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Rationale:
To produce descriptive words from the theme of the week, zoo animals, and use
them both orally and written in a sentence to share with the class.
TEKS:
110.11. English Language Arts and Reading, Kindergarten
(b) Knowledge and skills.
(13) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students (with adult
assistance) are expected to:
(A) plan a first draft by generating ideas for writing through class discussion;
(E) share writing with others.
(16) Oral and Written Conventions/Conventions. Students understand the function of
and use the conventions of academic language when speaking and writing. Students
continue to apply earlier standards with greater complexity. Students are expected to:
(A) understand and use the following parts of speech in the context of reading,
writing, and speaking (with adult assistance):
(iii) descriptive words;
Supporting TEKS:
110.11. English Language Arts and Reading, Kindergarten
(b) Knowledge and skills.
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how
English is written and printed. Students are expected to:
(G) identify different parts of a book (e.g., front and back covers, title page).
(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text, and provide evidence
from text to support their understanding. Students are expected to:
(A) identify the topic and details in expository text heard or read, referring to the
words and/or illustrations;
(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to:
(C) write one's own name.
(21) Listening and Speaking/Listening. Students use comprehension skills to listen
attentively to others in formal and informal settings. Students continue to apply earlier
standards with greater complexity. Students are expected to:
(A) listen attentively by facing speakers and asking questions to clarify
information;
(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using
the conventions of language. Students continue to apply earlier standards with greater
complexity. Students are expected to share information and ideas by speaking audibly
and clearly using the conventions of language.
(23) Listening and Speaking/Teamwork. Students work productively with others in
teams. Students continue to apply earlier standards with greater complexity. Students
are expected to follow agreed upon rules for discussion, including taking turns and
speaking one at a time.
ELPS:
ELPS Student Expectations for Speaking K-12, 19 TAC 74.4(c)(3)
(B) expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and
objects, by retelling simple stories and basic information represented or supported by
picture, and by learning and using routine language needed for classroom
communication;
ELPS Student Expectations for Writing K-1, 19 TAC 74.4(c)(5)
(G) narrate, describe, and explain with increasing specificity and detail to fulfil content
area writing needs as more English is acquired.
Objective:
The student will: discuss different zoo animals.
The student will: share their picture and read their sentence to the class.
The student will: verbally practice, and then incorporate a descriptive word in a
sentence.
Assessment:
The teacher will: monitor the students behavior and ability to interact with the
class during discussion.
The teacher will: observe the students ability to share and read their work to the
class.
The teacher will: collect the students writing samples to review and include the
copy in their journal collection.
Blooms Taxonomy:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Higher Order Thinking (HOT) Questions:
(1) What kind of animal can you find in the zoo?
(2) What are the differences between a giraffe and a penguin?
(3) How would you define a descriptive word?
Classroom Strategies:
Cooperative Groups
Technology
Simulation
Charts/Graphs/Maps
Problem Solving
Peer Tutoring
Hands-On
Centers
Pairing
Lecture
Small Group
Whole Group
Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Visual/Spatial
Logical/Math
Musical
Interpersonal
Intrapersonal
Opening:
Hook:
Imagine This?
Close your eyes
Introduction:
Introduce the lesson.
Today we are going to use what we already know or what we will learn
about zoo animals to make a list of descriptive words and practice using
them orally and written.
Make a connection.
Zoo animals are the animals that we will see on our field trip. Descriptive
words are the words that we used when we popped popcorn in class last
Friday. Remember, we used our five senses and said that popcorn
smelled and popcorn looked (Let students provide examples).
Information Giving:
What is a descriptive word?
The definition of a descriptive word is a word that tells us how an object
looks, sounds, smells, taste, and feels. (Our five senses)
Read the zoo book while students are sitting at the carpet.
Review the parts of the book.
Ask the students to identify the front cover, back cover, spine, and title
page.
Closure:
Share your work.
After an allotted amount of time, the students will join the teacher back on
the carpet to share some of their pictures and sentences to the class. The
class will then try to identify the descriptive word from the sentence.
Remind students that if they did not finish they will be able to finish their
sentences later in the day.
Review how we can use our five senses on our upcoming field trip!
Extension:
The student can write more than one sentence on their journal page.
The student can read an ABC printable book about zoo animals.
Im Done:
Students will have the option to:
1. Read a book from their leveled book box.
2. Write in their free journal.
Homework:
NONE
Accommodations:
1. The student can be given a sensory break to work at the carpet with a
clipboard.
2. The student can be given directions one on one at their desk.
3. The student can be given sticky notes with the descriptive word written.
4. The student can be given clues to find high frequency words on board.
Modifications:
NOT APPLICABLE
Materials:
Animal Pictures (two sets for the carpet and the board)
Beanbag
Journal Page
Student Tool Box
Sticky Notes
BookResources:
Book:
Discovery Kids ROAR at the Zoo!
Notes:
Have Fun!