Signature Assignment: Action Plan

Nora C. Ramos

Division of Teacher Education, Azusa Pacific University

TESP 502 Science

Dr. Cynthia Dollins

 Signature Assignment: Action Plan

Introduction

I’ve planned to work at Aurora Elementary school, which is a school located in the South

Los Angeles area belonging to the Los Angeles Unified School District (LAUSD). Aurora E.S

has grades from Expanded Transitional Kindergarten (ETK) to fifth grade, the average class size

is 23 students. Aurora is located in a low-income urban neighborhood and 362 out of 390

students receive Free/Reduced Priced Meals (ED Data, 2020). In my classroom at Aurora, I will

have English Learners (ELs) since 161 of the students there are ELs with their first language

being Spanish (ED Data, 2020), I will also have students that have an Individualized Education

Program (IEP) as well as students without an IEP, in this school most of the students are of

hispanic backgrounds and around 10% of them are African American students, this school is

very rich in diversity not only ethnically but also in the student's personal experiences, histories,

learning styles, personalities, temperaments, socio-economic status, etc. I will be able to make

connections with my students because I am also a product of LAUSD and in grade school I was

also an EL student myself, therefore, I will be able to understand their struggles on a more

personal level. Because of my experiences, I believe that I have developed a plan that will be

beneficial for all learners in my classroom. I believe that the assessments I have taken have

helped me learn and understand more about myself and how I could use my strengths and

weaknesses to better help and teach my students. Combining my knowledge and experiences

from my credential program, my assessments, and my student’s assessment results I will be able

to reach every student in my classroom with the proper accommodations, modifications, and

differentiations that I will implement in my lessons to provide a safe and effective learning

environment.
 Self-Development Plan

Through my coursework and several assessments taken, I was able to learn about my

personality, temperament, learning style, multiple intelligence, and emotional intelligence (EQ).

In previous classes, I was also able to learn about my strengths which I believe will be beneficial

to know so I can be the best teacher my students deserve. According to The Typefinder

Personality Test, my personality types are Extraversion, Intuition, Feeling, Perception (ENFP),

Extraversion, Sensing, Feeling, Perception (ESFP), and Extraversion, Sensing, Thinking,

Perception (ESTP) (Truity, 2020). I am surprised to know that all my three top personality types

are very similar in the sense that they all say I am an extrovert and they all have perception in

common, which is something new to my knowledge. What these personalities have in common is

that they are driven by the interaction with others. People with these personality types enjoy

being around others and they like helping the people around them (Trinity, 2020). After

analyzing the results of my personality tests I was able to conclude that these tests describe how,

for the most part, I see myself, I have also known that I am an extrovert because it's very easy for

me to approach people and talk to others. I also enjoy helping others in need or anyone that

needs my help.

I was able to learn about my temperament based on an assessment taken on the David

Keirsey’s Four Temperaments quiz website, and based on Kiersey's Four Temperaments quiz, I

am labeled an "Idealist.". According to Keirsey only 15% of the population in the world have an

idealist temperament (Keirsey, D., n.d.). It is said that Idealists tend to be generous, trustworthy,

spiritual, and they strive to encourage others to achieve their potential and their personal self

discovery (Keirsey, D., n.d.). I also learned that my ENFP personality and my idealist

temperament are called the “Idealist Champions,” only three or four percent of the population are
Idealist Champions which means that I highly value emotional experiences and that I am

passionate about life, I welcome all life experiences and enjoy meeting people around the world

(Keirsey, D., n.d.). After knowing what my personality type is and reading more about my

personality and temperament I notice that they have so much in common with how I perceive

myself and my life. I thrive on always self improving and helping others better themselves, I

encourage others to improve themselves because I want those around me to be successful and

feel accomplished.

The Vark Questionnaire helped me learn and better understand about my learning styles.

According to the Vark Questionnaire my learning style is “Multimodal” with scores of

Kinesthetic (16), Aural (13), read/write (7), and visual (5) (Vark, 2020). This means that I learn

in many different ways, I have many multiple learning preferences just as more than half of the

population (Vark, 2020). According to the Vark questionnaire, my higher learning preference is

kinesthetic which means that I learn most from my experiences and real things. Also, this quiz

revealed that my second highest score was in the Aural learning style, which means that I learn

from asking questions and getting them answered (Vark, 2020). Learning and analyzing my

learning styles I have concluded that they are an accurate representation of the way I learn. I am

usually that person that likes to ask questions and take physical notes because I remember the

information more accurately this way. I can clearly see the connection between the previous

assessments which reinforce my need for experiences and real life applications. This explains

why I am more engaged in activities where I can actively participate and learn from trial and

error.

