Author:
VDOE Project Team, Elizabeth Schenkel
Subject:
ESL, English Language Development (ELD)
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
3
Provider:
Virginia Department of Education
Tags:
  • 3rd Grade
  • Adaptations
  • Compare and Contrast
  • EL
  • ELD
  • ELL
  • ELinst
  • ESL
  • English Language Learner
  • English Learner
  • Explain
  • KLU Explain
  • ML
  • Science
  • VDOE
  • VDOEResource
  • WIDA
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs, Video

    Education Standards

    3.4 Adaptations

    3.4 Adaptations

    Overview

    This instructional plan combined Science SOLs 3.4b and WIDA English Language Development Standards. The lesson includes several activity options. Note: Some images may not appear in the "Overview". To view all images in this instructional plan, click "download" at the bottom of the overview.

    Sample Instructional Plan

    3rd grade SCI/ELA

    #GoOpenVA Tags: ELL/EL/ML/ESL/ELD, English Learner, English Language Learner, WIDA, 3rd Grade, Science SOL 3.4, Adaptations, Compare and Contrast

                 Adaptations

    Content and Language Connections

    SOL

    KLU

    Language Objectives(s): interpret and construct Science Explanations by

    Language Feature/ Essential Skill  1:

    Cross-disciplinary

     {Tier 2} language {connected to language function/expectation}

    Language Feature/ Essential Skill  2:

    Content-Specific Technical language {Tier 3}

    {explore the text, search see content curriculum framework, search the topic online for ideas}

    Language Feature/ Essential Skill 3:

    grammar skill most needed for the task

    Science SOL 3.4. The student will investigate and understand that adaptations allow organisms to satisfy life needs and respond to the environment. Key ideas include b) adaptations may be behavioral or physical.

    Explain

    Using connectors to compare and contrast observations and information about adaptations

     

    Use connectors to describe sequences of animal behaviors

    and, like, both, while, as well as, also, similarly, unlike, but, meanwhile

     

     

    Sequencing:

    first, then, while, when

    Adaptations: hibernate,  diapause, migrate, adapt, behavioral, physical, some, while, other,  prepare, change,

     

    Organizing/Note-taking: title, headings, subheadings, bullet points,

    Singular and plural forms of verbs to state specific behaviors (i.e. adapt, blend, survive, hibernate)

     

    Differentiated Language Expectation Samples*

    Entering (1) & Emerging (2)

    Developing (3) & Expanding (4)

    Bridging (5) & Reaching (6)

    -simple sentences to describe how animals prepare for /behave during winter

     

    Emergent use of clauses to compare and contrast animal behaviors

     

    Sample sentence frames:

     

    _____ and ____ hibernate during the winter. That means they sleep during the cold months.

     

    _____ and ____ hide during the winter.

    _____ and ____  migrate, or travel before winter.

     

     

    First, the chipmunk ______.Then, it _____.

    _____ sleep during the cold months, but _____ stay active.

     

    _____ hide during winter, but _____ travel to warm places.

     

    _____ and _____ both change during winter, but _____ changes diet and ____ changes fur color.

    ______ is a _____ adaptation, but ______ is a _____ adaptation.

     

    -use compound sentences to describe how animals prepare for / behave during winter

    -use of clauses to compare and contrast animal behaviors

     

     

    Sample sentence frames:

     

    ____ as well as ____ hibernate during the winter.

     

     

    ____ like ____, hide during the winter.

    ____ migrate before winter. ____ also leave for warmer places.

     

    _____ sleep during the cold months, while _____ travel to warm places.

     

     

     

    _____ hide during winter, but _____ travel to warm places.

     

    _____ and _____ both adapt during winter, but _____ changes diet while ____ changes fur color.

    _____ is an example of a _____ adaptation, while _____ is an example of a ______ adaptation.

    -use of compound and complex sentences to describe animal behavior

    -use of clauses to compare and contrast animal behaviors

     

     

     

    Sample sentence frames:

     

    Similarly to ______, ______ hibernate during the winter.

     

     

    Unlike the _____, _____ travel before the start of the winter.

     

     

     

    ____ adapt for winter by _____.

    ____ prepare for winter by ____.

     

     

     

    ____ both avoid the cold weather.____ hide while _____ migrate.

     

    Some animals undergo ____ adaptations during the winter, such as _____. Meanwhile, other animals undergo ______ adaptations during the winter, such as _____.

