Lesson Plan Blank Templete

Teacher Candidate: Shannon Beatty Lesson Plans: 1-5 2/05/15
Lesson 1
Background Information
Primary Learning
Target Objective
Secondary
Learning Target
Objective
Primary: Introduction with vocabulary terms by creating a concept
web of the vocabulary terms. Introduction on constant + le and
working on a short activity. Taking a picture walk through the story
they will be reading on endangered animals. The students will be
able to recognize vocabulary terms and constant +le letter-sounds
using correct pronunciation in 2 out of 3 trials with 80% accuracy
Secondary: Introduction with vocabulary terms by creating a
concept web of the vocabulary terms. Introduction on constant + le
and working on a short activity. Taking a picture walk through the
story they will be reading on endangered animals. The students
will be able to recognize vocabulary terms and constant +le letter-
sounds using correct pronunciation in 2 out of 3 trials with 80%
accuracy.
Focus Learners The focus learner is a third grade student in a resource room
setting. My focus learner has a reading comprehension goal and
communication goal on his IEP.
Accommodations Accommodations necessary to ensure academic success that
pertain to the lesson include the use of direct instruction and
practice in decoding unknown words, comprehension, reading
fluency and read aloud.
Group
Composition
The group will be composed of approximately five students, which
4 of the 5 are on IEP’s. There is only one not identified as needing
an IEP.
Assistive
Technology
There are no assistive technology requirements for this lesson.
Academic
Vocabulary
Critical academic vocabulary introduced in this lesson includes
elephant, endangered, extinct, rescue and vanish. Explain,
describe, highlight, and review.
Assessment
Lesson
Objectives
Primary Learning Target Objective: Introduction with vocabulary
terms by creating a concept web of the vocabulary terms.
Introduction on constant + le and working on a short activity. Taking
a picture walk through the story they will be reading on endangered
animals. The students will be able to recognize vocabulary terms
and constant +le letter-sounds using correct pronunciation in 2 out
of 3 trials with 80% accuracy.
Secondary Learning Target Objective: After instruction on
introducing vocabulary words and constant +le the focus learner will
verbally repeat vocabulary words and write out the words and their

meaning in concept web. As well as, highlight constant + le words
in the activity in 2 out of 3 trials with 80% accuracy.
Assessment
Tools
Formal assessment will be based off the students off the students
exit ticket, a question before they leave. Based on what they have
learned from today’s lesson. An example: Give me a word with the
C + le at the end, or tell me what extinct means. With the
vocabulary words I had the students make a concept web using the
new vocabulary words. I wanted them to write what they thought the
definition is and then throughout the lesson, have the students find
out and learn what each word means.
Informal assessment will be guided by checking for understanding
at key points throughout the lesson. Asking the students questions
along the way and asking if there are any questions or connections
that they can make when learning a new concept. Starting off the
lesson with a quick story to engage the students into thinking about
the topic we are going to be discussing throughout the week.
Explicit Instructional Procedures
Opening of the Lesson
Gain Attention Starting the lesson with a quick story called “Kisham and the
Elephants” to get the students thinking about the topic that we are
going to be discussing. Allowing them to connect and think about
what we are reading and tying them into the lesson.
Review Critical
Prerequisite
Skills
I will review each day new vocabulary words, therefore the students
are able to learn and memorize the new words and their meaning.
By allowing the focus leaner to gain more comprehension to the
meaning of the text instead of focusing on the words. The
discussion throughout and after the reading will be focused on the
vocabulary words and recognizing any constant + le sounds in the
text as well.
State Goal of
Lesson
During the lesson, we are going to be learning how can people help
animals that are endanger or becoming extinct.
Discuss
Relevance of
Learning Target
I will explain to the students that this is relevant to our everyday
lives because habitats, animals, and nature always surround us.
[These are words in the past lessons that the students are familiar
with.] There are ways that humans (us) can be responsible for
protecting and taking care of our animals. These are also terms and
skills that the students will need to know for OAA’s and future
grades as well to help build their understanding.
Body of the Lesson
Model (I do it) I will begin the lesson by having the students look at the new
vocabulary words. Allowing the students to review the words and
think about the words or recognize any of them. Then taking what
the students know about certain words and create a concept web. I
created the concept web, asking students to read the words as I
write them, then as a group we discuss and try and find the

