DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Rylee Slesk Grade Level 2nd Title: Desert Habitat
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

21 Students: 12 Girls and 9 boys

ELL Students and WIDA Level:
David: WIDA 4
Suri: WIDA 4
Jose: WIDA 3
Students with IEP:
Anthony-Speech
Austin-Speech
Savannah- SPED and Speech
Madeline-Speech
Advanced Student:
Jaxon-Advanced in all subjects
Behavioral Students:
Anthony has ADD. He REALLY struggles to stay in his seat. He constantly has to be doing something. If he
is at his desk, his hands are playing with things in his desk, he has his legs on his desk, he will crawl under his
desk etc. When he is at the rug, he will roll around and lay down. Simply, he just cannot sit still.
Jaxon feels very entitled, as well as has ADD. He has to always be right and only does what he puts his mind
to. He has a hard time sharing with others or considering the feelings of others. Jaxon also always feels like he
has to be talking. It can be very difficult to keep him quiet. Also, he has a hard time staying in his seat and
concentrating on an assignment. He just really struggles with concentrating.
Brock has an attitude most days. You need to be very careful when talking to him or about him in front of his
classmates. He shuts down really easily if something is taken the wrong way. He shuts down to the point
where he wont listen and will only do what he puts his mind to. Also, he has had problems getting along with
his classmates. Whenever someone claims that he did something to him or her, his attitude, is that it is never his
problem. He also has a very hard time sitting in his seat.
Porter is usually pretty well behaved. He gets really frustrated, to the point that he breaks down, if he does not
have enough time to finish his work. Jaxon and Porter get in arguments often because they are best friends and
seem to at times compete. At times, he does not watch what he says and can be mouthy.
David has a very hard time staying motivated. He typically likes to wander around the classroom, and wont
complete his work. He is also a behavioral problem, because he will shout out the wrong answer on purpose
and talk back. He can be disrespectful. He also will break down and cry when he has not gotten his way, or if
he gets reminded too often to do something.
Classroom environment:
The classroom is very clean and organized. The desks are grouped into groups of 4-5. This arrangement makes
it easy to reach each student, and to work as a table. There is a SMART board and a whiteboard at the front of
the classroom. The teacher has an Elmo at her desk. There is one horseshoe table at the back of the classroom
used for small group instruction. A rug is at the back of the classroom that is used for students to gather at.
There are computers in the classroom, but they are only used for Success Maker.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Objective 1: Tell how external features affect an animals ability to survive in its environment.
a. Compare and contrast the characteristics of living things in different habitats.
b. Develop, communicate, and justify an explanation as to why a habitat is or is not suitable for a specific
organism.

Content Walk-Away:

I will read and write the characteristics of living things in the desert habitat.
Language Walk-Away:

I will read and write the characteristics of living things in the desert habitat.

Vocabulary:

Habitat, needs of living things, rainforest animals, desert animals

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
I will observe students as we practice and use the vocabulary words. I will also
observe and assess their background knowledge about deserts as they discuss with
their group. I will observe and assess students as they read about their desert animal
and complete the chart. I will provide necessary feedback. SIOP 29 I will listen and
assess students as they explain the characteristics of their desert animal to their table.
Content Walk-Away Evidence (Summative):
I will assess each students Desert Animal Chart to assess their knowledge of the
characteristics of desert animals.
Language Walk-Away Evidence (Summative):
I will assess each students Desert Animal Chart to assess their knowledge of the
characteristics of desert animals. I will assess their writing to make sure they are
writing the characteristics of each desert animal. I will also assess their knowledge as
they talk with table about the characteristics of desert animals. I will also assess
students reading of the characteristics of desert animals, by assessing their writing
and assessing if it is correct from their reading. I will also assess that students have
correctly used their vocabulary words: habitat, needs of living things, rainforest
animals, and desert animals.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL students:
-I will show them pictures of
the desert, so they can make
connections.
-I will also post the
definitions of the vocabulary
words on the board, so they
can reflect back to them as
needed.
Students with IEP:
-I will provide a simplified
factsheet for my lower
students.
-I will work with Savannah
to help her read her fact
sheet, and allow Sure to
work with her as well.
-I will also provide pictures
of the desert to help them.
Advanced Students:
-I will ask them to answer
probing questions about
their desert animal: Can
they live in another habitat?
Why or why not?
-They will share their
probing question and
answer with their group.
Behavioral Students:
-I will check on them
throughout the lesson and
give them positive
reinforcement when they
are well behaved.
-Anthony: I will make sure
to use proximity and use
positive reinforcement
while he is working hard
and following directions.
I will allow him to use his

squishy ball at his desk if

he is getting distracted and
needs to be doing
something. I will also have
him get out of his seat and
act out the vocabulary word
with me.
-Porter: I will make sure to
tell him he has plenty of
time to complete his work,
so he does not get frustrated
about finishing.
-Jaxon: I will make sure to
give him positive
reinforcement when he
works cooperatively and
stays on task. I will also set
a standard that students
must raise their hand
throughout the discussion.
-Brock: I will use positive
reinforcement and take
notice of how he works with
his group.
-I will make sure to involve
all behavioral students
throughout discussion and
ask them questions to
engage them.


