Texas A&M San Antonio

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Professor: Dr. Nancy Compean-Garcia
Effective Practices for English Language Learners:
Infusing Culturally Responsive Teaching into the SIOP Model
Living things Lesson Plans

Student: Francisco Cervantes

Fall 2014

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Title of Lesson: Diurnal and Nocturnal Animals

SIOP Lesson Plan
Grade: First
English proficiency levels: Beginning through advanced
Standards TEKS:
112.12. Science, Grade 1.
(b) Knowledge and skills.
(10) Organisms and environments. The student knows that organisms
resemble their parents and have structures and processes that help them
survive within their environments. The student is expected to:
(A) investigate how the external characteristics of an animal are
related to where it lives, how it moves, and what it eats;
Objectives:
Language: The students will be able to:

Talk and write one-sentence summary about nocturnal and diurnal

animals.
Read their summaries about nocturnal and diurnal animals in front of the
group.
Apply orally and in writing, new vocabulary related to nocturnal and
diurnal animals.

Content: The students will be able to:

Know the differences that exist between animals that are active during
day and animals that are active at night.

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Key Vocabulary:

Nocturnal
Diurnal
Nighttime
Daytime

Adaptation
Temperature
Habitat

For lower proficient students, teacher may include other vocabulary items in
addition to the mentioned above.
Materials:
Teacher Materials:

Books related to nocturnal and diurnal animals (fictions and nonfiction)

Smart board or projector
Photographs and pictures of animals during the daytime and nighttime
Construction paper of various colors
Graphic organizer

Student Materials:

Crayons, markers, glue and scissors.

Motivation:
(Building background)

Ask students to describe their habitat or place where they live, to a

partner. Soon after, ask a few partners to share their ideas with the class.
Tell the students they are going to learn about how an animal's habitat
can show us whether certain animals like to come out at night or during
the day.
Then ask to think about how they might dress if they wanted to hide in the
woods or in the city at night or during the day (What color clothing would
they wear? Would they paint their faces a colorwhat color?)
Distribute a variety of photographs of animals to small groups. Ask:
o What do you already know about these animals?
o What are their habitats?
o What do they eat?
o When do you usually see themduring the day or at night?

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

After asking a few students at each group to share their ideas with the
large group, ask students to sort the photographs onto labeled T-charts by
daytime versus nighttime animals.
Tell students that the science word for nighttime animals is nocturnal and
the science word for daytime animals is diurnal.
When introducing the words nocturnal and diurnal, ask the students
whose native language is Spanish if any parts of those words look like
Spanish words they know (i.e., NOCturnal/NOChe, DIurnal/Da), and tell
them this can help them remember these new English words.
Read and discuss the lesson objectives with students.

Note: The teacher may consider asking the students how to say the animal
names in their L1s. Also could do a quick spot check with thumbs up/ thumbs
down to see if the students are familiar with each animal showed in the book or
photographs.
Presentation:
(Language and content
interaction, feedback)

objectives,

comprehensible

input,

strategies,

Read the book Where Are the Night Animals? to students.

While reading the book out loud, stop periodically to discuss each of the
animals in the book and what adaptations they have that tells us they are
nighttime, or nocturnal, animals. Explain the word adaptation and ask the
students to Think-Pair-Share some examples of adaptations they know. Ask
a few pairs to share for with the large group. Confirm, correct, and clarify.
student responses as necessary.

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Provide the following sentence stems, and ask students to predict if an

animal is nocturnal:

o I know it is nocturnal because its color is ________.

o This animal eats _______, so I think it is nocturnal.
o I think nocturnal animals live in _____________ places, so this
animal must be nocturnal.

Next, discuss what animals are considered daytime or diurnal. Provide the
same sentence stems as above to ask students to predict if an animal is
diurnal.
In front of the large group, write down and discuss characteristics to
consider when deciding if an animal is nocturnal or diurnal (camouflage,
eyesight, etc.)?
On a T-chart, label one side diurnal and draw a sun; label the other side
nocturnal and draw a moon. Write the animals discussed on the chart.

Notes:
Adaptation: A change in a plant or animal that makes it better able to live in a
particular place or situation.
For asking questions: phrase questions in accordance with each groups
proficiency level.

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Practice / Application:
(Meaningful activities, interaction, strategies, practice/application, feedback)

Give each student a sheet with a graphic organizer, including pictures of

diurnal and nocturnal animals.
Have students to cut and paste the animals, let them identify each one
as nocturnal or diurnal and write one key fact about it.

Review / Assessment:
(Review objectives and vocabulary, assess learning)

After students complete the activity, bring them together in large group
(on the regular spot on the floor, if appropriate).
Ask each student to read two facts about their animals using his/her
graphic organizer.
After each student presentation restate the diurnal/nocturnal
classification and conduct a large group comprehension check for class
agreement.
After each student presentation, add students animals to the T-chart on
the appropriate side (diurnal or nocturnal).
Point out to students the many animals that are nocturnal and the many
that are diurnal.
Play the next video: Diurnal and Nocturnal Animals

Notes: Students with lower proficiency may use L1 while talking to buddies.
Provide additional support to lower proficiency students to share their answers in
English (one - on - one practice with teacher or peer before sharing, repetition,
encouragement, etc.)
Extension:

Ask students to tell their partner if they think humans are nocturnal or
diurnal? Give the following sentence stems to start discussion:

o I think humans are _______ because______.

o I believe we are________ for several reasons.
o I dont think humans are _______ because _______.

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Title of Lesson: What is a Dragonfly?

