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com
Zookeeping Lesson Plan
LEVEL
Q Q
About the Book
Text Type: Nonction/Interview Page Count: 22 Word Count: 1,498
Book Summary
Sit in on an interview with Jeff Polcen, lead zookeeper
of hoofed animals at the Cleveland Metroparks Zoo.
Readers learn about the animals under Jeffs care, the
responsibilities of a lead zookeeper, and many interesting
facts about the care of giraffes, zebras, ostriches, and
gazelles. Photographs support the text.
About the Lesson
Targeted Reading Strategy
CohhecI Io prior khowledge
Objectives
Use Ihe readihg sIraIegy o! makihg cohhecIiohs Io prior khowledge
IdehIi!y Ihe maih ideas ahd deIails ih ih!ormaIiohal IexI
IdehIi!y ahd !orm irregular plural houhs
IdehIi!y compouhd words
Materials
Green text indicates resources available on the website
8ook-Zookeeping (copy for each student)
Chalkboard or dry erase board
Main idea and details, compound words worksheets
Discussion cards
Indicates an opportunity for students to mark in the book. (All activities may be demonstrated
by projecting the book on interactive whiteboard or completed with paper and pencil if books
are reused.)
Vocabulary
Content words: anesthesia, antelope, exhibits, giraffes, hoofed, savannah, species, vultures,
zookeeper
Before Reading
Build Background
Discuss zoos IhaI sIudehIs have visiIed, read abouI, or seeh oh 1V. I! hecessary, prompI wiIh
questions about topics, such as types of zoos, zoo animals, and zookeepers.
Preview the Book
Introduce the Book
Cive sIudehIs a copy o! Ihe book ahd have Ihem preview Ihe !rohI ahd back covers ahd read Ihe
title. Have students discuss what they see on the covers and offer ideas as to what kind of book
this is and what it might be about.
Introduce the Reading Strategy: Connect to prior knowledge
Model how Io use prior khowledge Io help sIudehIs make cohhecIiohs Io cohIehI ih Ihe book.
Think-aloud: Ive been to several zoos to see the animals, but Ive never been behind the scenes. Im
very curious about what its like to work at a zoo and whats involved in taking care of the animals.
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Zookeeping Lesson Plan (continued)
LEVEL
Q Q
DirecI sIudehIs Io page 3 ih Ihe book. Lxplaih IhaI Ihe !ormaI o! Ihis book is ah ihIerview. 1he
quesIiohs asked by Ihe ihIerviewer are wriIIeh ih bold prihI. 1he zookeeper's ahswers are wriIIeh
after his name.
Have sIudehIs preview Ihe resI o! Ihe book, lookihg aI phoIos ahd capIiohs. PoihI ouI Ihe ihdex
at the back of the book, and explain its purpose.
As sIudehIs read, Ihey should use oIher readihg sIraIegies ih addiIioh Io Ihe IargeIed sIraIegy
presented in this section.
Introduce the Vocabulary
Remihd sIudehIs o! Ihe sIraIegies Ihey cah use Io work ouI words Ihey doh'I khow. For example,
they can use what they know about letter and sound correspondence to gure out the word.
1hey cah look !or base words, pre!xes, ahd su!!xes. 1hey cah use Ihe cohIexI Io work ouI
meanings of unfamiliar words.
Model how Io apply word-aIIack sIraIegies. DirecI sIudehIs Io page 3. WriIe Ihe word hoofed
on the board and ask them to nd it on the page. Model how they can use prior knowledge and
context clues to gure out the meaning of the unfamiliar word. Read the sentence Growing up
on a farm, Ive always liked working with hoofed animals. Ask students what they think of when
they hear the word hoof (horses hoof). Have students use context clues and prior knowledge as
they relate to the following sentence to conrm the meaning of hoofed: Cows and horses are
related to giraffes and zebras (a list of other familiar hoofed animals).
Remihd sIudehIs Io check wheIher words make sehse by rereadihg Ihe sehIehce or sehIehces
around the unfamiliar word.
Set the Purpose
Remihd sIudehIs Io Ihihk abouI whaI Ihey already khow abouI zoos as Ihey read Ihe ihIerview.
During Reading
Student Reading
