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STANDARDS:CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order.THEME: ButterfliesLESSON TOPIC: Life CyclesOBJECTIVES:Content: After reading The Life Cycles of Butterflies: From Egg to Maturity, a Visual Guide by Judy Burris, students will be able to create their own Life Cycle with the use of temporal words and phrases to signal event order with complete accuracy. Language:Student will understand the life cycle of a butterfly. Student will describe the different stages of the life of a butterfly using temporal words in correct order.KEY VOCABULARY:Content Vocabulary: Life cycle, StagesCross-Curricular Vocabulary:Egg, Larva (caterpillar), Pupa (chrysalis), ButterflySUPPLEMENTARY MATERIALS: The Life Cycles of Butterflies: From Egg to Maturity, a Visual Guide by Judy Burris, Smart Board, Quiz-quiz-trade cut out, Life Cycle worksheet, Paragraph worksheet.HOTS: HIGHER ORDER THINKING QUESTIONS AND TASKS:Create and construct the life cycle of a butterfly. What are the similarities and differences of a butterfly’s life cycle compared to the human life cycle? What other animal or insect share a similar life cycle to the butterfly? MOTIVATION:(Building background and explicit links to past learning) The teacher will begin by handing out strips of fun facts for the students to choose true or false. They will begin the activity Quiz-quiz-trade and as the teacher is monitoring the students will find an available partner and state the fact, the other student with then choose the correct answer and then read their question. When both students’ answers correctly they will then trade cards and find another quiz partner. At the end the students will return to their seats and the teacher will go over the questions (facts) on smart board for the students to discuss. Then they will put thumbs up or thumbs down if they think the answer is correct or incorrect. LESSON SEQUENCE:(Language and content objectives, comprehensible input, strategies, interaction, feedback)Language and content objectives will be stated at this time.Ask students what is a life cycle and to describe a life cycle of an animal or insect. Have you seen a life cycle of an animal or plant at home? How would you describe the experience? Would a life cycle have a beginning, middle and end? Explain that today as a class we will be creating our own butterfly life cycle. Read The Life Cycles of Butterflies: From Egg to Maturity, a Visual Guide by Judy Burris. Before reading, I ask the students what kind of butterfly is on the cover and what different varieties do they think they would find in the book. They can use visuals, colors, and experiences to describe their thoughts.When reading the story, emphasize the lifecycle events 1-4 throughout the book to aid in retaining detailed information from the text. After reading, students will discuss the different varieties of caterpillars and butterflies. Discussion should be guided and ask how they each shared the same life cycle; first as an egg, next as a Larva (caterpillar), then as a Pupa (chrysalis), last (or finally) as a Butterfly.After the discussion, the students will be given the Life Cycle Worksheet. They will draw a butterfly of their choice and give two details of each stage from the book. Each box is numbered as a sequence guide during the activity. They will be allowed to discuss the steps 1-4 as a group. A model will be provided for students in need of assistance at their desks.After completing the task, the teacher will ask the students to help fill out the Smart board life cycle and correct their own worksheets. PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES(Meaningful activities, interaction, strategies, practice and application, feedback)Each student will receive his or her Paragraph Worksheet to complete, individually. They will use information form the book to add a topic sentence and closing sentence. Each student will be able to use their butterfly life cycle as a reference to the sequence and order of the paragraph. The students will then trade papers with shoulder partners as student’s check for correct order and details found in the book. Students will then choose a person from each table to read their paragraph. They will then be able to compare similarities and differences in each student’s details and description of a butterfly’s life cycle. REVIEW/ASSESSMENT:(Review objectives and vocabulary, assess learning)During reading, allow time for think alouds and brief discussions of each stage of the life cycle. Ask if students can predict what stage in the butterfly’s life cycle will come next. While completing Life Cycle worksheet, observe students to see who understands and who doesn’t. Go over again if seem to be struggling with completing. Offer aid for students who need extra assistance.Are students using the correct vocabulary in while discussing concepts? Review if necessary.Collect Life Cycle and Paragraph worksheet check for accuracy and correct details.WRAP-UP: (Go over content and language objectives; closure of lesson)Review key terms of Egg, Larva (caterpillar), Pupa (chrysalis), Butterflyusing visual. Review of content and language objectives and students repeat orally first as an egg, next as a Larva (caterpillar), then as a Pupa (chrysalis), last (or finally) as a Butterfly. Show fingers: 1= I met this objective, 2= I’m getting close to meeting this objective, 3= I’m still confused and need more help.(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP? Model.) ................
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