains correct punctuation, capitalization,
grammar, and spelling.
○ SWBAT​ engage in effective and collaborative discussions
● Week 3 Day 4
○ SWBAT ​write a 5 paragraph informational paper about the extinct animal they have
chosen and explain why that animal went extinct, how they could have prevented it from
going extinct, and what we all can do to prevent extinction in the future.
○ SWBAT ​use the internet to research facts about their extinct animal that they can use in
their essay.
○ SWBAT​ use their knowledge of negative human impact on animals to explain ways to
avoid extinction of further animals.
○ SWBAT​ defend their reasoning using appropriate facts and details
○ SWBAT ​write an informative essay that contains correct punctuation, capitalization,
grammar, and spelling.
○ SWBAT​ engage in effective and collaborative discussions
● Week 3 Day 5
○ SWBAT ​share their extinct animal reports with their table group members.
○ SWBAT​ ask and answer questions about their extinct animal reports.

Accomodations:

7
This unit is designed to make students aware of human impact on the environment, which is a
global issue and topic. For any ELL students, handouts can be made and given in the students first
language, if needed. Our activities include many visuals and movements to enhance understanding for
both ELLs and native English speakers. Handouts can also be enlarged for students with poor sight, or
printed in certain colors for students who may be color blind.
For students who finish activities early, there will be more activities, worksheets, and
questionnaires for students to furthering their thinking. These activities will allow students to take what
they have learned and then apply their knowledge to other situations, and practice working at a higher
thinking level. For students who need more time, or more individual instruction, the teacher or a
classroom helper will meet individually with the student and go over whatever is needed on the
worksheet.

Pre Assessment:
Most of the formative assessments will be informal. Students will fill out a variety of worksheets
to turn in. We will know the students meet the daily learning targets and are ready to move on by giving
daily exit slip activities for student voice and self reflection, and by giving feedback on their worksheets,
then meet with any individual students if needed.
The students’ unit journals will be the main summative assessment, along with a written paper.
Students will write in their journals daily to show their progress throughout the unit. The journal will
include, daily writing activities, science activities, math activities, and reflections after completing an
activity. The journal will show the students’ overall progress, and development, while the paper will show
how the students can apply the knowledge they acquired throughout the unit.

Student Voice:
Throughout this unit, students will be reflecting on their knowledge from the various
lessons by doing exit slips and journal writing. By doing these student voice activities we have
direct evidence of what students retained from the lesson. Also, for a lot of the lessons we have
checklists that students can refer to so that they can monitor their own work and make sure they
are on the right track. We also wanted students to explore how they would go about finding more
information about specific lessons so we asked them to write what resource they would use to
find that information.

Books:
● Almost Gone​ by Steve Jenkins
○ We picked this book because it is a good introduction book that gets the students
thinking about animals that are extinct and animals that are facing extinction. The
students will eventually have to pick an extinct animal for their research paper, so
this book gives them some ideas of animals to choose from, as well as look at
how these animals went extinct.
● Heroes of the Environment: True Stories of People Who Are Helping to Protect Our
Planet​ by Harriet Rohmer

8
○ We chose to read this book because it shows examples of many different kinds of
people, and all of the different ways they are helping the environment. There are
even examples of kids who are making a huge impact on the world around them.
We hope that this book will inspire students to make a difference, no matter how
small.
● If Sharks disappeared ​by Lily Williams
○ We picked this book because we thought it was book that will get the students
thinking how the ocean is home to many different types of animals. Sharks play a
very important role in keeping the ocean healthy, and if they were to disappear,
many of the shark species would be in danger of extinction.

Videos:
● https://www.youtube.com/watch?v=vP3pbh_-pu8​ Pollution video
○ This video concentrates on the effects of pollution, Air, Water and Land pollution.
It talks about Landfills, Oil Spills and chemical smokestacks. This is a quick
documentary that will teach students about the effects on Air, Water, Land
pollution.
● https://www.youtube.com/watch?v=XAzGC89n0S4​​ Dinosaur to Birds
Transformation Video
○ The purpose of this video is to get kids to understand that birds are the closest
animals to dinosaurs because birds evolved from dinosaurs. Once they understand
this we can move forward with the unit and start talking about current land day
animals that have gone extinct.
● The Lorax​, the movie​​.
○ Students will watch the movie to compare and contrast it to the book, and so
students can understand the impact of the truffula trees if they did not fully
understand it just from the read aloud of the book.
Articles:
● https://www.onegreenplanet.org/animalsandnature/the-devastating-effects-of-wildlife-poa
ching/​ ​The Devastating Effects of Wildlife Poaching
○ This article discusses the effects of poaching on animals, and the environment. It
is a fairly short article that does a great job of giving an introduction into what
poaching is and its effects.
● http://printableworksheets.in/?dq=Pollution%20And%20Conservation​ ​Pollution and
Conservation
○ This article talks about the pollution and the conservation. It walks about the
health impacts of pollution. In the article it goes over conservation and what the
students can do to help protect our environment.

9
Websites:
● https://www.theoceancleanup.com/great-pacific-garbage-patch/​ ​Great Pacific Garbage
Patch Video
○ This website is a kid friendly website that talks the great pacific garbage patch.
The Great Pacific Garbage Patch is the largest accumulation of ocean garbage in
the world. It is located between Hawaii and California. Included in the website is
a video that the students will watch, about the Great Pacific Garbage Patch.
Students will learn about the Great Pacific Garbage Patch and its accumulation of
garbage in the ocean.

● http://footprintseducation.org/kidz-zone/how-can-i-help.php​ What can you do to help


the Earth?
○ We picked this website because it had a bunch of ideas kids could look at to see
how they can help clean up the Earth. Then once they read the small passages
about saving the earth they can decide which idea they like best and will try to
implement at home.
● https://twitter.com/saveanimals​ ​Cover Picture
○ We picked this website because it had a great picture that we wanted to use for the
cover of our thematic unit. Our unit is centered around saving animals from
extinction so we thought it would be great to have an image that captures that.
● http://www.discoveryeducation.com/teachers/free-lesson-plans/protecting-our-planet.cfm
Protecting Our Planet Acitivty
○ This website provided the human pollution activity, on day 4 of week 1. This
website was clearly explained the activity and expectations and was pertinent to
our topic. This activity also seems like a powerful activity to get students to
realize how their actions impact the environment.
● https://www.theoceancleanup.com/​ ​The Ocean Cleanup
○ This website is an informational website that addresses the issue of garbage
patches in the ocean. The website is user friendly and easily navigable, making it
awesome for the classroom. It also talks about what they are doing to reduce the
trash in the ocean, and what people like us can do in our daily lives to help protect
the ocean and environment.

Parent Letter:

Dear Parents,  
 

10
Hello! We cannot believe it is April already! As this new month approaches, we 
will begin a unit on extinction and environmental issues. Some of the topics we will be 
covering include dinosaurs, pollution, conservation, and human impact on the 
environment. These topics will be covered in all subject areas and will ultimately end 
in a research paper in which students will get to research an extinct animal of their 
choice. We are so excited to see what the new month will have in store for us, and all 
of the learning that is to come! Please feel free to visit our classroom and see all of the 
wonderful activities we have planned!  
 
Here’s to a great April! 
 
Sincerely,  
 
Miss. Bell, Miss. Trull, Miss. Upper, and Miss. Venegas  
 

Week 1 Day 1

T&L Instructional Plan Template


(Updated 4/17/15)
(edTPA Aligned)

11
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information ​(When doing the actual edTPA, leave out identifiers)

Teacher Candidate:​ Eleni Trull, Bri Bell, Bree Upper, and Lili Venegas Date:​ 4/16/18
Cooperating Teacher: ​Sandra Casanova Grade: ​5th
School District:​ Pullman School: ​Jefferson Elementary School
University Supervisor:​ Lori White
Unit/Subject:
Instructional Plan Title/Focus:

Section 1: Planning for Instruction and Assessment

a.​ Instructional Plan Purpose:​​ Teacher candidates explain how this instructional plan develops
students’ conceptual understanding of overall content goals. This is sometimes also called a
“rationale” and includes a “what, why, how” general statement (see also ​Central Focus​ in edTPA)

Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to
this one (yesterday) and what related lesson will come after this one (tomorrow)?

This will be an introductory lesson at the beginning of the unit. The purpose of this lesson will be to
introduce the concept of extinction to the students. We will accomplish this by using dinosaurs and
their extinction as an example. We will use vocabulary associated with extinction (ex: extinction,
endangered, paleontologist, era, periods, fossils, climate) to deepen student understanding of the
causes and effects of extinction.

1. State/National Learning Standards:​​ Teacher candidates identify relevant grade level


concepts/content and align them to Content Standards—Common Core Standards or
Washington State EALRs, or National.

● ​CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
● CCSS.ELA-LITERACY.L.5.4.C
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation and determine or clarify the precise meaning of key words and
phrases.
● CCSS.ELA-LITERACY.SL.5.1.C

12
Pose and respond to specific questions by making comments that contribute to the discussion
and elaborate on the remarks of others.
● WA State Art Performance Standard (VA:Cr1.1.5) a.
Combine ideas to generate an innovative idea for art-making.

1. Content Objectives (​​to be copied in Assessment Chart below​) and alignment to State
Learning Standards:

● SWBAT identify the relationship between two or more individuals, events, or concepts, in a
historically scientific setting. (dinosaurs in this case). (RI.5.3.)
● SWBAT reference text, or materials, both print and digital, to determine the pronunciation
and meaning of new words. (L.5.4.)
● SWBAT ask specific questions by making meaningful contributions to the discussion that
elaborate on other ideas. (SL.5.1.)
● SWBAT respond to specific questions by making meaningful comments that contribute to the
discussion and elaborate on other ideas.(SL.5.1.)

Aligned standard:

Language Objectives:
● SWBAT contribute to group discussions in a positive and constructive way

Aligned standard:
● CCSS.ELA-LITERACY.SL.5.1.C

1. Previous Learning Experiences​​: Teacher candidates should explain what students know and
have learned that is relevant to the current lesson topic and process.

Students should know how to ​Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information in
the text. Students will also should be able to determine the main idea of a text and explain how it
is supported by key details; summarize the text.

1. Planning for​​ ​Student Learning Needs​​ (accommodations, student experiences, prior


learning and experiences):

Students that need extra will have the chance to take as much time as needed to finish. Students also
have the chance to draw out a picture of the vocab word in a way they will understand and know
what it means. Having pictures also helps those students that are ELL because it gives them the
chance to understand the vocab word in here own way and draw pictures that make sense to them.

13
f. ​Assessment Strategies​​ (Informal or formal) (Formative or Summative)
Teacher candidates should attach questions, worksheets, tests or any additional documentation
related to their assessment strategies, including accommodations or modifications for students
with disabilities as stated in their IEPs. They may also attach appropriate marking rubrics,
criteria lists, expectations, answer keys, etc. Consideration for ​multiple means of expression
should occur here. That is, how will teacher candidates allow for K-12 students to express
their learning in different ways? Will K-12 students be given some choice?

Content/Language Objectives Assessment Strategies

SWBAT identify the relationship Formative: Students will discuss and write in
between two or more individuals, their journals. The teacher will take note during
events, or concepts, in a historically the discussion and will look at the journals at
scientific setting. (dinosaurs in this checkpoints during the unit.
case). (RI.5.3.)

SWBAT reference text, or materials, Formative: Students will indicate which words
both print and digital, to determine the they referenced and cite where they looked, in
pronunciation and meaning of new their journals.
words. (L.5.4.)

SWBAT ask specific questions by Formative: Teacher will observe students


making meaningful contributions to the during discussion and take note of participation.
discussion that elaborate on other ideas.
(SL.5.1.)

SWBAT respond to specific questions Formative: Teacher will observe students


by making meaningful comments that during discussion and take note of participation.
contribute to the discussion and
elaborate on other ideas.(SL.5.1.)
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is ​formative ​or ​summative​​.
Note: ​most ​assessment is considered formative when thinking about day-to-day lessons. Summative
is related to ​mastery​​. An exception might be having a “formal” quiz mid-way in a unit to assure that
students are on track with a certain degree of proficiency. Should the quiz indicate students are not
progressing, and adjustment of timing in the instructional “unit” will be required.

14
g. ​Student​​ ​Voice: ​ Student voice​ ​is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the​ three​​ required
components of student voice and identify how students will reflect and/or communicate on
their learning or progress toward meeting the goals. (Use the following table.)
Student-based evidence Description of how students
K-12 students will be able to be collected (things will reflect on their learning.
to: produced by students:
journals, exit slips,
self-assessments, work
samples, projects,
papers, etc.)

1.​ ​Explain student learning Journal. At the end of lesson, or


targets and what is required to typically at the end of they day,
meet them (including why students will be asked to write
they are important to learn). and reflect in their journal.

Questions students will answer


in journal:
1. In your own words,
what were the learning
targets today?
2. What does it look like
if a student meets these
learning goals?
3. Why do you think
today’s activity was
important?

2.​ ​Monitor their own Journal. 1. Do you think you have


learning progress toward the met these learning
learning targets using the Rate 1-3 for each goals? Rate 1-3 for
tools provided (checklists, learning goal. each goal listed.
rubrics, etc.). Explain what you
would like to work on
to meet the goals you
haven’t met yet.
1= Emerging. I still want more
practice, I don’t really get it,

15
2= Meeting. I want a little
more practice, I kind of get it,
3= Exceeding. I totally get
this, and could teach others if
needed

3.​ ​Explain how to access Journal. 1. What resources were


resources and additional available that could
support when needed (and help further your
how/why those resources will understanding and help
help them). you reach the learning
goal?

h. Grouping of Students for Instruction:​​ Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support language
learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include random,
ability-based, interest, social purposes, etc.). Recognize that some lessons or parts of a lesson
may call for grouped work or individualized work or both.
Students will discuss with their elbow neighbors so this gives them a chance to hear what their peers
think. Then when the students are working on their unit vocab worksheet they will work as
individuals but if they are in need of help before asking a teacher they can ask their elbow neighbors.
When the students have the chance to ask their elbow neighbor for help when defining a vocab, it
helps the student hear how their neighbors are defining and that can help the student asking to be able
to come up with their own definition.