Approx.
Time



10
minutes

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Establish Rules.
Today we will be learning about the desert habitat. We have been learning about different habitats this week.
SIOP 8 Lets read our definition of a habitat again: air, water, food, shelter, and space. (Post, read, and act
out definition) SIOP 9 Okay, so we learned about how a habitat helps provide the needs of living things.
Great, we talked about how living things need water, air, food, and shelter. (Review vocabulary word and
act it out.) SIOP 4,9 Yesterday, we learned about the rainforest habitat. Talk with your group, what were the
rainforest animals we talked about. Lets review what animals lived in the rainforest. Rainforest is home
to: poison dart frogs, sloths, and jaguars. (Read and define together) SIOP 9 Well, today we are going to talk
about some living things that live in the desert habitat, and how they can live in the desert. Lets read our
objective for today, I will read and write the characteristics of living things in the desert. We talked about
what the word characteristics means when we learned about the ocean habitat. Remember, it means to
describe something. The qualities that something has. SIOP 8 Now turn to your table and tell them what we
will be learning today. SIOP 1,2,3
Formative assessment:
I will observe students to assess their listening. I will observe and assess students as they discuss with their
partner and act out the rainforest animals. I will assess their background knowledge about the needs of living
things. I will provide feedback as necessary.


















10
minutes




















15
minutes

Learning Goal
Students will have identified their
objective. They will practice their
vocabulary words: habitat, needs
of living things, and rainforest is
home to. They will review what a
habitat is and the needs of living
things.

Success Criteria
Students will have successfully
reviewed the terms habitat, the
needs of living things, and
rainforest is home to. They will
understand their objective for
today.

Assessment Strategy
Students will show their
knowledge of their vocabulary
words by discussing, using, and
acting them. They will work with
their table and the class to review
these terms.

Modification/accommodations: (ELL, IEP, GATE, etc.)

I will post the objective and definitions for our vocabulary words on the board, so they can see them. I will
also post the poster of the needs of living things. We will act out the word habitat, so Anthony can get his
wiggles out.
Focus Lesson (I do it)
Today we will be learning about the desert habitat and some of the animals you can find there. Remember, we
had a vocabulary word a while back that was Desert. SIOP 8 A desert is a very dry place. Let me show you
some pictures of the desert. (show pictures and describe what a desert is like) SIOP 12 (Show pictures that
compare the rainforest and desert) What do you see that is different between the rainforest that we learned
about, and the desert? SIOP 8 Did you know where we live is a desert? Is it dry here? Yes, we dont get very
much rain at all. SIOP 7 We learned about the rainforest yesterday and how they get over 100 inches of
rain. Well most deserts get less than 10 inches of rain per year. The desert is very dry. Do you think you
would find different animals and insects that live here, than live in the rainforest? The animals and insects
that live in the desert have changed to be able to live here, especially because it is so hot and dry here. Let me
show you a video that shows what a desert is like and how animals live there. SIOP 4 Now that we know
about how animals can survive in the desert. We will learn more about different animals that live in the
desert.
Formative Assessment:
I will listen and assess students as they begin to understand what the desert is like and how animals live there.
Learning Goal
Success Criteria
Assessment Strategy
Students will make connections
Students will begin to understand Students will learn about the
about the desert. They will begin
what a desert is like and the
desert through looking at
to understand how animals can
animals that live there.
pictures, videos, and discussion.
survive in the desert.
Modification/accommodations:
I will provide pictures and videos of the desert for my ELL and IEP students.
Guided Instruction (We do it)
Okay, we are going to do a fun activity to learn about different animals that live in the desert. Lets look at
another vocabulary term; these are the desert animals we will learn about. Desert Animals: snake, lizard,
and roadrunners. (Read and act out) SIOP 12 These are some of the animals that live in the desert. (Show
them pictures of the animals) SIOP 4 Each of you has a paper that looks like this, (Desert Animal Chart).
We will be learning about these animals and their characteristics that help them live in the desert. Our first
animal that we learn about is a lizard. I have some information on the Smartboard about lizards, and you
have a copy of the information at your desk. SIOP 4, 12,20 I will read this information, and as I do, I will be
thinking, What characteristics do lizards have that help them live in the desert? (Read) As I read, I found
that lizards have clawed feet that help them climb, lets add that to our chart. Now, discuss with your table,
what other characteristics did we learn about? (Assess and listen as students discuss) I will call on tables to
share with me the characteristics they learned about. That describes what a lizard is like. Also, I read that
they have dry, scaly skin; I will put that on my chart. Wow! Lets add that to our characteristics. I am going to
draw a picture of what a lizard looks like. I learned so much about lizards and the characteristics that help
them survive. SIOP 10, 11, 14, 22
Formative Assessment:
I will assess that students understand the term Desert Animals as we act it out. I will also observe students
to assess their listening. I will also observe and listen as students discuss the characteristics of lizards with
their table.