The last assessments taken revealed my Multiple Intelligence (Psychology Today) score

and my Emotional Intelligence (Institute for Health and Human Potential). According to IHHP,
my emotional Intelligence score is slightly above average. This test reveals that I have room to

grow in my emotional intelligence, I am sensitive to the way my behaviours and actions will

affect others, and being sensitive to other people’s emotions (IHHP, 2019). I have found myself

overthinking this score because I have thought about ways I can improve my emotional

intelligence because I feel the more mature my emotional intelligence is, the less other people's

intentions and opinions will affect me. With regards to my multiple intelligence the test revealed

that I have an “Interpersonal Intelligence” with a score of 91 (Psychology Today, 2020). Further

researching what this score means, I have found that I have the multiple intelligences of being

capable of understanding and interacting with others, able to read others and their moods,

temperaments, motivations, etc., it has also revealed that I have “people-person intelligence”

(Psychology Today, 2020). Some of the skills that come with my interpersonal intelligence is to

have effective communication with others, effectively working with others, and being able to

notice distinctions between others (Psychology Today, 2020). Analyzing both of these scores I

can concur that they can be connected to the way other people’s actions influence me because

since I am such a people person, their opinions of myself affect my emotional intelligence. I have

the habit of trying to please others, so they can be content with my presence and my personality

which is something that I have been trying to overcome which would be beneficial for my mental

health.

Upon taking these assessments, reading and learning more about myself I can’t help but

wonder how all these findings will affect my teaching and the way I perceive and treat my future

students. It affects me on a personal level, because there are times when it is hard for me to

remember that one can change their ways and that there is always room for improvement. I need

to learn that even though I am the way I am, I can change some things about myself that I would
want to change. As Dr. Caroline Leaf explains in her book Think Learn Succeed that there is a

major importance on one knowing the way we think because “it’s wise to understand how our

customized thinking operates and how to use it to activate the power conytaised within healthy

mindsets.” (p. 112). Having a healthy mindset and understanding that many of my students will

not have the same personality, temperament, learning styles, etc., as I do will help me become a

better teacher which will take into consideration the student’s diversity in the classroom. I

believe that in order for me to be able to reach my students’ diversity I need to learn about their

learning styles, temperament, multiple intelligences, personalities, and emotional intelligence

which I need to keep in mind when I am creating a lesson plan and the activities we will be doing

in the classroom. I need to keep in mind that not all my students will be extroverts, therefore, I

will not push them to do things that they are not comfortable doing, yet I will still motivate them

to be the best version of themselves and to always try their hardest even if that means getting out

of their comfort zone. I believe that my personality traits will help me on a professional level and

a personal level because they both are so interconnected which allows me to keep helping others

in and outside of the school setting. I will apply my personality traits to keep asking questions, to

improve myself, to reach out to others, to learn from my experiences so I can learn more each

day to be a good person and a good teacher for my students.

Student Development Plan

In my classroom I am aware that not one student is exactly the same because they

all have different personalities, temperaments, multiple intelligences, learning styles, and

emotional intelligences. I am also aware that many of my students are very different than I am,

that is why I believe that it is important to know the student’s self-development so my lesson

plan is as inclusive as possible to benefit my students. My classroom consists of 23 third grade

students in the ages of 8 and 9 year olds. In my classroom, I have native English speakers as well

as English Learners (EL) as well as students with disabilities, and those who have and don’t have

IEPs. In order for me to know what my students’ self development is, the whole class took

several assessments which helped us understand what are our personality types, temperaments,

multiple intelligences (MI), learning styles, and emotional intelligences (EQ). We took the

assessments in a period of two days and in those days 19 of our students took the assessments

plus myself, so a total of 20 people’s scores were recorded for the purpose of collecting data and

information to help create an inclusive learning environment. All the participants took the same

assessments in order to receive more accurate results. Furthermore, in the following paragraphs

the results obtained from the Learning Style assessment and Multiple Intelligence assessments

will be discussed in more detail as well as the way these results will be implemented in my

lesson plan.

