Designated ELD unit of study: _______Ocean Animals________
DOK Level: _____2-3________
ELD Standard(s):
1.C.10 Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology.
Write short literary texts (e.g., a story) and informational texts (e.g., an informative text on the
life cycle of an insect) collaboratively with an adult (e.g., joint construction of texts), with
peers, and with increasing independence.
CCSS: • W.1.1‐3,5‐8; L.1.1‐2,6
Content Objective (Organizing Principal):
Students write short informational texts collaboratively with an adult, with peers, and with
increasing independence.
Linguistic patterns:
An octopus has _____________, ____________, __________, and __________.
An octopus can __________, __________, _______________, and __________.
Octopuses are ______________, ________________, _______, and___________.
In addition, octopuses are _______________________.
I know that octopuses _______.
Also, octopuses __________.
I read that, __________________.
In the article, _______, I read that_____________.
In the video, ________________, it was mentioned that ___________________.
Academic and Domain Specific Words:
Octopus, invertebrate, suckers, oviparous, mollusk, tentacles, siphon, beak, hatch, algae, ink,
camouflage, female, lay, eggs, sit guard, regenerate, genetic, feast, preoccupation, aerated,
delicately, marvel, brooding, diver, hatchlings, seafloor, crabs, Pacific Octopus, survive,
reproduce, population, predators, prey, larva (e), habitat, den.
Sea turtle vocabulary: carapace, carnivore, clutch, estuary, Natal Beach, plastron, pliable, range,
sargassum, subtropical, Loggerhead, false crawl, omnivore, herbivore, scutes.
CCSS.ELA-LITERACY.W.1.2
Students write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
Language Function:
Adding details to describe.
Language Objective:
Students write 3-4 complete sentences using appropriate punctuation, spelling, capitalization,
and grammar.
Pre-Assessment:
Whole group: students
share what they know
about octopuses.
Responses on chart
paper including
student name.
DAY 1
Introduce vocabulary
DAY 2
Review Time
article, The
Amazing Octopus
Introduce
linguistic patterns.
DAY 3
Continue
reviewing and
expanding
linguistic patterns.
Completing
sentences using
the patterns.
(teacher models
and writes).
DAY 4
Interactive note
book: Compare
octopus info (T/F
activity).
Students create an
octopus chant
(whole group)
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
DAY 5
Sentence structure.
Using linguistic
sentences, guide
students in
completing
sentences.
DAY 6
Discuss how octopus is part of the ocean.
View images of octopuses in google and
video.
http://blogs.scientificamerican.com/octopuschronicles/octopus-babies-hatch-by-thethousands-captured-on-video-video/
DAY 7
With help of
students, teacher
types and projects
paragraph on
octopus (from day
5). Review
paragraph, print &
cut into strips,
students sequence
DAY 8
Post assessment
Whole group:
students share
what they know
about octopuses.
Responses on
chart paper
including student
name.
briefly. Read article,
Octopus Babies Hatch
By the Thousands
in correct order.
Students (in
groups) design 1
octopus using
pattern (cheerios).
Day 9
Day 10
pre-assessment)
Review article,
Whole group: students Loggerhead Sea
share what they know Turtle,
about sea turtles.
Introduce
Responses on chart
linguistic patterns
paper including
student name
DAY 17
Thinking Map:
Double bubble
octopus vs sea turtle.
DAY 18
Enrichment:
Acrostic poem for
each animal.
Day 11
Continue
reviewing and
expanding
linguistic patterns.
Completing
sentences using
the patterns.
(teacher models
and writes).
Day 12
Interactive note
book:
Sea turtle info (T/F
activity).
Students create an
sea turtle chant
(whole group)
Day 13
Sentence structure.
Using linguistic
sentences, guide
students in
completing
sentences.
Day 14
Discuss how sea turtle is part of the ocean.
View images of sea turtle in google and
view video on Discovery Education.
Day 15
Whole group: poststudents share what
they know about
sea turtles.
Responses on chart
paper including
student name.
Day 16
Students (in
groups) design 1
sea turtle using
pattern.
DAY 19
Students copy
ocean scene and
watercolor.
Ibarra
http://blogs.scientificamerican.com/octopus-chronicles/octopus-babies-hatch-by-the-thousands-captured-on-video-video/
http://phenomena.nationalgeographic.com/2014/07/30/octopus-cares-for-her-eggs-for-53-months-then-dies/