Section 2: Instruction and Engaging Students in Learning

1. Introduction​​: Teacher candidates identify how they are going to introduce the concept, skill
or task in a way that gains students’ attention and gets them involved (the lesson “hook”).
“Good Morning 5th graders, we are going to be talking about the extinction of dinosaurs today! What
do you all know about the dinosaurs?”

*Waits for student responses*

“Awesome! Let’s dig a little deeper into the extinction of the dinosaurs.”

1. Questions:​​ Questions teacher candidate will ask during the lesson that drive thinking and
learning and engagement (5 or more questions) and in parentheses, indicate Bloom level
16
and/or question type to ensure that you are posing questions that push critical thinking and
engagement (e.g. Analysis/Divergent)

● What is extinction? (1)


● What are some things that cause extinction? (2)
● Can anyone know for sure what happened to the dinosaurs? Why or why not? (4)
● How have scientists come to their conclusion about the dinosaurs? (3)
● Do you agree with the scientists conclusion? Why or why not? (4)

1. Learning Activities:​​ Describe what the teacher ​will do​ and ​say​ and ​students​​ will ​do​ during
the lesson. Write it as a procedural set of steps in the left column of table below. On the
right, refer to a supporting learning theory or principle driving that activity and/or your
rationale for doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use references
from texts, research/peer reviewed journals, or other learning theories to support your choice of
activities. You might draw from your 301 and/or your methods courses here.
o​ ​Connections between students’ own lives, experiences, cultures, interests and the content.
o​ ​Active learning over passive learning (e.g. SCI Learning Experiences ladder—​simulation over
verbal)​
o​ ​Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o​ ​Multiple means of representation for the K-12 students (UDL principle)
o​ ​Multiple means of engagement for the K-12 students (UDL principle)
o​ ​Multiple means of expression of learning by the K-12 students (UDL principle)
o​ ​Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o​ ​How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(​Why​ are you doing what you are
doing?)

Example:​ Transition from introduction by Supports multiple means of engagement,


asking students to look at “inputs” and in and allowing students to generate their
pairs, create a list of additional own inputs from experience; is more
community assets/contributions (inputs) culturally responsive than teacher
for social change diagram. Circulate generated ideas only.
around groups to observe students’
progress.

17
1. “Great class discussion everyone! ​ iaget: Schemas
P
Now I am going to read aloud the Students are taking new information
book ​What Happened to the from the book What Happened to the
Dinosaurs a​ nd I will make sure to Dinosaurs and applying it to what they
put the book on the document already know about dinosaurs. Their
camera so that you can see the schemas may change based on how
pictures too! Make sure to follow much information they knew prior to the
along.” read aloud.

2. “Alright, now that you have listened to ​ ygotsky: Scaffolding


V
what happened to the dinosaurs I am going The teacher is providing the students
to pass out a vocab sheet that will help you with the tools to succeed when
with understanding our extinction and continuing in the extinction and human
human impact unit.” impact on the environment unit by
*Teacher passes out vocab sheet providing them with vocab that will be
frequently used.

3. “Okay now we are going to do one of Bandura: Observational Learning


these vocab words as a class. I am going to The teacher is showing the students how
model how to use the dictionary so that you to do the vocab sheet and how to find
guys can do it on your own. Remember that definitions and write them in their own
we need to write our definitions in our own words.
words.”
*Teacher looks up the word climate and
asks students to come up with their version
of the defintion.

4. *Teacher writes down student version Bandura: Observational Learning


of the defintion The teacher is showing the students how
“Now I am going to draw a picture of to do the pictures on the vocab sheet.
climate based on our definition. I think I
am going to draw the seasons to show that
the climate is different depending on
location.”

5. “Since I showed you guys how to fill out Vygotsky: Scaffolding


this sheet I want you to fill out the rest of The teacher set students up to succeed by
the vocab sheet individually. Once you previously modeling a part of the
finished writing your definitions and activity. They should be able to master it
drawing you can use colored pencils to on their own, but they can always ask for
color in your drawings. If you get stuck on help from a partner or the teacher.

18
a definition, feel free to ask an elbow
partner for help or to share their definition”
*Students work on vocab sheets.

(Add rows as needed)

1. Closure:​​ Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on
what is important.
Thank you all for working so hard. We learned a lot in such a short time! We learned what extinction
was, we learned some theories about what might have happened to the dinosaurs, and we learned
some new vocabulary. We also got to draw some awesome pictures! Your drawings all look
amazing. I am very excited to take a closer look at all of them later. For now, we are going to move
on to our next activity.

1. Independent Practice:​​ Describe how students will extend their experiences with the content
and demonstrate understanding in a new and different context (perhaps even outside of the
classroom). Include possible family interaction​ ​(identify at least one way in which you might
involve students’ families in this instructional plan.)

As a casual homework assignment the students will go home and try to find their vocab words in a
book at home. If they find any they are to bring the book to class and show their peers. They can also
find the words in other types of reading materials such as magazines or articles.

1. Instructional Materials, Resources, and Technology: ​Attach a copy of ALL materials the
teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media tools,
and any assessment materials utilized.
● What Happened to the Dinosaurs b​ y Franklin M. Branley
● Colored Pencils
● Pencils
● Vocab worksheet
● Dictionary

1. Acknowledgements:​​ Acknowledge your sources

Vocab Sheet

19
Directions​​*: Look up the literary term in the book ​What Happened to the Dinosaurs ​or in a
dictionary and write the definition in your own words. Under the definition, draw a picture of the
term in the box provided. Once you have finished writing your definition and drawing a picture you
can use colored pencils to color your pictures.

Climate:​​_________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________

Endangered:​​______________________________________________________________________
_________________________________________________________________________________
____________________________________________________________

Era:​​_____________________________________________________________________________
_________________________________________________________________________________
_____________________________________________________________

20
Extinct:​​__________________________________________________________________________
_________________________________________________________________________________
_____________________________________________________________

Fossils:​​___________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________

Paleontologist:​​____________________________________________________________________
_________________________________________________________________________________
____________________________________________________________

21
Periods:​​__________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________

Other Daily Activities:


8:30-9:00: Class Discussion: ​When students walk into the classroom they will discuss what they
think happened to the dinosaurs and then the teacher will read the book ​What Happened to the
Dinosaurs b​ y Franklin M. Branley.
9:00-9:30- Literary Vocab: ​Teacher will give students the unit vocab sheet and have them fill it
out with their own definitions and draw a picture to go with the definition.
9:30-10:15- Reading Groups: ​Students will either read a book of their choice or be working
with the teacher in their reading groups. Teacher will mention that there are books about animal
extinction and dinosaurs displayed at the front of the class.
10:15-10:30 Recess
10:30-11:30-Math: ​The teacher will ask the students to guess how long ago the dinosaurs went
extinct and then once the kids respond with a large number they can have a class discussion
about place value with larger numbers (greater than 100,000).
11:30-12:00 Lunch
12:00-12:15 Lunch Recess
12:15-1:00-Science- ​Students will get a chance to look at some pictures of dinosaur fossils and
then draw what they think the dinosaur would look like based on the fossils.

22
1:00-1:30 Specialist (P.E)- ​Students will play a quick warm up game of Fire in the Forest, but
instead of choosing current day land animals they have to be different types of dinosaurs.
1:30-2:00- Writer’s Workshop- ​Students will be getting a lesson on how to write a good
introductory and concluding paragraph in preparation for their final research paper at the end of
the unit.
2:00-2:30- SSR- ​Students will get to free read for the last 30 minutes of class. The teacher will
mention that there are books about dinosaurs in the front of the room if they would like to read
those.

Week 1, Day 2

Goal: ​By having a class discussion about dinosaurs and what current day animals they are
related to it will get the students thinking about current day land animals and that will help
transition into our next lesson on negative human impact on land animals. By watching the
youtube video, Transformation: Dinosaurs to Birds, it will help students understand that birds
evolved from dinosaurs.

Overview: ​The teacher will start the class by asking the whole class “What current day animal
do you think is most directly related to a dinosaur?” Then she will ask them to grab a stickynote
from the center of their table and write down their answer with a pen or pencil individually.
While students are writing down their answers the teacher will write the question on the
whiteboard and pull up the youtube clip that explains the answer (doesn’t play the clip yet). Once
most kids are done writing their answer the teacher will allow students to share their answers at
their table groups. The teacher will then ask a representative from each table group to share their
groups answers and then place the stickynotes under the written question on the whiteboard. The
teacher will not tell the students whether they are wrong or right, but simply play the youtube
clip that explains the answer to their question. Afterwards, there will be more time for class
discussion to answer any further questions and give some clarification. The teacher will then ask
the class if they know of any other extinct animals. The teacher will call on people to share and
then pass out an exit slip that says “We know that dinosaurs went extinct because of an asteroid,
but do you think animals today are going extinct because of humans or natural causes? Why do
you think that?” The students will fill out this slip and turn it into the turn in basket.

Standards:
1. CCSS.ELA-LITERACY.SL.5.1

23
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on ​grade 5 topics and texts,​ building on others' ideas and
expressing their own clearly.

Learning Objectives:

1. ​SWBAT​ to answer a question and explain their answer to the class.


2. ​SWBAT​ explain their answer within their writing.

Materials:
Stickynotes
Youtube clip
Computer
Whiteboard
Expo Markers
Exit Slip

Instructional Strategy: ​The teacher will instruct students to write the answer to the question on the
board individually and then she will have students share their answers in their table groups. The
teacher will then conduct a class discussion about everyone’s answers before and after they watched
the video. The teacher will then pass out an exit slip for students to do individually.

Assessment: ​The teacher will be observing the class and putting a check mark by every kid that
participates by answering the question on the board. Students will also receive a check mark when
they turn in their answer to the question on the exit slip. They are just being graded on participation.

Exit Slip

1. We know that dinosaurs went extinct because of an asteroid, but do you think animals today
are going extinct because of humans or natural causes? Please explain in 2-3 sentences.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________

Other Daily Activities:

24
8:30-9:00: Entry Task: ​When students walk into the classroom they will be given the question
about the closest relative to dinosaurs. Students will then participate in a class discussion and
watch the video clip.
9:00-9:15-Class Discussion and Exit Slip: ​Teacher will hold another class discussion and then
have students do an exit slip worksheet about causes of animal extinction.
9:15-10:15- Reading Groups: ​Students will either read a book of their choice or be working
with the teacher in their reading groups. Teacher will mention that there are books about animal
extinction, dinosaurs, and birds displayed at the front of the class.
10:15-10:30 Recess
10:30-11:30-Math: ​Students will continue working on division of 4 digit dividends and 2 digit
divisors. There will be a problem on the worksheet that has students look at a graph of the steady
decline of dinosaurs and have them find a pattern in the data and figure out what the number is
being divided by.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess
12:15-1:00-Science- ​Students will be observing transitional fossils from dinosaurs to birds. For
an activity they will have to put the fossils in order from past to present.
1:00-1:30 Specialist (Music)- ​Students are practicing for their spring choir recital. Before they
leave for specialist the teacher will ask students to tell her what the closest current day land
animal is to a dinosaur for reiteration.
1:30-2:00- Writer’s Workshop- ​Students will write in their journals about the prompt “What do
you think life was like when dinosaurs roamed the Earth?”. This will be one of their free write
journal entries.
2:00-2:30- SSR- ​Students will be able to free read for these last 30 minutes, but the teacher will
emphasize that there are books about animal extinction, dinosaurs, and birds displayed at the
front of the class if they want to find out more​ about the connection between dinosaurs and birds.

Week 1, Day 3

Goal: ​Guide students to an understanding of how illegal hunting activities (poaching) have a
negative impact on not only wildlife, but the environment as well.

Overview:​​ Students will begin the day by watching an adorable video of baby elephants. They will
then read an article that discusses incidents of poaching, and how illegal hunting of animals
negatively impacts the animal population, and the environment. They will learn about the wolves of
yellowstone, and how removing one animal from an environment can have an extreme impact on an
ecosystem. Students will then debate the ethics of poaching, protected lands, and protected animals.

25
By the end of the day, the students should have a better sense of the impact and ethical dilemmas
associated with poaching.

Standards:
1.1.2 Evaluates how a public issue is related to constitutional rights and the common good.

CCSS.ELA-LITERACY.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and


teacher-led) with diverse partners on ​grade 5 topics and texts,​ building on others' ideas and
expressing their own clearly.

CCSS.ELA-Literacy.W.5.9​: Draw evidence from literary or informational texts to support


analysis, reflection, and research.

Learning Objectives:
SWBAT evaluate a public issue related to constitutional rights and the common good
SWBAT engage in effective and collaborative discussion
SWBAT use evidence from a text to support reasoning

Materials:
● Writing journals
● Poaching article
● US constitution

Instructional Strategy: ​The main instructional strategy for this day is to conduct productive class
discussions.

Assessment: ​The assessment strategy for this lesson will be observational notes, as well as recording
and responding student responses in their writing journals.

Other Daily Activities:


8:30-8:40 Entry Task: Watch an adorable video of baby elephants playing in water
8:40-9:15 What do you know about Poaching?: ​We will begin with a class discussion about
what poaching is, and what the class thinks the effects of poaching are. We will then read the
article “The Devastating Effects of Wildlife Poaching” from OneGreenPlanet.org. After reading
the article, students will turn and talk with a partner about two things they learned, and one thing
they are still wondering about.

