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Animal Madness with Professor Al Ligator Lesson

Plan
Learner and Environmental Factors *
3rd Grade
ELA

State or Local Standards: *


RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
RI.3.5 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning
word and phrases based on grade 3 reading and content, choosing flexibly from a
range of strategies.

Lesson Performance Objective: *

Students will be able to pull key details from the text to answer questions
about the text.
Students will be able to use information from the text to match vocabulary
words with the correct definitions.

Materials: *

Animal Madness with Professor Al Ligator packet (1 for each student)


Computer and projector to show video

Vocabulary:

Vertebrates
Humongous
Webbed
Slimy
Steer
Invertebrates
Develop
Scales
Bizarre
Gills

Student Grouping(s) (individual, pairs, teams, cooperative learning)


Groups
Whole Class
Individual
THE PLAN
Anticipatory Set: *

Ask students what they know about classifying animals (take 2-3 student
answers)
Now we are going to watch a video. Lets watch to find out more about
classifying animals.
Play video https://jr.brainpop.com/science/animals/classifyinganimals/
Discuss what was learned from the video (take 2-3 student answers)

Instruction: *

Today we are going to read an article that tells us more about classifying
animals. Then we are going to answer some questions about the article as a
group and do some independent vocabulary work.

Hand out Animal Madness with Professor Al Ligator packets

Lets read to find out more about classifying animals.

Read article aloud as a class, having student volunteer to read paragraphs.

"Now, in groups you are going to answer the three questions on the next
page. You will fill out a graphic organizer with the types of vertebrates you
read about on number one. On number two you will place a check by which
statement is correct. Finally on number three you will describe what makes
amphibians different from the other types of vertebrates. We will discuss your
answers as a class once everyone has finished. You have eight minutes. If you
finish before time is up you and your partner may quietly read your book.

Let students work in groups, walking around listening to each groups work
and helping when needed.

After eight minutes, call students back to their seats.

Using star sticks, randomly select students to answer questions and discuss
as a class.

Now, individually you will do the other half of the sheet. You will match each
vocabulary work from the passage to the correct definition. I want you to
highlight the vocabulary word in the article when you find it.

When youve finished turn this into the reading basket. You may then get on
RazKids or work on your blue reading folder.

Check for Understanding: *


Have the students discuss answers to the questions, making sure the
discussion has correct facts being discussed.
Throughout the lesson ask students if the have any questions, or if they need
clarification on anything they have read.
Application/Guided Practice/Independent Practice: *

Students will work in groups to complete questions about the article (guided
practice)
Students will work individually to complete vocabulary worksheet
(independent practice)
Closure: *

Pick three students to share out one fact that they learned from the article.

Assessment/Evaluation: *

Students will complete packet questions and vocabulary sheet.