SIOP Lesson Plan
Grade: First
English proficiency levels: Beginning through advanced
Standards TEKS:
110.12. English Language Arts and Reading, Grade 1,
(b) Knowledge and skills.
(4) Reading/Beginning Reading/Strategies. Students comprehend a
variety of texts drawing on useful strategies as needed. Students are
expected to:
(B) ask relevant questions, seek clarification, and locate facts and
details about stories and other texts
(20) Oral and Written Conventions/Conventions. Students understand the
function of and use the conventions of academic language when
speaking and writing. Students continue to apply earlier standards with
greater complexity. Students are expected to:
(B) speak in complete sentences with correct subject-verb
agreement
Objectives:
Language: The students will be able to:

Listen to their partners ideas about dragonflies.

Write a descriptive sentence about dragonflies and decide (through turn
and talk)

Content: The students will be able to:

Label the parts of a dragonfly.

Identify important information about a dragonfly.

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Key Vocabulary:

Insect

Hunt

For lower proficient students, teacher may include other vocabulary items in
addition to the mentioned above.
Materials:
Teacher Materials:

Smart board or projector

Markers
Graphic organizer / chart paper

Student Materials:

Dry-erase board
Dry-erase markers
Markers.

Motivation:
(Building background)

Remind the students that they have been studying dragonflies.

Ask students, What is the most important fact that you have learned
about dragonflies?

Presentation:
(Language and content objectives, comprehensible
interaction, feedback)
Read the book Are you a Dragonfly? to students.

input,

strategies,

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Get together with the students on the (regular spot) in the floor in front of
the easel containing a piece of chart paper. Divide the paper into four
quadrants to create a Four Corners graphic organizer. See image
enclosed.
Give each student a dry erase board and a dry erase marker.
Tell the students, We are going to write about dragonflies. Using your
marker, write what sounds or letters you hear at the beginning of the
word, dragonfly.
After the students write the letter on their dry erase board, write
Dragonfly on the top left corner of the Four Corners graphic organizer.
Say, Now turn and tell your partner what a dragonfly is. Listen to partners
explain their definitions. See if the partners can agree on a common
definition.
Then write A dragonfly is an on the top right square of the Four
Corners graphic organizer. Next ask the students to write what sounds or
letters that they hear in the word insect. Ask a student who is working on
short vowels in word work to come up to the Four Corner graphic
organizer and write the beginning of the word. Then ask the students to
turn to their buddy and tell him or her how to write the rest of the word. Let
a few students answer for the class. Then ask a student to come up to the
Four Corners graphic organizer and draw a dragonfly on the box in the
top left corner. Ask another student to draw a smaller dragonfly in the
bottom left corner. As those students are drawing on the Four Corners
graphic organizer the other students can practice drawing a dragonfly on
their dry erase boards.
Read the chart as students read along as a shared reading text.

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Notes:
For asking questions: phrase questions in accordance with each groups
proficiency level.

Practice / Application:
(Meaningful activities, interaction, strategies, practice/application, feedback)

After the students read the chart as a whole group, explain that they will
collaborate through writing to complete the Four Corners graphic
organizer by labeling the parts of a dragonfly and by writing a sentence
that contains important facts about dragonflies.
Ask the students to turn and tell the student next to them about the parts
of a dragonfly. Listen to the students identify the parts of a dragonfly.
Next explain that they will be labeling the parts of a dragonfly on the Four
Corners graphic organizer. Ask, What should we write?
Ask different student to share their ideas with the class and record for the
whole class to see. Then call on a few students to label the dragonfly
once the class has come to consensus on the different parts that the
diagram should include. While those students label the dragonfly on the
Four Corners graphic organizer, the other students can write the words on
their dry erase boards.
After the dragonfly is labeled, ask the students, What is the most
important fact that you have you learned about the dragonfly? Turn and
tell your partner. Lean in and listen to partners conversing about what
they think is most important.
As a whole group, discuss what the students think is most important and
guide the students towards consensus on a sentence. Call up a few
students to help write the sentence on the Four Corners graphic organizer.
As those students write on the Four Corners graphic organizer the other
students can be writing their sentences on their dry erase boards. If some
students need assistance consider letting those students work with a
buddy.
After the sentence is written, read it aloud as students read along out
loud. Reread it again as a group.

EDSL 5336 Differentiating Instruction for Elementary/Secondary ELL's

Francisco Cervantes K00324439

Dr. Nancy Compean-Garca

Review / Assessment:
(Review objectives and vocabulary, assess learning)

Ask the students, What have we learned about dragonflies?

Tell the students to think their answer in their head. Then, tell them to turn
and tell their partner their idea.
Reread the chart aloud as a whole class and discuss what they have
learned and how together they have designed a chart that tells
important information about a dragonfly.

Notes: Students with lower proficiency may use L1 while talking to buddies.
Provide additional support to lower proficiency students to share their answers in
English (one - on - one practice with teacher or peer before sharing, repetition,
encouragement, etc.)
Extension:

Ask students now they know well enough what is a dragonfly, then do
they know
Difference Between a Dragonfly and Damselfly ? (Watch
video)

References:

TEKS
http://www.tea.state.tx.us/uploadedFiles/Curriculum/Texas_Essential_Kno
wledge_and_Skills/docs/Grade1_TEKS_0814.pdf

Echevarria, J., Vogt, M. E., & Short, D. (2008). Making content

comprehensible for English language learners: The SIOP model (3rd ed.).
Boston: Allyn and Bacon.