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Mammals
Author: Crystal Demma

Topic of Lessons:
Lesson #1- Asking and Answering Questions
Lesson #2- Details and Sequencing
Lesson #3.1- Vocabulary
Lesson #3.2- Designing

Standards Addressed:

1. Common Core Grade 1 Standard (RL.1.1): Ask and answer questions about key details in
a text.

2. CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its

characters, setting, or events.

3. 1-LS1-1. Use materials to design a solution to a human problem by mimicking how

plants and/or animals use their external parts to help them survive, grow, and meet their
needs.*

4. Common Core Anchor Standard (W.1): Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Unit Objectives:

1. Students will be able to ask and answer questions about key details in a text.

2. Students will use illustrations to describe the characters and events in the story.

3. Students will be able to design a solution to a human problem by mimicking how other
mammals use their resources to help them survive/grow; the students will support their
design with reasoning by composing a written argument.
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Lesson 1: ELA
Title: Animal Details

Standard: Common Core Grade 1 Standard (RL.1.1): Ask and answer questions about key
details in a text.

Objective: Students will be able to ask and answer questions about key details in a text.

Key Vocabulary:
Emerging/Entering Transitioning/Expanding/Commanding
Bear, eat, rabbit, slurp, huge, beast Burp, burrow, honey, terrible, shrieked,
bridge, protect, muscles

Essential Question: What are some key details of the story?

Learning Process:

Introduction-
The teacher will introduce the unit by activating students’ prior knowledge.
“This week we are going to be learning about animals! We are going to be learning only about
the animals that are “mammals.” Who can tell me some animals that are furry? What are animals
that we have as pets? What are animals that live in the wild? What is an animal you have never
seen? What is your favorite animal, and why?

Guided Practice-
The teacher will introduce the book, The Slurpy Burpy Bear. The class will examine the cover
and use their prior knowledge about bears to think about what the story could be about.

Next, the teacher will introduce the new vocabulary by writing their definitions on the board.
The teacher will use a picture in the definition. The teacher will begin to read the story. As the
teacher reads, she will model a think-aloud. She will dictate all her thoughts and questions about
the story. The teacher will stop in the middle of the book and tell the students that she is showing
them how she thinks about a story when she reads.

The teacher will read the second half of the book, but this time the students will take the role of
asking questions and making connections/comments about the story.

Independent Practice-
The students will go back to their table and the teacher will read a Scholastic News story. The
students will have their own copy of the reading. As the teacher reads, the students will follow
along. The students will write notes on the side of where they have a comment, question, or
reaction.

Closing/Assessment- On a slip of paper, the students will write down one

detail/question/comment about one of the texts today. They will also answer one of three
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questions that the teacher will write down on the board. The teacher will use this as an informal
assessment.

Differentiation: For the Emergent/Entering students I will alter the assignment. I will show the
students a variety of symbols. “?” will stand for a question, “!” Will stand for a reaction, and a
thought-bubble will stand for a thought or connection. The teacher will explain to the students
the meaning of the symbols through simple sentences and body gestures. The teacher will
demonstrate to write the symbol directly next to the words that made them feel that way. To
ensure the students are not lost in the article, the teacher will put the article on the Smart Board
or Elmo and point to the words as he/she reads.

Rationale:

According to Vawter and Costner’s article, “Differentiating Instruction for ELLs,” differentiated
instruction is essential to every lesson. Students can learn in multiple different ways and everyone
has their own pace. This is why I have included differentiation for my varied level ELLs into my
lesson.

The vocabulary taught today will be repeated throughout the rest of the unit in discussions, read-
alouds, and hands-on activities. According to Restrepo’s article, “Addressing Emergent Literacy
Skills in English-Language Learners,” the repeated use of Tier2 vocabulary will help ELLs acquire
English.