Based on the results from the assessments taken by the students and the teacher (myself)

we have concluded that many of us in the classroom have different learning styles. To begin

with, as shown on Figure three in Appendix A, we have 34.52% of the students with an Aural

and Kinesthetic learning style, which according to VARK (2020) means that the students with an

Aural learning style learn best by spoken or heard words, and Kinesthetic learners use

experiences as an opportunity to gain knowledge. I, myself, am also an Aural and Kinesthetic

Learner. The second most popular learning style among my students is Read/Write learning

style, which means that these students learn best by using printed words to obtain information

(VARK, 2020). As shown on Figure three, it is observed that 17.2% of the students learning style

is Visual and Kinesthetic which means that on top of learning from experiences these students

also learn from symbols and different formats to emphasise important information (VARK,
2020). The other 17.2% of the students are Strong Kinesthetic Learners. The difference in the

way the students learn needs to be taken into account as the lesson plan and activities are being

created. Some of the ways that I will be implementing modifications in my lesson to make sure

that my students' learning style needs are met is to make sure that we have visual aids all

throughout the classroom that help reinforce the material being learned. Another modification

that will be implemented is to have more ebooks and audiobooks that discuss the topic available

for the students to use when needed. I will also create activities that go beyond just worksheets, I

will create activities that allow students to experiment, create, explore the material they are

learning. Perhaps it might be difficult to be able to implement all learning styles into our

teaching but I believe that my lessons will be more diverse and not just “one mold fits all” type

of teaching

As a class we also learned what our Multiple Intelligences types are, which is shown in

Figure four (APPENDIX A). Based on the results obtained from the students that took the

Multiple Intelligences and Learning Style Test, 33.3% of the students have a multiple

intelligence of type Interpersonal. According to Psychology Today’s article by Scott McGreal

“The Illusory Theory of Multiple intelligences” (2013), students with an Interpersonal Multiple

Intelligence are those who benefit from working with others and in group settings. The next

Category is the type of students that have an intelligence of People Smart, which is 22.2% of the

students in the classroom, students with a people smart intelligence are those who are able to

understand and connect with others around them (McGreal, 2013). 11.1% of the students are

Nature Smart which means that the students are aware and can identify the nature around them

(McGreal, 2013). I also learned that 11.1% of the students in my classroom are Body Smart,

another 11.1% are Music Smart, and the other 11.1% are Word Smart. What this means is that
students that are body smart use their bodies to problem solve, students that are music smart are

those that have the talent to produce and understand music, and the students with word

intelligence are those who have the verbal-linguistic ability (McGreal, 2013). As for myself, I

have Interpersonal Intelligence and as Dr. Leaf (2013) describes this is the type of intelligence

whose strength is communication and ability to share information (p. 130). In order to benefit all

the types of intelligences I will have in my classroom I will be creating some accommodations in

my lessons. Some of the accommodations I will implement in my lessons to make sure that all

intelligences are being supported in the classroom will be to incorporate music for those who

learn best with music, allow for students to work independently or work in a group setting, I will

also create lesson plans that incorporate exploring nature and learning in environment outside of

the classroom (i.e, teaching a lesson on the playground, or school’s garden, etc.). Another

accommodation that I will implement in my lessons will be to make sure that students are able to

express their thoughts and experiences in any format they feel most comfortable with (i.e,

presentations, creating a song, writing poems or essays, etc.) Many of my students and I have a

similar intelligence, but it does not mean that my teaching will only benefit those who are similar

or the majority, my teaching is inclusive and it is for all of the students in my classroom.

The information obtained from these assessments only indicates that not all students in

my classroom learn the same way nor do they have the same type of intelligence style, however,

this information is important to know so we can take into account when creating lesson plans.