meaning of the word together.
Then having the students move onto word work and introducing the
constant + le words. I wrote some examples of constant + le words
on the board and had the students tell me where the constant +le is
within that word. As a group, we each read the list of words that
pertained with the constant +le syllable pattern. I then modeled a
sentence with only using one constant +le word within my sentence,
then asked the students to make a sentence of their own using one
constant +le word within that sentence.
Prompt (We do
it)
Together as a group we created the concept web and reviewed
what each student thought of the new vocabulary words. Asked the
students to make any personal connections with the words. This
allows the student to connect and memorize the words in a more
comprehensive way. In addition, before we read the story we took a
picture walk as a group. This allows the student to get a sense of
what we will be discussing and reading in our next lesson. Give
them a chance to try and use our new vocabulary words when
deciding what is happening in the pictures. As a group, we
reviewed what the constant +le words are and used their word work
bank to read aloud-new constant +le words together.
Check (You do
it)
Once the students had reviewed all of the new vocabulary words
and terms as well as, the new constant +le syllable pattern. I had
the students apply what they learned in their journals. Allowing the
students to write out in two sentences a word consisting of the
constant +le syllable pattern and writing about one vocabulary word
that they know and can have a personal connection to.
Closing of the Lesson
Review Critical
Content
Questions for students to review critical content
 What are the definitions of the new vocabulary
words?
 What are words that have the constant +le syllable
pattern?
 Have you discussed or seen at a zoo any
endangered animals?
Preview Next
Lesson
The following day we will be looking at a new story “Animal’s in
Trouble”. We will start out the lesson by reviewing the vocabulary
terms, because they will be showing up throughout the text in the
story and go more in-depth about their meaning and connecting
them to real life scenarios.
Assign
Independent
Task
The students will be asked to try and incorporate the new
vocabulary words once throughout the day, within the right context
for use of the word. In order to gain more understanding and
familiarity with the words.
Instructional and Support Materials
Materials List My Sidewalks on Reading Street: People and Nature
Constant + le Activity Worksheet (handout)
Journals (provided)
White board

List of Word Work Words (provided)
Attachments Concept Web (new vocabulary)

Lesson 2
Primary Learning
Target Objective
Secondary
Learning Target
Objective
The students will begin reading the story “ Animals in Trouble”
about endangered animal’s and apply the vocabulary and constant
+ le words within the text. Discussing vocabulary more in depth
within the story. After instruction on endangered animals, the focus
learner will be able to identify and restate vocabulary definitions
and recognize constant + le words and letter sounds with 80%
accuracy.
After instruction on reading “Animal’s in trouble” about endangered
animals. The focus learner will re-tell what the vocabulary words
are within that passage and describe their meaning in 2 out of 4
trials with 80% accuracy.]
Focus Learners The focus learner is a third grade student in a resource room
setting. My focus learner has a reading comprehension goal and
Group
Composition
an IEP.
Assistive
Technology
Academic
Vocabulary
describe, retell
Assessment
Lesson
Objectives
Primary Target Lesson: The students will begin reading the story “
Animals in trouble” about endangered animal’s and apply the
vocabulary and constant + le words within the text. Discussing
vocabulary more in depth within the story. After instruction on
endangered animals, the focus learner will be able to identify and
restate vocabulary definitions and recognize constant + le words
and letter sounds with 80% accuracy.
Secondary Target Lesson: After instruction on reading “Animal’s in
trouble” about endangered animals. The focus learner will re-tell
what the vocabulary words are within that passage and describe

