Arctic Animal Reading Comprehension

Teacher Name: Kate Carvis Grade Level: 9th

Target Content/Lesson Topic: Arctic Animals Date: May 1, 2024
This lesson is for a(n) Whole Class Small Group Individual

Planning
Essential Question What kind of animals live in the arctic and how do they adapt to the environment?
● What is the essential question that this
lesson addresses?
● What is the core purpose of the lesson that
includes the strategies and skills necessary
to accomplish the deeper learning in the
standard?
Sequencing Before students learn about arctic animals and their adaptations they must understand the
● How does this lesson fit into the larger unit concept of habitats and how different animals are adapted to live in specific environments.
of study?
● Focus on a logical/hierarchical sequencing
of skills (e.g., main ideas before details,
similarities before differences).
State Learning Standards LS4: Biological Evolution: Unity and Diversity Topic:
List the complete, relevant grade-level
standard(s). LS4.C: Adaptation

Essential Element: EE.HS-LS4-2 Target Level: Explain how the traits of particular species
that allow them to survive in their specific environments. Precursor Level: Identify factors in
an environment that require special traits to survive. Initial Level: Match particular species to
their various environments.
Learning Target(s) and Learning Objective(s) Learning Targets
● Choose your learning target(s) and ● I will be able to identify animals that inhabit the Arctic region.
objective(s) based on the relevant state ● I will be able to identify adaptations that animals have developed while living in the
learning standard(s). arctic.
● Write focused targets and objectives that
describe the specific learning outcome Learning Objectives
(what students should be able to do as a ● Students will be able to identify and name at least five different animals that inhabit
result of the lesson). the Arctic region.
● Be sure they are stated in observable and ● Students will describe at least three adaptations that Arctic animals have developed to
measurable terms (e.g., ABCD+T). survive in their environment, including physical and behavioral adaptations.

Grouping Reading Comprehension (Whole Group)

Describe how and why students are grouped Implementing whole group instruction during reading comprehension activities provides my
based on students with a structured and supportive environment to help them develop important literacy
● homogeneous, heterogeneous, randomized skills.
● ability, interest, IEP goals, social or
social-emotional, behavioral, language
acquisition
Co-Teaching Strategy N/A
Does this lesson involve co-teaching? If not,
state N/A. If yes, identify the co-teaching model
and what role each teacher will play.

● One Teach, One Observe; One Teach, One

Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching
Differentiation Content
Describe how you will meet individual students’ Visual Support
needs by adjusting the content, process, product, I will provide my students with a graphic organizer to follow along with the readings to clarify
and environment based on their readiness, key concepts and organize the information.
interests, and learning preferences.
Process
Explicit Instruction
I will use explicit instruction to guide my students through the reading comprehension by
asking questions.

Product
Adapted Questions
Comprehension questions will be modified to match students' abilities and learning goals.

Environment
Students will be able to take part in all lesson activities by sitting at the table or in alternative
seating.

Assessment
Formative Assessment Comprehension Questions
● How will you monitor student learning I will monitor my students' learning by providing them with comprehension questions
throughout the lesson? following the reading activity.
● Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
● What material(s) will you use to evaluate
learning?
● Attach a copy of your checklist, rubric,
observation criteria, or other measure.

Summative Assessment Animal Report

How will students demonstrate mastery of the Students will demonstrate their mastery of Arctic Animals and their Adaptations by choosing
standard? an animal to research and creating a poster presentation that they will share with the class.
Summative Evaluation Criteria
● What material(s) will you use to evaluate
learning?
● Attach a copy of your checklist, rubric,
observation criteria, or other measure.
 Procedures
Opening: Introduction and Connection to Gain Students' Attention
Previous Learning Good afternoon, everyone!
● Anticipatory Activity (Hook)
● Activate prior knowledge. State the Goal of the Lesson
● Be sure students understand procedures and Today we will be learning about arctic animals and their adaptations to the environment.
instructions for the lesson. Discuss the Relevance of the Skill
● Establish clear expectations. Learning about arctic animals will help us develop environmental awareness and gain an
● Model concept. understanding of the challenges that Arctic animals face.