    *See the Proficiency Level Descriptors, page 103 for additional ideas in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12

    Essential Knowledge, Skills, and Processes

    • Integrate the use of interpretive skills (reading) as well as expressive skills (writing, speaking) to categorize facts from grade level text using headings, subheadings and bullet points and present them to an audience.
    • Social-Emotional Skills:
      • Use of self-management skills to manage one’s emotions
      • Showing courage to take initiative
      • Use of relationship skills to communicate facts clearly and listen actively to peers

    Essential Understandings

    • Language helps me communicate and discuss what I have read.
    • My home language, background knowledge, and critical thinking skills help me learn grade level content in a new language.
    • My note-taking skills can help me develop better oral fluency in the English language and communicate what I have learned to others effectively.

    Materials and Resources

    • Copy of Animals Get Ready (available for free at readworks.org, but teachers must sign up for an account, which is free)
    • Note Taking Anchor Chart (Title, Headings (A-E) and 2-3 bullet points per heading (see below)
    • Visual aids for animal words and winter visuals for TPR activity (images presented in this lesson are available under Creative Commons Licenses)

          

     

    Content and Language Learning Plan (T for Teacher, Ss for Students)

    Introduction to Learning

    • T welcomes Ss and does a community building task and/or well-being check-in.
    • T presents the topic of the lesson and explains the objective in  student-friendly terms, i.e. We will be learning about animals and adaptations, or changes, that they go through in order to survive the winter. T can make a connection to the Spanish cognate ‘adaptar’ and French cognate ‘adapter’ as appropriate.

     

    Activating and building background knowledge

    Language Domains: Listening, Speaking, Reading

    • T shows Ss picture cards with examples of behavioral and physical adaptations (as suggested below) and asks Ss to sort them out, encouraging them to group them by what they think they have in common.

     

             

        source 

      source

       source

     wolf pack on hunt  source  

      source   

      source

     

    • Once Ss have sorted them out, T writes the word adaptations on the board and explains that adapting means changing. T also explains that those adaptations sometimes are physical (growing sharp claws, having webbed feet or changing skin color) or behavioral, meaning that animals do things in a certain way to survive (hunting in packs, sleeping through the winter, or leaving to find somewhere warmer.)
    • T explains that humans have to adapt, too. T asks students about their own experiences with winter weather and (as applicable), how they and their families prepare for winter. T can prompt L1s and 2s to provide at least one word or phrase related to cold weather, such as warm clothes, coat, gloves, etc. T can show visuals of warm clothing as needed.
    • T prompts students to share background knowledge about hibernation, migration and adaptation in relation to weather and survival.
    • T activates students’ knowledge by showing them visuals of animals and other key words for the lesson, as suggested below. T encourages Ss to share anything  they know about winter and animal adaptations or at least one word that comes to mind when looking at the visuals.
      • Images suggested below were found using Google Images under Creative Commons License.

     

     

     winter trees source 

       source

      source 

       source

      source

       source

     

       

     

    • T introduces lesson with a vocabulary sort activity using visuals of different animal behaviors and invites Ss to sort them out based on what they see and what they know about animal adaptations.
      • Images suggested below were found using Google Images under Creative Commons License.

     

        

     

     source  

      source

     deer eating brush  source

       source

        source  

        source  

       source

     frog hidden in rocks  source  

       source

     chickadee source     

     

    • After completing the vocabulary sort out, T can guide students into a game of charades where a student chooses a sentence and acts it out. Ss identify the behavior by saying the correct action out loud. If separate cut-outs of the animals themselves are available, S can say the whole sentence describing the animal behavior rather than the term alone.

     