Beatrice Mikulecky states, “Interacting and talking about text is essential and students develop
literacy skills when… teacher(s) model strategies, and when students have opportunities to talk to
each other about how to make sense of the text.” This is why I am creating opportunities in this
lesson for the teacher to model and the students to discuss the text.
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Lesson 2: ELA
Title: Pictures and Stories

Standard- CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its

characters, setting, or events.

Objective- Students will use illustrations to describe the characters and events in the story.

Key Vocabulary-
Emerging /Entering Transitioning/Expanding/Commanding
Dog, bath, brush, play, dirty, railroad, white, Chute, coal, backyard, family, crawled,
black, spots, hungry rolled, scrub,

Essential Question- What actions led to the sequence of events?

Learning Process:

A) Introduction-
The teacher will begin the lesson by asking the class if anyone has any dogs. This is to grab
their interest. I will explicitly introduce some key vocabulary words by writing the word on
the board and putting a picture definition next to the word; for example, the word ‘dog’
would be on the board with a picture of a dog.

B) Teaching-
The teacher will introduce the book with a picture-walk. The teacher will now point to the
vocabulary words in the story and pictures. Students will connect these new words to the
pictures they see in the text. and begin reading the story. As the teacher reads he/she will
hold up separate pictures/objects of vocabulary words; for example, as the teacher reads the
word brush, he/she would either hold up a brush or a picture of a brush.

After the reading, the teacher will model thinking about sequencing story. “I am trying to
think of the beginning of the story. What happened that led to Harry becoming so dirty? Oh, I
remember! The dog did not want to take a bath. So he ran away with the brush.” The teacher
will then place a picture of a dog running with the brush in the first space. On the card there
will be a phrase, “First, the dog ran away with the brush.”

C) Guided Practice-
The students will volunteer to answer questions. The students will recount the sequence of
events and choose the next picture to be added in the chronological storyboard. The teacher
will ask the students questions that will make them analyze how the dog’s ideas developed
over the course of the text that led to the events. These questions will help guide the students
to critically think about the character and how his ideas caused the events to unfold

Questions, “How did you know that came next? What was Henry thinking that caused him to
be there? Why do you think Henry did that? How did Henry become so dirty? Why did his
family not recognize him? Why did he change his mind about taking a bath?
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D) Independent Practice-
The students will go back to their desks and draw the sequence of events that occurred in the
story. They will be given five boxes. They must draw the sequence of events from the story.
They will use the vocab words to put on their drawings.

Advanced Students- I will give them a new story to sequence from the beginning to end.
They will orally explain or write how Harry’s ideas developed throughout the story.

Entering/Emerging- They will use the same story of Harry the Dog so they can deepen their
understanding of vocabulary words.

E) Closing-
Questions: “What ideas did Harry have in the story? Did he ever change his mind?
What was his problem? How did he get dirty? Why did he not mind taking the bath at the
end?”

Differentiation:

For emerging or entering students, I would condense my questions or statements to be more

simple and concise. I would have them use picture cards that instead of a phrase have one or
two words; for example, for transitioning/expanding/commanding their picture cards have a
full sentence or phrase. This could be, “The dog becomes dirty when he slides down the coal
chute.” For emerging or entering, I would give them a card that simply says, “dirty.”

Rationale:

According to Lydia Breiseth, vocabulary should be taught explicitly to ELLs. This supports
the introduction of my lesson where I define and write the words for the students. I also use
visual pictures and symbols in my definitions. I am hoping by using visuals and non-
language definitions, the students can make comprehensible input with the vocabulary.
Steven Krashen supports the use of visuals so students can make connections.

According to the article, “Oral Language Development and ELL Challenge and Solutions,”
ELL students should have zero to low anxiety environments; therefore, the teacher should
avoid calling on them if they did not raise their hand. They may be embarrassed about an
accent or reading fluency. ELLs need to feel safe and comfortable in their environment to be
willing to take risks. Only when they take risks will they begin to learn the language.
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Lesson 3: Part 1 Science

Title: Animal Words

Standard:1-LS1-1. Use materials to design a solution to a human problem by mimicking how

plants and/or animals use their external parts to help them survive, grow, and meet their needs.*

Common Core Anchor Standard (W.1): Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Objective: Students will be able to design a solution to a human problem by mimicking how
other mammals use their resources to help them survive/grow; the students will support their
design with reasoning by composing a written argument.