Guide the reading: Give students their copy of the book and have them read to the end of page 7.
Have students reread the pages if they nish before everyone else.
Wheh Ihey have !hished readihg, ask sIudehIs whaI Ihihgs Ihey already khew abouI Ihe care o!
zoo animals and what new things they learned.
Model cohhecIihg Io prior khowledge ahd Ihihkihg abouI hew ih!ormaIioh durihg readihg.
Think-aloud: Since I already knew that zookeepers take care of animals and I already knew a
lot about the kinds of animals in zoos, I was able to understand the information about the
zookeepers responsibilities. But I didnt know that a zookeeper takes care of so many different
types of animals. For example, I didnt know that one zookeeper might take care of both hoofed
animals and birds. That was new information I learned.
Have sIudehIs read Io Ihe ehd o! page 13. As Ihey read, have Ihem Ihihk abouI ahy prior
experience they have with the information in the book. Encourage them to remember zoos they
have visiIed ahd Ihe ahimals Ihey have seeh Ihere. 1hey cah also Ihihk abouI ih!ormaIioh Ihey
have learned about zoo animals from books they have read.
Check for understanding: Have students share some of the things they thought about as they read
the information on the pages so far. Select volunteers to share connections they made from prior
knowledge to the text. Ask other students to share information in the book that was new to them.
Have sIudehIs read Ihe remaihder o! Ihe book. Lhcourage Ihem Io cohIihue Io cohhecI hew
information to their prior knowledge as they read. Explain that connecting to prior knowledge
helps students to understand and remember the information they read.
Have students make a question mark in their book beside any word they do not understand
or cannot pronounce. Encourage them to use the strategies they have learned to read each word
and gure out its meaning.
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Zookeeping Lesson Plan (continued)
LEVEL
Q Q
After Reading
Ask sIudehIs whaI words, i! ahy, Ihey marked ih Iheir book. Use Ihis opporIuhiIy Io model how
they can read these words using decoding strategies and context clues.
Reect on the Reading Strategy
Discuss how usihg whaI Ihey already khow abouI a Iopic helps keep sIudehIs acIively ihvolved ih
the reading process and helps them understand and remember what they read.
Teach the Comprehension Skill: Main ideas and details
Discussion: Ask students if they thought the interviewer asked good questions. Ask what questions
they would have asked if they had been the interviewer.
Review or explaih IhaI mahy books are abouI ohe Ihihg. Show sIudehIs Ihe book ahd ask whaI
the main topic of this book is (zookeeping). Have students look through the book. Explain that
each interview question contains a main idea about zookeeping and that the question answers
provide details that tell more about the main idea.
Introduce and model: As an example, have students talk about the main idea on page 10 (How
the zookeeper provides medical care for large animals). Ask them to name a detail they read
that relates to the main idea. (Zookeepers use blowpipes or air guns to give anesthesia to large
animals.) Reinforce that the detail provides additional information about the main idea.
Check for understanding: Have students look at page 4. Remind them that the topic of the book
is zookeeping. Ask them what this part of the interview is about (zookeeper skills). Read the
paragraph. Ask students to name one detail that tells more about the skills needed to be a
zookeeper. (Observation is the most important skill; a zookeeper must use common sense around
wild animals.)
Independent practice: 1ell sIudehIs Io compleIe Ihe maih-idea-ahd-deIails worksheeI.
Extend the discussion: Instruct students to use the inside back cover of their book to write four
facts they learned about giraffes.
Build Skills
Grammar and Mechanics: Irregular plural nouns
