Block Lesson #1 (8:45-9:30)

Wonders Unit 4.2

Weekly Concept: Animals Together
Essential Question: How Do Animals Help Each Other?

Teacher: Ms. Lauren Ishii

Date: March 13, 2017
Class: Language Arts- Reading
Level: Grade 1

Purpose:
To make the connection that both people and animals can benefit from working together

Objectives:
Students will follow agreed-upon rules for discussions
Listening to others with care
Speaking one at a time about the topics and texts under discussion
Students will be able to identify and explain specific animal behaviors
Students will be able to explain how different animals work together
Students will be able to provide examples on how people can work together

CCSS:
Language Arts/Speaking and Listening/Comprehension and Collaboration
SL.1.1 Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).

GLOs:
GLO #1: Self-Directed Learner
Students come up with their own ideas during the whole-class discussion and also
while completing the worksheet.
GLO #2: Community Contributor
Students listen and share ideas respectfully amongst peers and also come up with
ways they can help other people.
GLO #3: Complex Thinker
Students build on background knowledge to figure out ways in which animals
help each other (ex: symbiosis)
GLO #4: Quality Producer
 Students handwriting/illustrations are neat and legible
Students worksheet include well thought-out ideas
GLO #5: Effective Communicator
Student actively listens (to instructor as well as peers) and participates throughout
the lesson.

HSTS:
Standard #1: Learner Development
1(b) The teacher creates developmentally appropriate instruction that takes into
account individual learners strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning.
Standard #2: Learning Differences
2(c) The teacher designs instruction to build on learners prior knowledge and
experiences, allowing learners to accelerate as they demonstrate their
understandings.
Standard #3: Learning Environment
3(j) The teacher knows how to help learners work productively and cooperatively
with each other to achieve learning goals.
Standard #4: Content Knowledge
4(d) The teacher stimulates learner reflection on prior content knowledge, links
new concepts to familiar concepts, and makes connections to learners
experiences.
Standard #5: Application of Content
5(m) The teacher understands critical thinking processes and knows how to help
learners develop high level questioning skills to promote their independent
learning.
Standard #6: Assessment
6(e) The teacher engages learners in multiple ways of demonstrating knowledge
and skill as part of the assessment process.
Standard #7: Planning for Instruction
7(a) The teacher individually and collaboratively selects and creates learning
experiences that are appropriate for curriculum goals and content standards, and
are relevant to learners.
Standard #8: Instructional Strategies
8(i) The teacher asks questions to stimulate discussion that serves different
purposes (e.g., probing for learner understanding, helping learners articulate their
ideas and thinking processes, stimulating curiosity, and helping learners to
question).
Assessments:
Formative Assessments
1. Animals Working Together Worksheet
a. Students must know how to visualize, predict, question, and make
connections
b. Students will be able to visualize and illustrate how each group of animals
work together. After they make their illustrations, they can either make a
prediction, ask a question, or state a connection (text-to-self, text-to-text,
text-to-world) in regards to how these animals work together.
i. Troop of Gorillas
ii. Pack of African Wild Dogs
iii. Colony of Penguins
iv. Pod of Dolphins
Checklist
Criteria:
Illustrations (4 total)
States a prediction/question/connection (4 total)
Grading Scale:
ME=all criteria + states a higher-level thinking
prediction/question/connection
MP=all criteria
DP=some criteria
WB=little to no criteria

Materials/Set-Up:
Instructor
ActivInspire Promethean Board
Laptop
Wonders 4.2 Teacher Edition (online)
Weekly Opener: Team Up! (picture)
Unit 4 Week 2 Vocabulary (oral vocabulary)
Behavior & Beneficial
Weekly Opener Video: Animals Together (video)
Interactive Read Aloud: Animals Working Together (passages)
YouTube Video Clips- Animals Helping Each Other
Gorillas, African Wild Dogs, Penguins, Dolphins
Animals Working Together Worksheet (explain what to do with worksheet)
Students
Pencil
 Animals Working Together Worksheet

