Name: Eugenio Conklin Grade/Subject: Agriculture 9-12 Date: 7/26/2023

1. Texas Essential Knowledge and Skills (TEKS): (C2)

 Principles of Agriculture, Food and Natural Resources (One Credit), Adopted 2015
 (12) The student develops technical knowledge and skills related to animal systems. The student is
expected to:
 (C) Identify and evaluate breeds and classes of livestock

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

 Provide students with the primary cattle breeds, their origins, characteristics, unique facts and purposes for
production.

3. SMART  Identify cattle breeds, understand the breed’s origins and characteristics and
Objective(s): (C3) analyze the breed’s importance in livestock production.

 What is the number one cattle breed used for beef production?
Essential Question:
 What cattle breed was originated on the King Ranch?
 What cattle breed is heat and insect tolerant?
4. Central Focus  Livestock production is one of the most important industries in the World. The
(C4) Livestock Breeds Identification series takes a look at cattle, sheep, goats and swine
How will this lesson link breeds.
with other lessons in the
unit?

Learning Targets  In this presentation, students will discover valuable information regarding the types of
I CAN statements that
cattle raised in the world as well as their origins and characteristics. Students will also
Clearly show alignment
with TEKS learn what important roles and purposes they have in livestock production.
5. Academic Language Language Function (an active verb that students will use to demonstrate their learning in the
(C5) assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
 Identify
Academic language  Understand
represents the language  Define
of the discipline that
students need to learn and Vocabulary (words, phrases, and/or symbols that are used within disciplines):
use to engage in the  Bovine, Calf, Bull Calf, Heifer Calf, Bull, Heifer, Steer, Cow, Herd, Beef
content area in
meaningful ways. Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
There are 4 language  PowerPoint Presentation, Worksheets, Project, Test
demands to consider as
you require students to Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
read, write, speak, listen, graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
demonstrate and perform.  Graphic organizers
 Word maps
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)  Direct Instruction
The resources,  Guided Practice
representations, and  Independent Practice
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Word Wall
practice the concepts and
language they need to
learn within the 2. Wheel of Fortune
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Concept Mapping
strategy.
-Talk: Small Group Learning

Syntax - (GO TO Page)

1. Tiered Instruction

2. Flexible Grouping

Making Content Comprehensible (R9)

 Explanation of Academic Tasks
 Present instruction in a step-by-step manner with demonstrations
 Write oral directions on the board and ask students to re-explain

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be
aligned to the TEKS,  Paper and Pencil Test
and objectives.
Summative:

 Portfolio of worksheets

Assessment of your language demands:

Formative:

 Oral presentation

Summative:

 Poster Project

8. Hook (C7) Hook activity (make connections to prior learning)
 Who am I? / What am I?
 Using Props
Closure (C7)
Closure Activity: (make connections to prior learning)
 Exit Pass

Student Assets (C7) Personal assets: Specific background information that students bring to the learning
environment that teachers can draw upon to support learning.
Cultural assets: Cultural backgrounds and practices that students bring to the learning
environment such as, traditions, languages, worldviews, and so on that a teacher can draw upon
to support learning.
Community assets: Common backgrounds and experiences that students bring from the
community where they live that at teacher can draw upon to support learning.
9. Body of Lesson/ I DO –
Teaching Strategies and  Complete a diagram of the different breeds and their origins and characteristics in front
Learning Task(s) of the class.
(C9)
WE DO –
Be sure to include:  Ask students to help me fill in blanks on a separate worksheet using the diagram.
How will students learn
and use academic YOU DO –
language?  Ask students to complete a worksheet based upon the knowledge they have learned and
the characteristics that they now have.

Three higher order

thinking questions.

Differentiation- (GO TO page) (Tailoring instruction to meet individual needs; differentiating the
Marzano’s Strategy content, process, product, and/or learning environment):
o Second Language learners / Cultural Diversity: Tiered Instruction

o Gifted / advanced learners: Flexible Grouping

Technology: - (GO TO page)

 Scholar, Slides

Marzano’s Strategy - (GO TO page)

 Project Based Learning

Higher Order Thinking Questions (GO TO page)

1. Why do you think the Santa Gertrudis breed was started by the King Ranch?
2. What breed of cattle would be best for areas with drought like conditions?
3. Why is the angus breed the highest used breed for beef production?

Grouping / Partnering Technique: (Hattie)

 Small Group Learning

Potential misconceptions and your plan to address it:

 Getting breed physical characteristics confused with genetic characteristics
 I would probably use a T-chart to separate the two sets of characteristics
10. Resources and  Worksheets #1-4
materials needed (C9)  Computer for google classroom
 Projector for PowerPoint
(E7) (How might you differentiate materials and resources for learners with various needs?)
 Voice amplification system for those with hearing disabilities
 Using a word wall for those that have disabilities that would affect their writing

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom  Talking Stick (Used for allowing the person holding it to speak without interruption)
Management Strategies
(CBM5)  Bell Ringer (Students can answer some questions based on the day before)
What procedures will you
employ to manage  Late Fee (I will accept late work but for a fee. That fee would be something like
transitions, behavior,
answering a few more questions or writing a short paragraph on the topic)
passing out materials,
engagement, etc.?
 The late fee would probably change depending on the topic
Add 3 procedures

12. Academic Supports

for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Input
strategies and planned
supports, will you employ to 2. Time
meet the needs of each
student that has identified
3. Output
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. I would reduce the amount of breeds and characteristics given per day

2. I would allow students more time to complete the daily tasks

3. Instead of always having worksheets I would allow for class discussion

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Be aware of cultural differences and sensitive issues

2. Have bilingual dictionaries available when possible

3. Slow the pace of the lesson down

4. Use pictures to represent important topics

5. Set realistic expectations of the ELL students