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Running Header: Annotated Lesson Plan

Annotated Lesson Plan

Tatianna Ortega

National University
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Annotated Lesson Plan
Animal Classification
09/22/2018
Science
Topic – Animals and their groupings
Grade – 3

Goals

To be able to separate vertebrates versus invertebrates

Objective

Students will be able to use prior knowledge of vertebrates and invertebrates to be able to

divide them into groups based on their animal trait classifications.

Standards

Science:
3-LS3.1 – Analyze and interpret data to provide evidence that plants and animals have traits
inherited from parents and that variation of these traits exists in a group of similar organisms.

3-LS1.1 – Develop models to describe that organisms have unique and diverse life cycles but all
have in common birth, growth, reproduction, and death.

3-LS3.A – In heritance of traits

ELA/Speech and Language:

SL.3.4 – Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace,

ELA/Reading: Informational Text

3L.RI.3.1 – Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.

3L.RI.3.2 – Determine the main idea of a text; recount the key details and explain how they
support the main idea.

ELA/Craft and Structure:

3L.RI.3.4 - Determine the meaning of general academic and domain-specific words and phrases
in a text relevant to a grade 3 topic or subject area.

ELA/Integration of Knowledge and Ideas:

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Annotated Lesson Plan
3L.RI.3.7 – Use information gained from illustrations (e.g., maps, photographs) and the words in
a text to demonstrate understanding of the text (e.g., where, when, why, and how key events
occur).

3SL.4.a – Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.

Accommodations for ELL and Special Needs

Those students will be placed into groups with higher level achieving students to help

support and encourage. Pictures will also be used with words to help in visual

understanding of concepts and animals. Teacher will also stop and talk with groups

making sure to talk to ELL students and figure out their comprehension throughout the

activity.

Basic Vocabulary

Vertebrate, invertebrate, exoskeleton, mammal, fish, amphibian, reptile, arthropod, and

insect

Materials and Tools

 Science (Textbook) Houghton Mifflin 2007

 Science notebook with notes from lessons

 Chromebook

 Poster board

 Precut pictures of animals

 Precut descriptions and vocabulary words

 Glue sticks
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Annotated Lesson Plan

Procedure

Introduction & Presentation (10 minutes) – Teacher will introduce lesson to the students,

stating the goal and objectives. She will explain how the students will rely on prior

learning to help and aid in completing this assignment in prearranged small groups.

Vocabulary words will be written on the board so that students know which words to

focus on. Teacher will explain that students will be broken up into 5 groups of 3 and will

be given 10 minutes to use their book and notebooks to review all vocabulary and related

topics with help from group members. Each group will be given one poster board that has

been divided down the middle vertically, with the word vertebrate on one side and

invertebrate on the other. The groups will then be instructed that they will be receiving

numbered envelopes. The first envelope will have 2 pictures, one will need to be glued to

one side of the poster and then other to the other side, depending on which picture

matches which word. In the second envelope they will find pictures of vertebrates and

invertebrates that they need to determine the appropriate side of the poster to place and

glue on. Then in the third envelope, they will find names and trait descriptions that will

correspond with the pictures. Groups need to figure out what picture the words go with

and glue below the pictures. Once the allotted time is up, each group will present to the

class and then the teacher will show the correct version of the poster for the students to

see and compare to.

Activities (25 minutes)

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Annotated Lesson Plan
1. (10 min.) Students will gather in pre-arranged groups to utilize their notes,

textbooks and each other to study the vocabulary words on the board. Once the 10

minutes are up, students are to clear their work areas of all books and notes.

2. (20 min.) Students will then be given the poster board, envelopes and glue stick

and instructed to begin working quietly with their group. The will be instructed to work

quietly as to not help other groups who might be able to hear them talking and get

answers from them. If a group finishes early, they will be encouraged to check work, and

then given the opportunity to write in more animals under each grouping that they know

belong there.

3. (15 min.) Once the allotted 20 minutes are up, each group must stop where they

are at. Each group will come up one at a time and present to the class where they placed

each animal and vocabulary, and why.

Closure (5-10 minutes)

Once every group has gone, teacher will hang on the board the correct version of the

poster board, already made prior to the lesson. Teacher will then ask students why they

placed animals where they did. Teacher will also allow students to ask questions, and

make sure they understand what the groupings should be and why.

Assessment and Evaluation

 Teacher will be walking around and visually assessing which students are

participating and helping their group.