We need to be aware of the importance of implementing different strategies to our teaching, for

example, adding visuals, using different colors and fonts in our materials/handouts/powerpoints,

using audio books or music, allowing for students to ask questions, work in groups or

individually, allowing them to explore nature, and to use their bodies to express themselves,
these strategies will enhance student’s engagement with learning. We also need to incorporate

strategies that benefit our EL students, one of the strategies that I will be implementing in my

classroom is offering prompts and visuals with the student’s native language, which is Spanish

for all of my EL students. I will also allow my EL students to ask and respond to questions in

their own native language, but I will also encourage them to try to practice their English

whenever possible. I believe that these strategies create a Universal Design of Learning (UDL)

which is what my students need in order to learn, “UDL is a powerful approach because from the

very start of your lesson, it helps you anticipate and plan for all your learners. It can help you

make sure that the greatest range of students can access and engage in learning—not just certain

students” (Posey, 2020 pp. 8). Though Dr. Leaf (2013) states that there is not enough evidence

that supports teachers identifying student’s learning styles because it does not affect memory

formation (p. 133), I believe that knowing this information allows for a UDL environment to be

present in the classroom. As a former EL student myself and as a multimodal learner I believe

that these strategies are crucial to implementing in my lesson plans because it accepts and

includes my students' diversity.

Common Core Lesson Plan

The lesson plan (Appendix B) that Susan and Nora worked together for was to teach

students about Endangered animals, why they are endangered, and how they can discover ways

to prevent extinction. In this lesson we also focused on helping students master each of the ELA

standards that were listed for this specific unit. The learning objectives for this lesson will be to

write in a paragraph what they learn in a text and a better understanding of the impact of cause

and effect humans have on the environment. The type of instructional activities we used for this

lesson were: KWL chart where students will discuss what they Know, what they Want to learn,
and what they have Learned; Kahoot game that the teacher has prepared prior to the lesson; a

graphic organizer for students to answer the questions; web chart where students will fill out the

blanks to find the missing information; and google slides presentation that the teacher has

created. For this lesson, we used the diagnostic, formative, and summative assessments to better

understand the student’s knowledge of the topic being taught. For the diagnostic assessment the

students will be working on filling out a KWL chart. For the formative assessment the students

will play Kahoot. Lastly, for the summative assessment the students will create a podcast or a

reflective paper about a topic of their choosing on the unit they have learned about. The lesson

will take approximately one hour but the unit will take approximately five days to complete, and

three days for students to work on their summative assessment. We hope that with this lesson the

students improve their writing skills and gain knowledge on the subject of endangered animals.

Reflection

Once our lesson plan was created, we submitted it to a professor so we can receive

feedback on what needs improvement and the strengths of the lesson. In this feedback I also

received advice on areas I could improve, adjust, or modify my lesson to make sure all the

students in my classroom obtain the best learning experience possible.

I will be addressing her feedback in a chronological order, so I can go into detail about

her comments and our logic behind why we chose certain activities or modifications for our

lesson. To begin with, she had some questions about the assessments we will be doing with the

students to check for understanding. The professor said we need to specify exactly when we will

be performing the assessments, for example, she asked if the formative assessment would take

place right after the lesson has been introduced and taught to the students (which is labeled as the

“Input” section on our lesson plan)? Our logic with this assessment is that we would assess the
students’ understanding of the lesson via a Kahoot game. This needs to be done right after the

input, because this is when we will be explaining each new concept and skill this way we get an

idea of what the students have understood and what needs reinforcement. The professor had

positive comments with regards to the Summative assessment we created for our students. For

this assignment we will allow for students to create a podcast which will demonstrate if the

students have mastered the objective of the lesson as it is described on Appendix B, even though

she complimented our idea of having the students create a podcast, she questioned how we

would be able to grade and know that the students have learned the objective? One way that we

would grade the students’ understanding of the subject is to create a rubric that the students

follow in which they will answer prompts that encourage students to conduct some research

about the topic and discuss their findings on the podcast. Another way we would check for

understanding is to have the students discuss in their podcast ways the cause and effects of the

impact humans have on endangered animals.The professor also advised that we list the key

concepts so that a clear connection is made between the objectives and the lesson. Overall the

comments on the assessments section were positive, however, it made me realize that I need to

be more specific in my lesson plan so it can have a smooth and easy flow for the students and for

myself or whomever has to follow my lesson plan.

The professor also provided positive feedback on the details we included on the “Lesson

Summary” and “Anticipatory Set/Engagement.” She commented that it was good that we were

specific by adding that the teacher will show the students videos of endangered animals.

