Luz Cuz

5E
Rainforest

Group One
Objectives:
2nd Grade
Science
TEKS

Objectives:
English
Language
ELPS

Engagement

Exploration

Explanation

Elaboration

Evaluation

Day 1:
KWL introduction to Rainforests
SWBAT refer to the KWL throughout the read
aloud lesson.
SWBAT brainstorm what they know about
rainforests and record it on the chart under K.
SWBAT ask questions to enhance their
learning/vocabulary and deepen their understanding
about rainforests and write what they want to know
under W.
SWBAT illustrate and describe a picture of their
concept of rainforests.

Day 2:
KWL/Read-Aloud introduction to Rainforests
SWBAT complete the rainforest KWL chart.
SWBAT review the list of generated vocabulary from the
prior day and set a purpose for reading.
SWBAT use their cross-linguistic strategies to prompt,
tap and discuss any text connection to things they already
know in their L1 (eg. cognates) in order to develop their
academic language.
SWBAT connect text to background, personal life
experiences, past and new learned concepts to develop
metalinguistic skills in order for the bridge to take place.

SWBAT use pre-reading supports such as graphic

organizers, illustrations, and pre-taught topic-related
vocabulary and other pre-reading activities to
enhance comprehension of written text
SWBAT demonstrate English comprehension and
expand reading skills by employing analytical skills
such as evaluating written information and
performing critical analyses commensurate with
content area and grade-level needs.
SWBAT define and use key vocabulary words

SWBAT demonstrate comprehension of increasingly

complex English by participating in read aloud, retelling
or summarizing material, responding to questions, and
taking notes commensurate with content area and grade
level needs
SWBAT use visual and contextual support and support
from peers and teachers to read grade-appropriate content
area text, enhance and confirm understanding, and
develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend
increasingly challenging language

SWBAT brainstorm a list of vocabulary words

associated with rainforests in a GLAD song: The
Rain Forest Song by J. P. Taylor.
SWBAT talk to their partner about what they know
about rainforests and put it under the K column.

SWBAT listen to the Rain Forest GLAD song by J. P.

Taylor during the Read-aloud.
SWBAT use their prior knowledge to engage in the Readaloud student/teacher discussions. Book: Rain forests by
Nancy Levinson.

SWBAT watch an introductory video about

rainforests: https://www.youtube.com/watch?
v=QyElwkusTdo

SWBAT work together in groups to brainstorm a list of

facts about rainforests.

SWBAT apply what they learned from the video

and ask questions to put under their W column.
SWBAT explain how brainstorming using a KWL
helps with reading assignment in content areas to
get to the next level of bridging?

SWBAT how does our prior knowledge help us make

connections to comprehend content text?
SWBAT work in groups to identify the corresponding
sets of cognates as a bridging/GLAD activity.

SWBAT elaborate upon their knowledge by asking

themselves questions to help them organize their
thinking.

SWBAT elaborate on their knowledge by using their

metalinguistic skills to use the language strategy;
contrastive analysis of language: asking themselves
higher order questions to promote, recap, and enhance
cognitive and formal academic development.

SWBAT make connections to prior knowledge.

SWBAT put their literacy oral language in practice
by participating and reviewing what they have so far
in their KWL chart.
SWBAT illustrate and describe a picture of their
concept of rainforests.

SWBAT demonstrate their topic

knowledge/comprehension/ academic language of the
story by orally sharing some facts.
SWBAT completion of their KWL to help students
identify what they have learned about the story as well as
any other important information.
SWBAT illustrate and write a fact about rainforests as an
extension activity and generate questions for further
rainforest research.

Day 3:
Adverb creation with Suffixes and Sloths
SWBAT recognize the interdependence of organisms
in the natural world.
SWBAT understand that all organisms have basic
needs that can be satisfied through interactions with
living and nonliving things.
SWBAT ask questions about organisms, objects, and
events observed in the natural world
SWBAT classify living and nonliving things based
upon whether or not they have basic needs
SWBAT identify that living organisms have basic
needs that must be met for them to survive within
their environment
SWBAT demonstrate English comprehension and
expand reading skills by employing analytical skills
such as evaluating written information and
performing critical analyses commensurate with
content area and grade-level needs.
SWBAT use visual and contextual support and
support from peers and teachers to read gradeappropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of
language structures, and background knowledge
needed to comprehend increasingly challenging
language
SWBAT identify adverbs in Morning Message and
call up prior knowledge of adverbs in whole group
discussion (Cappellini, p 14).
SWBAT explore adverbs within the whole group
Read Aloud of the text Slowly, Slowly, said the
Sloth by Eric Carle. (Cappellini, p60 & p97)

Day 4:
Sequence of Events and Food Chains
SWBAT identify that living organisms have basic
needs that must be met for them to survive within their
environment.
SWBAT identify the basic needs of plants and animals;
SWBAT compare and give examples of the ways
living organisms depend on each other and on their
environments such as food chains within a garden,
park, beach, lake, and wooded area.
SWBAT gather evidence of interdependence among
living organisms such as energy transfer through food
chains and animals using plants for shelter.