26
9:15-10:15- Reading Groups: ​Students will join their reading groups where they will each get
another article to read about the effects of poaching and the permanent damage it can cause.
They will conduct small group discussions about what they think, feel, or want to do about
poaching.
10:15-10:30 Recess
10:30-11:30-Math: ​Students will calculate the rate at which the wolf population is returning to
yellowstone. They will do this by looking at the pattern of repopulation to predict the size of the
yellowstone wolf population in the year 2025.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess
12:15-1:00-Social Studies: ​Students will examine the bill of rights and determine whether or not
it provides protections for people’s rights to the land and to hunt. We will have a discussion on
whether or not it is constitutional to have protected lands or animals and discuss the ethics of
having protected lands and animals.
1:00-1:30 Music: ​Students will be with the music specialist at this time.
1:30-2:00 Choice Write Time: ​Students will be given a choice of prompts they may write about
for this half hour. The prompts will include the following; “Why do you think people poach
animals?” “What are some ways you could prevent poaching?” and “Do you think it is important
to protect and preserve animals that are being poached? Why or why not?”
2:00-2:30- SSR- ​Students will have the opportunity to free read at this time.

Week 1, Day 4
Goal: ​At the end of today, students will have began to critically think about human impact on the
environment, and ultimately, their impact on the environment.

Overview: ​The day will begin with a partial reading of Dr. Seuss's, ​The Lorax,​ which students
will discuss and continue to think about throughout the day. In the afternoon, students will
participate in a human pollution activity, outside. There will be five groups; humans, plants, fish,
plant eating animals, and fish eating animals. The class stands in a large circle, then group one
steps in. Give group one the red colored pasta and have them scatter/throw it inside of the circle,
then have them return to their original spots. The red pasta represents pollution, garbage, oil,
pesticides, etc. Next, have group two step in, they are the plants. Each students picks up a red
piece of pasta, and stays where they are. Half the circle is land, and half the circle is water,
showing students that pollution affects both land and ocean plants. The remaining groups would
enter the circle one by one, eating a plant, or eating fish, also being affected the original
pollution. Once every group has entered the circle and been affected by pollution, gather as a
class and have a discussion about what occurred during the activity. Then, return to the
classroom, where students will create posters about the effects of pollution on the environment.
The students will also participate in an art project, focusing on painting a nature scene. Then, the
27
day will be ended with students free writing in their journals about how ​they​ impact the
environment.

Standards:
● CCSS.ELA-Literacy.RI.5.1​:Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
● CCSS.ELA-Literacy.RI.5.2​: Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
● CCSS.ELA-Literacy.RI.5.3​: Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
● EALR 1: The student understands and applies arts knowledge and skills in dance, music,
theatre, and visual arts.

Learning Objectives:
● SWBAT quote from the text while answering questions on a worksheet.
● SWBAT recall information from the story to answer questions on a worksheet.
● SWBAT determine the main events and ideas in the story.
● SWBAT explain the relationship between the environment and animals.
● SWBAT create a nature painting.

Materials:
- The Lorax,​ by Dr. Seuss
- Dried, and dyed red pasta (2 cups)
- Poster paper
- Markers, crayons, etc.
- Paint
- Paint brushes
- Cardstock paper
- Lorax Worksheet

Instructional Strategy:​​ The teacher will guide a discussion after reading ​The Lorax.​ After the
discussion, students will be prompted to answer the questions and make predictions on the
worksheet. Students will later be expected to participate in a activity to show human impact on
nature. Then, they will expected to create a poster about human impact on nature. To end the day,
students will participate in art and focus on nature scenes, to see nature’s beauty. Then they will write
in their journals about how they have impacted nature.

Assessment:​​ Students will be mostly graded on participation today. During the discussions, the
teacher will keep track of who has spoke and who hasn’t with checkmarks. The teacher will keep

28
track of who turned in their worksheets with check marks as well. Students will also turn in their
posters, after science activity, which will be briefly assessed.

The Lorax​ Worksheet


Question and Answer
1. How much did the boy have to pay the Once-ler for to hear the story of the Lorax?
___________________________________________________________________________

2. What was the name of the bright-colored trees? ____________________________________

3. Describe how the truffula trees felt and smelled.____________________________________


__________________________________________________________________________

4. What did the Once-ler make after chopping the tree down? ___________________________
___________________________________________________________________________

5. What was the Lorax’s job? _____________________________________________________

6. Name three things a Thneed can be used for. ________________ ____________________


_______________

7. What happened when the Once-ler began selling so many Thneeds, that he couldn’t keep up?
___________________________________________________________________________

8. What happened to the Barb-ba-loots after the Truffula trees were gone? _________________
___________________________________________________________________________

9. Did the Once-ler stop making Thneeds even after the Swomee-Swans and the Humming-Fish
had left? YES NO

10. After the last Truffula Tree was gone and The Lorax left, what did the town look like?

29
___________________________________________________________________________
___________________________________________________________________________

Pollution Poster Checklist

Criteria for Poster ✓ = yes/completed

Students include at least one example of


pollution.

Students includes written explanation of the


effects on the environment.

Students are creative and use color and images


to depict the pollution.

Other Daily Activities:


8:30-9:00: Entry Task: ​Students will come in and begin thinking about the question “how do
you impact nature around you?” Students will then discuss, as a class, their ideas about how they
impact nature.
9:00-9:15:Class Discussion and Morning Meeting: ​Students will come to morning meeting
and we will have a discussion about the plans for the day and let students share anything they
want too
9:15-10:15-Class Discussion and Exit Slip: ​After the discussion, students will listen to a read
aloud of a part of ​The Lorax.​ They will answer questions on a worksheet about their predictions
for the book ending, and how it relates to human impact on the environment.
10:15-10:30 Recess
10:30-11:30-Math: ​Students will continue working on division of 4 digit dividends and 2 digit
divisors. There will be problems on the worksheet talking about human garbage and waste.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess
12:15-1:00-Science: ​Students will gather in a large area, preferably outside, to participate in a
human impact activity. When the activity is complete, discuss what occured. Then, return the

30
classroom where students will create a poster about how humans knowingly and unknowingly
impact nature.
1:00-1:30 Specialist Art- ​Students will participate in a fine arts, painting activity. The focus will
be to paint a nature scene.
1:30-2:00- Writer’s Workshop- ​Students will write in their journals about the prompt, “How
have you impacted the environment?”. This will be one of their free write journal entries.
2:00-2:30- SSR- ​Students will be able to free read for these last 30 minutes, but the teacher will
emphasize that there are books about nature, human impact on nature, and what humans can do
to help protect the environment.

Week 1, Day 5

​Goal:​​ This will be a class discussion about pollution. We will talk about current day pollution
problems that the world is dealing with. After having a small discussion about pollution. By
watching the youtube video “​Pollution (Land, Air and Water Pollution)”​ will help students have
a full understanding of pollution.

Overview: ​The teacher is going to start out by saying “Raise your hand if you have ever heard of
pollution.” The teacher will see the amount of students that have heard of pollution and go on
and ask about “Do you know what pollution is? Talk with your table group about what pollution
is.” After letting them talk with their table groups we will go into a full class discussion about
what is pollution. As the students are discussing together as a entire class the teacher will not say
if they are right or wrong, but will play a YouTube video that explains what pollution is. Once
the video is over the students will have time to reflect of what they saw silently and individually
in their writing journals. As the student finish up their reflection the teacher will pass out the
Helpful and Harmful worksheet, then up on the document camera the teacher will have a list of
either Helpful and Harmful events. The students will have to categorize the list to either a helpful
event or harmful event, by writing the events into the proper category. Once the students are
done they will turn in the Helpful and Harmful into the turn in basket.

Standards:
● CCSS.ELA-LITERACY.SL.5.1​:Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on ​grade 5
topics and texts,​ building on others' ideas and expressing their own clearly.
● CCSS.ELA-Literacy.RI.5.2​: Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.

31
● CCSS.ELA-Literacy.RI.5.3​: Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.

Learning Objectives:
1. ​SWBAT​ discuss pollution with their peers.
2. ​SWBAT​ use key details to summarize the video.
3. ​SWBAT ​determine between events that Helpful and Harmful events.

Marterials:
Document Camera
YouTube Video: (​https://www.youtube.com/watch?v=vP3pbh_-pu8​)
Writing Journals
Helpful and Harmful Worksheet
-(example one → https://i.pinimg.com/564x/4b/4b/59/4b4b5950897ad52ceedd25301f3aaea9.jpg)
Pencils

Instructional Strategy: ​Students will be able to work with their small table groups to discussing
what pollution is, at the beginning of the lesson . Then the students will have another discussion
with the entire class about what pollution is, as a whole group. This gives each of the students to
hear what others have to say. Students then will work individually for reflecting on YouTube
video. Students will also work as individuals when working on the Helpful and Harmful
worksheet. Students will be able to show their critical thinking skills based off of their individual
work and connecting the effects of pollution.

Assessment: ​(Formative Assessment) Students will write in their writing journals silently and
individually reflecting on the YouTube video. Then the students will work on the Helpful and
Harmful worksheet after watching YouTube video. Once they have finished the sheet the student
will turn in their Helpful and Harmful worksheet into the turn in bin.

Helpful and Harmful worksheet:

Name:____________________________________ Date:_____________

Helpful and Harmful


32
The list that will be up on the document camera.
-​P​ ick up trash at a park
-Pour chemicals down the drain
-Donate Toys
-Take shorter showers
-Leave the water running while washing the dishes
-Leave the lights on when you leave your home
-Drink from reusable bottles
-Recycle cans and bottles
-Drive to the store instead of walk
-Plant a tree
-Dump waste into the ocean
-Throw trash out the window

33
Other Daily Activities:
8:30-9:00:Entry Task:​​Students will work on their entry tasks. On the Document camera their
will be their will be a morning prompt. Something in the range about the what they have learned
the day before or what they did the last night.
9:00-9:15:Class Discussion and Morning Meeting: ​Students will come to morning meeting
and we will have a discussion about the plans for the day and let students share anything they
want too.
9:15-10:15:Literacy: ​Students will be doing the pollution lesson. Where they are able to
discuss, reflect and do the worksheet on pollution.
10:15-10:30:Recess
10:30-11:30:Math: ​Students will work on their water bottle survey, collecting data. They will
ask up to 30 people if they use reusable water bottles plastic water bottles or no water bottles.
11:30-12:00:Lunch
12:00-12:15:Lunch Recess
12:15-1:15:Science: ​Students will use chromebooks to find definitions and pictures for air, land
and water pollution.
1:15-1:30: Afternoon Recess
1:30-2:00:Writer’s Workshop: ​Students will write in their journals about a prompt that will be
given. “What helpful event that you can do for pollution?” This will be one of their free write
journal entries.
2:00-2:30:Friday Fun: ​If students are all caught up on their classwork they will get the chance
to do Friday Fun. Friday is where students are able to do free choice, to be able to get ready for
the weekend.

Week 2, Day 1

Goals: ​By showing the students this video about the Great Pacific Garbage Patch, the students
will understand how human activity is affecting pollution to the ocean. The students will also see
what kind of things humans are doing to help clean it up. Showing the students the video about
pollution and The Great Pacific Garbage Patch, will help the students thinking about their own
invention to help clean up the Great Pacific Garbage Patch.

Overview: ​How the teacher would start the lesson is by saying “5th graders we are going to be
continuing talking about pollution. Can anyone tell me what we talked about friday?” The
teacher will them listen to see what the students remember and if they remember from the friday
before. Going over what pollution will help refresh the students minds. Then the teacher will go
on saying “Pollution is a major thing happening in the world especially in the ocean, air and
lands. But this week we are going to be going in to a great amount of detail about pollution in the
34
ocean. I am going to be showing you a video about the Great Pacific Garbage Patch. Raise your
hand if you have ever heard of the Great Pacific Garbage Patch?” The teacher will ask if students
have heard of the Great Pacific Garbage Patch to see if the students know about it. The teacher
will then continue “It is okay if you have never heard of it, because we are going to be learning
about it, we are going to watch this informational video on the Great Pacific Garbage Patch.”
The video is very informational , about the the Great Pacific Garbage Patch the students will
learn a ton from it. They will see the exact location the Great Pacific Garbage Patch, and how
bad the garbage patch is. In the video it also mentions how humans have tried to clean it up, but
have been unsuccessful. As the video ends, the teacher will give the students time to think and
reflect on the video. “Okay 5th graders now that you have watched the video, and now
understand what the Great Pacific Garbage Patch is, you are going to be getting the chance to be
creative. So everyone needs to get a piece of notebook paper out, and your going to write 2
paragraphs on your own invention to help clean up the Great Pacific Garbage Patch. Once you
finish your 2 paragraphs, you can draw a picture of your invention. 5th graders you will be doing
this indepently, so there should be no voices at all unless you need help from me.” As students
are working the teacher will walk around making sure the students are working and aren't
talking. Once the teacher notices that most students are drawing and done with there 2
paragraphs she will announce “Now that most of you are done take turns at your table groups
sharing your ideas for your invention. Once you table group is finished sharing with each other
you can turn your papers into the turn in bin.”

Standards:
● CCSS.ELA-Literacy.SL.5.1.d​: Review the key ideas expressed and draw conclusions in
light of information and knowledge gained from the discussions.
● CCSS.ELA-Literacy.W.5.2.b​: Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
● CCSS.ELA-LITERACY.SL.5.1​:Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on ​grade 5
topics and texts,​ building on others' ideas and expressing their own clearly.

