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Which set of standards are you looking for?
Students will be able to identify characters, settings, and major events in a familiar story.
- Have your students gather in a circle.
- Ask your students to brainstorm what they know about zoos and zoo animals. You can show some pictures or non-fiction books about zoos to stimulate prior knowledge.
- Allow students to share what they recall/ know about zoos.
- Bring out some zoo animal figures and a "zoo" (basket). Place one of the animals in the zoo.
- Ask the students questions like: Which animal did I put in the zoo? Where did the animal go? Why do we put animals in zoos? How do you think the animal feels about being in the zoo?
- Connect to background knowledge by displaying a variety of animal images both from zoos and of common pets.
- Pair students together who speak the same home language (L1) to share their connection to the lesson theme.
- Provide sentence stems for students to utilize as they share their thinking.
Explicit Instruction/Teacher modeling(10 minutes)
- Tell the students that you will be reading them a story about a creature that wants to be in the zoo.
- Direct students to think about how the animal feels while listening to the story.
- Show them a few pages in Eric Carle's From Head to Toe and encourage them to pretend to be the animal and make the movements that are listed.
- Have a few students choose an animal figure and lead the group in moving or making the sound that the animal makes. Examples are thumping their chests like a gorilla or roaring like a lion.
- Tell the students that just like we can pretend to move or sound like an animal, we can pretend to feel what an animal or character may feel.
- Provide feeling words in English and students home language (L1) as able.
- Display feeling words for students to reference.
Guided Practice(10 minutes)
- Read the story Put Me in the Zoo.
- As you read, stop and ask questions to encourage understanding.
- Have the students put stickers on their clothing to match the color of the character during different parts of the story.
- Have students answer questions using sentence frames.
- Have students answer questions using sentence stems.
Independent working time(10 minutes)
- Have your students work in pairs or small groups to retell the story to each other.
- Pair students with another student who speaks the same home language (L1).
- Provide students with sentence stems to utilize when retelling the story.
- Enrichment: Advanced students could be asked to question other students when retelling the story. They can also work on story maps individually.
- Support: Encourage struggling students to ask questions freely over the course of the lesson.
- Have your students retell the story in various methods of their choosing, e.g. by acting it out or drawing pictures.
- Have students contribute answers to a classroom story map.
- Provide graphic organizers for students to use when retelling the story.
- Provide pre-written sentence starters for students to utilize.
Review and closing(5 minutes)
- Have your students practice pretending to be characters in their favorite stories.
- Review key terms and answer questions.
- Pair students up to act out different animals with a partner.
- Ask students to recall the key vocabulary words and their meanings in their partner pairs (with prompting).