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Modified Lesson 1

This lesson plan introduces 1st grade students to basic animal and human needs through a shared reading activity. Key vocabulary terms like food, shelter, water, air, and habitat will be pre-taught using visuals and definitions. Students will participate in a vocabulary matching activity and work in pairs to reinforce the terms. Beginning English learners will be supported through visuals, partner work, and discussions of the terms in the reading text. The goal is for students to learn about basic needs as outlined in science and language arts standards.

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116 views4 pages

Modified Lesson 1

This lesson plan introduces 1st grade students to basic animal and human needs through a shared reading activity. Key vocabulary terms like food, shelter, water, air, and habitat will be pre-taught using visuals and definitions. Students will participate in a vocabulary matching activity and work in pairs to reinforce the terms. Beginning English learners will be supported through visuals, partner work, and discussions of the terms in the reading text. The goal is for students to learn about basic needs as outlined in science and language arts standards.

Uploaded by

api-508291357
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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READ520: Modified Lesson Plan #1

Teacher: Mallory Browning Grade Level: 1 st Grade

Subject: Shared Reading/Science Unit or Chapter: Basic needs of animals

Acquisition stages of the ELs in my class:


● 1 student - Starting (Level 1)
● 2 students - Developing (Level 3)

1. What are the ELL or content area standards?


 SOL 1.7 (Elementary Literacy): The student will expand vocabulary and use
of word meanings.
b.) develop vocabulary by listening to and reading a variety of texts
d.) use text clues such as words or pictures to discern meanings of
unknown words
● SOL 1.5 (Science): The student will investigate and understand that animals,
including humans, have basic needs and certain distinguishing characteristics.
Key concepts include
a.) basic needs include adequate air, food, water, shelter, and space
(habitat)
This shared reading lesson will cover both language arts and science content and
standards that creates a content-based lesson with strong science vocabulary terms.
The lesson will allow students to increase their knowledge of basic animal and human
needs to survive on earth. The lesson will also improve students listening and
speaking skills. All individuals can relate to having basic needs, and recognizing the
basic needs of animals in their environment; making this lesson culturally relevant. All
students can relate to having basic needs, and note any observations and
experiences with identifying basic animal needs as well.

2. What key concepts will students learn, and what strategies will be used to
teach them?
During the shared reading lesson, students will be able to:
1. Participate in a shared reading experience through discussions and activation
of prior knowledge/experiences.
 This is appropriate because it involves all students considering each
student has their own prior knowledge and experiences to bring to the
table for discussion. It also corresponds with the language arts
vocabulary SOL for first grade.
2. Learn new English vocabulary words related to animal needs.
 This is appropriate because it is necessary that all students learn
these terms in order to meet the science SOL standard for learning
about animal needs.
3. Use a variety of visuals (pictures, drawings, clipart) to expand comprehension
READ520: Modified Lesson Plan #1

of new vocabulary words.


 This is appropriate for beginning learners in expanding their
understanding of the vocabulary terms. Regardless of students native
language, whether it be English, Spanish, etc., visuals are a vital tool
for all students in the first grade classroom.
4. Work successfully in a group/partner setting.
 This is important because groups and pairs can specifically be
selected by the teacher in order to groups students with others who
will best support and help one another and their needs.
5. Use an authentic text in order to gain new vocabulary terms. (What Do Living
Things Need? By Elizabeth Austen)
 This I an appropriate choice because the text contains very rich
information about animal and human needs with real-world pictures
and examples that students can make personal connections to by
using their prior knowledge and experiences.

3. What background knowledge will students need?


The requirement of basic needs is something that all individuals experience, therefor,
students should have an understanding of the basic needs of humans and animals.
Each student should be able to contribute some kind of background knowledge
related to the topic. I will begin the lesson by writing “basic need” on the board and
explaining to students that basic needs are are things that we all need in order to live
and survive on this earth. I will write this sentence on the board “I need ____ to live!”
and have the students help me generate ideas and needs that could possibly
complete the sentence, writing those on the board. I will then deepen the conversation
by presenting the students will a different sentence stem: “Some WANTS that I do not
NEED to survive are:______”. I will then have the students pair up and generate some
ideas with a partner, then share back what they came up with as the group as a
whole. At this point, I will have an overall understanding of what which students have
previous knowledge of animal/human needs and who does not. This will help as I lead
in the to the remaining of the lesson.

4. List keywords, terms, idioms, and phrases (TWIPs) to be pretaught. Include


simple student-friendly definitions. Identify words that are likely to be used
outside of class as well as academic words that are content-specific.
■ Basic Needs: The things that animals/humans must have to live
and survive on earth.
■ Food: things that animals/humans eat that give you nutrients to
live and grow.
■ Shelter: A place that protects you from weather or danger
(different buildings- school etc.).
■ Water: A liquid that humans/animals drink to stay hydrated and
healthy.
■ Air: invisible gas that is all around us that we breathe in to live.
READ520: Modified Lesson Plan #1

■ Habitat: an animals/humans home (your house).

5. Design one or more of the following activities for TWIP instruction:

 Matching vocabulary with definitions


To being this activity, I would have the students whole group, then later move into
pairs/independent practice. I would have each of the vocabulary terms listed on the
white board (food, shelter, water, air, habitat), with visuals that are listed below on
their own individual cards. I would go over each of the vocabulary terms with the
students prior to beginning. Then, I would show a picture card, one at a time, and
have the students help me place each picture under the correct definition where it
belongs.

Once completing this whole-group, students will then receive their own picture and word
cards, and will work in pairs to match the terms to their corresponding visual, and glue into a
notebook. For more advanced students, they will be given the opportunity to create their own
definitions and visuals to match each of the terms with their partners.

6. Check which one of the following strategies you will use in class:
_X_ 1. Buddies
___ 2. Cooperative Groups
_X_ 3. Graphs, charts, photos, drawings
___ 4. Graphic organizers
_X_ 5. Hands-on activities
___ 6. Taping explanations and photocopying notes
___ 7. Highlighting, sticky notes, Wikki sticks
READ520: Modified Lesson Plan #1

___ 8. Using body language, skits, storytelling, music, videos


___ 9. Vocabulary box wherever possible

7. How will you modify text for beginning learners of English?

For beginning learners of English, the word labels and visuals of animal/human needs
will provide them with a better understanding of each of the vocabulary terms
presented in the text. In addition, while reading the text aloud to the students, I will
stop at each vocabulary word that is mentioned and discuss it with the students,
showing the visuals and examples in order to support and extend their understanding
and comprehension. When working with partners, these students will be paired with
students who have a strong understanding of the English terms in order to support the
EL student by working collaboratively together.

Adapted from:
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across
the content areas. Alexandria, Va: ASCD.

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