Learning Objectives:
1.​​SWBAT ​review key ideas about pollution.
2.​​SWBAT ​develop an invention using details from the video​.
3.​​SWBAT ​discuss and share their invention with their table groups.

Materials:
Projector
Computer

35
The Great Pacific Garbage Patch video
(https://www.theoceancleanup.com/great-pacific-garbage-patch/)
Notebook paper
Pencils
Colored Pencils
Crayons
Chromebooks

Instructional Strategy: ​Students will be instructed to work independently, while writing their
ideas for their own inventions to help clean up the Great Pacific Garbage Patch. Having the
students work independently will let the student think for themselves, using their own ideas and
thoughts. Then once the students finish or are close to finishing the ideas they will share their
inventions in there table groups. When the students are sharing their ideas, it allows them the
chance to listen to the inventions their peers came up with.

Assessment:​​(Formative Assessment) Students will write on a sheet of notebook paper their


silently and individually their inventions to help clean up the Great Pacific Garbage Patch. Then
once the students finish or are close to finishing the ideas they will share their inventions in there
table groups. As the students finish up sharing their ideas with each other at their table groups
then will then be instructed to turn in their invention papers into the turn in bin.

Other Daily Activities:


8:30-9:00:Entry Task:​​Students will work on their entry tasks. On the Document camera their
will be their will be a morning prompt. Something in the range about the what they have learned
the day before or what they did the last night.
9:00-9:15:Class Discussion and Morning Meeting: ​Students will come to morning meeting
and we will have a discussion about the plans for the day and let students share anything they
want too.
9:15-10:15:Literacy: ​Students will watch the Great Pacific Garbage Patch video, then get the
chance to come up with their own invention to help clean up the Great Pacific Garbage Patch.
10:15-10:30:Recess
10:30-11:30:Math: ​Students will work on their water bottle survey, collecting data. They will
ask up to 30 people if they use reusable water bottles plastic water bottles or no water bottles.
Then they will graph their results.
11:30-12:00:Lunch
12:00-12:15:Lunch Recess
12:15-1:00:Science: ​Students will use chromebooks to find definitions and pictures for air, land
and water pollution.

36
1:00-1:30: Specialist PE: ​Students will play the game humans collecting pollution from the
ocean. The idea of the game is like human hungry hippos. They will be laying down on scooters,
with a basket and another student pushing their legs to the middle of the gym where they have to
go and try to collect as much balls aka pollution possible within the 10 seconds they are allowed
to be in the middle before they have to go back to their corner of the gym and switch teammates
on the scooter and pushing the student on the scooter. The idea of this game is, as the students
are like the ship with large nets trying to collect the garbage from the Great Pacific Garbage
Patch such as the video watch earlier.
1:30-2:00:Writer’s Workshop: ​Students will continue to write up their invention that will help
clean up the Great Pacific Garbage Patch, and then draw a picture.
2:00-2:30: SSR: ​Students will be able to free read, but the teacher will emphasize that there are
book in the front of the class about pollution in the ocean, and there are a few about air and land
pollution if they are wanting to learn more about pollution between air, water and land.

Week 2, Day 2

T&L Instructional Plan Template


(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information ​(When doing the actual edTPA, leave out identifiers)

Teacher Candidate: ​Eleni Trull, Bri Bell, Bree Upper, and Lili Venegas ​Date:​April 24, 2018
Cooperating Teacher:​Mrs. Casanova Grade:​ 5th
School District:​ Pullman School District ​ School:​Jefferson Elementary School
University Supervisor:​ Lori White
Unit/Subject:​ Reading & Summarizing
Instructional Plan Title/Focus:​ ​Roll and Retell ​If Sharks Disappeared

Section 1: Planning for Instruction and Assessment

a.​ Instructional Plan Purpose:​​ Teacher candidates explain how this instructional plan develops
students’ conceptual understanding of overall content goals. This is sometimes also called a
“rationale” and includes a “what, why, how” general statement (see also ​Central Focus​ in edTPA)

37
The purpose of this lesson is for students to summarize, to describe the setting, and to discuss
problem solving, connections, and figurative language throughout the book. By doing this
activity, students will work on overall reading comprehension, pulling evidence from the text,
and communication with peers. This will help students summarize the book and understand what
would to the ecosystem if sharks disappeared.

Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to
this one (yesterday) and what related lesson will come after this one (tomorrow)?

This activity would come at the middle of a unit. Students have listened to the teacher read
aloud to the class before.​ ​They will be discussing it with their peers for the first time in class
today. After today, the students will learn about the effects of trash on animals in the ocean
ecosystem.

1.State/National Learning Standards:​​ Teacher candidates identify relevant grade level


concepts/content and align them to Content Standards—Common Core Standards or Washington
State EALRs, or National.
● CCSS.ELA-Literacy.RI.5.1​: Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
● CCSS.ELA-Literacy.RI.5.2​: Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
● CCSS.ELA-Literacy.RI.5.3​: Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.

2.Content Objectives (​​to be copied in Assessment Chart below​) and alignment to State Learning
Standards:
1. SWBAT refer to the text when explaining the the themes, or events (RL.4.1, RL.4.2,
RL.4.3, RL.4.4., SL.4.1.).
2. SWBAT engage effectively in a range of collaborative discussions (SL.4.1.).
3. SWBAT comprehend the main themes and events of the story. (RI.5.2.)

Language Objectives:
1. SWBAT discuss themes of the story (RL.4.2, SL.4.1.).
2. SWBAT describe in depth the setting of the story (RL.4.3., SL.4.1.).
3. SWBAT describe in depth an event in the story (RL.4.3., SL.4.1.).

3.Previous Learning Experiences​​: Teacher candidates should explain what students know and have
learned that is relevant to the current lesson topic and process.
38
Students will have been focusing on extinction and the environment for a little over a
week. Students will have a fresh idea from the day before about pollution as well. Prior to this,
students have had consistent practice with class discussions, played many comprehensions
games, and would have begun their journals to document their learning in this unit.

4.Planning for​​ ​Student Learning Needs​​ (accommodations, student experiences, prior learning and
experiences):

If needed, the ELLs will receive a roll and retell worksheet in their first language. ELLs
will also be placed with native english speakers so they can listen to and use the language to
communicate. For students who finish early, there will be a worksheet with application questions
for students to practice higher level thinking. For a students with a sight disability, the text could
be scanned, and enlarged, then given as a hard copy to the student. If regular dice are difficult to
handle for a student, lagrer dice could be used instead.

f. ​Assessment Strategies​​ (Informal or formal) (Formative or Summative)


Teacher candidates should attach questions, worksheets, tests or any additional documentation
related to their assessment strategies, including accommodations or modifications for students
with disabilities as stated in their IEPs. They may also attach appropriate marking rubrics,
criteria lists, expectations, answer keys, etc. Consideration for ​multiple means of expression
should occur here. That is, how will teacher candidates allow for K-12 students to express
their learning in different ways? Will K-12 students be given some choice?

Content/Language Objectives Assessment Strategies

SWBAT refer to the text when Formative: ​Through discussion, and the
explaining the the themes, or events written worksheet, students will refer to the
(RL.4.1, RL.4.2, RL.4.3, RL.4.4., text when answering the question(s)
SL.4.1.). associated with the dice number after rolling

SWBAT engage effectively in a range Formative: ​Through discussion, and the


of collaborative discussions (SL.4.1.). written worksheet, students will discuss
themes (main ideas) that are present in the
story.

39
SWBAT comprehend the main Formative: ​Through discussion, and the
themes and events of the story written worksheet, students will describe the
(RI.5.2.). main themes of the story.

SWBAT discuss themes of the story Formative: ​Through discussion, and the
(RL.4.2, SL.4.1.). written worksheet, students will describe the
themes of the story.

SWBAT describe in depth the setting Formative:​Through discussion, and the


of the story (RL.4.3., SL.4.1.). written worksheet, students will describe the
setting of the story.

SWBAT describe in depth an event in Formative:​Through discussion, and the


the story (RL.4.3., SL.4.1.). written worksheet, students will describe and
summarize events in the story.

(Add rows as needed)


*In the right column, describe whether the assessment you’ll collect is ​formative ​or ​summative​​.
Note: ​most a​ ssessment is considered formative when thinking about day-to-day lessons. Summative
is related to ​mastery​​. An exception might be having a “formal” quiz mid-way in a unit to assure that
students are on track with a certain degree of proficiency. Should the quiz indicate students are not
progressing, and adjustment of timing in the instructional “unit” will be required.

g. ​Student​​ ​Voice: ​ Student voice​ ​is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the​ three​​ required
components of student voice and identify how students will reflect and/or communicate on
their learning or progress toward meeting the goals. (Use the following table.)
Student-based evidence to be Description of how
K-12 students will be able collected (things produced by students will reflect on
to: students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers, etc.)

40
1.​ ​Explain student learning ​Discussion and exit slip ​ efore the activity,
B
targets and what is required to review with the class
meet them (including why the expectations for
they are important to learn). playing Roll & Retell,
and the expectations for
a meaningful
discussion. To end the
activity and discussion,
we will ask the class
three questions
regarding the learning
objectives, which
students will turn to a
partner and discuss.

End of Activity and


Discussion Questions:
1. In your own
words, what were
the learning goals
for today’s
activity?
2. What does it look
like if a student
meets these
learning goals?
3. Do you feel you
have met the
learning goals.
4. Why do you think
today’s activity
was important?

41
2.​ ​Monitor their own ​Exit Slip with Checklist ​ fter the discussion
A
learning progress toward the about the learning
learning targets using the objectives, students will
tools provided (checklists, be given an exit slip to
rubrics, etc.). monitor their learning
progress.

Exit Slip Questions:


1. Do you think you
have met these
learning goals?
Rate 1-3 for each
goal listed.
Explain what you
would like to
work on to meet
the goals you
haven’t met yet.
1= Emerging. I still want
more practice, I don’t
really get it,
2= Meeting. I want a
little more practice, I
kind of get it,
3= Exceeding. I totally
get this, and could teach
others if needed
● 1. I can refer to
the text to explain
the theme,
character, setting,
or event.

42
● 2. I can discuss
with peers, in
detail, the themes
of the story.
● 3. I can discuss
with peers, in
detail, the
characters in the
story.
● 4. I can discuss
with peers, in
detail, the setting
of the story.
● 5. I can discuss
with peers, in
detail, the events
that occur in the
story.
● 6. I can discuss,
or find resources,
to determine the
meaning of
unknown words
and phrases.

3.​ ​Explain how to access Exit slip. What resources were


resources and additional available that could help
support when needed (and further your
how/why those resources will understanding and help
help them). you reach the learning
goal?

43
h.​ ​Grouping of Students for Instruction:​​ Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support language
learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include random,
ability-based, interest, social purposes, etc.). Recognize that some lessons or parts of a lesson
may call for grouped work or individualized work or both.

For the Roll & Retell worksheet students will work in pairs, but will fill out the worksheet
individually. After everyone finishes the worksheet, we will have a whole class discussion
highlighting what every group discussed. By filling out the worksheet individually, students are
allowed to think for themselves, and show their thinking on their worksheet. But, by allowing
them to be in pairs, they can discuss the questions to further understand, or they can help each
other if one is not sure how to answer a question. Then in the class discussion, some groups of
students may bring up a new idea that they discussed, opening other people’s eye’s, or making
something clearer for someone else.

Section 2: Instruction and Engaging Students in Learning

1. Introduction​​: Teacher candidates identify how they are going to introduce the concept, skill
or task in a way that gains students’ attention and gets them involved (the lesson “hook”).

“Ok, fifth graders, now that we have read ​If Shark Disappeared,​ by Lily Williams, you are going
to get with a partner to play roll and retell! Can someone remind the expectations for how we
play roll and retell?

Johnny: “So you get with your elbow partner and get one die for the both of you. You take turns
rolling one die and then whatever number you rolled, you look at the sheet and talk about that
question with your partner then you write the answer on your worksheet.”

“Yeah! Thank you for that great explanation, Johnny. Does anyone have any questions about
how to play Roll & Retell? No? Ok, so, let’s get started, everyone get with your elbow partner,
if your partner is absent today, you may have to move seats to find a partner. You will have
twenty minutes to discuss and complete your worksheet. So, as I begin passing out worksheets,
one person from each pair come and get one die from over on the counter, and once you receive
the worksheet, you can begin.”

44
1. Questions:​​ Questions teacher candidate will ask during the lesson that drive thinking and
learning and engagement (5 or more questions) and in parentheses, indicate Bloom level
and/or question type to ensure that you are posing questions that push critical thinking and
engagement (e.g. Analysis/Divergent)
● What is the story about
● What is the main purpose of the story
● What is the main problem of the story?
● How can we overcome the problem?
● How can you connect this to another text?
● Did you learn any new language or words?

1. Learning Activities:​​ Describe what the teacher ​will do​ and ​say​ and ​students​​ will ​do​ during
the lesson. Write it as a procedural set of steps in the left column of table below. On the
right, refer to a supporting learning theory or principle driving that activity and/or your
rationale for doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use references
from texts, research/peer reviewed journals, or other learning theories to support your choice of
activities. You might draw from your 301 and/or your methods courses here.
o​ ​Connections between students’ own lives, experiences, cultures, interests and the content.
o​ ​Active learning over passive learning (e.g. SCI Learning Experiences ladder—​simulation over
verbal​)
o​ ​Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o​ ​Multiple means of representation for the K-12 students (UDL principle)
o​ ​Multiple means of engagement for the K-12 students (UDL principle)
o​ ​Multiple means of expression of learning by the K-12 students (UDL principle)
o​ ​Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o​ ​How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(​Why​ are you doing what you are
doing?)