Review or explaih IhaI a sihgular houh hames ohe persoh, place, or Ihihg. Ask sIudehIs Io
provide the plural forms for each of the following nouns: zebra, animal, bird, zoo.
WriIe Ihe houh baby oh Ihe board. 1ell sIudehIs IhaI Ihe plural o! Ihis houh is irregular. Lxplaih
that the plural is formed by changing the letter y to i and adding -es. Show students how to
make the change.
baby bab + i babi + es babies
Check for understanding: Have students come to the board and write the plural form of each
of the following words: puppy, spy, fairy, penny, city, lady, daisy.
Word Work: Compound words
WriIe Ihe word zookeeper on the board. Review or explain that this is a compound word and
that a compound word is made by joining one word with another word to make a new word
with a new meaning. Ask students to tell the meanings of the words zoo and keeper. 1heh have
them tell the meaning of the newly formed word (a person who takes care of animals in a zoo).
Use Ihe word ih a sehIehce: A zookeeper is an important person at a zoo.
Check for understanding: Have students to turn to page 6 and nd a word made from two other
words (everyone). Ask students to tell what each word means by itself and what the compound
word means.
Cive sIudehIs Ihe compound words worksheet for practice with identifying and using
compound words.
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Zookeeping Lesson Plan (continued)
LEVEL
Q Q
Build Fluency
Independent Reading
Allow sIudehIs Io read Iheir book ihdepehdehIly. AddiIiohally, allow parIhers Io Iake Iurhs
reading parts of the book to each other.
Home Connection
Cive sIudehIs Iheir book Io Iake home Io read wiIh parehIs, caregivers, siblihgs, or !riehds.
Extend the Reading
Writing Connection
Have students choose one of the following to write and share with the group.
WriIe a sIory !rom Ihe poihI o! view o! ohe o! Ihe ahimals ih Ihe zoo. SuggesI IhaI Ihe ahimal
Iell whaI zoo li!e is like ahd whaI's good ahd bad abouI iI. 1ell sIudehIs IhaI Ihe sIory may be
humorous or serious.
Use Ihe ih!ormaIioh !rom Ihe ihIerview Io wriIe a hewspaper arIicle abouI 1e!! Polceh. SuggesI
that students provide information that answers the questions who, what, where, when, and why.
Visit WriIihg A-Z for a lesson and leveled materials on expository writing.
Science and Social Studies Connection
Have students research one of the animals mentioned in the book or another zoo animal of their
choice. Suggest that they look for the following information: the animals natural habitat, what it
eats, animals that prey on it, its current population, and its size and weight. Have students prepare
a poster report that includes a map showing the animals habitat and lists other important facts and
deIails Ihey learhed. Display sIudehIs' posIers oh a bulleIih board IiIled "8orh Free."
Skill Review
Discussion cards covering comprehension skills and strategies not explicitly taught with the book
are provided as ah exIehsioh acIiviIy. 1he !ollowihg is a lisI o! some ways Ihese cards cah be used
with students:
Use as discussioh sIarIers !or liIeraIure circles.
Have sIudehIs choose ohe or more cards ahd wriIe a respohse, eiIher as ah essay or as a
journal entry.
DisIribuIe be!ore readihg Ihe book ahd have sIudehIs use ohe o! Ihe quesIiohs as a purpose
for reading.
CuI aparI ahd use Ihe cards as game cards wiIh a board game.
CohducI a class discussioh as a review be!ore Ihe book quiz.
Assessment
Monitor students to determine if they can:
use Ihe readihg sIraIegy o! makihg cohhecIiohs Io prior khowledge Io uhdersIahd hoh!cIioh IexI
e!!ecIively idehIi!y maih ideas ahd deIails ih IexI ih discussioh ahd oh a worksheeI
idehIi!y ahd !orm irregular plural houhs by chahgihg Ihe y to i and adding -es
recoghize ahd use compouhd words ih sehIehces ahd oh a worksheeI
Comprehension Checks
8ook Quiz
Retelling Rubric
Teacher:Erin Hatfield School: Emerson
Grade:3
rd
- Wolterman Date: Week of 4/29/13