Review Critical Prerequisite Skills

We just finished learning about what adaptations are and how they help animals live in
different environments, now we are going to apply that knowledge and learn about specific
animals and how they adapt to the arctic climate.
During: Lesson Progression Introduction
In this portion of the lesson, you will be letting Opening Questions:
go and letting students engage in productive “What animals do we know live in the arctic?”
struggle; engaging in gradual release (“I do, we
do, you do”), inquiry, guided or independent Presentation:
practice, or other learning methods. Please write I will display a presentation on the board where we will go through the animals that we will
what you are looking for in terms of: be learning about without going into detail. The animals we will be reading about are polar
bears, arctic foxes, beluga whales, and walrus’.
● Students’ thinking and how they will start
Reading Introduction:
the lesson.
I will introduce what animal we will be reading during class and provide my students with a
● Provide appropriate support (not explaining
graphic organizer.
how to do it).
● Provide worthwhile extensions. Graphic Organizers: I will provide my students with a graphic organizer to help them organize
● Provide opportunities for students to their thoughts and track their understanding of the text. During specific points in the text, we
engage in using the academic language. will take a minute to jot down anything that stood out to us.

This is where you will be suggesting or

Read Aloud
modeling specific strategies and helping
I will begin by reading the first section of the text aloud to my students. I will pause and state
students choose which strategy makes sense to
a key idea that is important from the text. I will then make sure that my students write what I
them. However, you must make sure ideas come
said on their graphic organizer. I will then ask my students what they thought was a key idea
from students.
from the text and have them share.

We will do this process three times while reading the text, but the last two times, the students
will come up with key ideas on their own without guidance.

Discussion
After we finish reading the text, I will go around the room and ask each student to share a key
idea that they wrote on their graphic organizer from the reading.
 Free Read
After the read aloud and class discussion, my students will have an opportunity to look
through books and articles about arctic animals that they are interested in. This is a time for
them to read a variety of texts that are relevant and written by multiple sources.
Closing: Wrap-Up and Extension Summarize Main Ideas
End the lesson with a final review of key ideas Today we learned about five animals that live in the arctic and the ways that they adapt to the
and knowledge. This is where you have students cold weather.
talk about their thinking and share strategies with
the whole class. It’s important to name strategies Review
and use academic vocabulary here, extending the At the end of class, my students will engage in answering questions related to the reading to
lesson to broader ideas. reinforce their learning.

● Promote a community of learners.

● Listen actively and probe thinking without
evaluating or telling them how you would
do it.

Summarize main ideas and identify future

problems that they would be able to solve using
the thinking you have discussed. Provide a brief
preview of what the next lesson will include.
Curricular and Instructional Resources or
Materials
● List and provide a brief rationale for all
necessary lesson resources and materials. If
not original, cite the source.
● Attach/link a copy of all materials the
teacher and students will use during the
lesson; e.g., handouts, questions to answer,
slides, worksheets, and so on.

Ⓒ The Floral Quill

Supplies, Equipment and Technology ● Presentation
List all other supplies that need to be available. ● Reading Packet
● Graphic Organizer
● Comprehension Questions
● Pencil
 From Content to Story

Teacher Name: Kate Carvis Grade Level: 9th

Target Content/Lesson Topic: Arctic Animals Date: May 2, 2024
This lesson is for a(n) Whole Class Small Group Individual

Planning
Essential Question What kind of animals live in the arctic and how do they adapt to the environment?
● What is the essential question that this
lesson addresses?
● What is the core purpose of the lesson that
includes the strategies and skills necessary
to accomplish the deeper learning in the
standard?
Sequencing Before students learn about arctic animals and their adaptations they must understand the
● How does this lesson fit into the larger unit concept of habitats and how different animals are adapted to live in specific environments.
of study?
● Focus on a logical/hierarchical sequencing
of skills (e.g., main ideas before details,
similarities before differences).
State Learning Standards LS4: Biological Evolution: Unity and Diversity Topic:
List the complete, relevant grade-level
standard(s). LS4.C: Adaptation

Essential Element: EE.HS-LS4-2 Target Level: Explain how the traits of particular species
that allow them to survive in their specific environments. Precursor Level: Identify factors in
an environment that require special traits to survive. Initial Level: Match particular species to
their various environments.
Learning Target(s) and Learning Objective(s) Learning Targets
● Choose your learning target(s) and ● I will be able to identify and describe key adaptations of a specific Arctic animal,
objective(s) based on the relevant state including how these adaptations help them survive in their extreme environment.
learning standard(s).
● Write focused targets and objectives that Learning Objectives
describe the specific learning outcome ● Students will be able to identify and describe key adaptations of a specific Arctic
(what students should be able to do as a animal, including how these adaptations help them survive in their extreme
result of the lesson). environment.
● Be sure they are stated in observable and
measurable terms (e.g., ABCD+T).