Explanation

SWBAT seek new explanations in the use of Bridging

Three-way Adverb Chart to identify adverbs as well
as their root word, their derivational/inflectional
suffixes (with ly) and their Spanish cognate (with
mente). (Beeman & Urow, p 50).

Elaboration

SWBAT elaborate upon their knowledge

independently with Adverb Literacy Activity.
(Seidlitz & Auer p. 272)
SWBAT examine new knowledge of adverbs in
Frayer Model of one adverb term in personal
Marzano Vocabulary Journal. (Seidlitz & Auer p. 262)

SWBAT explore in student groups internet resources

(Sheppard Software Food Chain Game)
http://www.sheppardsoftware.com/content/
animals/kidscorner/games/foodchaingame.htm and
literary materials (including leveled readers) about
food chains. SWBAT share their findings on butcher
paper group posters with the class.
SWBAT elaborate sequence of events and food chain
with whole group GLAD poem in the format of There
was an Old Lady Who Swallowed a Fly.
SWBAT assess new knowledge in individual selfcreated Sequence of Events Organizer of a food chain
to place in their reading journals (making personal
connections, if possible). (Seidlitz & Auer p. 262)

J.Werlang 5E
Rainforest
Objectives:
2nd Grade
Science
TEKS

Objectives:
English
Language
ELPS

Engagement
Exploration

Evaluation

SWBAT demonstrate comprehension of increasingly

complex English by participating in shared reading,
retelling or summarizing material, responding to
questions, and taking notes commensurate with content
area and grade level needs
SWBAT use pre-reading supports such as graphic
organizers, illustrations, and pre-taught topic-related
vocabulary and other pre-reading activities to enhance
comprehension of written text

SWBAT recall prior knowledge of the terms food

chain and sequence in whole group Double Bubble
Web Organizer predictor.
SWBAT explore food chain and sequence of events in
Shared Reading of the Elmo projection/Big Book
Reading of There was an Old Monkey Who
Swallowed a Frog by Jennifer Ward (Cappellini p60,
p113 & p131)

REFERENCES:
Beeman, K., & Urow, C. (2013). Teaching for biliteracy: Strengthening bridges between languages. Philadelphia, PA: Caslon
Publishing.
Cappellini, M. (2005). Balancing reading & language learning: A resource for teaching English language learners, K-5.
Portland, Maine: Stenhouse.
Seidlitz, J., & Auer, V. (2010). Navigating the ELPS in the Math Classroom: Using the Standards to Improve Instruction for
English Language Learners. San Clemente, CA: Canter Press.

K.
Gandarilla
5E
Rainforest

Day 5:
Rainforest Weather and Climate

Day 6:
Rainforest Weather and Climate

SWBAT ask questions about organisms, objects,

and events during observations and investigations;
SWBAT plan and conduct descriptive
investigations such as how organisms grow;
SWBAT communicate observations and justify
explanations using student-generated data from
simple descriptive investigations; and
SWBAT compare results of investigations with
what students and scientists know about the world.

SWBAT ask questions about organisms, objects, and events

during observations and investigations;
SWBAT plan and conduct descriptive investigations such as
how organisms grow;
SWBAT communicate observations and justify explanations
using student-generated data from simple descriptive
investigations; and
SWBAT compare results of investigations with what
students and scientists know about the world.

SWBAT know that there is recognizable patterns in

the natural world and among objects in the sky. The
student is expected to:
SWBAT identify the importance of weather and
seasonal information to make choices in clothing,
activities, and transportation;

SWBAT know that there is recognizable patterns in the

natural world and among objects in the sky. The student is
expected to:
SWBAT identify the importance of weather and seasonal
information to make choices in clothing, activities, and
transportation;