Receiving this feedback helps me realize that being more specific with the lesson plan helps

students and teachers follow the schedule with ease. The next feedback received was in the

“Input” section, as shown on Appendix B, it is noted that the students will have a google slide as
well as a worksheet. However, when we created the lesson plan, we stated that the students

would have the option of doing either of those activities and to this the professor commented that

having two options creates confusion because we didn’t specify why we had two options and

who gets to decide what to do. The reason why there are options is to allow for students to have

the opportunity to choose which activity they would want to work on. Allowing students to

choose which activity they want to work on allows them to be more engaged with the lesson, this

also allows for students to choose if they want to work collaboratively or individually. This

creates an environment of student autonomy in their learning.

Overall the comments received for our lesson plan were positive because we tried to be

specific as possible so the lesson is not hard to follow. We tried to keep the lesson engaging so

the students do not lose interest in what was being taught. Our goal with the activities

incorporated in the lesson were to keep the students’ attention focused on the lesson, and the way

we targeted and grabbed their attention was to make sure that they felt some emotional

connection with the animals they were learning about. According to Medina in order for humans

to keep their attention focused on a topic an emotional arousal needs to be established, because it

helps the brain learn and remember information (Medina, 2014 p.112). That is why in our lesson

we decided to focus on endangered animals that the students might have heard of before and not

focus so much on the not so popular endangered animals. We believed that by focusing on

animals that the students are familiar with, they will be more excited, engaged, and motivated to

do the work, pay attention, and participate in class discussions.

Some of the changes I would add to my lesson plan after receiving the feedback from the

professor is that I would like to make sure that I incorporate Dr. Leaf’s “Five Steps to Successful

Memory-Building,” according to Dr. Leaf, if I apply these five steps into my lesson I will help
my students build memory and learn the material effectively (Leaf, 2018 p. 180). The five steps

that Dr. Leaf mentions in her book are: “1) Input (read, listen, watch). 2) Reflect (ask, answer,

discuss). 3) Write (create the Metacog). 4) Recheck (check for accuracy). 5) Output (reteach)”

(Leaf, 2018 p. 182). I feel that our lesson includes most of these steps but there are a couple of

steps that I would make sure that are implemented in the lesson. For example, I would make sure

that there is enough time for the students to have a class discussion with one another or I would

also make sure that the students are reteaching one another or a family member what they have

learned from the lesson. I believe that by following these steps for every lesson I create my

students will become better learners and my lessons will have the quality the students need.

When creating this lesson plan we tried to keep in mind what we have learned from the class

content, books, and zoom lessons in order to create a lesson that is inclusive and engaging for all

the students in the classroom.

I know that in order for me to create lesson plans that are effective I need to be

motivated. However, I sometimes struggle with motivation and keeping myself motivated. I like

to motivate others and help them improve, but I sometimes find it hard to keep myself motivated

and continue going. There are times when I only get motivated by pressure even though I know I

will be stressing out and I know this is not the healthiest way to get motivated. I like to ask for

help and advice when I need it but sometimes I am afraid to ask for help for fear of judgment.

However, I do feel that I strive and get motivated from receiving feedback and constructive

criticism. I also get motivated from thinking about the end goal, which is to one day be a teacher

in my own classroom. I get motivated thinking about the ways I can help my future students and

how I can make a difference in their lives. Working in a school setting has allowed me to feel

more motivated to keep pursuing my education because I love making connections with students,
I enjoy interacting and teaching them something they did not know before. I want my future

students to be able to reach their full potential and be the best they can, I think this is what

motivates me the most because I know one day I will be able to make an impact on my student’s

life.

Conclusion

Students need teachers that are willing to go above and beyond to provide quality content

lessons that will help them become better learners. As educators we need to make the effort to

know our students beyond the classroom setting, we need to know their learning styles, their

personalities, their interests and what motivates them. We need to know our students on a

personal and individual level because this will create an environment where they feel included. It

is important to create lessons that promote and include diversity in our classrooms and school.

With the help of this assignment I have learned about myself and the kind of teacher I want to be.