their meaning in 2 out of 4 trials with 80% accuracy.
Assessment
Tools
Formal assessment will be based off of the students exit ticket, a
questions before they leave, based on what they read, vocabulary
definitions or an example of constant + le words. As instant
feedback to know where the students are within the lesson.
when the students are reading in small group. Stopping after each
paragraph and reviewing what they just read for comprehending
what they are reading. Throughout the text they are reading there
are vocabulary highlighted. Once read we will discuss as a group
how the author used the vocabulary words in a sentence and how it
relates to the definition. During the lesson the students will
complete a constant +le activity where the students will recognize
and underline all the constant +le words they see throughout the
short story. Basing the next days lesson on the groups
understanding of constant +le and vocabulary words.
Gain Attention To gain attention I will ask the students to start reading a short story
based on our vocabulary words that we introduced the other day.
Taking a quick picture walk to help the students visually understand
what they are going to be reading about. Fully engaging them into
the lesson and get them thinking about how the vocabulary words
relate to what we will be reading.
Review Critical
Prerequisite
Skills
Starting the lesson with reviewing what each of the vocabulary
words are along with their definition. Reviewing signals for each of
the vocabulary words help give them a visual and motion to better
memorize the words for future test or knowledge. An example; with
the vocabulary word “elephant” having the students do an elephant
motion by making a trunk the students are making a connection and
helping them memorize the word.
State Goal of
Lesson
During the lesson today, we will learn more about each vocabulary
word within the reading passage. Pulling out the vocabulary words
from the text and discussing what each word means pertaining to
the lesson.
Discuss
Relevance of
Learning Target
I will explain to the students that this is relevant to our everyday
lives because habitats, animals, and nature are always surrounding
us. [These are words in the past lessons that the students are
familiar with.] There are ways that humans (us) can be responsible
for protecting and taking care of our animals. As well as, making
sure that they know more than just only animals can be
endangered; plants are also a factor of endangerment. These are
also terms and skills that the students will need to know for OAA’s
and future grades as well to help build their understanding.
Body of the Lesson
Model (I do it) I had the students read aloud in small group about “Animals in

Trouble”.
Stopping them along the way of topics I pointed out to the students
to gain a more in-depth understanding and how to relate this to
what they are learning with the new vocabulary terms. I asked each
student for a specific vocabulary term that we read in the reading
and told the student to find the sentence it is used in. When the
student found the sentence I wrote the vocabulary word and
definition on the whiteboard. Then I underlined what was important
in that sentence that related to the words definition. An example
“Find rescue, what is the sentence that the word rescue is in “They
made a plan to rescue the condors and bring them to a safe place””.
I would then underline the word “safe” because it coincides with the
word “rescue”.
I will then pass out a short constant +le activity that the students
and I will complete step by step. The activity consisted of two pages
of a story with repeated constant +le words. The students were then
split up into two groups to complete the activity. They must highlight
the words that they recognize with the constant +le syllable pattern.
Prompt (We do
it)
When the students were reading, I monitored the student’s
highlighting what they thought were constant +le words and working
together taking turns reading and finding out all of the words within
the passages. As well as, each group would have to give me an
example of a constant +le word from the other groups reading.
Making sure the students are listening closely and being good
listeners when others are reading or speaking.
As a group, we read about “Animal’s in Trouble” and how the use of
our vocabulary words are integrated into the text. As a group, we
also talked about each paragraph and reviewed what each
paragraph was telling us. Allowing the students to comprehend the
meaning of the vocabulary words within the text given.
Check (You do
it)
I then gave the students an exit ticket, to take what they have been
introduce for the past two days and apply it by answering a quick
questions about the vocabulary word or the constant +le syllable
pattern. This gives me immediate feedback to develop an
understanding as to where the student is within the lesson. I then
observed the students when writing their answer of a constant +le
word on the white board.
Review Critical
Content
Questions for the students to review critical content:
 What do our vocabulary words means within the context of
reading?
 How can we apply these words to our lives?
 Look for words used in the story and give me the sentences
with the vocabulary word used to gain a deeper
understanding as to what each word means.
Preview Next
Lesson
“Now that we have been working and learning our new vocabulary
words these past couple of days, I want you all to apply these
words to a poster you will be making. Tomorrow, I will be giving you
your own extinct animal. I want you think of ways in which these
words are going to be used in your poster”.