Times:
Monday: 1:30-3:00
Tuesday: 1:30-3:00
Wednesday:
Thursday: 1:30-3:00
Friday: 1:30-3:00

Day: Monday-Tuesday
Students:
All- In reading groups


Agenda: Discussion about the book:
1. Begin by discussing pets. What do
you have to do to take care of a
pet? Why? *Make list on Ipad
2. Are zoos like having a pet? Has
anyone been to a zoo? *Bring up
picures of zoos on Ipad
3. Who takes care of the animals in
the zoo? What kinds of things do
you think they have to do?
Introduce Vocabulary
1. *Write words on iPad Have students
chuck word. Discuss meaning if
they know
2. *If they dont know the definition,
have them look it up on iPad.Pod
3. Use each word in a sentence. Make
flashcards if needed to remember
words.
Introduce Book Format
1. Hand out books
2. Have students look at page 5.
Notice the format of the book. What
is different about this book? How
should we read it? What type of text
do you think this is? Why?
Objectives: By the end of this lesson,
students will be able to
CCSS.ELA-Literacy.RI.3.2
Determinethemainideaofatext;
recountthekeydetailsand
explainhowtheysupportthe
mainidea.
SBIs:
Listening:Respondsappropriatelytoa
varietyoffactualandinferentialgrade-
levelquestionsthathavesimple
languagestructures.
SpeakingUsesgrade-level
CCSS.ELA-Literacy.RI.3.4
Determinethemeaningofgeneral
academicanddomain-specific
wordsandphrasesinatext
relevanttoagrade3topicor
subjectarea.

content-specific vocabularywithin
scaffoldedacademicdiscussions,with
visual,non-verbalandtextsupport.
ReadingUsestextfeatures,including
tablesofcontents,graphs,and
charts/tables,tomakemeaningfrom
text,withsupport
Writing Spellsgrade-levelwords,
includingwordswithsimpleprefixes,
suffixes,andinflectionalendings,with
support
HOQ: (Higher Order Questioning):
What kinds of things does a
zookeeper have to do? Why?
Why dont animals in the wild
have people to take care of
them?
How should we read this book?

Vocabulary:
Anesthesia, Antelope, Exhibits,
Giraffes, Hoofed, Savannah, Species,
Vultures, Zookeeper
Materials Needed:

Book- Zookeeper
Computer or Ipad/pod

Assessment:
Vocabulary knowledge, discussion,
Language Function (language to be
learned)

Accountable talk- I agree with__
because__ Another thing I might add
is ____ I also know ___

Technology:
Integrate the Ipad into teacher use by
finding photos of zoos
Integrate the Ipods into students use
by looking up definitions of words,
drawing definitions, and/or creating
flash cards

Language Objectives: By the end of this lesson, students will be able to
Listening

Following
directions when
using iPods.

Speaking

Discussion on
zoos- Connect
prior knowledge
Reading

Format of
interview- How
should we read it?
Writing

Use Vocab words
in a sentence.
Draw definitions

Day: Thursday-Friday
Students:
All- In reading groups


Agenda: Read the book:
1. Begin reading the book. Stop as
necessary to discuss and look
things up.
2. Begin discussing concerns they
may have. Bring up topics like
endangered animals, types of zoos
(cages vs natural habitat). Have
students begin formulating an
opinion about a topic for use next
week.
Objectives: By the end of this lesson,
students will be able to
CCSS.ELA-Literacy.RI.3.4
Determinethemeaningofgeneral
academicanddomain-specific
wordsandphrasesinatext
relevanttoagrade3topicor
subjectarea.
CCSS.ELA-Literacy.RI.3.6
Distinguishtheirownpointof
viewfromthatoftheauthorofa
text.