Key Vocabulary:
Emerging /Entering Transitioning/Expanding/Commanding
Mammals, walrus, bat, squirrel, deer, Mammals, desert, marsh, quills,

Essential Question: What is a mammal?

Learning Process:

A) Introduction- The teacher will demonstrate how he/she cannot reach the top shelf of the
closet. The teacher will demonstrate his/her/their thinking.

“I need to get to this top shelf, but I am not tall enough. Maybe I could reach if I jumped
like a rabbit? Or climbed like a raccoon? Or flew like a bat? Or had a long neck like a
giraffe?” The teacher will demonstrate how she could design something to help her meet
her needs using one of those animals.

“Maybe if I had claws like a raccoon I could climb more easily? I am going to try and
create claws. I’ll use gloves to put on my hands, and attach something on my gloves that
will help me climb. Does anyone have an idea of what I could attach to the gloves that
could help me climb like long claws?” The teacher will wrap rubber bands at the end of
each fingertip to give traction and friction for climbing. Then, the teacher will model the
writing process on the board.

“I was not able to reach a high shelf. I wanted to climb like a raccoon. I made myself
claws to help me climb.”

B) Teaching/Guided Practice-
The teacher will begin the lesson by explicitly teaching the vocabulary. The teacher will
write the word down and read it to the class. The definition will include words and a
picture.
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The students will write down the vocabulary words in their own personal glossaries
located in their science notebooks. Next, the teacher will begin reading the book, “About
Mammals: A Guide for Children.” The students will be active-listeners. The students will
ask questions and volunteer to answer questions from the teacher.

After the reading, the teacher will guide the students to complete a graphic organizer. The
organizer will be a web with the word Mammals in the center. The students will “Think-
Pair-Share” with their pre-designated partner. They will recall information they read
about what mammals can do and volunteer the answers. The students will build
knowledge off of one another. The students will share what they discussed to the teacher
and we will add it to the web. After the web is completed the students will return to their
desks and fill out their own web.

The web will be used to help them create their design and composition. The design and
composition will be done the following day.

C) Independent Practice-
Students will complete an activity using their glossaries and knowledge of mammals. The
worksheet will show a picture of an animal and the student must decide if the animal is a
mammal or not. This will prepare them for the second part of this lesson.

D) Closing-
Teacher will show picture cards of animals. The students will answer either “Yes, or no,”
if it is a mammal or not. For students who are transitioning, expanding, or commanding
they will have to support their answer with reason. “Yes, because it gives birth.”

Rationale:

According to “Strategies for Teaching Science to ELLs,” creating a picture glossary is an

excellent wait to build comprehensible input. This lesson incorporates this vocabulary
instruction by creating personal glossaries and using pictures in the definitions.

Think-Pair-Share- According to “Strategies for Teaching Science to ELLs,” the Think-Pair-

Share technique for students to discuss mammals is very effective. It is more comfortable to
discuss it in a small group as opposed to volunteering in front of the whole class. The pre-
determined groups will incorporate a more proficient ELL with a less proficient ELL. The
article suggests to do this so the students learn from one another.

Graphic Organizer/Semantic Map- I used a graphic organizer after the reading because the
article, “Strategies for Teaching Science to ELLs,” says it requires little language so it is more
effective for ELLs. It helps them see the relationship between new and existing topics.
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Lesson : Part 2 Science

Standard: 1-LS1-1. Use materials to design a solution to a human problem by mimicking how
plants and/or animals use their external parts to help them survive, grow, and meet their needs.*

Common Core Anchor Standard (W.1): Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Objective: Students will be able to design a solution to a human problem by mimicking how
other mammals use their resources to help them survive/grow; the students will support their
design with reasoning by composing a written argument.

