UNIT MAP INTRODUCTION
The unit covered the different types of animals, including mammals,
birds, fish, amphibians, reptiles and some insects.
My assessment / evaluation were individual drawing and labeling of a type
of animal and using the ESL Science Rubric for Drawing and labeling to evaluate
them. Observation during Cooperative Learning strategies such as Rally Robin,
Know, Want to Know, Learned as a prior knowledge assessment tool, rereading the
story and offering a timed discussion of the story, individual writing
contributions, sequencing pictures as a group (for example, during the life
cycle of the butterfly), matching pictures and sentences strips, and individual
observation tools for speaking in Science. I will ask the students, for
instance, to think of a mammal and asking them to also think of one or two
reasons that make it a mammal. A giraffe is a mammal because it has fur. It is
also a mammal because it gives milk to their babies. Using Cooperative
Learning Strategy, stand up, hand up, pair up and share with a partner and
finally grading writing products, such as sentences and short paragraphs
will assist me in my assessment.
Unit: Animals
Grade Level: 2nd grade transitional
Time frame: Two weeks, one session per day, 45 minutes per session.
Week one
Day One
Objective: Students will identify the body parts of an animal and will label them by writing down the spelling as dictated by the teacher.
I will use cooperative strategies such as Numbered Heads Together to ask
students what are some kinds of animals that they know. I will write the
results on a chart paper.
We will make a read aloud of the book “A frog has a sticky tongue” and I will
direct the students to notice the physical features of the animal. Students
will also draw and label animal parts. As a closure, I will ask the students, what is a body part of the animals you learned today?
UDL element:
Representation, Action and Expression and Engagement.
UbD Facet
Students can interpret the different body parts of an animal, through the images from the book "A frog has a sticky tongue".
Assessment:
Numbered Heads Together, one of the cooperative learning strategies, where students will be asked about animals that they know. Drawing animal of their choice and labeling its parts will also provideinformation.
Day Two
Objective: Students will categorize animals according to their characteristics. I will teach them to use demonstrative pronouns to identify animals.
What is this? What is that? What are these? What are those? This
(that) is… These (those) are…
Students will also review the chart paper from yesterday´s lesson about the different kinds of animals they knew. We will sing a song called “All kinds of animals” and I will stop on key words “legs, feathers, fins, scales, feet”. Then I will give students
cards with different animal characteristics and students will need to place
them in a particular category. As a closure, we will place the cards on a
poster organizer.
UDL element:
Representation, Action and Expression and Engagement.
UbD facet
Students can apply and adapt
what they know in new and complex contexts.
Assessment:
Observation during the Cooperative learning assessment: Rally Robin. This will demonstrate something that the students already knew, just learned or something
interesting.
Day Three
Objective: Students will list common characteristics of animals.
Students will use articles (“The”, “an”, and “a” are articles), adjectives and conjunctions to compare characteristics of animals, such as the
(animal) has, and also a/ an (animal) has; and, but, neither/nor; larger,
smaller, strong, delicate, etc.
Students will share adjectives to describe animals and we will write them down on a chart paper. We will revisit the big book “A frog has a sticky tongue” and the students will write at least one sentence describing two characteristics of one animal. They will be able to draw a picture of the animal if time permits.
Assessment:
Using Rally Robin, I ask students about animals and their characteristics.
UDL element:
Representation, Action and Expression and Engagement.
UbD facet
Students can interpret; make sense of data, text and experience through images, analogies, stories and models.
Day Four
Objective: Students will predict and evaluate predictions for the life cycle of the butterfly and they will use nouns and adjectives to describe the stages of the life
cycle.
We will read during the class the book “The New Butterfly”.
To build background knowledge, I will ask students if they have ever seen a butterfly, what they would like to know about butterflies and if they know how a butterfly
is born and how it becomes a butterfly.
Picture walk of the big book, discussing aloud the pictures and the words used to describe the different stages.
Pair and share activity. Students will all have a picture of one stage of the life cycle and will have to describe it to the peer they meet walking. Once guessed, the peer will do the same thing.
As a closure, the whole class will read the big book in a choral reading.
UDL element:
Representation, Action and Expression and Engagement.
UbD facet
Students can apply and adapt what they know in new and complex
contexts through the KWL learning strategy and the picture walk of the book.
Assessment:
Students will be assessed when reading the story through coral
reading and their time discussion.
Day Five
Objective: Students will identify the body parts of a frog and a
tadpole. They will also ask questions using who, what, where and when. The
ESL/Science curriculum of my school district requires that mammals, life cycle
of the butterfly, reptiles, amphibians, birds and fish be taught in sequential
lessons in the same unit. Characteristics of the different type of animals need
to be clear in order to avoid confusion between the different groups of animals.
Reviewing, comparing and contrasting also help students to learn about the
different types of animals without mixing them.