SBIs:
Listening:Respondsappropriatelytoa
varietyoffactualandinferentialgrade-
levelquestionsthathavesimple
languagestructures.
SpeakingUsesgrade-level
content-specific vocabularywithin
scaffoldedacademicdiscussions,with
visual,non-verbalandtextsupport.
ReadingUsestextfeatures,including
tablesofcontents,graphs,and
charts/tables,tomakemeaningfrom
text,withsupport
Writing Spellsgrade-levelwords,
includingwordswithsimpleprefixes,
suffixes,andinflectionalendings,with
support.
HOQ: (Higher Order Questioning):
How do zoos help animals?
When do zoos not help animals?
Should we have zoos? Pros and
Cons

Vocabulary:
Anesthesia, Antelope, Exhibits,
Giraffes, Hoofed, Savannah, Species,
Vultures, Zookeeper
Materials Needed:

Book- Zookeeper
Computer or Ipad/pod

Assessment:
Vocabulary knowledge, discussion,
reading strategies used
Language Function (language to be
learned)

Accountable talk- I agree with__
because__ Another thing I might add
is ____ I also know ___

Technology:
Integrate the Ipad into teacher use by
finding photos of unknown animals
Integrate the Ipods into students use
by looking up definitions of words,
drawing definitions, and/or creating
flash cards

Language Objectives: By the end of this lesson, students will be able to
Listening

Following
directions when
using iPods.

Speaking

Discussion on
pros and cons of
zoos
Reading

Format of
interview
Writing

Jot ideas &
opinions about
zoos

Day: Monday-Friday
Students:
All- In reading groups


Agenda: Introduce Project/Problem
1. Using what was in the book as what
we already know, continue
discussing the pros and cons of
zoos.
2. Have students break into two
groups- Pros & Cons
3. Students will use the iPads/pods to
research their Opinion and put
together a persuasive poster.
Provide students with the Research
Organizer as well as the Rubric to
guide their project.
4. Students will have all week to work
on their project.
Objectives: By the end of this lesson,
students will be able to
CCSS.ELA-Literacy.RI.3.5Usetext
featuresandsearchtools(e.g.,key
words,sidebars,hyperlinks)tolocate
informationrelevanttoagiventopic
efficiently.
CCSS.ELA-Literacy.RI.3.6Distinguish
theirownpointofviewfromthatof
theauthorofatext.


SBIs:
Listening:Respondsappropriatelytoa
varietyoffactualandinferentialgrade-
levelquestionsthathavesimple
languagestructures.
SpeakingUsesgrade-level
content-specific vocabularywithin
scaffoldedacademicdiscussions,with
visual,non-verbalandtextsupport.
ReadingUsestextfeatures,including
tablesofcontents,graphs,and
charts/tables,tomakemeaningfrom
text,withsupport
Writing Spellsgrade-levelwords,
includingwordswithsimpleprefixes,
suffixes,andinflectionalendings,with
support.
HOQ: (Higher Order Questioning):
Should we have zoos? Why or
why not?
What are some reasons we
should get rid of zoos?
What are some reasons we
should keep zoos?

Vocabulary:
Anesthesia, Antelope, Exhibits,
Giraffes, Hoofed, Savannah, Species,
Vultures, Zookeeper
Materials Needed:

Book- Zookeeper
Computer or Ipad/pod

Assessment:
Discussion, research, project,
collaboration
Language Function (language to be
learned)

Accountable talk- I agree with__
because__ Another thing I might add
is ____ I also know ___

Technology:
Integrate the Ipad into teacher use by
finding photos of zoos
Integrate the Ipods into students use
by using it to look up information to
support their opinion.

Language Objectives: By the end of this lesson, students will be able to
Listening

Following
directions when
using iPods.

