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1-2 Polar Bear

This document provides a lesson plan for teaching English language learners about polar bears. It involves introducing vocabulary words, reading a story about a polar bear cub's first experience leaving the den, discussing other baby animals, and having students write their own story about a baby animal's experiences based on what they learned. Students will be assessed on their participation in discussions and completion of an illustrated story booklet. The lesson aims to help students practice reading comprehension and writing skills.

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Yssa Lorenzo
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61 views2 pages

1-2 Polar Bear

This document provides a lesson plan for teaching English language learners about polar bears. It involves introducing vocabulary words, reading a story about a polar bear cub's first experience leaving the den, discussing other baby animals, and having students write their own story about a baby animal's experiences based on what they learned. Students will be assessed on their participation in discussions and completion of an illustrated story booklet. The lesson aims to help students practice reading comprehension and writing skills.

Uploaded by

Yssa Lorenzo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Polar Bear Leaps

Grade: 1-2 (3rd if lower in proficiency)

Proficiency: Level 1-3

Objective: SW read and understand the story Polar Bear Leaps


SW create own story about a baby animal’s first experience (can be fictional)

NJCCCS: 3.1, 3.2, 3.3, 3.4

WIDA: 2

Vocabulary: den, bit (piece), leap, grab, snuggle

Resources: book: Make A Wish by Silver Burdett & Ginn ISBN: 0-663-52032-0

Procedure:
The teacher will introduce new vocabulary to the student by way of saying the
word and writing the word on the board in a sentence. The student will be asked to figure
out what they think the definition is from the given sentences. This will help to develop
the student’s skills in extracting meaning from context clues. After that activity is
completed and the words are reviewed, the student will read the story with help from the
teacher when needed. When finished, the teacher will ask the students some
comprehension questions about the story.
The teacher will then ask the students about different animals that they like and
know some information about. The teacher will write a list of the animals mentioned on
the board. The students will then review the list created and select the animal that they
know the most about. With help and prompting from the teacher, the teacher will ask the
students to tell some facts that they know about their animal. These will be written on the
board and then copied into their notebook ( they don’t have to be in complete sentences).
The teacher will also prompt the students to think back to the story and how baby polar
bear didn’t know not to walk on the ice. Can you think of anything with your animal that
they may have to learn from their mother animal? What things are they that you are
thinking of? The teacher will make a list of these on the board. From that point, the
teacher will tell the students that they are going to take their ideas and create them into a
small story like Polar Bear Leaps .

Writing Activity:
After the teacher helps the students generate their ideas about their animal, the
students will start to create their story based on the information the teacher wrote down
when helping generate ideas. If the students aren’t proficient enough to write (or try to
write) on their own, the student can dictate to the teacher, who will then write those down
for the students. The story does not have to be very long (a few pages), but should the
student desire to write more, that is acceptable and time will be given. When a draft is
done, the teacher will review to fix up the grammar and make sure the ideas are fully
developed and comprehensible. The teacher will prompt the student to add more
information if needed. When finished, the student will write their story nicely on story
paper and illustrate the pages and cover. The students will be expected to share their
stories with each other when they are completed (if there is more than one student).

Assessment: Assessment is informal and on-going. The teacher will monitor the
students’ progress throughout the entire lesson. Successful completion of the story
booklet is part of the assessment.

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