Part of their lesson tomorrow is reading a passage on their extinct
animal. Then answering some comprehension questions on their
animal and read some interesting facts about their animal.
Assign
Independent
Task
The independent task is to finish coloring their animal and to be
thinking about how their vocabulary words are going to be used
within their poster project that they will be presenting.
Materials List My Sidewalks on Reading Street: People and Nature)
Journals (provided)
White board
Attachments Animal’s in Trouble
Constant +le (activity)
Lesson 3
Primary Learning
Target Objective
The students will each be given a endangered animal to read and
answer questions based off of the reading. Having them reflect and
write in their journals about their animals and include vocabulary
terms as well as, constant + le terms within their writing using the

Secondary
Learning Target
Objective
correct terminology in 2 out of 3 trials with 80% accuracy.
After instruction when reading about their endangered animal the
focus learner will answer comprehension questions and use correct
grammar and re-tell the given information by highlighting and
reviewing the text in 2 out of 3 trials with 80% accuracy
Focus Learners The focus learner is a third grade student in resource room setting.
My focus has a reading comprehension goal and communication
goal on his IEP.
fluency, extra time when thinking or taking test and read aloud
Group
Composition
an IEP.
Assistive
Technology
Academic
Vocabulary
describe, highlight, and review, re-tell, recall.
Assessment
Lesson
Objectives
Primary Learning Objective: The students will be finish up reading
the story “Animal’s in Trouble” and answering comprehension
questions. The students will each be given a endangered animal to
read and answer questions based off of the reading. Having them
reflect and write in their journals about their animals and include
vocabulary terms as well as, constant + le terms within their writing
using the correct terminology in 2 out of 3 trials with 80% accuracy.
Secondary Learning Objective: After instruction when reading about
their endangered animal the focus learner will answer
comprehension questions and use correct grammar and re-tell the
given information by highlighting and reviewing the text in 2 out of 3
trials with 80% accuracy.]
Assessment
Tools
Formal assessment today was one of our group members was
absent the other day for the lesson. Therefore, as a group I had the
group together explain what we read about the day before and use
the new vocabulary words when explaining the reading. This
allowed me to gauge which student retained the information we
learned the previous day. As well as, who needed an extra

reminder as to what we are learning and our vocabulary words. At
the end of the lesson I had the students come to the board and
write a word with the constant +le syllable pattern. Their daily
assessment I gave each student their own endangered animal. This
animal will be the animal they will be presenting about on Friday.
They must read the about their animal and then answer the
following comprehension questions.
at key points throughout the lesson. Asking the students questions
along the way and asking if there is any questions with directions
and understanding the information give. When looking ahead, I will
base the following lesson according to the group’s discussions and
monitoring comprehension.
Gain Attention To gain attention I asked the group as a whole to summarize what
we have been reading and working for the past two days. Allowing
them to review the signals for each vocabulary word and asking
them how these words apply to their lives today making a real-world
connection. Then announcing that I have each of their animals that
they have been waiting to receive to begin their posters that they
are presenting to me on Friday.
Review Critical
Prerequisite
Skills
Starting off the lesson with a discussion, the students tell me
verbally what each of the vocabulary words mean. Reviewing what
we have read with the past lesson. Examining what types of
animals we read about and how the words applied to each animal
and topic that we are discussing. Re-teaching the constant +le
concept and allowing the student to recognize which words were
ending with constant +le and having the students make one on their
own words.
State Goal of
Lesson
During the lesson, we are going to be talking more in-depth about
endangered or extinct animals. As well as, how we as humans are
impacting the animals in a negative and positive way.
Discuss
Relevance of
Learning Target
I will explain to the students how this topic is happening everyday
and how we as humans are the main cause for animals to become
endangered or extinct. The relevance that they can be a voice for
the animals and put an end to animal extinction. This will help the
students comprehended more to the topic when relating it to their
own personal lives and how can they make a change to help our
animals today. This is also, terms and skills that the students will
need to know for OAA’s and future grades as well to help build their
understanding.
Body of the Lesson
Model (I do it) I guided the reading discussion after the students finished reading
“Animal’s in Trouble” asking the students comprehension questions
and making sure they give me supportive details by looking back in
the text. Then moving on into the overall project. In addition the