    Reading to learn about Animal Adaptations 

    Language Domains: Reading, Speaking

    • T introduces the passage Animals Get Ready by talking about reasons to choose it for reading. For example, next week is the official beginning of the winter season in the U.S. or winter is a favorite season for some people in the United States and how the winter months can be a special time for some (all the things you can do when it snows plus it is a time of important holidays for some groups of people.)
    • T reviews  animal words using visual aids. Animals included in the text are  woodchuck, dormice, chipmunk, ladybug, gypsy moth, grasshopper, seagull, caribou, humpback whale and arctic fox. T is encouraged to add actions, motions and/or sounds as applicable to represent the animals.
    • Ss read Animals Get Ready. Depending on group size and proficiency levels, T pairs students to read the text out loud. ELs in levels 1-2 can whisper-read along with T or peers. 
      • Use the read aloud option provided by ReadWorks.org  to allow students at beginning proficiency levels  to listen to text and follow along multiple times if desired.
    • Ss identify context clues from text and underline/draw lines connecting those with academic terms: hibernate, diapause, migrate and adapt (see teacher chart in Resources below)
    • Ss explain the meaning of academic terms: hibernate, diapause, migrate and adapt. T prompts Lv 1-2 students to use the definitions in the text. T encourages more proficient Ss to explain in their own words.
    • T and Ss identify ways to physically demonstrate each term, i.e. migrate, everyone moves to the other side of the room; diapause, everyone crawls into a ball while ‘winter’ passes by, which could be played by a student walking around them holding a poster of snow or winter weather.
    • T uses TPR activity to prompt Ss to produce oral sentences comparing and contrasting animal behavior. T tells Ss that when we describe what animals do, we can talk about a single animal (one) or multiple animals (more than one.) We can also refer to animals as a group.
    • T provides labels with animal names (singular as well as plural) and have Ss stand next to each other holding labels of animals who have similar behaviors to compare and animals who have different behaviors to contrast. T encourages students to use Tier 3 language and makes sure to reinforce subject-verb agreement through this activity. Examples are suggested below.

     

    T SHOWS A VISUAL WITH A LABEL:

    Ss PRODUCE:

    A chipmunk

    A bear

    Muskrats and chipmunks

    Dormice and ladybugs

     

    A Turtle

    A seagull

    Turtles and seagulls

     A chipmunk hibernates.

    A bear hibernates.

    Muskrats and chipmunks both hibernate.

    -Dormice and ladybugs both hibernate, but ladybugs don’t grow while they sleep.

    -Dormice and ladybugs both hibernate but ladybugs undergo diapause.

     A turtle hides from the cold.

    A seagull migrates to warm places.

    Turtles hide from the cold while seagulls migrate to warm places.

     

    • T is encouraged to use visuals as well as TPR as shown below.

    Organizing information from text to summarize what we read

    Language Domains: Reading, Writing, Speaking

    • T reviews the concept of summarizing and explains that taking notes can help us summarize and also process what we read.
    • T explains that together they will create a summary of the text (see teacher chart at the bottom of this section). The summary will include a title or heading, subheadings and bullet points (See Resources below). T writes those words on the board.
    • T asks students to say what the title or heading of their summary should be and writes it on the board or on chart paper. The title or heading will represent what the summary is about.
    • T explains that a subheading is used to set apart different sections of a text.
    • T asks students to list 5 actions that animals do to prepare for winter according to the text. Each action will be a subheading. (See teacher chart below)
    • T writes the first (or first two) subheadings, leaving space for bullet points, and encourages students to write the other ones in their notebook or paper following his/her model.
    • After the 5 subheadings have been written, T explains that the bullet points are used to list important information within each section. T shows each subheading is a section.
    • T writes the definition of hibernate as the first two bullet points under the subheading A: Some animals hibernate and examples of animals that hibernate as the third bullet point under that subheading. The teacher chart below shows a suggested version of the notes but can be adapted with fewer bullet points or different wording for the bullet points.
    • S read text again and follow the teacher's model to write important information under each subheading using bullet points. Their notes should include a definition of each animal behavior and examples of animals that show each behavior as shown in his/her model. ELs in Lv 1-2 can copy the teacher’s model or write shorter sentences for the definition, i.e. They sleep instead of They go into a deep sleep.  Ss can also provide one example of animal behavior. See table below and image of sample teacher’s anchor chart for language expectations for this task.

    Title

    5 subheadings

    Definition of animal behavior

    Examples of animal who show this behavior

    How Animals Get Ready

    1. Some Animals Hibernate

     

    1. Some Animals Hide Themselves

     

    1. Some Animals Undergo Diapause

     

    1. Some Animals Migrate

     

    1. Some Animals Adapt

    They go into a deep sleep.

     

     

    They find a place to stay away from the cold.

     

     

    They stop growing while they sleep.

     

     

    They travel to warm places.

     

     

    They change their habits and bodies to survive.

