Lesson Plan Framework
Teacher: Jessica Lapidus
Grade Level: 5
Essential question: What does it mean to be endangered?
Learning Segment: 1
Length of Lesson: 40 minutes
Central focus
Learning Objectives: Students will be able to
The central focus for these learning segments is
differentiate between endangered animals and extinct
integrating information from several texts on the same animals. Students will be able to use charts to organize
topic in order to write or speak about the subject
information.
knowledgeably. The requisite skills that will support
students to write knowledgeably using evidence from
several texts are reading comprehension, identifying
the main idea, using evidence to support a claim, and
vocabulary development.
Essential literacy strategy and essential skills
-Finding the main idea.
-Comparing and Contrasting
STANDARDS: Common Core (Math and ELA ) Reference State (Social Studies, Science, etc.)
ELA
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.
pdf
•
CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent.
http://www.p12.nysed.gov/ciai/cores.html
New York State Learning Standards and Core Curriculum
Arts
Career Development & Occupational Studies
Health, Physical Education, Family & Consumer Sciences
Languages Other Than English
Mathematics, Science, Technology
Social Studies
New York State Alternate Assessment Frameworks
NYS Intermediate Science Standards
Standard 4: Key Idea 3: Individual organisms and species change over time.
Academic Language (discipline specific) – list terms
Academic Vocabulary (lesson specific)
Vocabulary: Species, extinct, endangered
Tier 2 :Main idea, similarities, differences
Tier 3: endangered animals, extinction
Syntax: Venn Diagram graphic organizer.
Discourse: The main idea of this paragraph is
__________.
___ and ___are similar by_______
Pre-Assessment: How Hook: How will you catch the Real World Connection:
will you determine prior
knowledge?
attention of your students and
focus their minds on today’s
learning goals?
I will show a brainpop video
A pre assessment will
to get the students’ attention.
have been given
beforehand asking
students to write a letter
giving their view on
endangered species.
Student Reflection:
How are learning goals relevant to How will you provide for
students’ lives?
student reflection?
Learning goals are relevant to
students’ lives because they
love animals and some
Students will reflect by
endangered animals are even making sure they have
from the US.
the minimum amount
of similarities (1) and
differences(2) in their
venn diagrams.
ASSESSMENT What evidence will you collect that students have mastered the learning objectives?
Formative Assessment of Lesson Objectives:
Summative: How will performance be measured?
How will you monitor and give feedback during the
What evidence will you How will you define mastery?
lesson? Be specific.
collect?
Attach relevant rubrics and grading criteria
Check all that apply
as needed.
I will monitor and give feedback throughout the
 Project
lesson by observing students and responding to
I will define mastery by seeing if
 Essay
their questions. I will walk around making sure they
students are able to write 2 differences
 Experiment
are underling and taking notes while reading the
and 1 similarity on their Venn Diagrams.
 Short Answer
article.
 Presentation
 Multiple Choice
 Other
_venn
diagram__________
__
Assessment requires students to: Check all that apply





Organize
Interpret
Analyze
Synthesize
Evaluate information
 Writing:  Draw Conclusions
Make Generalizations
Produce arguments
Connection to:  prior learning
life experiences
Academic Feedback: How will you provide feedback to students based upon the data you collected in assessments?
I will provide feedback to students by talking with them as they are working. I will conference with students who are
struggling to help them.
Learning Segments and Pacing: What strategies,
procedures, and transitions, will you use? What essential
questions will you address in each segment?
How will you begin?
I will begin the lesson by showing the
students a brainpop video about extinction.
Time
5 min
How do learning segments align with Materials
objectives and allow for higher order
thinking? What questions do you
ask that promote higher order
thinking?
As the students are watching
Smartboard,
the brainpop video I will ask
notebooks,
them to take notes on what it
pencils.
means to be extinct, animals that
B have become extinct, and why.
eg
in
ni
ng
Transition?
Cartoon strip
Time
“Are pandas endangered today?”
What will you do during the lesson?
“What does it mean to be
endangered?”