Example​: Transition from introduction by Supports multiple means of engagement,


asking students to look at “inputs” and in and allowing students to generate their
pairs, create a list of additional own inputs from experience; is more
community assets/contributions (inputs) culturally responsive than teacher
for social change diagram. Circulate generated ideas only.

45
around groups to observe students’
progress.

​ uring the activity, Roll & Retell,


D ​Constructivism, Vygotsky
students are grouped in pairs to discuss
the questions that go with the number It is important that students
they roll. Teacher will walk around and communicate with each other to not only
observe the groups. develop their english skills but to
become confident with these skills.
“As I walk around I will be observing Noticing the language and being able to
you and your partner to make sure you communicate with peers allows students
to learn about new ideas but solidify
are on track and answering questions on
their language skills in a non threatening
the worksheet.” ​(Should take 20-25
way .
minutes)

​ To end the activity, there is a class Constructivism, Vygotsky


discussion to highlight what groups
discussed, and to answer any questions It is important that all students ideas are
that arose from the discussions. heard and the whole class discussion is
where students can recap what ideas came
“Okay 5th graders now that you and your across in their discussions. It is important
partner are done with your worksheet lets for students to communicate with each
come back as a class and discuss what we other to learn the language and to possibly
have answered on our worksheet. And you learn about something in a way they had
have a question feel free to ask we are all not previously thought about it.
here together as a family.” ​(Should take
10-15 minutes)

At the end of the activity, the teacher will ​Piaget, Paivio


explain what the students will be working
on tomorrow and then have the student turn By telling the students what they can
in their worksheets in the turn in bin. expect tomorrow, they are learning to
organize information and how to
“Thanks for all the hard work 5th graders. mentally prepare for the next day. This
This lesson was a great way to prepare you information can be stored in short term
for tomorrow and the rest of the week. We and long term memory which is also
will be discussing and learning about helping students learn to organize and
pollution, conversation, and how that manage their time.
affects our world we in today. So please

46
walk over to the turn in bin and turn in your
Roll and Retell worksheet, then you are
free to go to recess.” ​(Should take 5
minutes)

(Add rows as needed)

1. Closure:​​ Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on
what is important.

“​ Thank you fifth graders for you participation today! I heard some great conversations
happening. So, today we focused on extinction and what happens to the environment if an animal
goes extinct. Keep this all in mind as tomorrow we will begin diving into ocean conservation.”

1. Independent Practice:​​ Describe how students will extend their experiences with the content
and demonstrate understanding in a new and different context (perhaps even outside of the
classroom). Include possible family interaction​ ​(identify at least one way in which you might
involve students’ families in this instructional plan.)

After the lesson today, students will continue to think about and understand the effects on the
environment when an animal goes extinct. Students will do this by discussing with a partner to
answer the questions on the worksheet. Then after the activity students will critically think about the
book and begin to think about what other factors can greatly affect the environment.

1. Instructional Materials, Resources, and Technology: ​Attach a copy of ALL materials the
teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media tools,
and any assessment materials utilized.
● Dice (one for each pair of students)
● Worksheet
● Roll & Retell Handout
● If Sharks Disappeared By Lily Williams
● Exit Slip

1. Acknowledgements:​​ Acknowledge your sources


● http://www.coffeecupslessonplans.com/2014/04/sparking-student-motivation-with.html
● Williams, L. (2017). ​If Sharks Disappeared​. New York: Roaring Brook Press.
● https://www.worksheetworks.com/

47
Worksheet:
Name:____________________ Date:___________
​Roll and Retell
An​ swer the question to the number you roll on the dice.

1. What is the story, ​If Sharks Disappeared?, a​ bout? (provide evidence to support)

2. Describe the main purpose of the story. (provide evidence to support)

3.What is the main problem of the story? (provide evidence to support)

4. Describe how to overcome the problem. (provide evidence to support)

5. Connect this story to another text. (provide evidence to support)

48
6. List any new language, or words, you learned from the story.

Exit Slip
Circle, and rate 1-3, for each goal listed. Explain what you would personally like to work on to
meet the goals you haven’t met yet.

1= Emerging. I still want more practice, I don’t really get it


2= Meeting. I want a little more practice, I kind of get it.
3= Exceeding. I totally get this, and could teach others if needed

Have you met these learning goals?


1. I can refer to the text to explain the theme, character, setting, or event.
1 2 3

2. I can discuss with peers, in detail, the themes of the story.


1 2 3

3. I can discuss with peers, in detail, the characters in the story.


1 2 3

4. I can discuss with peers, in detail, the setting of the story.


1 2 3

49
5. I can discuss with peers, in detail, the events that occur in the story.
1 2 3

6. I can discuss, or find resources, to determine the meaning of unknown words and
phrases.
1 2 3

Students Name:

Questions Moving toward standard. At standard. Exceeding Standard.

Student answers questions Student answers question Student elaborates and


in few words and does not thoughtfully, and provides provides evidence with
provide evidence. evidence. citation.

1
2
3
4
5
6
Other Daily Activities:

50
8:30-9:00: Entry Task: ​Students will come in and read and response to a book that they are
reading.
9:00-9:15- Morning Meeting: ​Recall and discuss about the previous days lessons. To help
refresh the students minds about extinction and pollution.
9:15-10:15-Literacy:​​ Teacher will read the book If Sharks Disappeared and then students will
play the game Roll and Retell and doing the worksheet.
10:15-10:30 Recess
10:30-11:30-Math: ​Students will do story math problems about extinction.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess
12:15-1:00-Science- ​Students will get a chance to look at some pictures of animals that are
endangered.
1:00-1:30 Specialist (Music)- ​Students will play instruments that sounds like the ocean.
1:30-2:00- Writer’s Workshop- ​Students will write about a story about shark and draw a
picture.
2:00-2:30- SSR- ​Students will get to free read for the last 30 minutes of class. The teacher will
mention that there are books about animals that are endangered in the front of the room if they
would like to read those.

Week 2, Day 3
Goal: ​At the end of today, students will be aware of the issue of trash in the ocean. They will
have learned what is being done to help clean up the ocean, and what they can do individually to
help protect the ocean in the future.

Overview: ​Students will begin the school day differently than normal. They will be surrounded
by trash where they will fill out a worksheet about trash. Students will learn about what happens
to trash after we throw something away, how it accumulates in the ocean, and how it is being
cleaned up with the website, theoceancleanup.com. Students will then write about how they can
help prevent trash from entering the ocean. Students will also be given time to create art using
recycled materials.

Standards:
● CCSS.ELA-LITERACY.SL.5.1​:Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on ​grade 5
topics and texts,​ building on others' ideas and expressing their own clearly.

51
● CCSS.ELA-Literacy.RI.5.3​: Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
● 5-ESS3-1 Earth and Human Activity: ​Obtain and combine information about ways
individual communities use science ideas to protect the Earth’s resources and
environment.
● EALR 1: The student understands and applies arts knowledge and skills in dance,
music, theatre, and visual arts.

Learning Objectives:
● SWBAT discuss trash and recycling habits.
● SWBAT discuss the ocean pollution.
● SWBAT explain the relationship between two events, or objects that lead to pollution in
the ocean.
● SWBAT research and answer questions with the use of the website.
● SWBAT create a piece of art using recycled materials.

Materials:
- Clean trash and recycling
- Trash Worksheet
- Ocean Cleanup Worksheet
- Trash Worksheet 2

Instructional Strategy:​​ The teacher will help guide students, but most of the learning is coming
from discussion and research, today. Students will be guided to discuss trash and where it goes. Later
students will be shown how to navigate the website they will use to answer the questions on the
ocean clean up worksheet, and learn about the trash in the ocean. Direction will also be included on
the worksheet. Then, to end the day, students will reflect on their trash practices, and write in their
journals about trash, and what they can do to help minimize the trash in the ocean.

Assessment:
Trash Worksheet

Where do you put the trash?


Types of Trash Recycle Garbage Compost

Glass Bottles
Plastic Utensils
Pop Can/other cans

52
Fruit
Leftover Food
Fishing Line
Bones/Meat
Food wrappers
Broken Glass
Plastic bags
Plastic bottles
Used napkins
Papers

The Ocean Clean Up Worksheet


1. How many pieces of plastic currently litter the ocean?_______________________________

2. What has TheOceanCleanup developed? _________________________________________


__________________________________________________________________________

3. How much of Great Pacific Garbage patch is estimated to be cleaned in 5 years?__________

4. How many garbage patches are there across the globe? ______________________________

5. How does TheOceanCleanup team plan to clean up the garbage out of the ocean? Explain and
draw a diagram. _____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. What will be done with the plastic once it is removed from the ocean?___________________
___________________________________________________________________________
___________________________________________________________________________

Trash Worksheet 2
Where do you put the trash?
Types of Trash Recycle Garbage Compost

53
Glass Bottles
Plastic Utensils
Pop Can/other cans
Fruit
Leftover Food
Fishing Line
Bones/Meat
Food wrappers
Broken Glass
Plastic bags
Plastic bottles
Used napkins
Papers

1. How have your ideas about trash and recycling changed? _____________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Other Daily Activities:


8:30-9:00: Entry Task: ​Students will come into the classroom where they will find garbage and
trash scattered everywhere. Teacher will observe to see what students do. Before students clean
up the trash, have them fill out a worksheet about trash.
9:00-9:15- Morning Meeting​​ class will share one thing with class, whatever they are feeling,
then discuss the schedule for the day and any questions.
9:15-10:15-Literacy Activity/Class Discussion: ​Clean up trash as a class and discuss what
happens to trash after it is out of our sight and out of our mind. Do you recycle?
10:15-10:30 Recess
10:30-11:30-Math: ​Students will continue working on more advanced division problems, and
word problems about trash in the ocean.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess
12:15-1:00-Science: ​Students will answer questions in their science notebooks using ​The Ocean
Cleanup w ​ ebsite, ​https://www.theoceancleanup.com/technology/​.
1:00-1:30 Specialist Art-​​ Students will create an art piece using recycled materials.
1:30-2:00- Writer’s Workshop- ​Students will be given a worksheet that corresponds with the
trash worksheet given at the beginning of the day. Then they will be expected to write in their

54
journals about the prompt: “How have your ideas about trash changed? Do you recycle? Will
you recycle now?”
2:00-2:30- SSR- ​Students will be able to free read for these last 30 minutes, but the teacher will
emphasize that there are books about oceans, trash in the oceans, and the impact of trash on
animals in the ocean.

Week 2, Day 4

Goals: ​Having the students read the Pollution and Conservation article will open up the students
minds about pollution and conservation.​ ​By having the students read the article, they will
understand what conservation is and how they can help save the environment. At the end of the
lesson students will know how to help stop pollution by conserving some of their everyday
things.

Overview: ​The teacher will start out by saying “Good Morning 5th graders, we are going to be
continuing our Pollution topic. Today we are going to be reading a Pollution and Conservation
article. Who remembers what conservation is?” The teacher then will wait and call on students
who remember what conservation is. Once it sounds like the students sound like they remember
it and understand it the teacher will gather them up. “Yeah, conservation is a way that protects
the environment. So here is the Pollution and Conservation packet.” Teacher shows it on the
document camera before passing the packets out. “On the first page it's the Pollution and
Conservation article that you will read.” The teacher then turns the page showing the students the
second page. “The second page has 7 questions that you will need to write complete sentences
for.” The teacher then turns the page showing the students the third page. “Then on the third
page you will answer 5 multiplication questions and 2 listing questions but you will still need to
write complete sentences.” As the teacher then starts passing them out she says “Okay now that I
am passing them out remember take you time, and if you need help before raising your hand for
my help ask your elbow neighbor for help. And since I attached the article to your packet you
should use it to go back and look for the answer or evidence if you need to refresh your mind.
When you are all done check your answers then please turn it into the turn in basket”

Standards:
● CCSS.ELA-Literacy.SL.5.1.d​: Review the key ideas expressed and draw conclusions in
light of information and knowledge gained from the discussions.
● CCSS.ELA-Literacy.W.5.2.b​: Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.

Learning Objectives:
1.​​SWBAT ​review key ideas about conservation .
55
2.​​SWBAT ​use evidence to develop answers with examples. ​.

Learning Objectives:
Materials:
Pollution and Conservation Article
http://printableworksheets.in/?dq=Pollution%20And%20Conservation
Pollution and Conservation worksheet
Pencils

Instructional Strategy: ​Student will be doing the Pollution and Conservation packet
independently. They have to to read the article independently, then move on to answering all the
questions on the worksheets. If they are stuck and need help they can ask elbow neighbor before
raising their hand for help from the teacher. Having the students work individually lets the
student process and understand what they just read and take as much time as they need to work
on their Pollution and Conservation packet.

Assessment:​​(Formative Assessment) Students will work on their Pollution and Conservation


packets indepently, so that the teacher can see how much they are understanding. Once they are
done with their packets the students will turn it in into the turn in basket.

Pollution and Conservation Article:

Pollution and Conservation

There are many kinds of pollution. Air, water, and land can be polluted. Some of the
pollution is caused by nature, such as floods, forest fires, and volcanoes. People are the major
cause of pollution. We pollute the air with our cars, homes, and factories. We pollute the water
by dumping garbage and chemicals in the water. We pollute the soil with chemicals and garbage.
We harm the land by cutting down trees in the forest, especially to build roads and new houses
without careful planning and thinking.
All people need water to drink and to make plants grow. Rivers and lakes are polluted
when sewage or garbage is dumped into the water. Plants and animals die because of the
pollution in the water. Other pollution in water is caused by oil spills. The oil often stays on top
of the water. It covers the beaches and land. It gets on the fish, birds, and animals that live in, on,
and around the water.
Particulates are tiny bits of liquid or solid matter that get in the air. Cars and factories put
particulates in the air, and this makes the air looks gray and smoggy. Usually the wind helps the

56
air pollutants to move around, but when the air doesn’t move, pollutants stay in the air. Some
people cannot go outside when the air is very bad.
The only way to save our environment is to end pollution. How can you stop pollution?
How do we protect our environment?
Conservation is one way to protect our environment. Conservation is the wise
management and protection of our environment. We can control water pollution by not creating
as much waste and by proper disposal of sewage and garbage. We can take care of recreation
land by cleaning up after ourselves and not causing more pollution. Carpooling and public
transportation will help reduce air pollution.
Recycling is a type of conservation. Recycling is reusing items over again or in a new
way. Recycling can help us conserve our natural resources.