We will begin the lesson reviewing the life cycle of the butterfly. Students will have a set of pictures of the life cycle and will need to sequence them with the shoulder partner as they think appropriate. The wordamphibian will be written on the board and I will define the word to the students.
Teacher will present an interactive read aloud of the big book “Leaping frogs” paying special attention to vocabulary.
On a four squared page, students will sequence the life cycle using the transitional words, first, second, then, finally. Students will be able to draw pictures to illustrate the different sequences if time permits.
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can interpret, make sense of data, text and experience through images, analogies, stories, and models.
Assessment:
T he assessment will take place using the life cycle sequence project measuring the correct use of the transitional words and if drawings and labels of the pictures matches the text.
Week Two
Day Six
Objective: Students will use the main characteristics of mammals to classify animals. Students will learn to write the characteristics using the following example: The (fill in)
is a mammal because it has (fill in) and also a (fill in).
To activate their prior knowledge, I will tell the students that people can be similar and different in many ways, although they are not different species. The objective is to help them find similarities and differences. Two students will volunteer to come to the front and the rest of the class will compare how similar and different they are. Then we will do the same with the pictures of two mammals.
There will be a read aloud of the book “Mammals”, teacher will question students
about what we see on the book.
As a closure, students will share something important they learned today about
mammals.
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can apply use and adapt what they know in new and complex
contexts.
Assessment:
Students will use the stand-up, hand-up and pair-up strategy after thinking about a mammal and two characteristics that include this animal in the mammals category.
Day Seven
Objective: Students will identify the characteristics of birds
working on the vocabulary pertaining to them.
They will use the cooperative learning strategy think, pair, share, what do you know about birds. Large pictures of birds will be displayed on the board and using Total Physical Response, the teacher will identify the different parts of birds (beak,
wings, legs, etc).
Teacher will begin a read aloud of the book “Birds” focusing on vocabulary.
As a closure, students, working in groups of four, picking one picture and describing it, using four full sentences.
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can explain concepts, principles and processes; put it their own words; teach it to others; justify their answers; show their Reasoning.
Assessment:
Students will do a quick drawing of a bird and will label it. The most advanced students will be encouraged to write sentences to describe the animal.
Day Eight
Objective: Students will analyze an animal to determine if it has the characteristics of a reptile. Students will respond to the modal “can” in the interrogative.
Can this animal be a reptile? No, it can´t. Yes, it can.
There will be a picture of a reptile on the board and the teacher will explain to the
students that they are going to learn about another group of animals called
reptiles.
Picture walk of the book “Reptiles” and read aloud. Then, there will be a cooperative
learning activity, stand up, hand up, pair up, and students will take turns
to share what they have learned about reptiles.
As a closure for the whole group, the teacher will ask students to name an animal. If a student says an animal that is not a reptile, the teacher will ask questions such as:
Does this animal hatch from eggs?, - Does it have scales on its skin?
Does it have a skeleton?
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can interpret; make sense of data, text and experience
through images, analogies, stories and models.
Assessment:
Observation of the students while participating in the animal´s
game.
Day Nine
Objective: Students will label the parts on a body of a fish. They will listen to instructions and then, they will spell the parts of the fish.
Teacher will use a song called “I´m a little fishy” using hands and body
movement to enhance comprehension and a book called “Fish” to
support the lesson.
Teacher will ask the students what they know about fish. After a
round robin with their teammates, one student will share an answer with the rest
of the group. Answers will be categorized, such as: What is their body like?
What do they do? Where do they live? What do they eat?
Teacher will read the big book “Fish” giving opportunities for students to discuss and focus on vocabulary.
As a closure, the students will work in pairs and will label the parts on a body of a fish using a picture provided by the teacher.
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can explain concepts, principles and processes; put it their own words; teach it to others; justify their answers; show their reasoning.
Assessment:
Participation using Round Robin Cooperative Learning Strategy and labelling of the fish body parts.
Day Ten
Objective: In this review lesson, students will review the characteristics of animals to determine their classification.
Students will review the charts about mammals, birds, reptiles, etc, that have been created in class. Students then will play the game “Guess the secret animal”. Using
index cards, students will draw an animal on one side and the characteristics of this animal on the other side. Next, taking turns, students will come up to the front of the class and the rest of the students will ask questions such as: Does your animal give milk to their babies? Does your animal have long feet? Is your animal a reptile?
As a closure, the students will have the opportunity to place their animals on the different categories displayed on a big chart paper poster in the classroom.
UDL element
Representation, Action and Expression and Engagement.
UbD element
Students will have self-knowledge; show meta-cognitive awareness, use productive habits of mind, and reflect on the meaning of their learning and experience.
Assessment:
Placement of the animals in the different categories according to their characteristics.