I have learned that my qualities of being an extrovert and a people’s person will help me create

better connections with my students, and I will be able to teach them better because I now have

the knowledge of the different types of learners there are in the classroom and how I can better

strategize to make sure they learn the material. I will also be able to help my students know what

is the best way they learn by allowing them to explore and have fun with the course content.
 APPENDIX A

Figure 1: Student’s Personality Type

Figure 2: Student’s Temperament Style

Figure 3: Student’s Learning Style

 Figure 4: Student’s Multiple Intelligence Score

Figure 5: Student’s Emotional Intelligence Score.

 Appendix B

Common Core Lesson Plan TESP 502

Lesson Prepared by Nora Ramos and Susan Alarcon

STANDARDS BASED LESSON PLAN

GENERAL PLAN
Grade and Content Area Grade 4: ELA and Life Science

Academic Content Standard/s
(California Curriculum
Frameworks/Common Core
Standards)
CCSS ELA RI.4.2: Determine the main idea of a text and
explain how it is supported by key details; summarize the
text.
CCSS ELA W.4.2:Write informative/explanatory texts to
examine a topic and convey ideas and information clearly

NGSS 4-ESS3-1:Identify cause and effect relationship


Lesson Objectives (Write in
clear, specific, measurable terms
what students will be able to
do/demonstrate by the end of
your lesson.)
Assessment (This is what
students will do to demonstrate
mastery and to what extent -
Describe how you will assess all
students. learning. Include
diagnostic, formative, and/or
summative assessment tools.
Tools may include, rubrics, tests
created in a document or a
variety of other diagnostic tools.)
ELD B.Interpretive 5.Listening actively to spoken English
in a range of social and academic contexts
Students will be able to read a science research
prompt and search websites to gather findings on
the subject.
Using texts and other sources, students will be able
to provide knowledge about the reasons for why
these animals are endangered.
Students will be able to write an informational writing
prompt of a 5-sentence paragraph.
Students will be able to understand cause/effect and
problem/solution.
Diagnostic: Before introducing the lesson to
the students, the teacher will pass out KWL
(what they Know, what they Want to learn, and
what they have Learned) chart worksheet. This
will help the teacher know the student’s prior
knowledge about the subject before introducing
the lesson. After the students have filled out the
worksheet we will take approximately five
minutes to discuss the KWL chart as a whole
class.
Formative: After the lesson has been taught,
the students will use their technological devices
to participate in a Kahoot! game. The teacher
will create the game prior to the lesson and will
use Bloom’s taxonomy to create a level of
specificity to target the learning objectives. This
game activity will entice students to participate
without being discouraged from getting a bad
grade. After each question is answered, the

Lesson Summary (State the
purpose of the lesson. Describe
how this lesson fits into the
general context of what you're
teaching is this the first lesson in
a unit, in the middle or at the end
of a unit).)
teacher will go over the right answers and will
explain why the other options could not have
been the right answer. The teacher will keep
track of areas of where reinforcement is
needed.
Summative: At the end of the unit the teacher
will divide the students into groups of four
students per group and each group will create a
five-ten minutes podcast where they discuss
and go over the topic they have learned. The
students will use their prior knowledge of
creating podcasts and they will be given three
days during class to prepare and complete the
assignment. The teacher will provide the
students a rubric with the key concepts that
need to be addressed in their assessment. If
students do not want to work in a group they will
have the option of writing a reflective one page
paper about the unit learned. The students will
be able to use the materials provided to them
during the lesson. For the students that are
doing a podcast, they will work collectively to
write formal paragraphs the content they will be
discussing on their recording and this will also
be submitted to the teacher by the due date.
This lesson will be taught at the beginning of the
unit. The purpose of this lesson is to spark
student’s interest in endangered animals as well
as introducing them to academic language that
will help them understand the rest of the Unit
being taught about endangered animals.Also,
through this lesson the students will be able to
use academic/jargon language to convey ideas
and information about their new knowledge of
endangered animals. The students will learn
about the top endangered animals (rhinos,
panda bears, orangutans, tigers, etc.). This
lesson relates to topics of endangered animals