Key Vocabulary:
Emerging /Entering Transitioning/Expanding/Commanding
Mammals, walrus, bat, squirrel, deer, Mammals, desert, marsh, quills,

Essential Question: What is a human problem that could be fixed by mimicking other
mammals? What is a solution?

Learning Process:

Introduction- Review Part 1 of the lesson asking students some questions.

“What is a mammal? Could anyone tell me something they remember about mammals?”
Review vocabulary with pictures flashcards on the Smart Board. The students will volunteer the
answers. Then the rest of the class will chorally repeat the word. To refresh the children’s
memory, the teacher will put on a read-aloud on YouTube of the book she read in Lesson 3: Part
1.

Practice-
The teacher will propose a problem to the students, “There is a huge snow storm and our houses
lose power and heat! Without eat we would become super cold! What is something we could
design that lets us mimic other mammals, and solve our problem?”

The students will be put into groups of mixed language acquisition proficiencies. They will sit
with their groups and discuss solutions. The teacher will help ignite their ideas by giving them
picture cards of mammals. The students will use the pictures to help them design something that
will solve the problem stated previously.

Assessment-
After the students have chosen a design. They will compose a writing piece and support their
design with reasoning. Students will incorporate vocabulary words that will be located in the
classroom so they can use it as a resource. They can draw a picture on their writing piece to show
their design.
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Differentiation- Emerging or Entering students can draw a detailed picture to describe their
design and will only be required to write one word. They can use their picture glossaries or the
vocabulary words on the wall to help them.

Advanced students can formulate another human problem on their own and find a solution by
mimicking another mammal characteristic.

Rationale:

According to the article, “Strategies for Teaching Science to ELLs,” picture glossaries and
flashcards are important for comprehensible input and learning science vocabulary. I
incorporated picture glossaries so students can make connections to Tier2 vocabulary in English

According to Suzanne Irujo, ELLs should not be forced to read out-loud. They may feel self-
conscious about an accent, coding error, or fluency. To ensure the students are practicing their
speaking but do not feel anxious, the lesson has them reading chorally in the classroom. This will
ensure the students are practicing, but are not feeling anxious at school.
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Resources

Breiseth, L. (2018). Reading Comprehension Strategies for English Language Learners - ASCD
Express 5.11. Retrieved from http://www.ascd.org/ascd-express/vol5/511-breiseth.aspx

Guccione, L. M. (2015, December 01). Oral Language Development and ELLs: 5 Challenges
and Solutions. Retrieved September 17, 2018, from http://www.colorincolorado.org/article/oral-
language-development-and-ells-5-challenges-and-solutions

Herr, Norman. "Strategies for Teaching Science to English Language Learners." Strategies for
English Language Learners. https://www.csun.edu/science/ref/language/teaching-ell.html.

Irujo, Suzanne. The ELL Outlook. "What Does Research Tell us About Teaching Reading to
English Language Learners?" Jan/Feb, 2007. Course Crafters Inc. Web.

Landa, N., & Chapman, J. (2012). The slurpy burpy bear. London: Little Tiger.

Mikulecky, B. S. (2008). Teaching Reading in a Second Language. Retrieved from

https://longmanhomeusa.com/content/FINAL-LO RES-Mikulecky-Reading Monograph .pdf

Restrepo, M. A. (2008, September 01). Addressing Emergent Literacy Skills in English-

Language Learners. Retrieved from http://leader.pubs.asha.org/article.aspx?articleid=2289717

Stephen Krashen on Language Acquisition [Advertisement]. (2010, October 15). Retrieved

September 13, 2018, from https://www.youtube.com/watch?v=NiTsduRreug

Vawter, D. H., & Costner, K. M. (n.d.). Differentiating Instruction for ELLs. Retrieved
September 7, 2018, from
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/88
8/ArticleID/350/Differentiating-Instruction-for-ELLs.aspx

Zion, G., & Graham, M. B. (2016). Harry the dirty dog. London: Red Fox.