The unit covered the different types of animals, including mammals,
birds, fish, amphibians, reptiles and some insects.
My assessment / evaluation were individual drawing and labeling of a type
of animal and using the ESL Science Rubric for Drawing and labeling to evaluate
them. Observation during Cooperative Learning strategies such as Rally Robin,
Know, Want to Know, Learned as a prior knowledge assessment tool, rereading the
story and offering a timed discussion of the story, individual writing
contributions, sequencing pictures as a group (for example, during the life
cycle of the butterfly), matching pictures and sentences strips, and individual
observation tools for speaking in Science. I will ask the students, for
instance, to think of a mammal and asking them to also think of one or two
reasons that make it a mammal. A giraffe is a mammal because it has fur. It is
also a mammal because it gives milk to their babies. Using Cooperative
Learning Strategy, stand up, hand up, pair up and share with a partner and
finally grading writing products, such as sentences and short paragraphs
will assist me in my assessment.
Unit: Animals
Grade Level: 2nd grade transitional
Time frame: Two weeks, one session per day, 45 minutes per session.
Week one
Day One
Objective: Students will identify the body parts of an animal and will label them by writing down the spelling as dictated by the teacher.
I will use cooperative strategies such as Numbered Heads Together to ask
students what are some kinds of animals that they know. I will write the
results on a chart paper.
We will make a read aloud of the book “A frog has a sticky tongue” and I will
direct the students to notice the physical features of the animal. Students
will also draw and label animal parts. As a closure, I will ask the students, what is a body part of the animals you learned today?
UDL element:
Representation, Action and Expression and Engagement.
UbD Facet
Students can interpret the different body parts of an animal, through the images from the book "A frog has a sticky tongue".
Assessment:
Numbered Heads Together, one of the cooperative learning strategies, where students will be asked about animals that they know. Drawing animal of their choice and labeling its parts will also provideinformation.
Day Two
Objective: Students will categorize animals according to their characteristics. I will teach them to use demonstrative pronouns to identify animals.
What is this? What is that? What are these? What are those? This
(that) is… These (those) are…
Students will also review the chart paper from yesterday´s lesson about the different kinds of animals they knew. We will sing a song called “All kinds of animals” and I will stop on key words “legs, feathers, fins, scales, feet”. Then I will give students
cards with different animal characteristics and students will need to place
them in a particular category. As a closure, we will place the cards on a
poster organizer.
UDL element:
Representation, Action and Expression and Engagement.
UbD facet
Students can apply and adapt
what they know in new and complex contexts.
Assessment:
Observation during the Cooperative learning assessment: Rally Robin. This will demonstrate something that the students already knew, just learned or something
interesting.
Day Three
Objective: Students will list common characteristics of animals.
Students will use articles (“The”, “an”, and “a” are articles), adjectives and conjunctions to compare characteristics of animals, such as the
(animal) has, and also a/ an (animal) has; and, but, neither/nor; larger,
smaller, strong, delicate, etc.
Students will share adjectives to describe animals and we will write them down on a chart paper. We will revisit the big book “A frog has a sticky tongue” and the students will write at least one sentence describing two characteristics of one animal. They will be able to draw a picture of the animal if time permits.
Assessment:
Using Rally Robin, I ask students about animals and their characteristics.
UDL element:
Representation, Action and Expression and Engagement.
UbD facet
Students can interpret; make sense of data, text and experience through images, analogies, stories and models.
Day Four
Objective: Students will predict and evaluate predictions for the life cycle of the butterfly and they will use nouns and adjectives to describe the stages of the life
cycle.
We will read during the class the book “The New Butterfly”.
To build background knowledge, I will ask students if they have ever seen a butterfly, what they would like to know about butterflies and if they know how a butterfly
is born and how it becomes a butterfly.
Picture walk of the big book, discussing aloud the pictures and the words used to describe the different stages.
Pair and share activity. Students will all have a picture of one stage of the life cycle and will have to describe it to the peer they meet walking. Once guessed, the peer will do the same thing.
As a closure, the whole class will read the big book in a choral reading.
UDL element:
Representation, Action and Expression and Engagement.
UbD facet
Students can apply and adapt what they know in new and complex
contexts through the KWL learning strategy and the picture walk of the book.
Assessment:
Students will be assessed when reading the story through coral
reading and their time discussion.
Day Five
Objective: Students will identify the body parts of a frog and a
tadpole. They will also ask questions using who, what, where and when. The
ESL/Science curriculum of my school district requires that mammals, life cycle
of the butterfly, reptiles, amphibians, birds and fish be taught in sequential
lessons in the same unit. Characteristics of the different type of animals need
to be clear in order to avoid confusion between the different groups of animals.
Reviewing, comparing and contrasting also help students to learn about the
different types of animals without mixing them.
