What is an Endangered Animal?

19 teachers like this lesson
Print Lesson

Objective

SWBAT summarize the main idea and supporting details of informational text.

Big Idea

Students investigate what it means to be endangered and what causes an animal to be listed as endangered.

Advanced Organizer

7 minutes

To activate prior knowledge and to assess what background information the students have on the topic of endangered species, I will ask the students the three:  What are endangered species?  What is there in place to protect endangered species?  What does it mean if an animal is extinct?  

I will give the students a few minutes to think and then respond.  I will have the students respond to the questions in their spirals.  Once they have responded, I will have them do a Stand Up, Hand Up, Pair Up

Finally, I will lead a discussion to determine how much background information the students have on the topic.  This will let me know how much information I need to provide to them. 

Guided/Independent Practice

25 minutes

Our next big argumentative piece is going to be on whether or not Zoos are harmful or helpful for endangered species.  I need to provide the students practice on writing summaries as well as give them background information on the topic.  I am expecting most students to be familiar with the terms endangered and threatened, but it is vital to the understanding and success of the activity that they have some background information. 

First, I will pass out the article Causes of Endangered Animals and tell students they are going to read the article, complete the graphic organizer, and summary of the article.  This is going to give them information on endangered animals and how they become endangered.  

I will let them begin.  Again, I will remind the students to annotate  as they read.  This article has some higher vocabulary and it will stop their comprehension.  They really need to struggle through the text.  However, if they take their time, break it down, they will get through it.  

I will allow them time to work.  At this point, I will bring my struggling readers to the back and read the article aloud with them once, and then have them go through and read it, making annotations.  I will watch as they make their marks, assessing whether or not they are really comprehending or just going through the motions.

Once they have finished making their notes and annotations, I will have the students discuss in their groups what they believe to be the main idea and supporting details of the article. They can assess their work compared to their peers and make any changes before turning in their work. Here is a Discussion of the Article.

Closure

5 minutes

Today's Closure Slip is a quick reflection of the vocabulary terms we will be using tomorrow during our lesson.  This will allow me to assess whether or not the students have the terms down so when I ask them to apply the skills, I know they know they are ready!