students will be implementing what they know about the week’s
lesson of how we can help animals that are endanger. Assigned
each student an extinct or endangered animal. Giving them a
worksheet to work on about their endangered animal. I had an
endangered animal worksheet that I modeled for them to highlight
key words and to look back in the text to help answering the
comprehension questions.
Then focusing on the secondary learning target, I had the students
work on the constant +le syllable pattern. Making sure they were
using the correct grammar and verbally telling me what the word
says and how to use it in a sentence. Taking a white board and
finishing the word. An example “puzz, finish the word puzzle”. I
modeled one of the words then had the students do a list of six
words.
Prompt (We do
it)
As a whole group we read the rest of the story “Animal’s in
Trouble”. Then once finished the reading, together as a group we
talked about what the overall meaning of the text we just read about
and how we as humans can relate to how we can be a negative
factor with animals.
Check (You do
it)
Once giving the students their endangered animal worksheet they
had read about their animal and on their own answer
comprehension question about their particular animal. Then
assigned them a prompt to write about an animal that they just read
about and write to someone. Whether, that is the President, people
of the community or friends about how we as humans need to stop
hurting the animals and protect them. In addition writing about
hunters, animals loosing their habitat, rules that need to be set in
place and what we need to do to make sure the animals will not be
endangered or become extinct. The students had to use two or
more of their vocabulary words and discuss what we need to do to
change. Applying what they know and what they have learned
throughout this lesson in their writing. Then working individually with
each student on his or her syllable pattern with constant +le. The
students used a white board to fill in what needed to add to words
with constant +le. I mixed up words with the ending “le and el” to
make sure the students know the difference between the two word
endings.
Review Critical
Content
Questions for students to review critical content
 How do you know the difference between words ending in
constant +le and words ending in “el”?
 Why are endangered animals becoming extinct?
 How can you relate to this reading?
Preview Next
Lesson
The following day we will be continuing our discussion on the
students assigned extinct or endangered animal. As well as,
allowing the students to see a visual example as to how this project
will be completed. As a reward for their hard work, a special guest
(a classmate) will be coming in to discuss more with the students
about endangered and extinct animals and how we as humans are
impacting their lives.

Assign
Independent
Task
The students are to go home and do some research on their
specific animal and add any additional interesting facts onto their
poster that they learned on their own. They can read a specific book
that they have from their library or look on specific kid friendly
websites.
Journals (provided)
White board
Attachments Constant +le activity on White Board
Journal Writing
Endangered Animal Worksheet

Lesson 4
Primary Learning
Target Objective
Secondary
Learning Target
Objective
Student will then apply what they know about their specific
endangered animal and create a poster. Gathering their
information and writing to create a visual representation to present
to peers.
After instruction the students will begin creating a visual about their
animal. The focus learner will gather up their information and re-tell
what they have learned about their specific endangered animal
with consistency having 80% accuracy.
My focus learner has a reading comprehension goal and
Group
Composition
an IEP.
Assistive
Technology
Academic
Vocabulary
elephant, endangered, extinct, rescue and vanish, protect, help,
save, and support. Explain, describe, retell, participation and
report.
Assessment
Lesson
Objectives
Primary Learning Objective: Student will then apply what they know
about their specific endangered animal and create a poster.
Gathering their information and writing to create a visual