Speaking

Discussion on
importance/ non
importance of
zoos
Reading

Research
information
supporting their
opinion
Writing

Complete a poster
supporting their
opinion

ResearchOrganizer
PROZOO

Herearesomewebsitesthatwillbeusefulforyourresearch:
http://www.whyguides.com/why-are-zoos-important.html
http://teacher.scholastic.com/scholasticnews/indepth/endangered_species/
background/index.asp?article=zoos
http://wiki.answers.com/Q/What_is_the_importance_of_a_zoo#page2

Fillinthisinformationasyouresearch(youmaywrite,draw,sketch,etcto
rememberwhatyouhaveresearched)

OneReasonZoosareImportant:

AnotherReasonZoosareImportant:

AnotherReasonZoosareImportant:

ResearchOrganizer
CONZOO

Herearesomewebsitesthatwillbeusefulforyourresearch:
http://www.peta.org/issues/animals-in-entertainment/zoos.aspx
http://www.cereplast.com/are-zoos-cruel-the-pros-and-cons-of-zoos-and-
wildlife-parks/
http://www.psychologytoday.com/blog/animal-emotions/201004/zoos-
and-aquariums-do-not-accomplish-what-they-claim-they-do

Fillinthisinformationasyouresearch(youmaywrite,draw,sketch,etcto
rememberwhatyouhaveresearched)

OneReasonZoosareNotGood:

AnotherReasonZoosareNotGood:

AnotherReasonZoosareNotGood:

TeacherName:Mrs.Hatfield
StudentName:________________________________________
CATEGORY 4-AboveStandards 3-MeetsStandards 2-ApproachingStandards 1-BelowStandards Score
SupportforPosition Includes3ormorepiecesof
evidence(facts,statistics,
examples,real-life
experiences)thatsupportthe
positionstatement.
Includes3ormorepiecesof
evidence(facts,statistics,
examples,real-life
experiences)thatsupportthe
positionstatement.
Includes2piecesofevidence
(facts,statistics,examples,
real-lifeexperiences)that
supporttheposition
statement.
Includes1orfewerpiecesof
evidence(facts,statistics,
examples,real-life
experiences).
PositionStatement Thepositionstatement
providesaclear,strong
statementoftheauthor\'s
positiononthetopic.
Thepositionstatement
providesaclearstatementof
theauthor\'spositiononthe
topic.
Apositionstatementis
present,butdoesnotmake
theauthor\'spositionclear.
Thereisnoposition
statement.
EvidenceandExamples Alloftheevidenceand
examplesarespecific,relevant
andexplanationsaregiven
thatshowhoweachpieceof
evidencesupportsthe
author\'sposition.
Mostoftheevidenceand
examplesarespecific,relevant
andexplanationsaregiven
thatshowhoweachpieceof
evidencesupportsthe
author\'sposition.
Atleastoneofthepiecesof
evidenceandexamplesis
relevantandhasan
explanationthatshowshow
thatpieceofevidence
supportstheauthor\'s
position.
Evidenceandexamplesare
NOTrelevantAND/ORarenot
explained.
Grammar&Spelling Authormakesnoerrorsin
grammarorspellingthat
distractthereaderfromthe
content.
Authormakes1-2errorsin
grammarorspellingthat
distractthereaderfromthe
content.
Authormakes3-4errorsin
grammarorspellingthat
distractthereaderfromthe
content.
Authormakesmorethan4
errorsingrammarorspelling
thatdistractthereaderfrom
thecontent.
Capitalization&Punctuation Authormakesnoerrorsin
capitalizationorpunctuation,
sotheessayisexceptionally
easytoread.
Authormakes1-2errorsin
capitalizationorpunctuation,
buttheessayisstilleasyto
read.
Authormakesafewerrorsin
capitalizationand/or
punctuationthatcatchthe
reader\'sattentionand
interrupttheflow.
Authormakesseveralerrorsin
capitalizationand/or
punctuationthatcatchthe
reader\'sattentionand
interrupttheflow.
DateCreated:Apr18,201311:02am(CDT)
PersuasivePoster:AreZoosImportant?