After we have watched the video, I will give
the students a cartoon strip about what it
means to be endangered. We will go over it
together as a class, taking notes while we
discuss.
extinct/endangere
d animals article.
“If an animal is endangered is it
extinct?”
Mi “Do you think there are other
dd animals that are endangered?”
le
Then, students will be given an article
comparing extinct and endangered animals.
They will take notes on the article about main
ideas like we have been doing.
15 min
Transition?
How will you close the lesson?
Time
E does being endangered
“How
Venn diagram
15
Students will fill out a Venn Diagram
comparing and contrasting extinction and
endangered animals.
n to being extinct?”
relate
d is it different?”
“How
worksheet.
* For homework, the students will take the
information from the organizer and write a 5-6
sentence paragraph.
Technology Integration
Teacher Strategies – Best Practices
Highlight desired bullets; check all that apply
 Word Processing
 Power Point
 Internet Resources
 Graphics/Charts
 Internet Research
 Web 2.0 Tool(s)
 Interactive whiteboard
Other:
Highlight desired bullets; check all that apply
 Student choice
 Modeling
 Cooperative learning
 Independent learning
 Implementing pre, post, and during lesson activities
 Teaching metacognitive strategies
 Hands-on learning/manipulatives utilized
 Higher-ordering thinking skills
 Real-world connections
 Criteria charts created (student-driven; supports
learning by defining and clarifying a task )
 Rubrics created (student-centered)
 Mentor texts
 Anchor charts (a reference tool that “anchors” new
and ongoing learning to key concepts previously
introduced)
 Research/research materials
 Evidence of assessment for learning (teacher modifies
instruction based on students’ understanding)
 Academic language used in context
 Conferencing
 Other (please explain)
Grouping Options: How will your groups be
Differentiation: How will you differentiate instruction to
organized? What roles will students fulfill? Check all that accommodate individual students’ anticipated learning
apply.
difficulties, interests, and/or cultural heritage?




Individual
Pairs
Cooperative
Whole Group
I will differentiate instruction by using different types of
learning strategies. I have a video, cartoon, as well as a
written article.
Intervention: How will you use the results of the
Special Situations in the Classroom? Are there any
assessment(s) to inform future instruction?
management and/or safety issues that need to be considered?
I will use the results of the assessments to make
Student SD is seated in the first row because he has
sure that all students understand what it means to be trouble focusing. JV is seated in a special chair in the
an endangered species. If they don’t, I can’t move on first row because of her physical disability.
to the next lesson about different types of species
that are endangered.
Rationale/Theoretical Reasoning: What sources support your pedagogy and methodology? Why have you
chosen the strategies you have elected to use?
I chose the strategies I did because I know my students work in different ways. Since this was the introductory
lesson, I wanted students to work independently, as another way of gaging where they are. I used various
methods in this lesson, such as video, pictures, and reading because I know students have different
intelligences and learning styles(Gardner). I wanted the students to connect the different modes of learning
into one organizer. If students aren’t able to, then I know thats what I need to do more of in future lessons to
get them to be where they need to be by the end of the unit.
Brainpop video:http://www.brainpop.com/science/ourfragileenvironment/extinction/
Cartoon strip: http://www.konicaminolta.com/kids/endangered_animals/comics/01/index.html
Article: http://www.oum.ox.ac.uk/thezone/animals/extinct/define.htm
Venn Diagram
worksheet:https://www.google.com/search?q=venn+diagram+worksheet&source=lnms&tbm=isch&sa=X&ei=U
16iUu_KAuvMsQSz84KwBA&sqi=2&ved=0CAcQ_AUoAQ&biw=1241&bih=639#facrc=_&imgdii=_&imgrc=HlY
w7JdJ3OVkFM%3A%3BXrbiXQVK48lbaM%3Bhttp%253A%252F%252Fimg.lehaleha.com%252Fmedium%25
2F22%252Fvenn%252520diagram%252520tool22.jpg%3Bhttp%253A%252F%252Fdiagramupdate.blogspot.c
om%252F2013%252F10%252Fvenn-diagram-tool.html%3B778%3B568