10
minutes


















5-7
minutes











5
minutes

Learning Goal
Students will understand the
vocabulary term Desert Animals.
They will also understand how to
complete their Desert Animal
chart. They will understand the
characteristics of a desert lizard.

Success Criteria
Students will read and act out the
vocabulary term Desert Animals.
They will understand that they
will read and write about the
characteristics of different desert
animals. They will complete the
first part of their Desert Animals
Chart-Lizard.

Assessment Strategy
Students will show their
knowledge of the vocabulary word
as they act it out. They will
discuss with their group and the
class, the characteristics of a
desert lizard.

Modification/accommodations:
I will teach Anthony the actions to Desert Animals prior to the lesson, so he can get out of his seat and teach
the actions to the class with me.
Collaborative/Cooperative (You do it together)
Now, I would like you to work with your group to read about the characteristics of desert snakes. After you
have read about it, discuss what you should put on your chart. (Model how groups will do this) (Walk around
and listen to groups as they read and discuss.) Okay, lets talk about what you put on your chart. (Call on
tables to share a characteristic they put on their chart.) Yes, snakes have dry and smooth skin. Kind of like
lizards, but their skin is scaly. SIOP 8 Also, they need little water and use their tongue to smell the air. Wow,
did you make a connection with what we learned about lizards? SIOP 15,18 Lizards also use their tongue to
smell the air. Lastly, snakes can eat their prey whole. (Add characteristics to our chart) These characteristics
help them live in the desert. SIOP 22,16,17
Formative Assessment:
I will observe students and assess their chart as I walk around and work with students. Suri and Savannah
will have the same desert animal, so they can sit by each other and work together if needed
Learning Goal
Success Criteria
Assessment Strategy
Students will learn about the
Students will have successfully
IEP and lower-level students will
characteristics of a desert snake.
completed the characteristics of
complete their chart as I provide
desert snakes on their chart.
a simplified fact sheet.
All students will read about their
animal to help them complete
their chart. They will discuss the
characteristics of the desert snake
with their group.
Modification/accommodations:
Students will be in a group with advanced, on, and lower-level students. SIOP 17 I will allow Anthony and
Jaxon to stand as they work if they need to. Also, Jaxon and Brock will be asked to share their probing
question, Can a snake survive in another habitat, why or why not? with their group.
Independent (You do it alone)
Okay, now that you have mastered the characteristics of the lizard and snake. You will continue to read about
the desert roadrunner and scorpion. As you read, be thinking about the characteristics of the desert
roadrunner and scorpion. You will write the characteristics on your chart, just like we have been. (Allow time
for students to work independently). (Extra activities for those who finish early)
Summative Assessment:
I will asses students Desert Animal chart to assess that they have identified the characteristics of desert
animals. SIOP 30
Modification/accommodations:
I will provide a simplified information sheet for my IEP and lower-level students, as well as Jose. I will ask
Brock and Jaxon to write on the back whether these animals could survive in another habitat, why or why not.
I will provide extra books about the desert and desert animals that advanced students can use to help them
research more about the animals on their own. SIOP 5, 6
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Okay boys and girls. Today we learned about the desert habitat. Now, lets act out our definition for Habitat a
habitat: air, water, food, shelter, and space SIOP 27 Great job! Lets review what living things need: living
things need water, air, food, and shelter. (Review vocabulary word and act it out.) Lets review our rainforest
animals from yesterday. Rainforest is home to: poison dart frogs, sloths, and jaguars. (Read and define
together) Also, we learned about different animals that live in the desert. Whisper tell me, the animals in the

desert that we read about. Yes, lets read our definition Desert animals: snake, lizard, and roadrunners.
SIOP 27 Talk with your table about the characteristics of a scorpion. SIOP 28 Raise your hand and tell me
about the characteristics of a snake. What about a lizard? Lastly, we learned about a roadrunner. How can a
roadrunner live in the desert? Yes, they get water from the things that they eat. SIOP 28 Lets review our
objective together, I will read and write the characteristics of a living thing in the desert. Great job meeting
our objective today. SIOP 23, 24, 26,29 30

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
-Desert Animal Chart
-Fact Sheets
-Desert Pictures
-Vocabulary Words and Objective

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
Students did a great job meeting the objective. They were able to read information about desert animals and complete
their chart. Also, it was effective to have extra books for students to research about the desert habitat. I also strived to
have students be able to work with their table to interact. I will strive to work on engaging all students while teaching.