Pollution and Conservation Worksheet #1:

Name:__________________________________ Date:______________

​Pollution and Conservation Article Worksheet

1. What can you do to stop pollution?


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What can you do to protect our environment?


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

57
3. How can you practice conservation?
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. What can you do at your house?


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. What can you do at your school?


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Pollution and Conservation Worksheet #2:

Name:__________________________________ Date:______________

​Pollution and Conservation Article Worksheet


58
1. How do we help save our environment?
a. Stop pollution.
b. Put garbage in the river.
c. Drive our cars everywhere.

2. What are tiny bits of liquid or solid matter called?


a. oil spills
b. environment
c. particulates

3. Recycling is:
a. using natural resources
b. reusing items over again
c. creating pollution

4. What is the main idea of this article?


a. The air is dirty from cars.
b. The soil gets polluted from littering.
c. People cause pollution, but they can also stop it.

5. How does the author feel about conservation?


a. It’s a waste of time.
b. Everyone needs to do their part.
c. The author doesn’t want to help conserve resources.

6. List three ways to stop pollution at your school.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

7. Tell three ways you protect the environment at your house or in your neighborhood.

______________________________________________________________________________

______________________________________________________________________________

59
______________________________________________________________________________

Rubric: ​Pollution and Conservation Worksheet #1


Content:
5 – Clearly shows a conservation practice.
3 – Conservation practice could be inferred.
1 – No evidence of conservation practice.

Details:
5 – Many details are evident in drawing.
– Concept is clearly understood.
3 – Some details are evident in drawing.
– Details help with understanding the concept presented.
1 – No details are evident.
– Concept is unclear

Answer Key: Pollution and Conservation Worksheet #2


1. A
2. C
3. B
4. C
5. B
6 and 7 Variety of answers: pick up trash, recycle cans and paper, dispose of waste materials in
proper containers, walk more, use less paper, use fewer metal items, et

Other Daily Activities:


8:30-9:00:Entry Task:​​Students will work on their entry tasks. On the Document camera their
will be their will be a morning prompt. Something in the range about the what they have learned
the day before or what they did the last night.
9:00-9:15:Class Discussion and Morning Meeting: ​Students will come to morning meeting
and we will have a discussion about the plans for the day and let students share anything they
want too.
9:15-10:15:Literacy: ​Pollution and Conversation article activity
10:15-10:30:Recess
10:30-11:30:Math: ​Students will collect plastic water bottles from the schools recycle and the
teacher will turn them in for money and then the students can count out the money from the
bottles.
11:30-12:00:Lunch
12:00-12:15:Lunch Recess

60
12:15-1:00:Science: ​Students will​ ​keep a long term log of how much water they use and how
long they leave the lights on, and try to narrow down there time using the water and having the
lights on to conserve.
1:00-1:30: Specialist (Computer Lab) ​Students will find videos on either air, land or water
pollution that they can take notes on it. They will also find another video of ways they can help
conserve pollution.
1:30-2:30:Writer’s Workshop: ​Students will write a detailed reflection using 3 examples used
in the video about pollution then 3 examples of ways they can conserve that same kind of
pollution that they found during computer lab.

Week 2, Day 5
Goal: ​At the end of the day, students will have learned how to take multiple steps in protecting
and taking care of the environment.

Overview:​​ To begin the day, students will listen to the rest of ​The Lorax​ and recap what they
already know about human impact on the environment. They will then discuss what they would
do if they held the last seed to all the “truffula trees.” Next, students will go outside to measure
the rings on trees, count the trees, and calculate the height of trees. Then later in the day, the
students will conduct a science experiment where they will put trash in water and let it sit over
the weekend. They will also make predictions and as a class decide how to record the data. Then,
to finish the day, students will be rewarded with a movie showing, of ​The Lorax,​ and will have
write in the journals to prompts regarding ​The Lorax​ movie and book.

Standards:
● CCSS.ELA-Literacy.RI.5.1​:Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
● CCSS.ELA-Literacy.RI.5.8​: Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence support which point(s).
● CCSS.ELA-Literacy.RI.5.3​: Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
● CCSS.ELA-Literacy.W.5.3: ​Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
● CCSS.ELA-Literacy.W.5.9​: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
● CCSS.ELA-Literacy.L.5.3​: Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
● 5-ESS3-1 Earth and Human Activity: ​Obtain and combine information about ways
individual communities use science ideas to protect the Earth’s resources and
environment.

61
● CCSS.Math.Content.5.G.A.2​: Represent real world and mathematical problems by
graphing points in the first quadrant of the coordinate plane, and interpret coordinate
values of points in the context of the situation.
● CCSS.Math.Content.5.OA.A.2​: Write simple expressions that record calculations with
numbers, and interpret numerical expressions without evaluating them​.

Learning Objectives:
● SWBAT quote from ​The Lorax​ when explaining their thinking.
● SWBAT explain in hypothetical situation what they would do if they were the holder of
the last Truffula seed.
● SWBAT compare and contrast the book to the movie.
● SWBAT explain the relationship and effects of two or more individuals, events, ideas,
and or concepts.
● SWBAT write simple expression and record calculations with numbers and interpret
numerical expressions, without evaluating them.

Materials:
- The Lorax​ by Dr. Seuss, book
- The Lorax,​ ​movie
- Yardsticks/measuring utensils
- The Lorax​, movie worksheet

Instructional Strategy:​​ Today, there will be a lot of discussion, thinking time, writing time, and
activity time. Students will begin the day listening to and discussing ​The Lorax​; and they will end the
day watching, discussing, and writing about ​ The Lorax. ​ Throughout the day, students will also
participate in outdoor math activities, analyzing and measuring trees, and students will begin their
science experiment about the effects of trash in the ocean.

Assessment:
​ ovie Worksheet
The Lorax M

62
Other Daily Activities:
8:30-9:00: Entry Task: ​Students will discuss and recap how humans impact the environment, and
what they have learned to help protect it. After the discussion, the students will listen to the rest of
the read aloud, of ​The Lorax​.
9:00-9:15-Morning Meeting
9:15-10:15-Class Discussion: ​After reading ​The Lorax​, discuss with the class how do you feel
holding the very last truffula seed? What can we do to protect the environment, so we don’t lose
all our truffula trees?
10:15-10:30 Recess
10:30-11:30-Math: ​Today, students will go outside to measure and count trees, and then return
to the classroom to create and solve math problems.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess

63
12:15-1:00-Science: ​Students will be experimenting to see the effects trash has on water and in
the ocean. Students will have large jars of water, which they will put trash in, and let sit over the
weekend. Students will write in their science journals about what they already know, their
predictions, and they will create a chart to collect data when they return the following week.
1:00-1:30- Movie Party, ​The Lorax
1:30-2:00- Movie Party, ​The Lorax
2:00-2:30-Movie Party and writing reflection, ​The Lorax.​ ​ ​After listening the book, and
watching the movie, students will write a written response in their journals comparing and
contrasting the book and the movie. Then students will also reflect on what they would do if they
held the last truffula seed, or what would they do if they were Once-ler.

Week 3, Day 1

Goal: ​By having a brainstorming session about what kids can do to help them environment the
teacher is prepping the students for their end of the unit essay where one portion of it is them
giving examples of what they can do to help the environment and protect animals from further
extinction. By having them brainstorm and look at actual ideas of helping the environment it will
help them have an easier time with that portion of the informative essay.

Overview: ​To start, the teacher will recap that they have been talking about how professionals
try to save the environment. Then she will write on the board “What can you do to protect the
environment?” The teacher will allow students some individual think time and let them jot some
ideas to this question down on a piece of paper. After a couple minutes she will open the
question up for some class discussion and conduct a brainstorming session. The teacher will
write the student’s ideas underneath the question on the whiteboard. After students have given
their input the teacher will pass out 5 small passages to each table group that give examples of
things they can do to help the environment. The students will be instructed to read each of these
passages individually. Then once they have read all 5 passages they have to choose one of the
examples to try and implement in their own life and explain why they picked that particular way
to help. They will write a 3-5 sentence response in their journals about the helpful act that they
picked.

Standards:
CCSS.ELA-LITERACY.W.5.1

64
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.

5-ESS3-1 Earth and Human Activity: ​Obtain and combine information about ways individual
communities use science ideas to protect the Earth’s resources and environment.

Learning Objectives:

1. ​SWBAT​ write 3-5 sentences about one helpful Earth act that they are going to do at home and
explain why they picked that act.
2​. SWBAT​ read and comprehend different ways that humans are negatively impacting the Earth
and how they can help.
Materials:
http://footprintseducation.org/kidz-zone/how-can-i-help.php

65
66
Whiteboard
Expo Markers
Writing Journals

Instructional Strategy:

67
Students will brainstorm individually and then students will share their ideas out loud so that the
teacher can write them down so there will be a class list. Then students will read the passages
individually and write 3-5 sentences about what environment helping strategy they would implement
on their own and why.

Assessment: ​The teacher will assess student journals with a checklist to see if they picked an
environmental help strategy and explained why they picked it in 3-5 sentences.

Environmental Help Journal Activity Checklist:


❏ Picked a strategy to help the environment
❏ Explained why they picked that strategy (at least one reason)
❏ Wrote 3-5 sentences

Other Daily Activities:


8:30-9:00: Entry Task: ​When students walk into the classroom they will be given an entry task
asking them to explain what they learned last week about how professional organizations try and
protect the Earth.
9:00-9:30- “What Can You Do To Protect The Environment?” Brainstorming Session:
Teacher will ask for student ideas on how they can protect the earth.
9:30-10:15- Article Reading and Journal Entry: ​Students will read passages about how they
can help the Earth and then write in their journals (3-5 sentences) about one way they are going
to try and protect the earth and why they picked that way.
10:15-10:30- Recess
10:30-11:30-Math: ​Students will continue working on division of 4 digit dividends and 2 digit
divisors. There will be a worksheet that looks at how much garbage Americans produce and the
students will have to divide that number by half and quarters and explain how Americans can
reduce the amount of trash they produce.
11:30-12:00- Lunch
12:00-12:15 -Lunch Recess
12:15-1:00-Science- ​Students will observe their water pollution jar that they filled on Friday.
They will make notes as to what happened to the water and why they think that the water looks
different than it did when there was no trash in it.
1:00-1:30 Specialist (P.E.)- ​Students are doing a basketball unit. Before they go, the teacher
mentions that instead of using plastic water bottles that you throw away to try and use a reusable
water bottle or drink from the water fountain to conserve our resources when we workout.
1:30-2:00-Writer’s Workshop- ​Students will write in their journals about how they reduce,
reuse, and recycle and the benefits of doing the three R’s.
2:00-2:30- SSR- ​Students will be able to free read for these last 30 minutes, but the teacher will
emphasize that there are books about animal extinction and environmental protection displayed

68
at the front of the class if they want to find out more about what we have been learning about
these past two weeks.

Week 3 Day 2

T&L Instructional Plan Template


(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information ​(When doing the actual edTPA, leave out identifiers)

Teacher Candidate: ​Eleni Trull, Bri Bell, Bree Upper, and Lili Venegas​ Date: May 1, 2018
Cooperating Teacher:​ Mrs. Casanova Grade:​ 5th
School District: ​Pullman School District School:​Jefferson Elementary School
University Supervisor:​ Lori White
Unit/Subject:​ Writing
Instructional Plan Title/Focus:
Why Did I Go Extinct?

Section 1: Planning for Instruction and Assessment

a.​ Instructional Plan Purpose:​​ Teacher candidates explain how this instructional plan develops
students’ conceptual understanding of overall content goals. This is sometimes also called a
“rationale” and includes a “what, why, how” general statement (see also ​Central Focus​ in edTPA)

The purpose of this paper is to wrap up our extinction and the impact of human activity unit.
By having students pick an animal that has gone extinct, research how and why it went extinct,
write how they we could have avoided this and how we can prevent this in the future it will
touch on every aspect of the unit we have gone through in the past 3 weeks.

Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior to
this one (yesterday) and what related lesson will come after this one (tomorrow)?

69
The lesson that came prior to this one was talking about animals that have gone extinct and are
going extinct. The lesson included a brainstorming session of what the kids can do to protect the
environment. The lesson after this will focus on having the kids work on the body of their papers.

1. State/National Learning Standards:​​ Teacher candidates identify relevant grade level


concepts/content and align them to Content Standards—Common Core Standards or Washington
State EALRs, or National.

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.

CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.

Next Generation Science Standards ​5-ESS3- Obtain and combine information about ways individual
communities use science ideas to protect the Earth’s resources and environment.

1. Content Objectives (​​to be copied in Assessment Chart below​) and alignment to State Learning
Standards:

​ rite an introductory paragraph for their informational research paper.


1. ​SWBAT w

Aligned standard:​CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

2. ​SWBAT u​ se the internet to research facts about their extinct animal that they can use in their essay.

Aligned standard:​CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.

3. SWBAT to use their knowledge of negative human impact on animals to explain ways to avoid
extinction of further animals.

Aligned standard:

70
5-ESS3- Obtain and combine information about ways individual communities use science ideas
to protect the Earth’s resources and environment.