 Teacher will also be listening to what is said within the groups while they are

working. Observing what area’s students are having the most difficulty with and

where more support could be in place.

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Annotated Lesson Plan
 Teacher will also be there for groups to help support and try to get students to

work through areas where they might not remember what words go with which

animal.

 Posters will be graded for completeness, and accuracy, as well as neatness (visibly

able to determine which animal goes with which word or groups of words).
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“One of the most important factors to be taken into account in lesson preparation is

individual students’ characteristics: their diversity – cultural, ethnic and racial, their special

needs, and their psychological individuality – their attention, retention, learning style and

behavior.” (Peter Serdyukov, 2013) I especially believe this quote is true when designing or even

modifying an existing lesson plan. Every student is different, as well as every class is different.

What worked one year, may not work another year, and what works for one student may not

work for another. Lesson plans today need to incorporate a variety of teaching styles as well as a

variety of learning styles.

I chose student 2, Liang, because he is similar to a few students in my class this year. I

also chose him because I am creating a 3rd grade lesson plan for my 3rd and 4th grade class. This

lesson would be good for him because he is fairly advanced in English, and should be able to

figure out the groupings from more than just the pictures, but through words as well. “It is

important during explorations that English language learners work alongside their English-only

peers.” (Hansen, 2005) That is why I placed each ELL student in different groups, because they

can utilize their peers for support, encouragement and comfort in this assignment. They can get

help with saying the words correctly and helping match up the spelling to the words they already

know how to say.

“Teachers can provide opportunities for talk through making explicit genres for

beginning to advanced language learners. Offering learners a range of response modes allows

them to make decisions.” (Marjorie Hall Haley, 2014) I think this would be a great opportunity

for Liang to be the speaker for his group when they present, so that he can practice saying the

words, after hearing his group members and also other students in the class saying the words. I

have a very welcoming and helpful class that like to help when a student struggles with a word. I
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know with my ELL students they are always there to help them sound out a word or repeat it for

them, without laughs or ridicule. So I know that if Liang was in my class, speaking in front of

them would not be as scary and intimidating as it usually is for students.

I chose this lesson for many reasons. The first was because as a full time teacher, I was

coming up to the end of this unit in science and thought that this would be a perfect way to assess

how my students understood the information. I have never done this lesson or any one similar to

it, so I thought my students would like how different and creative it is. I also liked how it got my

students out of their seats and away from standard book and handout work. I also could

implement a variety of methods and ways of the students being able to see the information we

just learned, in the 3 weeks prior.

I utilized all steps of the SDAIE strategies, not only to help my ELL students but also to

make sure all of my students understood and were able to show me what they learned. For

modeling I had them utilize their science notebooks that had all the definitions for the vocabulary

words in them, as well as their books that we have been using. I have instructions for them that

should make sense and are also visible from me with examples for them before they begin. With

bridging I just used the knowledge that they have already learned, by showing me on a poster

board. When they come up and talk about where and why they placed the animals, they are also

talking about where they are in the real world. With contextualization, I gave them not only

words, but also pictures of actual animals that they should know from everyday life. They should

be able to see the animal and recognize what it is, instantly, even my ELL and special needs

students should be able to know what the animals are because they are common worldwide. In

schema building, I am having them organize the animals based on groups and classifications that

descend off of each other, which ends up being similar to a concept web. Finally, with text re-
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presentation, they are showing what they already know by creating this poster and also by

sharing with the class why they placed those animals where they did. It is no longer looking at

the book or notes and reading about them, but remembering and showing that in a way other than

with a paper and pencil.

“Be intentional about how you scan your classroom. Decide specifically what you’re

looking for and remain disciplined about it in the face of distraction.” (Lemov, 2015) This is

something that I will need to remember as I go around and specifically watch and listen to my

ELL students during this lesson. I need to remain focused on making sure they are understanding

and contributing. This will help me as a teacher know if my strategies worded or needed

improvement.
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Annotated Lesson Plan
References

Hansen, L. (2005, 12 7). Strategies for ELL Success. Retrieved from National Science Teachers

Association : http://www.nsta.org/publications/news/story.aspx?id=51327

Lemov, D. (2015). Teach like a Champion 2.0. San Francisco: Jossey-Bass.

Marjorie Hall Haley, T. Y. (2014). Content-Based Second Language Teaching and Learning.

New Jersey: Pearson Education, Inc.

Peter Serdyukov, M. R. (2013). The Five Minute Lesson Plan. Boston: Pearson Learning

Solutions.