    Woodchucks, dormice and chipmunks

     

     

    Turtles, frogs and fish

     

     

     

    Ladybugs, gypsy moths and grasshoppers

     

     

    Seagulls, caribou, butterflies and humpback whales

     

    Rabbits, deer and arctic foxes

     

    • Once everyone has finished taking their notes using the teacher’s model, T explains that notes can be used to talk about the text that was read. Teacher comments may include that if we must talk to an audience about something we read or learned in class, we can use the notes as a reference to stay on topic and include all important information.
    • T models using his/her chart to talk to the class about how animals get ready for winter by reading the title, the first subheading and bullet points. As T talks, he/she models using the notes as an anchor chart in order to present the information to an audience. T provides a sample opening and closing, and sentence frames as suggested below.
      • Note: As T models talking about animals using the anchor chart, he/she emphasizes accurate subject/verb agreement.

     

    Animals do different things to get ready for / prepare for the winter.

    Some animals such as _______  _______. That means that they ______. This is an example of a _______ adaptation.

    Other animals such as _______  _______. They ____________________.

    Meanwhile / similarly, animals such as _________  _________________. This is an example of a _______ adaptation.

    As we can see / In conclusion, animals adapt in different ways in order to survive.

    • Following the T’s model and language frames provided, Ss take turns talking to their peers about what animals do to prepare for winter using their notes. Note: Please refer to the Differentiating Language Expectations table at the beginning of the plan for more sentence frames. T can decide whether to have Ss present to the whole class or do this in pairs or small groups, depending on class size and proficiency levels.

     

    Learning Activity: Focus on Grammar

    Note to teacher: As stated in this LP and made evident through previous activities, Ss make use of singular and plural verb forms in order to explain different animal behaviors. The following is a grammar extension activity that will allow you to focus on that language feature.

    • Using student-friendly words, T explains that part of speaking and writing a language correctly involves making sure that each verb matches or agrees with the subject (person, thing or place) they refer to. T can give an example of subject/verb agreement in another language, i.e. “In some languages like Spanish, there are changes to the ends of the verbs to make sure they ‘match’ the person or subject. For example, we say ‘Yo uso’ (I use), Tu usas (You use). The endings of the verb are different, but the concept is the same. T tells Ss that they will use some sentences related to adaptations to practice subject-verb agreement or matching a subject with the correct verb form.
    • T writes sentences on the board (as seen in T chart below.) Ss can copy the sentences or read them from a handout. T goes over the terms singular and plural and guides Ss in identifying the verb and the subject. Ss follow along in their notebook or paper. T can draw an arrow from the subject to the verb as shown below.
    • T gives Ss a list of subjects and phrases with a highlighted verb. Ss use their knowledge from this lesson on adaptations to match the sentences.
    • T has Ss rewrite the sentences matched changing the subject to singular or plural as applicable. T allows Ss to work in pairs if needed and guides them. Ss discuss the new sentences afterwards and highlight any changes they made to have subject-verb agreement.

     

    Learning Activity: Focus on Listening

    • T provides Ss a numbered list of animals, as suggested below (include visuals with labels for Lv 1.) T describes animal behaviors and Ss raise their hands to say the number for the animal he/she is talking or reading about.
      • Images used for activity below were found using Google Images under Creative Commons License.

    LISTENING ACTIVITY

    Directions:

    -Listen to the description of each animal adaptation. Raise your hand to name the animal. Write the correct number next to the animal’s name.

    -Listen again and mark your answer: Is the adaptation physical or behavioral?

    ______ ladybug                        

    black and red ladybug  

    source

    • Physical Adaptation
    • Behavioral Adaptation

    ______ frog

    frog in leaves

    source

    • Physical Adaptation
    • Behavioral Adaptation

    ______ chickadee

    chickadee on branch of red berries

    source

    • Physical Adaptation
    • Behavioral Adaptation

    ______ Humpback whale

    humpback whale leaping

    source

    • Physical Adaptation
    • Behavioral Adaptation

    ______ moose

    moose in snow

    source

    • Physical Adaptation
    • Behavioral Adaptation

    ______ snow weasel

    white weasel in snow

    source

    • Physical Adaptation
    • Behavioral Adaptation

     

     

    Teacher Script for Listening Activity

    1. During the warm months, this animal eats worms and insects. During the winter, it changes its diet to seeds and berries in order to survive.

    (chickadee - behavioral adaptation)

     

    1. This animal sleeps during the winter. During that time, it undergoes diapause. That means that it does not grow while it sleeps.