We will begin the lesson reviewing the life cycle of the butterfly. Students will have a set of pictures of the life cycle and will need to sequence them with the shoulder partner as they think appropriate. The wordamphibian will be written on the board and I will define the word to the students.
Teacher will present an interactive read aloud of the big book “Leaping frogs” paying special attention to vocabulary.
On a four squared page, students will sequence the life cycle using the transitional words, first, second, then, finally. Students will be able to draw pictures to illustrate the different sequences if time permits.
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can interpret, make sense of data, text and experience through images, analogies, stories, and models.
Assessment:
T he assessment will take place using the life cycle sequence project measuring the correct use of the transitional words and if drawings and labels of the pictures matches the text.
Week Two
Day Six
Objective: Students will use the main characteristics of mammals to classify animals. Students will learn to write the characteristics using the following example: The (fill in)
is a mammal because it has (fill in) and also a (fill in).
To activate their prior knowledge, I will tell the students that people can be similar and different in many ways, although they are not different species. The objective is to help them find similarities and differences. Two students will volunteer to come to the front and the rest of the class will compare how similar and different they are. Then we will do the same with the pictures of two mammals.
There will be a read aloud of the book “Mammals”, teacher will question students
about what we see on the book.
As a closure, students will share something important they learned today about
mammals.
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can apply use and adapt what they know in new and complex
contexts.
Assessment:
Students will use the stand-up, hand-up and pair-up strategy after thinking about a mammal and two characteristics that include this animal in the mammals category.
Day Seven
Objective: Students will identify the characteristics of birds
working on the vocabulary pertaining to them.
They will use the cooperative learning strategy think, pair, share, what do you know about birds. Large pictures of birds will be displayed on the board and using Total Physical Response, the teacher will identify the different parts of birds (beak,
wings, legs, etc).
Teacher will begin a read aloud of the book “Birds” focusing on vocabulary.
As a closure, students, working in groups of four, picking one picture and describing it, using four full sentences.
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can explain concepts, principles and processes; put it their own words; teach it to others; justify their answers; show their Reasoning.
Assessment:
Students will do a quick drawing of a bird and will label it. The most advanced students will be encouraged to write sentences to describe the animal.
Day Eight
Objective: Students will analyze an animal to determine if it has the characteristics of a reptile. Students will respond to the modal “can” in the interrogative.
Can this animal be a reptile? No, it can´t. Yes, it can.
There will be a picture of a reptile on the board and the teacher will explain to the
students that they are going to learn about another group of animals called
reptiles.
Picture walk of the book “Reptiles” and read aloud. Then, there will be a cooperative
learning activity, stand up, hand up, pair up, and students will take turns
to share what they have learned about reptiles.
As a closure for the whole group, the teacher will ask students to name an animal. If a student says an animal that is not a reptile, the teacher will ask questions such as:
Does this animal hatch from eggs?, - Does it have scales on its skin?
Does it have a skeleton?
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can interpret; make sense of data, text and experience
through images, analogies, stories and models.
Assessment:
Observation of the students while participating in the animal´s
game.
Day Nine
Objective: Students will label the parts on a body of a fish. They will listen to instructions and then, they will spell the parts of the fish.
Teacher will use a song called “I´m a little fishy” using hands and body
movement to enhance comprehension and a book called “Fish” to
support the lesson.
Teacher will ask the students what they know about fish. After a
round robin with their teammates, one student will share an answer with the rest
of the group. Answers will be categorized, such as: What is their body like?
What do they do? Where do they live? What do they eat?
Teacher will read the big book “Fish” giving opportunities for students to discuss and focus on vocabulary.
As a closure, the students will work in pairs and will label the parts on a body of a fish using a picture provided by the teacher.
UDL element
Representation, Action and Expression and Engagement.
UbD facet
Students can explain concepts, principles and processes; put it their own words; teach it to others; justify their answers; show their reasoning.
Assessment:
Participation using Round Robin Cooperative Learning Strategy and labelling of the fish body parts.
Day Ten
Objective: In this review lesson, students will review the characteristics of animals to determine their classification.
Students will review the charts about mammals, birds, reptiles, etc, that have been created in class. Students then will play the game “Guess the secret animal”. Using
index cards, students will draw an animal on one side and the characteristics of this animal on the other side. Next, taking turns, students will come up to the front of the class and the rest of the students will ask questions such as: Does your animal give milk to their babies? Does your animal have long feet? Is your animal a reptile?
As a closure, the students will have the opportunity to place their animals on the different categories displayed on a big chart paper poster in the classroom.
UDL element
Representation, Action and Expression and Engagement.
UbD element
Students will have self-knowledge; show meta-cognitive awareness, use productive habits of mind, and reflect on the meaning of their learning and experience.
Assessment:
Placement of the animals in the different categories according to their characteristics.