Time Allotment and Context
approximate length lesson will
take
as well as their writing development because
the students will use their writing skills to learn
about endangered animals. The purpose of this
lesson is to also teach students about our
ecosystem and how it is unbalanced based on
the actions of humans, as well as developing
critical and analytical thinking skills about the
cause and effects humans have in the world.
Students will effectively write informative and
explanatory texts about why certain animals are
in danger of going extinct which they will be able
to support based on evidence found in the text.
By the end of the unit the student will be able to
academically explain and discuss endangered
animals as well as to create possible solutions,
which they will discuss on their podcasts or their
reflective paper.
Our class period will consist of approximately
one hour. The first five minutes will be used for
teachers to pass out KWL worksheets and for
students to fill it out (only the K and W section).
Then, the teacher will go over the KWL chart
with the students which should take
approximately five minutes. The next 25
minutes will be dedicated to the google slides
and worksheets led by the teacher. The next 15
minutes will be used to set up devices and play
Kahoot as well as the teacher going over
answers.The next 5 minutes we will fill out our
last section of the KWL chart. Leaving the last
five minute to answer any questions the
students may have, and explain future
assignments. By the end of the unit the students
will be given three days during our ELA class
period to prepare for the summative
assessment. The unit will take five days to
complete and any part of the lesson not
covered in one day will roll over into the next
day’s plan.
IMPLEMENTATION
Anticipatory Set/Engagement
(How will you capture students’
attention and focus learning for the
lesson?)
Input (Describe how you will explain
each new concept/skill.)
The teacher will post pictures of endangered
animals on the front board. She will ask what
these animals may have in common. The
students will give answers. The teacher will let
them know they are all endangered. She will
write the word “endangered” on the board. She
will ask them what they think that means. The
students will give answers. She will write the
definition “at risk of dying out” on the board.
She will repeat the same idea for the word
“extinct” and write the definition “animals that
no longer exist.” She will say, “Today you will
learn about endangered animals, why they are
endangered, and what their future could look
like.” She will play a video about endangered
animals.
Teacher Activities Student Activities
The teacher will have two types of assignments to
learn about endangered animals.
a)GOOGLE SLIDES: The teacher will have her
computer open to the google slides that they will be
using. The screen will be projected onto the board
for the students to see and the teacher to model.
Students will have their chromebook/computer in
front of them with the google slides open.
The students will have reading and writing tasks to
complete on the slides.
One slide asks the student to read the short
passage. From reading the passage, they will type
a response in the text box giving many reasons to
what causes these animals to be endangered.
The next slide asks the students to write the
endangered animal they choose in the text box and
research that animal using the links on the slide or

Modeling- “I Do” (How you will
model/show/demonstrate the
concept?)
additional websites written on the board.
The following slide says:
“Pretend you are a newspaper journalist. You’ve
been asked to write an informative article for your
newspaper all about the animal you just
researched. You need to write an article using
details, facts, and direct quotes from your source to
describe your animal, explain why it is endangered,
and tell readers how they can help.”
OR
b)WORKSHEETS: Students will receive a
handout with pictures and information about
endangered animals.They will receive a web chart
worksheet. The web chart worksheet has a circle in
the middle for the endangered animal they choose
and 5 titled boxes attached to the circle. The boxes
offer lines for the students to write in. The titles for
each box: Characteristics, Interesting facts, Why is
the animal endangered?, What can we do to help?,
and Habitat & Diet. They will receive a graphic
organizer called “Endangered Animal Research
Report.” These worksheets will be used to write
about the endangered animal of their choice and it
prompts them to answer questions.
Google Slides: The teacher will work on one slide
at a time with the students. Beginning with the first
slide. The students read the instructions out loud
taking turns. The teacher will follow up each
instruction by asking them “what am I supposed to
do?”
The teacher will model for the students by
selecting an endangered animal (that no one else
may select.) The teacher will read out loud the
direction and then model by clicking on the link.
She will show how she gets her information. The
teacher will write her response about her
endangered animal in the text box.
Worksheets: The teacher will hold up all the
papers she will need for the assignment. She
models for them by selecting her endangered
 animal, and will show them that she will read her
informational handout first. She will use her pencil
to underline information she finds helpful. She will
show them how she will use the web chart next, by
filling in the name of the animal and filling in one of
the boxes. She will show them how she will use the
report next by answering one of the questions.

Guided Practice- “We Do” (What The students will repeat after the teacher step
will students do to practice the new by step. The teacher will ask if anyone has
skill or develop the concept with the questions.
guidance of the teacher?)