Objectives:
English
Language
ELPS

SWBAT read grade-level text with fluency and

comprehension. Students are expected to read aloud
grade-level appropriate text with fluency (rate,
accuracy, expression, appropriate phrasing) and
comprehension.
SWBAT comprehend a variety of texts drawing on
useful strategies as needed. Students are expected
to use ideas (e.g., illustrations, titles, topic sentences,
key words, and foreshadowing) to make and confirm
predictions; ask relevant questions, seek clarification,
and locate facts and details about stories and other
texts and support answers with evidence from text;
and establish purpose for reading selected texts and
monitor comprehension, making corrections and
adjustments when that understanding breaks down
(e.g., identifying clues, using background knowledge,
generating questions, re-reading a portion aloud).
SWBAT analyze, make inferences and draw
conclusions about and understand expository text and
provide evidence from text to support their
understanding. Students are expected to identify the
main idea in a text and distinguish it from the topic;
locate the facts that are clearly stated in a text;
describe the order of events or ideas in a text; and use
text features (e.g., table of contents, index, headings)
to locate specific information in text.
SWBAT read independently for sustained periods of
time and produce evidence of their reading. Students
are expected to read independently for a sustained
period of time and paraphrase what the reading was
about, maintaining meaning.

SWBAT read grade-level text with fluency and

comprehension. Students are expected to read aloud gradelevel appropriate text with fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension.
SWBAT comprehend a variety of texts drawing on useful
strategies as needed. Students are expected to use ideas (e.g.,
illustrations, titles, topic sentences, key words, and
foreshadowing) to make and confirm predictions; ask relevant
questions, seek clarification, and locate facts and details about
stories and other texts and support answers with evidence from
text; and establish purpose for reading selected texts and
monitor comprehension, making corrections and adjustments
when that understanding breaks down (e.g., identifying clues,
using background knowledge, generating questions, re-reading
a portion aloud).
SWBAT analyze, make inferences and draw conclusions about
and understand expository text and provide evidence from text
to support their understanding. Students are expected to
identify the main idea in a text and distinguish it from the
topic; locate the facts that are clearly stated in a text; describe
the order of events or ideas in a text; and use text features (e.g.,
table of contents, index, headings) to locate specific
information in text.
SWBAT read independently for sustained periods of time and
produce evidence of their reading. Students are expected to
read independently for a sustained period of time and
paraphrase what the reading was about, maintaining meaning.

Engagemen
t

SWBAT call up prior knowledge of rainforest weather

and climate by completing an Observation Chart
(GLAD activity) with pictures of the rainforest.

Exploration

SWBAT read leveled readers about the Rainforest

independently in small groups with guidance from the
teacher during Guided Reading.

SWBAT call up prior knowledge of rainforest weather and

climate by chanting Over in the Jungle, A Rainforest Rhyme
by Marianne Berkes (GLAD activity). In addition, students
share writing prompts assigned on Day 5.
SWBAT read leveled readers about the Rainforest
independently in small groups with guidance from the teacher
during Guided Reading.

Explanation

SWBAT to expand their knowledge of the Rainforest

weather and climate. Working with their small groups,
students complete an Exploration Chart (GLAD
activity) based on the book Hot and Wet! Tropical

Objectives:
2nd Grade
Science
TEKS

SWBAT write about the Rainforests weather and climate in

their Content Area Journals using Sentence Stems.

Elaboration

Evaluation

Rainforest by Sippi S.
SWBAT seek further clarification of the Rainforests
weather and climate by completing a Pictorial Input
Chart (GLAD activity) based on the information
covered in the book.
SWBAT assess weather and climate concepts covered
today by completing a Ticket Out The Door Sentence
Stem activity. In addition, students take a writing
prompt home to write with family (English and
Spanish), If we were going to the Rainforest
tomorrow, what would we pack in order to be prepared
for the Rainforests weather and climate?

SWBAT explore and compare their own weather and climate

with the Rainforests weather and climate through a Nature
Walk.
SWBAT assess weather and climate concepts covered today by
revisiting their Exploration Chart and adding more ideas.
Students then bridge their ideas by writing them in both
English and in Spanish.

J. Merillat 5E
Rainforest

Day 7:
Layers of the Rain Forest
Complete Sentences

Day 8:
Layers of the Rain Forest cont.
Complete Sentences

Objectives:
2nd Grade
Science TEKS

SWBAT understand that rain forests have four distinct

layers: emergent, canopy, understory and forest floor.
SWBAT discuss the differences and similarities of the
four layers in the rain forest.
SWBAT study the different animals and plants that live
in each layer.
SWBAT complete a Tree Map of plants and animals
that live in the different layers.

Objectives:
English
Language
ELPS

SWBAT use pre-reading supports such as graphic

organizers, illustrations, and pre-taught topic-related
vocabulary and other pre-reading activities to enhance
comprehension of written text
SWBAT demonstrate English comprehension and
expand reading skills by employing analytical skills
such as evaluating written information and performing
critical analyses commensurate with content area and
grade-level needs.
SWBAT define and use key vocabulary words

Engagement

SWBAT identify key vocabulary in GLAD

activity/poem: 4 Layers of a Rainforest.