Grouping From Content to Story (Independent)

Describe how and why students are grouped Students will work independently to complete journal entries about a made up experience,
based on observing animals in the arctic. Independent writing time promotes my students to be creative
and provides opportunities to build confidence in their writing abilities. It is also a way to
● homogeneous, heterogeneous, randomized have my students think critically about their ideas, organize their thoughts, and communicate
● ability, interest, IEP goals, social or effectively.
social-emotional, behavioral, language
acquisition
Co-Teaching Strategy N/A
Does this lesson involve co-teaching? If not,
state N/A. If yes, identify the co-teaching model
and what role each teacher will play.

● One Teach, One Observe; One Teach, One

Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching
Differentiation Content
Describe how you will meet individual students’ I will enhance the content by including visuals within the classroom featuring images of the
needs by adjusting the content, process, product, animals and interesting facts, along with additional resources such as books.
and environment based on their readiness,
interests, and learning preferences. Process
I will provide my students with a graphic organizer to take notes during their research time
and prompts to get them thinking about what to write about.

Product
If needed, I will provide my students with sentence starters to help them organize their
thoughts into their journal entry.

Environment
Students will be able to take part in all lesson activities by sitting at the table or in alternative
seating.

Assessment
Formative Assessment Group Discussion:
● How will you monitor student learning Following the journal entry writing session, the class will participate in a group discussion
throughout the lesson? where the students will share highlights from their journal entries and discuss common themes
● Be specific about how your practice or experiences.
assessments connect directly with the
lesson objective.

Formative Evaluation Criteria

● What material(s) will you use to evaluate
learning?
● Attach a copy of your checklist, rubric,
observation criteria, or other measure.
Summative Assessment Animal Report
How will students demonstrate mastery of the Students will demonstrate their mastery of Arctic Animals and their Adaptations by choosing
standard? an animal to research and creating a poster presentation that they will share with the class.

Summative Evaluation Criteria

● What material(s) will you use to evaluate
learning?
● Attach a copy of your checklist, rubric,
observation criteria, or other measure.

Procedures
Opening: Introduction and Connection to Gain Students' Attention
Previous Learning Good afternoon, everyone!
● Anticipatory Activity (Hook)
● Activate prior knowledge. State the Goal of the Lesson
● Be sure students understand procedures and Today we will continue to learn about arctic animals and their adaptations to the environment.
instructions for the lesson. Recall Prior Knowledge
● Establish clear expectations. I will display the presentation on the board with the animals that we were introduced to the
● Model concept. day prior. I will have students recall prior knowledge by asking them to name an adaptation of
the animal displayed.
During: Lesson Progression Activity Introduction
In this portion of the lesson, you will be letting Yesterday we were introduced to arctic animals through a reading comprehension activity.
go and letting students engage in productive Today we will be digging deeper into specific arctic animals by writing journal entries. These
struggle; engaging in gradual release (“I do, we journal entries will be written from the perspective of a Wildlife Biologist observing animals
do, you do”), inquiry, guided or independent in the arctic. You will write about the animal you observed and its behaviors and adaptations
practice, or other learning methods. Please write that you witnessed. You will be able to use your computers and class books to conduct your
what you are looking for in terms of: research.

● Students’ thinking and how they will start Students will get to choose from a number of Arctic animals to write their journal entry about.
the lesson. ● Polar Bear
● Provide appropriate support (not explaining ● Arctic Fox
how to do it). ● Reindeer
● Provide worthwhile extensions. ● Beluga Whale
● Provide opportunities for students to ● Walrus
engage in using the academic language.
When writing, you must remember to use precise vocabulary to describe what you are
This is where you will be suggesting or observing.
modeling specific strategies and helping
Example: “The camel's thick, coarse fur insulates it from extreme temperatures”
students choose which strategy makes sense to
them. However, you must make sure ideas come ● Physical Description:
from students. ○ Fur/hair: thick, insulating, dense, coarse, waterproof
○ Size: compact, robust, large, small, streamlined
○ Coloration: white, gray, brown, black, mottled, camouflaged
○ Features: tufted ears, short tail, webbed feet, sharp claws, long whiskers
● Behavior:
○ Foraging: scavenging, hunting, fishing, diving, burrowing
○ Movement: agile, swift, lumbering, stealthy, cautious
○ Social: solitary, territorial, communal, migratory, cooperative
○ Communication: vocalizations, body language, scent marking
● Habitat and Adaptations:
○ Environment: icy, snowy, tundra, sea ice, coastal, marine
 ○ Adaptations: thick blubber, countercurrent heat exchange, hibernation,
migration, camouflage, thick fur

We must also remember to use a passive voice when writing our journal entry. This means
that the thing receiving the action, which is our animal, becomes the focus of the sentence and
the verb that is being used includes a form of "to be" and a past participle.