    (ladybug - physical adaptation)

     

    1. This animal grows very thick fur during the winter to survive the cold temperatures.

    (moose - physical adaptation)

     

    1. This animal hides during the winter. It hides to survive the cold weather.

    (frog - behavioral adaptation)

     

    1. The color of this animal’s fur changes in the winter. The white fur helps the animal blend in the snow and stay safe from predators.

    (snow weasel - physical adaptation)

     

    1. These animals migrate before winter starts. They travel thousands of miles to get to warmer water where they will mate and nurture their babies.

    (humpback whales - behavioral adaptation)

    Learning Activity Option: Sequence of Events

    Note: This is an optional extension activity

    Language Domain: Writing

    • Ss use sentence frames with time clauses to write about animals that hibernate. T can differentiate this task as suggested below.

    Lv 1-2

    Lv 3-4

    Lv 5-6

    Number  the sentences  in the correct order to tell what happens to animals that hibernate. Then, copy them in your notebook.

     

    ___ While they sleep, the food is stored in their bodies

    ___ First, chipmunks eat a lot of food before winter starts.

    ___ When spring starts, the chipmunk wakes up and is active again.

    ___ Then, they go into a deep sleep.

     

    Write about an animal that hibernates. Tell what happens before, during and after hibernation.

     

    1. First, __________ before winter starts.
    2. Then, ____________________.
    3. While they sleep, _____________.
    4. When spring starts, ___________.

    Write about an animal that hibernates. Tell what happens before, during and after hibernation.

     

    • Note: For additional differentiation for Lv 1-2, T can provide images of the stages and have Ss order them. Ss can then retell the order using simple sentence frames as provided in the Differentiated Language Expectations Samples.

     

    Additional Strategies for Advancing Beginning Literacy for Level 1 Newcomer ELs

    • Reinforce phonics and phonemic awareness skills needed (based on data such as a inventories) using the language expectations and any texts (written or audio)  in the lesson- e.g.,
      • if Ss need practice with CVC, include an additional activity in which the T models highlighting those words/word parts, saying them, model segmenting and blending the sounds in the words, having Ss repeat the words with the segmenting/blending, etc.
      • Have Ss sort key terms or specific words that feature specific phonics/phonemic awareness needs  by initial or final letters (e.g., blends, silent e).
      • Model identifying and counting syllables
      • Note any rhyming words from the lesson

    Formative Assessment Ideas and Suggested Tools:

    WIDA’s Proficiency Level Descriptors on pages 102-103 can be used to create a rubric for language development and measure growth between units. ELs should never be penalized for not using language beyond their current proficiency level without the proper supports and plenty of opportunities for practice followed by productive teacher feedback. 

     

    Exit Slips/other Formative Assessment Ideas:

    • Exit slip: Ss write at least two animals for each behavior as suggested below and write at least one sentence that describes to which group an animal belongs.
    1. I can make statements about different animal behaviors.

    ________ and _______ hibernate.

    Hibernation is an example of a physical / behavioral adaptation.

     

    ________ and _______ hide from the cold.

    Hiding is an example of a physical / behavioral adaptation.

     

    ________ and _______ undergo diapause. That means that they ______________________________ while they hibernate.

    Diapause is an example of a physical / behavioral adaptation.

     

    ________ and _______ migrate. That means that they ____________ cold places and ____________ to warm places.

    Migration is an example of a physical / behavioral adaptation.

     

    ________ and _______ adapt. For example, a ______ changes its fur and a ______ changes its diet.

    Changing fur is an example of a physical / behavioral adaptation.

     

    A _______ feeds on leaves, twigs and other available foods during the winter.

    Changing diet during the winter is an example of a physical / behavioral adaptation.

     

    1. I can compare and contrast different ways animals adapt in order to survive.

     

    WORD BANK:

    stops      physical    fur      hibernate     changes     migrate     stops     grows      behavioral

     

    Animals adapt in different ways to survive winter. Some of those adaptations are ____________ while others are ______________. For example, a chipmunk and a grasshopper both _____________ during winter. But, the grasshopper undergoes diapause. That means that it _______ growing during the cold months. A rabbit ________ thicker _______ while a deer _________ its diet. Turtles ________ from the cold while seagulls _____________.

     

     

    • Review the Objectives: Ss complete a self-assessment as part of an exit ticket to evaluate their learning connected to the objectives.  

     

    Self-Assessment

     

    Circle the emoji that best explains how you feel about the lesson’s objective.

     

    I can compare how two animals prepare for winter.