Check for Understanding (How will
you check to see if students are
grasping the concept? NOTE: this
needs to be done throughout the
lesson and you should aim for at
least 80% of the students to “get it”.)
The teacher will ask the students what they need
to do for a particular task. For example, the teacher
will ask “what sorts of things do you need to include
in your paragraph?” The teacher will be walking
around the classroom, checking the students’
progress, reading their responses and making sure
everyone understands their assignment and is on
task.

Independent Practice- “You Do” There are “checklists” included on the slides which
(What will students do independently the students will be able to refer to when they are
to demonstrate understanding of the typing their paragraphs. The students will reread
standards addressed in this lesson?) their paragraphs to check for grammatical errors or
see if they need to add or change anything.

Closure (What will you say to
conclude/summarize the lesson?)
During closure time as a class we will go over
the KWL chart and fill out the last section (what
I learned). After the students have filled out
their worksheet we will discuss it as a class.
We will compare what we didn’t know before
the instruction to what we have learned after
the lesson and doing the activities throughout
the lesson. The teacher will also ask the
students to review the academic language they
have learned throughout this lesson. The
teacher might ask “What is the definition of
“endangerment”?” What is the definition of

Student Grouping (Describe how
students will be grouped for this
lesson. Include size of groupings;
how and why groups will be formed;
and instructions for how students will
perform the grouped task – step by
step.)
Differentiated Instruction
(Describe in your lesson, specific
strategies that you will include to
help students with special needs
(i.e., Special Education students,
English learners, students at–risk of
failing, and gifted learners) meet or
exceed the standard(s) addressed in
“extinct”?”
To bring the lesson to conclusion we will
discuss ways that we can help animals that are
in danger of extinction and how we can
educate others about the effect humans have
on other animals.
For the purposes of this lesson the students
will be working independently, unless when we
do class discussions during the lesson,
however, the students will have the
discussions with their shoulder partner (the
students already know who their shoulder
partner is). If a student is absent or we have an
odd number of students, the student can join
another pair of students and have a discussion
with them.
When it is time for students to work on their
summative assessment, the teacher will have
a list of students who prefer to do a reflective
paper and the students who prefer to work in a
group to create a podcast. For the students
that have decided to do the podcast, they will
randomly be divided into groups of four. When
students are working together, the teacher will
walk around each group and individuals
working alone to answer any questions they
might have and to make sure they have
understood the assignment. The teacher will
also be able to provide feedback if groups or
individuals want to show their progress before
submitting their final draft.
The handouts and worksheets provide English
learners, Special Education students, and at-risk
students with a framework that makes it easier and
less intimidating for them to write down answers.
The goal is to get them to write in complete
sentences, but for now a few words or phrases
may be their individual goal.This option also makes
it easier for the read/write learner who likes to write
your lesson.)
Materials/Resources (Describe
materials/resources you will use to
teach this lesson. Also, describe
materials/resources students will use
to practice the concept/skill taught.)
Technology/Resources (Describe
the type of technology resources you
will use to teach this lesson. How will
students use technology to assist in
their learning? If you create
teacher/student materials in the form
of a document or a web page,
upload the file or link)
NOTES:
notes and fill in blanks; and the visual learner who
likes to use charts. The gifted learner might include
an additional paragraph that includes more detail of
interesting facts. Extra time will be given if
necessary and there is no rush for them to finish.
Material/Resources: The teacher will use
pictures of endangered animals with their
names posted in front of the class. Whiteboard,
whiteboard markers to write down the
vocabulary. Some students will use handouts,
pencils, and crayons.
Technology/ Resources: Computer and
projector for the teacher to play a youtube
video:”Endangered Animals” from Sci Show
Kids https://youtu.be/7k8CcAU2Lt0
Teacher will use a computer and projector to
work on the google slides with students for
modeling. Some students will use computers to
work on their google slides.
Websites for students to use:
www.endangered.org
www.worldwildlife.org
www.onekindplanet.org
www.dkfindout.com/us/more-find-out/special-
events/endangered-animals/
www.greatbigstory.com/series/animals-on-the-brink
www.animalplanet.com/wild-animals/endangered-
species/
Video:
”Endangered Animals” from Sci Show Kids
https://youtu.be/7k8CcAU2Lt0 4:18 play time
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