Language Objectives:
​ rite an introductory paragraph that contains correct punctuation, capitalization, grammar, and
1. ​SWBAT w
spelling.

Aligned standard: ​CCSS.ELA-LITERACY.L.5.2


Demonstrate command of the conventions of standard English capitalization, punctuation, grammar, and
spelling when writing.

1. Previous Learning Experiences​​: Teacher candidates should explain what students know and
have learned that is relevant to the current lesson topic and process.

Students should already know how to write an informative essay because they have written them
before in 5th grade. Also, in 4th grade they wrote informational and explanatory texts. Students also
have experience typing and researching topics on the computer from previous research papers they
completed in 4th and 5th grade.

1. Planning for​​ ​Student Learning Needs​​ (accommodations, student experiences, prior


learning and experiences):

Students who have disabilities that prevent them from typing will have Talk to Type software
provided for them.

f. ​Assessment Strategies​​ (Informal or formal) (Formative or Summative)


Teacher candidates should attach questions, worksheets, tests or any additional documentation
related to their assessment strategies, including accommodations or modifications for students
with disabilities as stated in their IEPs. They may also attach appropriate marking rubrics,
criteria lists, expectations, answer keys, etc. Consideration for ​multiple means of expression
should occur here. That is, how will teacher candidates allow for K-12 students to express
their learning in different ways? Will K-12 students be given some choice?

Content/Language Objectives Assessment Strategies

Language​: SWBAT ​write an introductory Formative​​: Students will turn in their writing
paragraph that contains correct journals at the end of the period. The teacher
will review their paragraph based on the

71
punctuation, capitalization, grammar, and grading rubric for the research paper. The
spelling. students will receive feedback based on their
progress towards a publishable paper.

Content​: ​SWBAT​ to use their knowledge Formative:


of negative human impact on animals to Teacher will have a checklist that they will use
explain ways to avoid extinction of to keep track of student progress towards
further animals. meeting the learning targets

Content​: SWBAT ​use the internet to Formative:


research facts about their extinct animal Teacher will have a checklist that they will use
that they can use in their essay. to keep track of student progress towards
meeting the learning targets

Content​: SWBAT ​write an introductory Formative:


paragraph for their informational Teacher will have a checklist that they will use
research paper. to keep track of student progress towards
meeting the learning targets
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is ​formative ​or ​summative​​.
Note: ​most a​ ssessment is considered formative when thinking about day-to-day lessons. Summative
is related to ​mastery​​. An exception might be having a “formal” quiz mid-way in a unit to assure that
students are on track with a certain degree of proficiency. Should the quiz indicate students are not
progressing, and adjustment of timing in the instructional “unit” will be required.

g. ​Student​​ ​Voice: ​ Student voice​ ​is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the​ three​​ required
components of student voice and identify how students will reflect and/or communicate on
their learning or progress toward meeting the goals. (Use the following table.)
Student-based evidence to be Description of how
K-12 students will be able collected (things produced by students will reflect on
to: students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers, etc.)

1.​ ​Explain student learning Journal In their writing journals,


targets and what is required to students will rewrite the
meet them (including why learning targets for this
they are important to learn). lesson in their own
words.

72
2.​ ​Monitor their own Checklist Students will check off
learning progress toward the each step they take to
learning targets using the finish their informative
tools provided (checklists, paper. For example,
rubrics, etc.). when students have
picked their extinct
animal they will check
off the box that says
“picked extinct animal”.
This way they dont miss
any steps of the writing
process either!

3.​ ​Explain how to access Journal In their journals students


resources and additional will write how they are
support when needed (and going to find out more
how/why those resources will about their extinct
help them). animal or other extinct
animals.

h. Grouping of Students for Instruction:​​ Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support language
learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include random,
ability-based, interest, social purposes, etc.). Recognize that some lessons or parts of a lesson
may call for grouped work or individualized work or both.

Students will start at their seats to listen to the teacher read aloud the book ​Almost Gone
about extinct animals. After the teacher has read the book and instructed students to pick an extinct
animal they want to research, students will grab a chromebook and individually research their extinct
animal. This way the students stay on task and they don’t spoil their reports that they are going to
share later in the week. After they have done their research they can go back to their desks and
individually write the introduction to their research paper.

Section 2: Instruction and Engaging Students in Learning

73
1. Introduction​​: Teacher candidates identify how they are going to introduce the concept, skill
or task in a way that gains students’ attention and gets them involved (the lesson “hook”).
“Okay class, I am going to read you a book called ​Almost Gone​ by Steve Jenkins. It is about extinct
animals and animals that are close to becoming extinct. This is to get you thinking about an extinct
animal that you want to research.”

● Questions:​​ Questions teacher candidate will ask during the lesson that drive thinking and
learning and engagement (5 or more questions) and in parentheses, indicate Bloom level
and/or question type to ensure that you are posing questions that push critical thinking and
engagement (e.g. Analysis/Divergent)

● What animals do you know that have gone extinct? (Knowledge)


● Why do you think {insert animal’s name here} went extinct? (Comprehension)
● Could we have prevented any of these animals extinction? (Comprehension)
● How could we have prevented any of these animal extinctions? (Application)
● What goes into an introductory paragraph? (Knowledge)

1. Learning Activities:​​ Describe what the teacher ​will do​ and ​say​ and ​students​​ will ​do​ during
the lesson. Write it as a procedural set of steps in the left column of table below. On the
right, refer to a supporting learning theory or principle driving that activity and/or your
rationale for doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use references
from texts, research/peer reviewed journals, or other learning theories to support your choice of
activities. You might draw from your 301 and/or your methods courses here.
o​ ​Connections between students’ own lives, experiences, cultures, interests and the content.
o​ ​Active learning over passive learning (e.g. SCI Learning Experiences ladder—​simulation over
verbal​)
o​ ​Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o​ ​Multiple means of representation for the K-12 students (UDL principle)
o​ ​Multiple means of engagement for the K-12 students (UDL principle)
o​ ​Multiple means of expression of learning by the K-12 students (UDL principle)
o​ ​Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o​ ​How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(​Why​ are you doing what you are
doing?)

74
Example:​ Transition from introduction by Supports multiple means of engagement,
asking students to look at “inputs” and in and allowing students to generate their
pairs, create a list of additional own inputs from experience; is more
community assets/contributions (inputs) culturally responsive than teacher
for social change diagram. Circulate generated ideas only.
around groups to observe students’
progress.

1.The teacher will read the book to the ​ aivio​​: Audio-visual learning theory
P
students as a class. supported by reading out loud to
students.

2. The teacher will transition to introducing Piaget​​: Schema Theories


the research essay project. “Ok class, this Students are going to be organizing
book gave us a few ideas about some information and learning into an essay
animals that have gone extinct. Over the
past few weeks we have learned what
extinction is, and the impact that humans
have on the environment and animals. This
week, we are going to begin a research
paper that will focus on extinct animals.
Each one of you will choose an animal that
has gone extinct, research why it has gone
extinct, and what could have prevented the
animal from going extinct, and how you
can prevent an extinction like that from
happening again in the future.”

3. “Alright, I want everyone to take a good ​ onstructivism​​: Students are


C
look at the list of extinct animals on the constructing their own knowledge by
board. Please pick an animal from the list choosing their own animal and
that you would like to research! When you conducting their own research
have your animal, please grab a chrome
book and begin your research! Remember,
you will be researching how the animal
went extinct, how the animal’s extinction
could have been prevented, and how we
can prevent a similar extinction event from
happening in the future. Feel free to include
the habitat that the animal lives in, or any
other interesting facts you would like to

75
include.” This research period should last
approximately 20 minutes.

4.After allowing the students to have time Piaget: ​Schema Theories


to work, the teacher will stop the class to The teacher is building new instruction
discuss the parts of an introduction on students prior knowledge.
paragraph. “Alright, everyone please put
the lids of your chrome books down for a
minute. I’d like to remind you all of the
parts of an introductory paragraph. Could
anyone tell me what the first part of an
intro paragraph is? (waits for student
response) Great, can anyone tell me another
part? (continues this while writing the parts
on the board in order) Awesome. Once you
have completed your research, feel free to
begin working on your intro paragraphs,
but if you have not completed your
research, please continue working on that.”
This will continue for approximately 25
minutes.

(Add rows as needed)

1. Closure:​​ Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on
what is important.

“Thank you all for working so hard. I know that not all of you are finished with your research or
introductory paragraph. You will have more time to work on your research paper later on during
reading stations.”

1. Independent Practice:​​ Describe how students will extend their experiences with the content
and demonstrate understanding in a new and different context (perhaps even outside of the
classroom). Include possible family interaction​ ​(identify at least one way in which you might
involve students’ families in this instructional plan.)

76
Students will be encouraged to research their animal outside of school and bring in the information
that they found to include as bonus material in their paper. They can also use their parents as a
resource for information about their extinct animal.

1. Instructional Materials, Resources, and Technology: ​Attach a copy of ALL materials the
teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media tools,
and any assessment materials utilized.
● Chromebooks
● Writing Journal
● Pencil
● Student Monitoring Checklist
● List of Animals sheet
● Almost Gone​ by Steve Jenkins

Teacher Checklist
■ Student has picked extinct animal
■ Student has completed research on:
○ how/why their animal went extinct
○ How their animal’s extinction could have been prevented
○ What they can do to prevent further extinction
■ Student has written intro paragraph
■ Student has written 3 main body paragraphs
■ Student has written conclusion
■ Student paper shows evidence of revision
■ Student paper shows evidence of editing
■ Student paper is types neatly and error free
■ Student has an appealing illustrated cover page
Student Self-Monitoring Checklist
❏ Picked extinct animal
❏ Researched animal and found information on
❏ How/Why did my animal go extinct?
❏ How could my animal’s extinction been prevented?
❏ What can I do to prevent further animal extinction?
❏ Wrote intro paragraph
❏ Wrote 3 main body paragraphs
❏ Wrote conclusion
❏ Revised my research paper
❏ Edited my research paper
❏ Typed up my research paper
❏ Illustrated the cover of my research paper

77
List of 20 Extinct Animals
*NO DINOSAURS
1. Woolly Mammoth
2. Dodo Bird
3. Steller’s Sea Cow
4. Newfoundland Wolf
5. California Golden Bear
6. Caribbean Monk Seal
7. Florida Fairy Shrimp
8. Xerces Blue Butterfly
9. Alvord Cutthroat Trout
10. Golden Toad
11. Navassa Curly Tailed Lizard
12. Harlequin Toad
13. Pyrenean Ibex
14. Eastern Elk
15. Bluebuck
16. Blue Walleye
17. Silver Trout
18. Caspian Tiger
19. Saber Tooth Tiger
20. Great Auk
 

1. Acknowledgements:​​ Acknowledge your sources

Other Daily Activities:


8:30-9:00: Entry Task:​​. Students will be asked to solve a brain teaser that is on the board. It
will read, “​I can run but not walk. Wherever I go, thought follows close behind. What am I?”
(the solution is “a nose.”)
9:00-9:15: Morning Meeting:​​ Students will have the opportunity to share any news or
announcements that they may have, and we will go over the schedule for the day.
10:00-10:15: Read Aloud and Intro to Research Paper: ​This is where our main lesson will
take place. Students will be read a book introducing some extinct animals, and then have a
chance to choose an extinct animal to begin researching. Once their research is complete, they
will be able to begin working on their introduction paragraph.

78
10:15-10:30- Recess
10:30-11:30-Math: ​Students will be working on graphing coordinates. They will be asked to
graph coordinates on a worksheet, that will eventually create the shape of a wooly mammoth (an
animal that has gone extinct) on a graph.
11:30-12:00- Lunch
12:00-12:15 -Lunch Recess
12:15-1:00-Science: ​Students will be learning about different time periods that have occured
over the lifespan of the Earth. They will be making explicit connections between when their
extinct animal lived and what time period it was.
1:00-1:30 Music: ​Students will be going to a music specialist during this time.
1:30-2:00-Writer’s Choice Time: ​Students will be able to continue to research for their paper or
work on their intro paragraph. If they choose to, they may also write anything of their own
choice in their writing journals.
2:00-2:30- SSR: ​Students will have time to read for their own enjoyment or play a silent literacy
computer game independently.

Week 3, Day 3

Goal: This work day will be aimed at getting students to complete their introduction
paragraphs for their research essay and begin working on their body paragraphs, and
their conclusion. At the end of this day, students should have the majority of their research
essay completed, with the exception of the editing process.

Overview:​​ Students will begin the day with a fun brain teaser problem. They will then transition to
working on their research papers. They will have time to work on their body paragraphs and begin
work on their conclusion. There will be after math and social studies to work on editing their papers
and completing last minute work during choice writing time at the end of the day.

Standards:
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.

79
5-ESS3- Obtain and combine information about ways individual communities use science ideas
to protect the Earth’s resources and environment.

CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, grammar, and
spelling when writing.

CCSS.ELA-LITERACY.SL.5.4​:Report on a topic or text or present an opinion, sequencing ideas


logically and using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.

CCSS.ELA-LITERACY.SL.5.1​:Engage effectively in a range of collaborative discussions


(one-on-one, in groups, and teacher-led) with diverse partners on ​grade 5 topics and texts,​
building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.5.1.d​: Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.

3.2.3 Understands and analyzes the impact of the European colonists’ movement to the Americas
on the land and the indigenous peoples.

Learning Objectives:
SWBAT w ​ rite a 5 paragraph informational paper about the extinct animal they have chosen and explain
why that animal went extinct, how they could have prevented it from going extinct, and what we all can
do to prevent extinction in the future.

SWBAT defend their reasoning using appropriate facts and details

SWBAT u​ se the internet to research facts about their extinct animal that they can use in their essay.