     

     

    😀       😐      😕

     

     

    Sample Tool:

    • Checklist: T takes note of Ss using the expected language during lesson as suggested below.

    Student’s name

    Tier 2

    Tier 3

     

     

     

     

     

     

     

     

     

    Speaking Task formatted like ACCESS for ELLs

     

    In science class, Mr. Anthony’s third grade students read about how animals prepare for winter. After reading, the class took notes from the text. The notes include a title, subheadings and bullet points.

     

    Then Mr. Anthony asked Oh Ma to talk to the class about the first subheading using the notes.

    Listen to Oh Ma as she uses some of her  notes to talk about hibernation.              

     

                                                                                        

    male teacher with beard     Source                                         

    Oh Ma, please talk to the class about hibernation. You can use your notes to help you.

       young girl   Source

    Some animals hibernate during winter. That means that they first eat a lot during autumn and they store their food. Then, they go into a deep sleep. Finally, when the weather warms up, they wake up and they become active again.

     

    Now it’s your turn. Use the next bullet point in Oh Ma’s notes and the pictures to talk about what other animals do to survive winter.

     white birds flying    seagulls on ground                                                  

     herd of elk in snow  field with small yellow flowers  elk lying on grass

    monarch butterflies flying monarch butterfly                                                                                                                                          

     

     

     

    Writing Task formatted like ACCESS for ELLs

     

    1. Read about Monarch butterflies.*

     

    monarch butterfly 

     

    Monarch butterflies adapt to survive during winter. They travel thousands of miles from Canada and the United States to Mexico.

     

    To complete this extreme journey, monarchs use their wings to glide and soar rather than flapping their wings constantly. This behavior allows them to conserve energy and keep their delicate wings in good condition.

     

    Monarchs also take advantage of the warm air rising to gain altitude and then gliding forward. They take breaks when the weather isn’t good and wait for a few days for more favorable winds that will help their travels.

     

    *From Flight of the Butterflies Educator Guide.

     

     

     

    1. Read about walruses.*

    walrus

     

    Walruses live in the Arctic. Like the bodies of humans and many other animals, the body of a walrus turns food into heat to stay warm.

     

    However, their bodies lose heat constantly. Walruses use their blubber, or thick layer of fat as insulation. The blubber helps them hold in heat and it keeps the walrus warm, even in the extreme cold.

     

    *From At Home in the Cold: Grades 2-3 Illustrated Book

     

     

    1. How are the adaptations of monarch butterflies and walruses similar? How are they different? Write a paragraph comparing and contrasting their adaptations. Use details to support your answer. Write 5 to 7 sentences.

     

     

     

     

    PLAN YOUR WRITING

     

    Think about these questions to help you get ideas for your writing.

    • How do monarch butterflies survive during winter?
    • Are the adaptations of monarch butterflies behavioral or physical?
    • How do walruses survive the cold temperatures?
    • Are the adaptations of walruses behavioral or physical?

     

    Organize your writing. You can use a graphic organizer or make an outline on a separate piece of paper.

     

    Extension Ideas for the other KLUs

     

    Genre Family- KLU

    Example Language Expectation

    Narrate

    Ss tell or write a story about an animal that hibernates, migrates or adapts. Ss can write the story from the perspective of the animal telling what it is like to hibernate, migrate or adapt.

    Inform

    • Ss highlight and retell facts within the text about animals and their adaptions.
    • Ss read about and identify facts about human migration throughout history.

    Argue

    • Ss make a claim about why some animals need to hibernate, migrate or adapt in order to survive. Ss can argue which adaptations they think would help them and why.
    • T presents Ss with different scenarios of fictitious animals and habitats and Ss argue which adaptations would help that animal to survive.

    Additional Attachments, Links, and Resources

     

     

     

    Connections to the WIDA ELD Standards Framework, 2020 Edition

    The lesson plan above was created to connect to the Virginia context based on the following components listed in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12

     

    KLU

    Language Functions from within the Language Expectation Set

    Language Feature(s)

    Explain (pg. 94)

    Describe observations and/or data about a phenomenon

    Abstract nouns to introduce concepts.

    Declarative statements to present facts.

    Explain (pg. 91)

    Develop coherence and cohesion throughout text through

    Headings, subtitles and bullet points to organize information.

    Single nouns to represent abstract concepts.

     

    This lesson was carefully crafted by Elizabeth Schenkel for the VDOE.

    by the Virginia Department of Education, 2021