representation to present to peers.
Secondary Learning Objective: After instruction the students will
begin creating a visual about their animal. The focus learner will
gather up their information and re-tell what they have learned about
their specific endangered animal with consistency having 80%
accuracy.
Assessment
Tools
Formal assessment prior to the lesson students will start out the
lesson working on an activity from their practice book. This will
allow me to gauge the students’ prior knowledge and the lesson
can be changed accordingly.
at key points. The students will be expected to participate during
the lesson, answering questions, following along, and listening to
specific directions.
Gain Attention “Today, we will be making posters of our endangered or extinct
animal!” By doing this, allow the students to stop their conversations
with each other and redirect their attention on the teacher that class
has begun. Today, we are short on time and need to finish these
posters by the end of the class period. This gives the students an
agenda as to what needs to be done and what the end goal should
be.
Review Critical
Prerequisite
Skills
I will review the previous day’s terms while the students are
planning their project and how to implement the terms within the
project.
State Goal of
Lesson
During the lesson today, we will be preparing our posters to
present the following day. The students have been learning
throughout the week, how humans impact animals in negative
ways. It is our turn to help the animals. The students are applying
their vocabulary words to a real life animal and presenting their
findings and information.
Discuss
Relevance of
Learning Target
I will explain to the students how this topic of animal endangerment
is happening everyday and how we as humans are the main cause
for animals to become endangered or extinct. The relevance that
they can be a voice for the animals and put an end to animal
extinction. This will help the students comprehended more to the
topic when relating it to their own personal lives and how can they
make a change to help our animals today. This is also, terms and
Body of the Lesson
Model (I do it) I made an example of how I researched my specific animal and
made a poster. I assigned a checklist for every student to make

sure that their poster had the specific criteria in order to receive a
good grade for their poster. One of the checklist rules were as
followed “make sure to have at least 2 vocabulary words on the
poster, correctly spelled and used in the correct sentence”. In
addition, I also had an assessment on the constant +le syllable
pattern to be completed after their poster was finished.
Prompt (We do
it)
Together as a group, we went through the checklist and marked off
what my poster had and didn’t have. One of the checklist rules was
“A title that will catch peoples attention”. As a whole group we
discussed what types of words I could use to help the audience to
understand what message I was sending from my poster. As well
as, what their message from their posters should tell their audience.
We came up with “Protect the Bengal Tiger”. The students then had
to create a title of their own.
Check (You do
it)
The students got right to work on their posters and were asking
questions along the way. I had the students check their checklist to
make sure they had accomplished everything that the checklist was
asking. This allowed the students to gauge themselves as to what
grade they wanted to receive based on their own checking and
understanding of what is asked of them. Self monitor their work and
what needs to be done. I worked with students individually on their
constant +le syllable pattern worksheet, to check in with them and
make sure they understand the concept and how to read them to
me orally.
Review Critical
Content
Questions for students to review critical content:
 Based on what you know now about endangered animals,
how do you think humans can help these endangered
animals?
 Create a poster to show and allow others to learn about
your endangered animal.
 Examine what you have learned from the other readings
and apply what you know to your posters.
Preview Next
Lesson
The next day will be the final assessment, which the students will
present their information about their endangered animal. Re-
creating the concept web of the vocabulary words to gather an
overall standing as to how well the students know each word and
their definition. As well as a final assessment with the constant + le
syllable pattern.
Assign
Independent
Task
The students are to practice their presentation of their endangered
animal to prepare for tomorrow. Look over the vocabulary words for
their assessment.
Journals (provided)
White board