Exploration

SWBAT explore internet resources and fictional library

materials to further understand the layers of the
rainforest.

Explanation

SWBAT seek understanding using Independent reading

of Layers of the Rain Forest to identify complete
sentences.
SWBAT seek further clarification of complete sentences
with partner/group Think-Pair-Share activity.
SWBAT elaborate upon their knowledge independently
with Rainforest Vocabulary/Complete sentences
Activity.
SWBAT demonstrate rainforest facts by writing
complete sentences in personal Science journal.

SWBAT discuss animal adaptations (physical

attributes, diet, etc...)
SWBAT understand the diversity and unity that
characterize life
SWBAT complete a Venn Diagram to show the
differences and similarities of the animals in each of
the four layers in the rain forest.
SWBAT create a class mural showcasing the
distinguishing features of each layer in the rainforest.
SWBAT demonstrate comprehension of increasingly
complex English by participating in shared reading,
retelling or summarizing material, responding to
questions, and taking notes commensurate with content
area and grade level needs
SWBAT use visual and contextual support and support
from peers and teachers to read grade-appropriate
content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures,
and background knowledge needed to comprehend
increasingly challenging language
SWBAT recall prior knowledge of the terms: habitat,
emergent layer, canopy layer, understory layer, forest
floor in whole group.
SWBAT explain animal adaptations in complete
sentences in Shared Reading using the SMART
Board/Big Book Reading of Layers of the Rainforest:
An Educational Journey.
SWBAT create a 4 fold facts brochure (using complete
sentences) to demonstrate their knowledge and
understanding of the rainforest layers.

Elaboration
Evaluation

SWBAT demonstrate complete sentences of the

rainforest with whole group GLAD poem 4 Layers of
a Rainforest.
SWBAT share understanding of the layers of the
rainforest and animal adaptations by illustrating a class
mural.

S.Soliz 5E
Rainforest
Objectives:
2nd Grade
Science TEKS

Day 9:
Rainforest Animal Habitats/Layers

Day 10:
Rainforest Animals

SWBAT recognize the interdependence of organisms

in the natural world.
SWBAT understand that all organisms have basic
needs that can be satisfied through interactions with
living and nonliving things.
SWBAT ask questions about organisms, objects, and
events observed in the natural world
SWBAT identify that living organisms have basic
needs that must be met for them to survive within their
environment

SWBAT identify that living organisms have basic needs

that must be met for them to survive within their
environment.
SWBAT ask questions about organisms, objects, and
events during observations and investigations;
SWBAT compare and give examples of the ways living
organisms depend on each other and on their
environments such as food chains within a garden, park,
beach, lake, and wooded area.
SWBAT gather evidence of interdependence among
living organisms such as energy transfer through food
chains and animals using plants for shelter.
SWBAT demonstrate comprehension of increasingly
complex English by participating in shared reading,
retelling or summarizing material, responding to
questions, and taking notes commensurate with content
area and grade level needs
SWBAT use visual and contextual support and support
from peers and teachers to read grade-appropriate
content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures,
and background knowledge needed to comprehend
increasingly challenging language
SWBAT will play a content vocabulary game. Teacher
will give each student a vocabulary word, example
student will say poisonous, then the student that has
lethal will say I have lethal and vice versa until all
vocabulary words are called.
SWBAT Students with teacher will complete the Hidden
Dangers activity. Teacher will get student volunteers to
read each paragraph and complete True and False
questions. Students will Think-Pair-Share by asking a
friend a question about Hidden Dangers using the
information on the sheet provided.

Objectives:
English
Language
ELPS

SWBAT use pre-reading supports such as graphic

organizers, illustrations, and pre-taught topic-related
vocabulary and other pre-reading activities to enhance
comprehension of written text
SWBAT demonstrate English comprehension and
expand reading skills by employing analytical skills
such as evaluating written information and performing
critical analyses commensurate with content area and
grade-level needs.

Engagement

SWBAT have a discussion regarding the rainforest

animal habitats after going over Rainforest Power
Point Presentation.

Exploration

SWBAT will collaboratively sort animals of the

rainforest and match them with their Spanish names as
a Bridging Activity.

Explanation

SWBAT be assigned into three groups to complete

Rainforest animal habitats activity: Group one will
complete animals on the Tree Tops, Group Two:
Animal on the branches and Group Three animals on
the Ground activity.

