Teacher:
Unit Theme:
1.7 Habitats
Subject:
English
Region: __________________
District:________________________
School: __________________
Reform Strategy: _________________
Week: # 2
Grade:
1st
Date: From ________________ to __________________ 20____
Desired Result
Enduring Understanding
Students will understand:
Reading helps us understand our own stories, the stories of others, and the world around us.
Humans, plants, and animals need one another to survive and thrive.
Humans can watch how they treat plants, animals, and the habitats they live in.
Assessment Evidence
Summative Evaluation (Performance Task)
(unit projects, exams, etc.) –Oral Presentations, Venn Diagram, Poster Activity
Learning Plan
Suggested Learning Activities:
Day 6
Day 1 (PT2)
Day 2
Standards
Speaking
Listening, Speaking
Listening, Speaking
Expectations
1.S.3
1.L.1; 1.L.1a; 1.S.4
1.L.1; 1.L.1a; 1.S.4
Day 3
Writing
Day 4
Writing
1.W.6; 1.W.7
1.W.6; 1.W.7
At the end of the lesson, the
student will use reference
materials to look for information
about the interdependence of
ecosystems of Puerto Rico with
accuracy.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine. Review previous class
and vocabulary studied. Give
instructions for the activity of
the day.
At the end of the lesson, the
student will write about the
interdependence of ecosystems
of Puerto Rico with accuracy.
Academic Strategy
Instructional Strategy and Phase
Objective
Depth of Knowledge (DOK)
Initial Activities
At the end of the lesson, the
student will share his/her three
tab book with his classmates
fluently.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine, Review the class given
the days before. Review the
instructions for the oral
presentation.
Throughout a discussion on the
question: “How can we help living
things survive?”, the student will
answer and offer basic opinions
fluently.
After a read aloud of the story
“The Great Kapok Tree”, the
student will compare animals
from Brazil and Puerto Rico
correctly.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine. Introduce the topic
through open questions.
Discussion through questions
like: “What would happen if our
community was destroyed?
Where would we go?”
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine. Review previous class
emphasizing the vocabulary.
The teacher asks the questions:
“ Why read? “Why is it
important?” , Conversation with
the student.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Routine. Review activities done
the day before and give
instructions for the day.
Desired Result
Enduring Understanding
Students will understand:
Reading helps us understand our own stories, the stories of others, and the world around us.
Humans, plants, and animals need one another to survive and thrive.
Humans can watch how they treat plants, animals, and the habitats they live in.
Assessment Evidence
Summative Evaluation (Performance Task)
(unit projects, exams, etc.) –Oral Presentations, Venn Diagram, Poster Activity
Learning Plan
Suggested Learning Activities:
Oral Presentations.
The teacher presents the new
The teacher reads aloud “The
vocabulary. Then, describes
Great Kapok Tree” and shows
animals that are unique to Puerto how many animals depend on
Rico and why they are unique to
the tree to live. Students
Development Activities
Puerto Rico.
participate in the Venn Diagram
when comparing animals from
Puerto Rico and Brazil. Oral
Discussion.
Open discussion about student’s
Summarize the class. Clarify
Summary of the class. Clarify
experience while presenting the
doubts, answer questions made
doubts.
Closing Activities
three-tab book. Summary of the
by students.
class.
Oral Presentations Evaluation
Student’s participation – Venn
Formative Assessment – Other
Rubric
Diagram
evidence
Materials
Homework
Differentiated Instruction
Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection
The student uses different
resources available in the
classroom to look for
information about ecosystems.
(Peer work)
The student chooses specific
animals and plants (pictures)
that live in the ecosystem, what
animals can use as shelter, and
what animals eat.(Those will be
used in his/her poster).
Summarize the class. Remind
the student he/she will continue
with the poster activity next day.
(Motivation)
Summarize the class. Verify
that all students are ready for
next day activities.
Class observation – Peer work
activity