SWBAT to use their knowledge of negative human impact on animals to explain ways to avoid extinction
of further animals.

SWBAT understand and analyze the effects of European colonization of the Americas

Language Objectives:
SWBAT w ​ rite an informative essay that contains correct punctuation, capitalization, grammar, and
spelling.

SWBAT engage in effective and collaborative discussions

80
Materials:
● Writing journals
● Chrome books
● Math notebooks
● Social Studies article

Instructional Strategy: ​There will be multiple types of instructional strategies used during this time.
The students will be engaged in whole class and small group discussions, the projector and
whiteboard will be used, individual conferencing will take place during student work time, and
prompting questions will be asked throughout class, small group, and individual discussions.

Assessment: ​The main forms of assessment on this day will be a worksheet provided to the students
during social studies, and informal individual conferencing during which time anecdotal notes will be
taken down for each student. Observational notes will also be taken during whole class discussions.
During whole class discussions, the focus will be mostly on if students are able to participate in
discussions properly, and if they are contributing to the discussion or not.

Other Daily Activities:


8:30-9:00: Entry Task: ​Students will begin the day with a think question. The question for this
day will be to write a short response in their writing journals (3-5 sentences) on what they think
it would be like to live on another planet.
9:00-9:15-Morning Meeting:​​ Students will get a chance to share any news or announcements
they may have, and we will go over the schedule for the day as well as go over any school or
classroom announcements.
9:15-10:15- Writing/Essay Work Time: ​This time will be an opportunity for students to finish
their intro paragraph (if they haven’t done so already) and will be the time for students to begin
crafting their body paragraphs on their chrome books.
10:15-10:30 Recess
10:30-11:30-Math: ​Students will be focusing on patterns. We will conduct a number talk in
which students will contemplate how to get three things (a person, a loaf of bread, and a wolf)
across a river while meeting the specific conditions of the problem. We will discuss student
answers as well as student thinking as a class. Students will then be asked to design their own
similar problem using plants/animals that we have learned about in our unit so far.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess
12:15-1:00-Social studies- ​Students will begin learning about the impact European settlers had
on the environment and the native peoples of the America’s as they began to expand their new

81
nation westward. They will read a short article individually, and will complete a worksheet with
reading comprehension questions as well as extension questions.
1:00-1:30 Specialist (Music)- ​Students will be learning various local bird calls and how to
recreate similar sounds with musical instruments.
1:30-2:15- Choice Writing/Reading Time- ​Students will be given the option of continuing
work on their research papers (finish body paragraphs, work on conclusion, and editing), reading
independently, or quietly play a literacy game independently or with a partner.
2:15-2:30- World News/Current Events- ​We will, as a class, watch a short 5 minute
news/current events video and have class discussion about the video. Since Earth Day will be
quickly approaching, the news clip would hopefully have some sort of environmental issue or
reminder in it. Students will be asked to think about how the current events impact their lives, or
how they might be affecting the lives of others, both human and animal. They will be asked to
think about any news/current events they might want to share, and will be encouraged to bring
one to class to discuss for the next day.

Week 3, Day 4

Goal: ​The goal for this day is for students to finish up their research paper and begin editing.
Students will also be asked to create an attractive cover for their paper which they will present in
a gallery walk the next day. At the end of this day, student’s essays and artwork should be
completed and nearly ready (if not completely ready) to publish.

Overview: ​ Students will spend the day finishing up their research papers and creating their cover
art. They will begin the day with a journal entry about a theoretical situation involving their research
animal, which will then transition into time to work on their individual papers. The students will have
time to select new books for their independent reading time, and will have time to create an attractive
cover for their research papers. They will conclude the day with a discussion and video on current
events.

Standards:
EALR 1: The student understands and applies arts knowledge and skills in dance,
music, theatre, and visual arts.

CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.
82
5-ESS3- Obtain and combine information about ways individual communities use science ideas
to protect the Earth’s resources and environment.

CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, grammar, and
spelling when writing.

CCSS.ELA-LITERACY.SL.5.4​:Report on a topic or text or present an opinion, sequencing ideas


logically and using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.

CCSS.ELA-LITERACY.SL.5.1​:Engage effectively in a range of collaborative discussions


(one-on-one, in groups, and teacher-led) with diverse partners on ​grade 5 topics and texts,​
building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.5.1.d​: Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.

Learning Objectives:
SWBAT w ​ rite a 5 paragraph informational paper about the extinct animal they have chosen and explain
why that animal went extinct, how they could have prevented it from going extinct, and what we all can
do to prevent extinction in the future.

SWBAT u​ se the internet to research facts about their extinct animal that they can use in their essay.

SWBAT use their knowledge of negative human impact on animals to explain ways to avoid extinction of
further animals.

SWBAT defend their reasoning using appropriate facts and details

Language Objectives:
SWBAT w ​ rite an informative essay that contains correct punctuation, capitalization, grammar, and
spelling.

SWBAT engage in effective and collaborative discussions

Materials:
● Heroes of the Environment: True Stories of People Who Are Helping to Protect Our
Planet​ by Harriet Rohmer
● Math Riddles worksheet
83
● Various rocks
● Watercolor paper
● Watercolor paints and brushes
● Colored pencils
● Chrome books

Instructional Strategy: ​There will be multiple types of instructional strategies used during this time.
The students will be engaged in whole class and small group discussions, the projector and
whiteboard will be used, individual conferencing will take place during student work time, and
prompting questions will be asked throughout class, small group, and individual discussions.

Assessment: ​The assessment strategies for this day include observational notes and student-teacher
conferencing only.

Other Daily Activities:


8:30-9:00: Entry Task: ​Students will be asked to name and describe any extinct animal that
they have learned about that they would like to bring back to life today. They will be asked to
elaborate on why they would want to bring it back, and if they think it would be able to survive
in today’s world. They will complete this entry task in their writing journals.
9:00-9:15-Morning Meeting: ​We will discuss any new news (or any news articles that the
students have brought in for the day after watching the current events video from the day before).
We will also go over the schedule for the day.
9:15-9:45- Writing Time: ​This time will be dedicated for students to complete any last minute
writing or editing that they will need to complete in order for their research papers to be ready
for publishing.
9:45-10:00- Read Aloud:​​ We will read part of the book ​Heroes of the Environment: True
Stories of People Who Are Helping to Protect Our Planet​ by Harriet Rohmer as a class.
10:00-10:15: Book Shopping and Independent Reading​​: Students will have the opportunity to
return the books they have finished reading throughout the week and pick out two new books of
their choice and begin reading them. One of the books must be a non-fiction (students will be
encouraged to pursue books dealing with nature), while the other can be whatever they choose.
10:15-10:30 Recess
10:30-11:30-Math: ​Students will be working together at their tables to solve a worksheet of
math riddles. They must work together to solve the riddles, and be prepared to share their work
and solutions with the class. After a half hour of work time, we will have a class discussion as to
the solutions to the riddles and how the solutions to those riddles could be applied to other areas
of math. Some of the riddles will include environmental aspects.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess

84
12:15-1:00-Science- ​Students will be examining different rocks and geological structures and
determining what materials/substances make up each rock or structure. They will be encouraged
to decide which environment they think the rock or structure developed in, and if they know of
any plants or animals that may have been around when the rock or structure was made.
1:00-1:30 Specialist (P.E)- ​Students will play a game called “Trees, Bees, and Me” in which
they will have to pair up with another student based on which symbol they decide to display each
round (hands up above their head for a tree, arms made like wings for a bee, or hands down at
their side for a person). A tree may pair with a bee (the bee would pollinate the tree), a person
may pair up with a tree (the person would eat the fruit), but a bee may not pair with a person (the
bee would sting the person). The goal is to find a partner in time. If you do not find a beneficial
pair in time, and the only ones available to pair are a bee and a person, the person is eliminated
and must jump up and down (in pain from the sting) 10 times before they may re-enter the game.
1:30-2:15- Cover Art Work Time- ​During this time, students will have the opportunity to
create a piece of artwork for the cover of their research papers. The cover should have something
to do with the animal that they have researched. It could be a portrait of the animal, what caused
the animal to go extinct, or any other artistic expression that relates to their animal. Students will
be encouraged to complete their art piece using either watercolor, colored pencil, or a
combination of both.
2:15-2:30- News/Current Events-​​ Students will watch a short 5 minute news video and then
discuss it. They will be encouraged to go home and discuss a world issue with their parents or
siblings.

Week 3, Day 5

Goal: ​By having students share their findings in their paper with their peers, they will be able to
show off all their hard work and show that they understand the unit we have been covering for
the past 3 weeks. It is a great way for the teacher to see if the students really understand animal
extinction and human impact on the environment.

Overview: ​During Writing Workshop time students will be sharing their research papers in their
table groups of 4. Students have had a few days to research their extinct animal and they have
spent time creating beautifully illustrated covers for their research papers. One at a time, students
will present their papers to their table group mates and then each student at the table who is not
presenting will write down on a slip of paper 2 questions and 2 comments they have for the
presenter. They will be able to share a comment or ask a question when the presenter is finished.
The comments and questions should be respectful and the presenter should answer the questions
politely as well. While students are presenting the teacher will walk around and make some
observational notes as to how the students are presenting. After everyone has presented students

85
will then do a gallery walk and look at everyone’s extinct animal reports. The teacher will then
collect all the papers at the end and grade them with a rubric. The observational notes will be
used for grading student presenting skills.

Standards:

1. ​CCSS.ELA-LITERACY.SL.5.4

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.

2.​​ ​CCSS.ELA-LITERACY.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and


teacher-led) with diverse partners on ​grade 5 topics and texts,​ building on others' ideas and
expressing their own clearly.

Learning Objectives:
SWBAT ​share their extinct animal reports with their table group members.
SWBAT​ ask and answer questions about their extinct animal reports.

Materials:
Research Paper
Question and Comment Slip
Teacher Rubric
Pencils

Question and Comment Slip

Comments:
1._______________________________________________________________________
2._______________________________________________________________________

Questions:
1._______________________________________________________________________
2._______________________________________________________________________

86
Instructional Strategy:
The teacher will instruct students to present their reports in their table groups of 4. Teacher will then
instruct students to One at a time present their informational essay to the group and explain that while
the presenter is presenting the rest of the students at the table need to write down 2 comments and 2
questions individually. Then they will ask or comment one thing to the presenter when the presenter
is finished talking.

Assessment: ​The teacher will be observing the students present and taking notes on how they present
so that they can grade them on presentation on the rubric. After the presentations, the teacher will
collect the papers and grade them using a rubric.

Presenting Skills Paper Content Paper Paper


Organization Conventions

Student did not Paper included Paper had 2 or Paper had 7 or

1 present and or
only presented a
couple sentences
of their research
0-2 of the
components of
the research
paper (research
less paragraphs more
conventional
errors
(spelling,gramma
paper and on why the r, punctuation)
showed no animal went
enthusiasm. extinct, how it
went extinct, how
the extinction
could have been
prevented, and
what you can do
to prevent further
animal
extinction).

Student presented Paper included Paper had 3 Paper had 5

2 only half of their


research paper
and showed little
to no enthusiasm.
2-3 of the
components of
the research
paper (research
paragraphs
including a intro
and conclusion
conventional
errors (spelling,
grammar,
punctuation).
They didn't seem on why the
to know a lot animal went
about what they extinct, how it
researched. went extinct, how
the extinction
could have been
prevented, and
what you can do

87
to prevent further
animal
extinction).

Student presented Paper included Paper had 4 Paper had 3

3 their research
paper and was
enthusiastic
while reading it.
3-4 of the
components of
the research
paper (research
paragraphs
including an intro
and conclusion.
conventional
errors (spelling,
grammar, and
punctuation).
They seemed to on why the
know the animal went
material they extinct, how it
were talking went extinct, how
about. the extinction
could have been
prevented, and
what you can do
to prevent further
animal
extinction).

Student presented Paper included Paper had 5 Paper had less 2

4 the material in a
enthusiastic way
and there was
evidence that
all of the
components of
the research
paper (research
paragraphs
including and
intro and
conclusion.
or less
conventional
errors (spelling,
grammar, and
they knew a lot on why the punctuation).
of information animal went
about the extinct, how it
material they went extinct, how
researched. the extinction
could have been
prevented, and
what you can do
to prevent further
animal
extinction).

Other Daily Activities:


8:30-9:00: Entry Task/SSR: ​When students walk into the classroom they will be given a math
worksheet that is a review of yesterday’s math lesson. When they are done they can read at their
desks.
9:00-9:15-Morning Meeting: ​Teacher will hold a morning meeting and ask students how they
are helping the environment at home (recycling, picking up trash, taking shorter showers, etc.)

88
9:15-10:15- Reading Groups: ​Students will either read a book of their choice or be working
with the teacher in their reading groups. Teacher will mention that there are books about animal
extinction, dinosaurs, and protecting the planet displayed at the front of the class.
10:15-10:30 Recess
10:30-11:30-Math: ​Free choice math game time. To celebrate being done with our
environmental unit the teachers will allow students to play math games.
11:30-12:00 Lunch
12:00-12:15 Lunch Recess
12:15-1:00-Science- ​We will have a discussion about what animals need to survive and then we
will go outside and play the game “Food, Water, Shelter”. This is game where half of the
students are animals and half are either food, water, or shelter and they try to catch each other.
1:00-1:15 Afternoon Recess
1:15-2:30- Writer’s Workshop/End of Unit Celebration- ​We are going to extend writer’s
workshop today so that students can share their research papers at their tables and have time to
get and give feedback and answer questions. Also students will be doing a gallery walk so they
can look at each other's animals and illustrated covers.

89

Вам также может понравиться