Teaching Literacy Strategies for Content Area Reading Lesson Plan

Your Name: Samantha Hatcher Grade Level: Third Grade

Content Area: Science Theme/Topic: Life Process - Animal Adaptation
SOL 3.4 The student will investigate and understand that adaptations allow animals to satisfy life
needs and respond to the environment. Key concepts include:
a. physical adaptations

Bibliographic Entry for Text Used in this Lesson

Marsh, L. F. (2018). Animal armor. National Geographic.

Sample Text:
A Cover of Armor

These lions are hungry. They want to eat this porcupine. But they know to beware! The porcupine has
body armor.

Some animals have spines. Others have hard shells. And some have thick, bumpy skin. Body armor
helps keep animals safe.

Sharp Spines

Would you want to touch these animals? Probably not.

Each spine is sharp and pointy. Spines tell a predator (PRED-uh-tur) to back off. Sharp spines are
painful.

Lots of animals have spines. A lionfish has special ones. These spines have venom. If a predator
tries to eat the lionfish, venom will enter the predator’s skin.

Stay away from a porcupine!

Its sharp spines are called quills. They shake and rattle when danger is near. The quills can stick into
an enemy. Ouch!

Objective(s)
After this lesson, the learner will be able to identify and describe how physical adaptations of different
animals help them survive, via note taking, visualize imagery, and creative writing.

Techniques Selected

 The teacher will thoroughly model the expectations for the before and during technique. The
teacher will give clear, specific instructions and expectations for the after technique. For the
before technique, the teacher will model thinking aloud and pointing out text features that catch
the reader’s attention as she flips through the text. For the during technique, the teacher will
model thinking aloud and jotting down her thoughts/questions as she reads the cover of the
text.
  The students will read the text in small groups of three. The teacher will float the classroom
meeting with each group as they read to guide the use of the during technique.
 The students will work with their small groups to complete the after technique. The teacher will
float and assist with asking higher-level thinking questions that encourage creativity. The after
technique will take more than a day to collaborate, plan, and design. Each small group will
present their project to the class.

Name, and provide the reference for, each of the three different techniques you will be using.

Name of Technique Reference for Technique (book & page # or website)

Before Survey the Text Serravallo, J. (2015). Reading strategies book:
Your everything guide to developing skilled
readers. Heinemann. – page 227
During Nonfiction Readers Serravallo, J. (2015). Reading strategies book:
Stop and Jot Your everything guide to developing skilled
readers. Heinemann. – page 359
After Extended Projects Daniels, H. & Zemelman, S. (2004). Subject
matter: Every teacher’s guide to content-area
reading. Heinemann. – page 136

Before Reading: Survey the Text

Purpose
Before reading, this technique will have the students’ glance through the text to look for major
components that will help them determine what the text is mostly about. Nonfiction text features
throughout the text would be a helpful component for the students to notice to gain a better
understanding of how animals’ adaptation physically to survive harsh environments or predator
attacks. Such text features would also appeal to the interest of the students encouraging deeper
discovery and connecting to their background knowledge.

Procedure
 Introduce the text the students will be reading.
 Introduce the before technique by modeling for the students with the first couple of pages. The
teacher will discuss the different text features that could grab the readers attention. The
teacher will model thinking aloud how the text features help the reader prepare for what they
will read.
 After modeling with the first two pages in the picture book, the teacher will have the students
skim the book independently at their own pace, thinking about what they notice or stands out
to them.
 After a few minutes, the teacher will bring the students together as a whole to discuss what
they noticed on each page as they skimmed the book.
 After skimming the book, the teacher will have the students discuss with their shoulder partner
what they think the book will be about using evidence from the before technique. The teacher
will then bring the class back together to discuss what they think the main idea of this text
might be.
During Reading: Nonfiction Readers Stop and Jot

Purpose
The stop and jot strategy allows the learner to self-reflect on their learning as they read, stay actively
engaged, and encourages retention of the information. This technique has students write down the
ideas that are new to them, the connections they are making (prior knowledge and throughout the
text), and what questions the text makes them wonder. Being able to see just the facts after reading a
text allows the student to determine the main idea of the text.

Procedure
**Assuming this technique has been modeled and used before in the classroom.

 The teacher will divide the students into groups of three.

 The teacher will provide each group of students with sticky notes and anchor chart paper
labeled with categories that ask what new information they learned, what strong images did the
text help you picture, and what questions does this text make you wonder.
 The teacher will instruct each group to take turns reading through the text. When a member of
the group has something to jot down, that member will ask the reader to stop. The group will
discuss and jot it down on a sticky. The stick will then be placed on their anchor chart under
the correct category.
 As the students complete this technique, the teacher will meet with each group to ask critical
thinking questions and monitor their progress.
 Once each group has read the book and jotted down notes, the teacher will have the groups
discuss what they learned by looking over all the important pieces they placed on their anchor
chart.
 The teacher will bring the class back together to discuss the book and notes they took away
from it.

After Reading: Extended Projects – Create an Animal Adaptations

Purpose
Through students collaborating, using creativity skills, and critical thinking, this technique allows the
students to apply what they’ve learned with real world applications. It allows the teacher to assess for
understanding by reinforce the information in the text both physically and mentally in a hands-on way.
This technique also allows students to dive deeper into discovery of what they’re interested in.

Procedure
 The teacher will give the students clear, specific expectations for completing their group
project. Each student will be given a job while participating in their group projects. Job list:
leader/speaker, recorder, and material manager. The leader of each group will make sure
everyone is on task, is the only one to ask the teacher questions, and encourages all to do
their best. The recorder will do all the writing for the group. The material manager oversees
getting and returning all supplies needed for their group.
 The teacher will explain that each group is to come up with a new creature and its adaptations
that help it survive. The new creature can be two animals joined together or one they’ve
completely made up.
  The students will write a short explanation of that animal and its adaptations. The students will
also create a poster that presents what the creature will look like. The students will have the
expectation to show their animals using their adaptation.
 The teacher will visit each group to monitor progress and asking critical thinking questions.
 Once each team has finished their project, the groups will take turns presenting their new
animal and its’ adaptations.
 The teacher will give students time to ask each group questions they may have about their
new animal after the group has presented.

Additional Sections

Other Materials Needed

 Copies of the picture book
 Sticky notepads
 Pencil
 Craft materials – markers, construction paper, crayons, poster boards
 Writing prompt outline to discuss animal created and their adaptation

Adaptations

SPED: To differentiate for this population, the teacher will have the focus text pulled up on Epic. Epic
allows students to listen to the story be read aloud to them or they can click on words they don’t know
to hear what they are. Epic will also tell them the meaning of the unknown words. The teacher will
provide one-on-one support for these students when needed. Students will be placed in mixed
groups, based off ability to read, to have additional support.

https://www.getepic.com/app/read/55244

Assessment of Objective(s)

 Students will write correctly identify at least one new thing they learned, one strong image they
pictured, and one question they have from the text.
 Students will create one animal using detail and creativity.
 Students will present that animal within its environment.
 Students will have at least one adaptation for that animal to survive in its environment.
 Students will be able to describe how that adaptation helps their animal survive.

Evaluation
Documentation of Student Performance

Indicator Student Student Student Student Student

Name Name Name Name Name
SOL 3.4 The student will investigate and
understand that adaptations allow
animals to satisfy life needs and respond
to the environment. Key concepts
include:

a. Physical adaptations
b. Behavioral adaptations
**Will be taught later in the unit**

A check mark will be placed beside the indicators if that student mastered it with a score of 80% or higher. An
X will be placed beside the indicators the student has not mastered.