SWBAT complete and answer the questions based on

the Disguise and warning information sheet provided.

Elaboration

SWBAT students will orally share the vocabulary

definitions of the words they had to find and present
the answer to the two questions for each activity.

Evaluation

SWBAT will complete matching/classifying rainforest

layer activity.
During their independent reading time students will be
in their assigned Literature Circles reading non-fiction
books on the Rainforest that they chose and have read
or started reading since the beginning of the Thematic
Unit.

SWBAT learn more about the rainforest and the animals

that live there by singing GLAD song Rainforest with
lyrics https://www.youtube.com/watch?
v=BQ3ToUoW1ak
SWBAT will create their own animal based on the
knowledge they have acquired about the rainforest.
They will write a short description of the animal, explain
the layer of the rainforest it would live and write down
any special characteristics of their animal.

J.Goytia 5E

Day 11:

Day 12:

Rainforest
Objectives:
2nd Grade
Science
TEKS

Rainforest KWL Chart

Rainforest Unit Assessment

SWBAT recognize the interdependence of

organisms in the natural world.
SWBAT understand that all organisms have
basic needs that can be satisfied through
interactions with living and nonliving things.
SWBAT identify that living organisms have
basic needs that must be met for them to
survive within their environment
SWBAT understand that rain forests have
four distinct layers: emergent, canopy,
understory and forest floor.
SWBAT discuss the differences and
similarities of the four layers in the rain
forest.

SWBAT identify that living organisms have

basic needs that must be met for them to
survive within their environment.
SWBAT ask questions about organisms,
objects, and events during observations and
investigations;
SWBAT compare and give examples of the
ways living organisms depend on each other
and on their environments such as food chains
within a garden, park, beach, lake, and wooded
area.
SWBAT gather evidence of interdependence
among living organisms such as energy transfer
through food chains and animals using plants
for shelter.
SWBAT discuss animal adaptations (physical
attributes, diet, etc...)
SWBAT understand the diversity and unity
that characterize life

Objectives:
English
Language
ELPS

SWBAT use pre-reading supports such as

graphic organizers, illustrations, and pretaught topic-related vocabulary and other
pre-reading activities to enhance
comprehension of written text
SWBAT demonstrate English
comprehension and expand reading skills by
employing analytical skills such as
evaluating written information and
performing critical analyses commensurate
with content area and grade-level needs.

Engagement

SWBAT have a discussion regarding

everything weve learned about the
Rainforest. Teacher then reads Nelson's
Journey through the Amazon Rainforest, an
original Rainforest Alliance story.

SWBAT demonstrate comprehension of

increasingly complex English by participating
in shared reading, retelling or summarizing
material, responding to questions, and taking
notes commensurate with content area and
grade level needs
SWBAT use visual and contextual support and
support from peers and teachers to read gradeappropriate content area text, enhance and
confirm understanding, and develop
vocabulary, grasp of language structures, and
background knowledge needed to comprehend
increasingly challenging language
SWBAT Teacher reads L column students
responses from KWL chart one at a time and
students need to figure out if its correct or
incorrect with a partner. Teacher
calls a student at random and clarifies the
chosen item (or, better yet, ask if another
student can offer clarification). Teacher
continues
tocall on additional students and continues to cl
arify items.

Exploration

SWBAT Teacher will provide

students with an out of order sequence of
events from the story written on small strips
of paper. Students put the strips in order from
beginning to end in pairs. Order is then
reviewed as a whole class.
SWBAT Discuss how the Rainforest
Alliance and their partners are working to
protect the forest while harvesting the
products we all use daily. In addition to
protecting the endangered ecosystems, these
sustainable enterprises also help the local
people earn money to support their
livelihoods.

SWBAT In groups, students write down

everything theyve learned about the Rainforest
on chart paper. All chart papers are pasted
around the room.

SWBAT writes a story describing why the

SWBAT As a whole class students discuss the

Explanation

Elaboration

SWBAT Students go around the room and do a

gallery walk. One person of the group stay next
to the chart paper to explain their groups
responses. Students discuss responses and may
make corrections on each others chart papers.

Evaluation

rainforest is important to them and how their

daily lives are connected to tropical forests.

corrections theyve made on each others chart

papers to clarify any misconceptions.

SWBAT will complete the What I Have

Learned column about the Rainforest in the
KWL chart independently. Teacher will then
collect students KWL charts
and review their column L responses to
assess their understanding
and identify areas that need clarification befo
re the unit assessment.

SWBAT will take an open-ended question unit

assessment about the Rainforest. Assessment
may be modified to fit every students needs.