Name: Yacire Ortega

Lesson Plan Format

Grade Level: 2nd grade

Language level: 3

Nebraska English Language Proficiency Standards Addressed:

NE ELP.2-3.5.3 An ELL can . . . conduct research and evaluate and communicate findings to answer
questions or solve problems.

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?): Knowing the concept of animal adaptations encourages curiosity
about the world. It gives students curiosity on how animals look and behave the way they do.

Materials Needed:

 Pictures of rainforest animals with various adaptations

Content Objective:

Students will be able to conduct research to gather information about specific animal adaptations.

Language Objective:

Students will deliver oral presentations that include complete sentences of animal adaptations.

Vocabulary (What terms need to be introduced to help the students develop understanding of the
topic discussed?) *All lessons will require vocabulary development*

Adaptation: A special feature or behavior that helps an animal survive in its environment.
Camouflage: When an animal looks like its surroundings to hide from other animals.

Mimicry: When an animal copies the way another animal looks or acts to stay safe.

Habitat: The place where an animal lives. It is like an animal's home.

Environment: Everything around an animal, including the air, water, soil, and other living things.

Species: A group of animals that are similar and can have babies together.

Survival: Staying alive and doing well in the wild.

Ecosystem: A community of living things (plants, animals) and their environment.

Biodiversity: The variety of living things in a habitat or ecosystem.

Carnivore: An animal that eats meat.

Herbivore: An animal that eats plants.

Omnivore: An animal that eats both plants and animals.

Migrate: When animals move from one place to another, usually for a season.

Nocturnal: Animals that are active during the night and sleep during the day.

Diurnal: Animals that are active during the day and sleep during the night.

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.)

 Visuals
 Modeling
 Pair and share
 Visual representation
Anticipatory Set (How will you focus students’ attention on the material? How will you build
background knowledge?)

 I will begin to ask students if they have ever seen animals at the zoo or on tv? We will
then go based on their answers and discuss what makes animals interesting and unique.
I will then introduce the idea to them that animals have special features to help them
survive. We will then watch a short video on rainforest adaptations to gains student’s
interest.
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?)

 I will begin to provide a simple definition of adaptations and explain why they are
important for animals in the rainforest.
 I will also show pictures of rainforest animals and we will take a close look at their
unique features.
 I will model to students on how that looks like.
  Throughout this process I will ask questions like “why do you think this animal looks
this way? To assess students understanding before moving on to middle of the lesson,

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?)

 Students will be divided into small groups, and I will assign each group with pictures
of different rainforest animals to create a book print.
 I will ask them to identify and discuss the adaptations they see in the pictures.
 Students will have the opportunity to share ideas and learn from one another.
 I will walk around to provide students with feedback and initiate discussions.
 I will encourage students to use new vocabulary introduced in the lesson.

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

 Using the book print each student will get a rainforest animal and they will get the
chance to color in the picture along with read the sentences on why the animal uses
their adaptation whether to survive or to prey.
 I will be walking around to faciltate.
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.)

 Observation will be included where I will observe students engage in small group
activity.
 I will also review their drawings/coloring page.
Closure: (How will you end this lesson and prepare students for the next lesson?)

 I will summarize the key points of the lesson, emphasizing the importance of
adaptations for animals in the rainforest. Students will discuss with a partner what is
one thing they learned. I will then transition them to the next lesson on endangered
animals.