Examples: "The fat, serving as an energy reserve, is stored by the prominent hump on the
camels' back."

Example
I will demonstrate how to write their journal entry by choosing an animal that lives in the
desert;

Journal Entry: Observations of Camel Adaptations

Date: April 27, 2024
Location: Sahara Desert, Morocco
Time: 10:00 AM
Weather: Clear skies, temperature around 35°C (95°F)

Today, I had the opportunity to observe a group of camels in their natural habitat
in the Sahara Desert. I was interested in studying how these animals have
evolved to live in these harsh conditions.

One adaptation that stood out to me was the camel's ability to conserve water.
Despite the scorching heat of the desert, camels can survive for long periods
without drinking. The camel also has thick, coarse fur that insulates it from
extreme temperatures.

The fat, serving as an energy reserve, is stored by the prominent hump on the
camels' back."
 My observations of the camels' adaptability to their desert habitat demonstrated
their ability to thrive in environments where few other animals can survive.

Writing Prompts
Next, I will provide the class with prompts to help them get started in the writing process.

Prompts to Consider:
● Start your entry by describing the Arctic animal you observed. What is its name?
What does it look like? Where did you find it?
● Detail the adaptations you observed that help the animal survive in the cold. Consider
its fur, body size, coloration, and any behaviors it exhibited.
● Describe the behaviors you witnessed that help the animal cope with the cold weather.
How does it stay warm? How does it find food in its environment?
● Reflect on why the adaptations you observed are important for the animal's survival in
the Arctic. How do these adaptations help it thrive in such extreme conditions?
● Wrap up your journal entry by summarizing what you observed and reflecting on
what you've learned.

Journal Entries
My students will then spend the next 25 minutes writing their journal entries independently.
Closing: Wrap-Up and Extension Group Discussion
End the lesson with a final review of key ideas Following the journal entry writing session, the class will participate in a group discussion
and knowledge. This is where you have students where they will share highlights from their journal entries and discuss common themes or
talk about their thinking and share strategies with similar experiences to their classmates.
the whole class. It’s important to name strategies
and use academic vocabulary here, extending the Summarize Main Ideas
lesson to broader ideas. Today we took a deeper look at adaptations by focusing on a specific animal and the ways that
they have adapted to the environment they live in.
● Promote a community of learners.
● Listen actively and probe thinking without
evaluating or telling them how you would
do it.

Summarize main ideas and identify future

problems that they would be able to solve using
the thinking you have discussed. Provide a brief
preview of what the next lesson will include.
Curricular and Instructional Resources or
Materials
● List and provide a brief rationale for all
necessary lesson resources and materials. If
not original, cite the source.
● Attach/link a copy of all materials the
teacher and students will use during the
lesson; e.g., handouts, questions to answer,
slides, worksheets, and so on.

Supplies, Equipment and Technology ● Presentation

List all other supplies that need to be available. ● Journal
● Computer
● Books
● Pencil
 Student-Led Whole-Class Discussion

Teacher Name: Kate Carvis Grade Level: 9th

Target Content/Lesson Topic: Arctic Animals Date: May 3, 2024
This lesson is for a(n) Whole Class Small Group Individual

Planning
Essential Question What kind of animals live in the arctic and how do they adapt to the environment?
● What is the essential question that this
lesson addresses?
● What is the core purpose of the lesson that
includes the strategies and skills necessary
to accomplish the deeper learning in the
standard?
Sequencing Before students learn about arctic animals and their adaptations they must understand the
● How does this lesson fit into the larger unit concept of habitats and how different animals are adapted to live in specific environments.
of study?
● Focus on a logical/hierarchical sequencing
of skills (e.g., main ideas before details,
similarities before differences).
State Learning Standards LS4: Biological Evolution: Unity and Diversity Topic:
List the complete, relevant grade-level
standard(s). LS4.C: Adaptation

Essential Element: EE.HS-LS4-2 Target Level: Explain how the traits of particular species
that allow them to survive in their specific environments. Precursor Level: Identify factors in
an environment that require special traits to survive. Initial Level: Match particular species to
their various environments.
Learning Target(s) and Learning Objective(s) Learning Targets
● Choose your learning target(s) and ● I will be able to name and describe the six types of animal adaptations.
objective(s) based on the relevant state
learning standard(s). Learning Objectives
● Write focused targets and objectives that ● Students will be able to name and describe the six types of animal adaptations.
describe the specific learning outcome
(what students should be able to do as a
result of the lesson).
● Be sure they are stated in observable and
measurable terms (e.g., ABCD+T).