Attachments Web Sort Constant+le
Checklist for Animal Poster
Lesson 5
Primary Learning
Target objective
Secondary
Learning Target
Objective
The students will present their findings and must answer two
questions from their peers about their specific endangered animal.
After instruction the focus learner will be able to present their
findings. Using the visual representation he created, the focus
learner will re-tell what he has learned with consistency, including
vocabulary terms and appropriate grammar 2 out of 4 trials with
80% accuracy
My focus learner has a reading comprehension goal and
Group
Composition
an IEP.
Assistive
Technology
Academic
Vocabulary
elephant, endangered, extinct, rescue and vanish. Review, explain,
show describe, retell, and presentation.
Assessment
Lesson
Objectives
Primary Lesson Objective: The students will present their findings
and must answer two questions from their peers about their specific
endangered animal.
Secondary Lesson Objective: After instruction the focus learner will
be able to present their findings. Using the visual representation he
created, the focus learner will re-tell what he has learned with

consistency, including vocabulary terms and appropriate grammar 2
out of 4 trials with 80% accuracy.
Assessment
Tools
Formal assessment will be based off of the students presentations
overall, being able to use vocabulary within their presentation and
having all the necessary components of a well-done poster
including the checklist. This will allow me to gauge where the
students are within the lesson, if some need more time or if we can
move on without review.
when presenting their information. Using the vocabulary terms in
the correct context and using the constant +le syllable pattern form
in the write context and words. Asking the students questions once
finishing their presentation and with any directions for more in-depth
understanding.
Gain Attention “Today we are presenting your findings!” Allowing the students to
get excited and feeling confident about their poster and setting the
tone for the presentations.
Review Critical
Prerequisite
Skills
Before we start presentations I had the students give me the signal
and definitions with every vocabulary word. To review and allow the
students to know and recognize the vocabulary words
comprehensively.
State Goal of
Lesson
The goal of this lesson today, will be allowing the students to use
the vocabulary words in a real life circumstances with their
endangered animal. To pull their way of thinking out of books and
out of school into the students everyday lives. A way to applying
what they know into their own project.
Discuss
Relevance of
Learning Target
I will explain to the students how this topic of animal endangerment
is happening everyday and how we as humans are the main cause
for animals to become endangered or extinct. The relevance that
they can be a voice for the animals and put an end to animal
extinction. This will help the students comprehended more to the
topic when relating it to their own personal lives and how can they
make a change to help our animals today. This is also, terms and
Body of the Lesson
Model (I do it) Today, I molded how I wanted them to present their information to
the group. I used two or more of the vocabulary words. As well as,
used my vocabulary words in the correct definitions and sentence. I
made sure that the picture of my endangered animal was on my
poster and colored. Used at least one constant + le word in my
presentation, making sure I have emphasized the word when
speaking so my students know I am using a word with the constant
+ le syllable pattern. In addition, I spoke with a clear and loud tone,
therefore my students can hear and know what I am saying when

speaking.
Prompt (We do
it)
Together as a group. We brainstormed questions that we could ask
each other once they are finished with their presentation. To make
sure the students are listening and focusing their full attention with
each presentation that was given.
Check (You do
it)
Each of my students presented their endangered animal poster with
the small group. Adding in an interesting fact or two within their
presentation that they found on their own. They used two or more of
the vocabulary words. As well as, used the vocabulary words in the
correct definitions and sentence. They made sure that the picture of
their endangered animal was on their poster and colored. Used at
least one constant + le word in my presentation, making sure they
have emphasized the word when speaking so that their audience
knows the word with the constant + le syllable pattern. In addition,
they spoke with a clear and loud tone; therefore my students can
hear and know what they were saying.
Review Critical
Content
Questions for students to review critical content:
 How are there ways that we can help these animals stop
becoming endangered or extinct?
 What are some problems that are causing these animals to
become endangered?
 How can we rescue these animals?
 How many of “specific animal” are there today and how we
protecting them?
Preview Next
Lesson
The next day will be an overall review, moving on to another
learning segment within the workbook “My Sidewalks.”
Assign
Independent
Task
Students will be asked to continue reviewing the vocabulary words
and the constant + le word syllable pattern. Looking over these
words will help better these students for future test and they will be
able to recognize in any text, book, reading, or problem. Apply what
they know within any subject.
Journals (provided)
White board
Endangered Animal Poster
Endangered Animal Project Checklist
Attachments Focus Learner’s Endangered Animal Project Poster
Focus Learner’s Endangered Animal Project Checklist

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