Name: Yacire Ortega

Lesson Plan Format

Content Area: Science (Rainforest Animals)

Grade Level: 2nd grade

Language level: 3

Nebraska English Language Proficiency Standards Addressed:

An ELL can . . . speak and write about grade appropriate complex literary and informational
texts and topics.

Nebraska State Standards Addressed:

SC.2.7.2.C Make observations of plants and animals to compare the diversity of life in
different habitats.

Rationale (Why is this important?): Learning about rainforest animals can provide ELL students with
engaging context for language development.

Materials Needed:

· Pictures of various animal habitats

· Pictures of animals that live in each habitat.
· What’s your habitat? by Sarah Leidhold
● Chart paper and markers
● Video of Rainforest Animals
● Art supplies

Objectives(s)(What will your students be able to do by the end of the lesson?)

Content Objective: Students will be able to name at least three different animal habitats (ocean,
ocean, desert and etc.)
Language Objective: Students will be able to use basic vocabulary related to habitats in oral
discussions
Vocabulary (What terms need to be introduced to help the students develop understanding of the
topic discussed?) *All lessons will require vocabulary development*

● Habitat: The natural environment or home where animals live.

● Forest: A large area covered chiefly with trees and undergrowth.
● Ocean: A vast body of saltwater that covers almost three-quarters of the Earth's surface.
● Desert: A dry, barren area of land, often sandy, with little or no vegetation.
● Grassland: An area, such as a prairie, where grasses are the dominant form of plant life.
● Polar Region: The areas around the North and South Poles characterized by cold temperatures.

ESL Differentiation Strategies Used: (What strategies do you plan to incorporate into your lesson to
make content accessible for ELs? Ex. Modeling, visuals, realia, word banks, sentence stems, sentence
frames, labels, primary language support, graphic organizers, non-verbal language, etc.)

● Visual aids will be used to show the different habitats animals live in.

● Modeling will be used to demonstrate actions and language use.

● Using body language and gestures to enhance students' understanding.

● I will provide sentence frames and stems to support students' oral and written expression.

● Students will have the opportunity to use their first language to communicate.

Anticipatory Set (How will you focus students’ attention on the material? How will you build
background knowledge?)

● Before beginning the lesson, I will engage students by visually showing an educational short
video on Rainforest animals. After we watch the video, we will discuss their findings.

Beginning of Lesson: I Do/We Do (How will you introduce and model the content? How will you check
for understanding prior to guided practice? What instructional strategy are you implementing?)

● This is where I will define and discuss the term “habitat” to students using visual aids.

● I will begin to show pictures of different habitats one by one using hand gestures.

● I will then ask students if they know any works for the different types of habitats and write
them on a chart paper.
 ● If not, I will begin to introduce each habitat such as forest, ocean, desert, grassland, polar
region with pictures and giving simple descriptions on how it looks and what type of animals
live in this habitat.

● I will model pronunciation and usage of the vocabulary to students.

● Now using pictures of different types of rainforest animals, I will choose a random one and
will ask students questions like “Where do you think this animal lives? What is their home
called?”

● Students will be doing turns and talks when discussing these questions.

Middle of Lesson: You Do It Together (How will students apply the new skill/strategy in small groups
or in a partner setting while receiving immediate feedback?)

● After students have heard the vocabulary words I will have them repeat after me the habitat
names and animal names.

● I will read the book “What's your habitat?” by Sarah Leidhold as a class.

● We will have several stopping points throughout the book so we can discuss the animals and
their habitats. As well as to give students the opportunity to make connections and
predictions.

● After reading the book, students will be doing a matching activity where they have to match
animals to their corresponding habitats while also discussing their choices with a partner
when done before going over it as a class.

● Students will then be placed in groups and they will be asked to create a diorama
representing a specific assigned animal habitat. While I walk around groups to provide
feedback.

End of the Lesson: You Do It Alone (How will the students apply new skill/strategy independently?)

● After creating the diorama I am going to have students write a description of their diorama
independently using the sentence frame:The habitat we did was ____, this is where
_____ live.
● Have them share to the whole class.
Assessment Statement: (How will you know that your students have met the content and language
learning objective?List the specific assessment strategies you are using and identify them as formative
or summative. It must be more than observation by walking around.)

I will be observing students during group work and pay attention to their use of vocabulary and
understanding of the concept. I will also be taking students' finished sentence frames and will
evaluate them.

Closure: (How will you end this lesson and prepare students for the next lesson?)

As we finish up our fun time learning about where animals live which is also known as habitats. I want
you to think about how it's like having a home that fits you just right. In our next lesson we are going
to dive into something super interesting that you guys will love learning about which is called Animal
Life Cycles! We will get to explore how animals go through different stages in their lives and how they
get to be adults!