Grouping Small Group

Describe how and why students are grouped My students will work in pairs based on their abilities. Students who have higher learning
based on needs will work with someone who has a good understanding of the content. Smaller
groupings will give students more opportunities to contribute during the research process and
● homogeneous, heterogeneous, randomized when leading the class discussion.
● ability, interest, IEP goals, social or
social-emotional, behavioral, language
acquisition
Co-Teaching Strategy N/A
Does this lesson involve co-teaching? If not,
state N/A. If yes, identify the co-teaching model
and what role each teacher will play.

● One Teach, One Observe; One Teach, One

Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching
Differentiation Content
Describe how you will meet individual students’ I will enhance the content by including visuals within the classroom featuring images of the
needs by adjusting the content, process, product, animals and interesting facts about their adaptations, along with additional resources such as
and environment based on their readiness, books.
interests, and learning preferences.
Process
Research
I will guide my students and provide them feedback while they complete their research. I will
also offer them a graphic organizer to organize their discussion prompts, questions, and any
other additional information.

Product
My students will be able to use their graphic organizers while they lead their presentations to
help guide them.

The audience will be able to use any prior resources such as guided notes, reading passages,
and journal entries to participate in the discussion.

Environment
Students will be able to take part in all lesson activities by sitting at the table or in alternative
seating.

Assessment
Formative Assessment Self Reflection Exit Ticket
● How will you monitor student learning My students will complete a self-reflection exit ticket to help them monitor their own learning
throughout the lesson? and understanding of adaptation. It will also give me a better understanding of how
● Be specific about how your practice comfortable my students feel with the content.
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
● What material(s) will you use to evaluate
learning?
● Attach a copy of your checklist, rubric,
observation criteria, or other measure.

Summative Assessment Animal Report

How will students demonstrate mastery of the Students will demonstrate their mastery of Arctic Animals and their Adaptations by choosing
standard? an animal to research and creating a poster presentation that they will share with the class.
Summative Evaluation Criteria
● What material(s) will you use to evaluate
learning?
● Attach a copy of your checklist, rubric,
observation criteria, or other measure.
 Procedures
Opening: Introduction and Connection to Gain Students' Attention
Previous Learning Good afternoon, everyone!
● Anticipatory Activity (Hook)
● Activate prior knowledge. State the Goal of the Lesson
● Be sure students understand procedures and Today we will be participating in a student-led whole-class discussion about the types of
instructions for the lesson. adaptations in arctic animals.
● Establish clear expectations.
● Model concept.
During: Lesson Progression Activity Introduction
In this portion of the lesson, you will be letting You will get into groups of two to lead a 5- to 10-minute discussion on the types of
go and letting students engage in productive adaptations in arctic animals. Each group must sign up for one of the six topics and come up
struggle; engaging in gradual release (“I do, we with three discussion prompts and three questions to present to their classmates to facilitate a
do, you do”), inquiry, guided or independent discussion. The discussion should also have an introduction and a conclusion.
practice, or other learning methods. Please write
what you are looking for in terms of: Adaptation Types:
1. Structural Adaptations
● Students’ thinking and how they will start 2. Physiological Adaptations
the lesson. 3. Behavioral Adaptations
● Provide appropriate support (not explaining 4. Reproductive Adaptations
how to do it). 5. Ecological Adaptations
● Provide worthwhile extensions. 6. Genetic Adaptations
● Provide opportunities for students to
engage in using the academic language. Modeling the Role of a Discussion Leader
Prior to my students beginning their research, I will model the role of a discussion leader
This is where you will be suggesting or using my earlier example of camels. During my example discussion, I will demonstrate the
modeling specific strategies and helping behaviors that make a good facilitator.
students choose which strategy makes sense to
them. However, you must make sure ideas come Research
from students. My students will have the entire class the day before their student-led whole-class discussion
to do research and prepare their questions. I will be there to guide them and provide feedback
on their research. I will also offer my students a graphic organizer to organize their discussion
prompts, questions, and any other additional information. During this time, each group must
determine how they will discuss how they will share their research and their perspectives
as well as determine how they will present their findings within their discussion. They
will also need to ensure that they have opportunities to provide their audience with feedback
when they participate.
 Student-Led Whole-Class Discussion
Each group will independently lead their discussion in front of the class. The audience will be
able to use any prior resources such as guided notes, reading passages, and journal entries to
participate in the discussion.
Closing: Wrap-Up and Extension Summarize Main Ideas
End the lesson with a final review of key ideas Today we learned about the six different types of structural adaptations. Each adaptation refers
and knowledge. This is where you have students to the physical features or characteristics that animals develop overtime to better suit their
talk about their thinking and share strategies with environment.
the whole class. It’s important to name strategies
and use academic vocabulary here, extending the Self Reflection Exit Ticket
lesson to broader ideas. Everyone will complete a self reflection exit ticket at the end of the class to help them monitor
their own learning and understanding of adaptations.
● Promote a community of learners.
● Listen actively and probe thinking without
evaluating or telling them how you would
do it.

