Lesson 5

Name: Yacire Ortega
Lesson Plan Format

Content Area: Science
Grade Level: 2nd grade
Language level: 3
Nebraska English Language Proficiency Standards Addressed:
NE ELP.2-3.4.3
An ELL can . . . construct grade appropriate oral and written claims and support them with reasoning
and evidence.
Nebraska State Standards Addressed: SC.2.7.2.C Make observations of plants and animals to
compare the diversity of life in different habitats.
Rationale (Why is this important?): It is important for students to know the reason behind animals
becoming endangered so they see the importance of protecting them.
Materials Needed:
 Pictures of endangered animals

 Chart paper and markers
 Coloring materials
 Index cards
 Reading passages
 Graphic organizer
Objectives(s)(What will your students be able to do by the end of the lesson?)
Content Objective:
During the lesson, students will be able to understand the concept of endangered animals and
support their claims with reasoning and evidence.
Language Objective:
Students will be able to express the importance of protecting endangered animals.

Vocabulary (What terms need to be introduced to help the students develop understanding of the
topic discussed?) *All lessons will require vocabulary development*
Endangered: At risk of disappearing forever.

Extinct: No more animals of a certain kind left on Earth.
Habitat: The place where animals and plants live, like their home.
Conservation: Protecting and taking care of animals, plants, and their homes to
prevent them from disappearing.
Species: A group of animals or plants that are similar and can have babies together.
Biodiversity: The variety of living things in a certain area.
Claim: A statement or idea that someone says is true.
Evidence: Facts or information that support a claim.
Research: Finding out more information about a topic.
Reasoning: Thinking about something in a logical way.
Importance: How much something matters or is valuable.
ESL Differentiation Strategies Used: (What strategies do you plan to incorporate into your lesson to
make content accessible for ELs? Ex. Modeling, visuals, realia, word banks, sentence stems, sentence
frames, labels, primary language support, graphic organizers, non-verbal language, etc.)
 Visual aids
 Modeling
 Interactive activities
 Pair and share
 Research
Anticipatory Set (How will you focus students’ attention on the material? How will you build
background knowledge?)
 Introduce to students the idea of endangered animals and explain to them that these
animals are at risk of becoming extinct if we don’t help them.
 Define the term extinct as well in simplified terms.
 Show pictures of a few endangered animals and ask students if they recognize any.
 Introduce important vocabulary words such as endangered, extinct, habitat and
conservation.
 Write them on chart paper along with their definition.
 Have students repeat after the words.
 Go through each endangered animal and describe their characteristics, habitats, and the
threats they face. Model to students on how to use complete sentences.
Beginning of Lesson: I Do/We Do (How will you introduce and model the content? How will you check
for understanding prior to guided practice? What instructional strategy are you implementing?)
 Explain to students that they will have the opportunity to learn more on endangered
animals by research.
 I will to students on how to conduct research by showing an article on an endangered
animal and I will take notes on a graphic organizer.
 Students will then be split into pairs, and I will assign a specific endangered animal
that I want them to research on.
 Students will be provided an article and a graphic organizer.
Middle of Lesson: You Do It Together (How will students apply the new skill/strategy in small groups
or in a partner setting while receiving immediate feedback?)
 Students will have enough time to research with their partner and as well fill out their
graphic organizers and discuss the key points on their endangered animal.
 I will walk around to each pair and provide guidance.
 Students will be asked to share their findings with their partner to the whole class.
End of the Lesson: You Do It Alone (How will the students apply new skill/strategy independently?)
Students will be asked individually why it is important to protect their assigned endangered animal.
They will write this on an index card. Students will have the opportunity to share their claim to the
class using complete sentences. Students will also draw a picture of their assigned animal on the back
of the index card.
Assessment Statement: (How will you know that your students have met the content and language
learning objective?List the specific assessment strategies you are using and identify them as formative
or summative. It must be more than observation by walking around.)
 I will assess students during the research part and presentation phase.
Closure: (How will you end this lesson and prepare students for the next lesson?)
I will summarize the main key points to the students on the importance of protecting endangered
animals. Students will share to the whole class one thing they learned or found interesting.

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Lesson 5

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Name: Yacire Ortega

Lesson Plan Format

Grade Level: 2nd grade

Nebraska English Language Proficiency Standards Addressed:

 Pictures of endangered animals

Students will be able to express the importance of protecting endangered animals.

Endangered: At risk of disappearing forever.

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