Procedures:
a. Introduction (5 minutes)- Floor
Display the Weekly Opener: Team Up! (hippo and bird picture) on ActivInspire.
Based on the picture, ask the students What do you think were going to be
learning about this week? Make a prediction and turn and talk. (Students will
talk to their neighbor and share their predictions for 15 seconds).
Have students share some of their predictions with the class. After sharing, point
out the EQ How do animals help each other? and refer back to the Waikiki
Aquarium field trip (January 20, 2017). Mention the term symbiosis (previously
learned word) and remind them about how the clownfish and anemone work
together (mutual protection from predators, exchange of nutrients, etc.
Relate it all back to this weeks theme Animals Together. Tell students that this
week we will be focusing on how different kinds of animals work together, just
like the clownfish anemone.
b. Developmental (35 minutes)- Floor/Desks
Discuss the theme of Animals Together and explain that some animals
cooperate and help one another. Ask students if they can name ways that animals
might help each other. How could animals help each other when looking for
food or eating?
Pull up Unit 4 Week 2 Vocabulary. Tell students we will be going over some
vocabulary words (behavior and beneficial) to help them later when we discuss
how animals help each other. Use the Define/Example/Ask routine to introduce
the two oral vocabulary words.
Oral Vocabulary Routine:
a. Behavior
i. Define: A behavior is a way of acting.
ii. Example: Sleeping in the winter is a behavior that helps
some animals survive the cold.
iii. Ask: What might your behavior be like when you are
hungry?
b. Beneficial
i. Define: When something is beneficial, it is helpful or
useful.
ii. Example: Exercise is beneficial to your health.
iii. Ask: What can you do today that would be beneficial to a
friend?
 Play the Weekly Opener Video: Animals Together. Ask students questions, such
as, What are some ways animals work together? Are there any other animal
teams you know? Have a couple students share their responses with the class.
Pull up the passages from the Interactive Read Aloud: Animals Working
Together. Go over each of the 4 groups of animals (gorillas, african wild dogs,
penguins, dolphins). What are these groups of animals called? (ex: a group of
gorillas are known as troops). How do they work together? What does this
remind you of? Well, this reminds me of
Play YouTube Video Clips (pinterest board) of the animals working together
(gorilla, african wild dogs, penguins, dolphins).
Present students the Animals Working Together Worksheet. Give out the
instructions, state that they will come back to a whole-group 5 minutes before
recess (9:25) to discuss some of the ideas, send them back to their desks and pass
out the worksheets.
c. Concluding (5 minutes)- Floor
Discuss some students work- illustrations/visualization, predictions, questions,
connections.
Link the idea that people, like animals, need to work together too in order to
survive.

Adaptations and Extensions:

Class Breakdown
23 Total Students
2 Identified SpEd
2 Released SpEd
1 Possible 504
No ELL
Identified SpEd (2)
Extra time to complete tasks
S1 and S2 will be provided with individual assistance from the instructor
Released SpEd (2)
S3 may require prompting to stay on task
S4 has behavioral and emotional needs which might interfere with learning and
may require individual assistance
Possible 504 (1)
S5 requires constant prompting to stay on task as well as extra time to complete
them
Struggling Learners
 Instructor will refer back to videos in regards to how specific animals help each
other

Management Considerations:
Identified SpEd
S1 and S2 sit right next to each other so instructor will be able to work with
both students at the same time
Released SpEd
S3 and S4 sit in the front of the classroom (on the floor during model portion
of lesson)
S4 tends to isolate from whole group, has a hard time sitting in one area, has to
grab on to something for security purposes (usually a stool)allow student to do
so
If S4 is uncooperative throughout the lesson, instructor will need to call the
counselor to come in to talk with the student
Possible 504
S5 sits directly in front of instructor on the floor
Very disruptive, constant talking, defiant with authority and in general, has a hard
time focusing and staying on task o Instructor will need to constantly work with
S5

Reflections:
For the Animals Working Together worksheet, I assigned the students to fill it out
AFTER they watched all four videos and discussed each one. When it was time to fill out the
worksheet, most of the students forgot what we discussed for the first three animals; they only
remembered the last animal because it was the most recent. I should have let them bring a
clipboard and pencil to the floor as they watch and discuss the videos so that they could fill out
the worksheet one animal at a time. This way, their ideas and connections about each animal
would have been fresh and they probably would have included more details in their writing.
*Reading Response Chart