Summarize main ideas and identify future

problems that they would be able to solve using
the thinking you have discussed. Provide a brief
preview of what the next lesson will include.
Curricular and Instructional Resources or
Materials
● List and provide a brief rationale for all
necessary lesson resources and materials. If
not original, cite the source.
● Attach/link a copy of all materials the
teacher and students will use during the
lesson; e.g., handouts, questions to answer,
slides, worksheets, and so on.

Supplies, Equipment and Technology ● Graphic Organizer

List all other supplies that need to be available. ● Reading Materials or Reference Resources
● Self Reflection
● Discussion Rubric
 Reflection

For my Disciplinary Literacy Lesson Segment, I decided to use a lesson on Adaptation of Arctic Animals. Since I am studying to be
a special education teacher, I felt as though I had the freedom to take a look at a subject that I may be teaching in the future. The
disciplinary areas I incorporated into my three lessons included reading, writing, and collaboration.

In my first lesson, I introduced three arctic animals through a reading comprehension activity. The animals introduced included
polar bears, arctic foxes, and snow owls. This lesson incorporated disciplinary literacy reading by allowing my students to apply the
new information about arctic animals and their adaptations into the upcoming lessons. I gave my students time to do their own
research by reading through different sources such as books and online articles. This was a time for them to read a variety of texts
that are relevant and written by multiple sources in different forms.

In my second lesson, my students were given the opportunity to take what they read during our first lesson and apply it to a writing
activity called From Content to Story. In this activity, everyone would be writing a journal entry as if they were a Wildlife Biologist
studying an arctic animal in their natural environment. They were able to pick an arctic animal of their choice and write about the
animal they observed, their behaviors, and the adaptations they witnessed. My students were expected to follow disciplinary literacy
writing by using precise vocabulary, clear communication of their thoughts during their observation, and the use of a passive voice.

In my third lesson, my class focused on six different types of animal adaptations that are crucial for them to survive in the arctic
cold. They did this by participating in a Student-Led Whole-Group Discussion. During this lesson, my students worked in pairs to
research one of the six adaptations and then lead a discussion with their classmates. They were to develop an introduction, three
discussion prompts, three questions, and end with a conclusion. My students followed disciplinary literacy collaboration by
conducting research, sharing their ideas and perspectives, presenting their findings to the class and then providing their peers with
feedback during the discussion.

Of my three lesson plans, two of them incorporated lesson ideas from the textbook This is Disciplinary Literacy. The lessons I used
from the textbook were From Content to Story and Student-Led Whole-Group Discussion.

In the lesson From Content to Story, disciplinary literacy is represented by the use of precise vocabulary within their journal entries.
In the lesson introduction, I gave my class examples of what precise vocabulary looked like when it came to the animals' physical
description, their habitat and adaptations, as well as their behaviors. I used the example, “the camel's thick, coarse fur insulates it
from extreme temperatures.” I then taught my students briefly about how to use a passive voice, and then provided them with an
example. The example I used was “the fat, serving as an energy reserve, is stored by the prominent hump on the camels' back."
Lastly, I provided my students with a journal entry example that demonstrated that their observations should be written in phrases
and the communication of their observations should be clearly written.

In the lesson, Student-Led Whole-Group Discussion, disciplinary literacy was represented through the preparation of the students
discussion. During the research phase of the lesson, I explained how my students were to plan how to discuss their research and
their perspectives, determine how they would present their findings within their discussion, and find opportunities to provide their
audience with feedback when they participated.