Five Day Lesson Plan for Layered Texts - DAY THREE
DAY THREE: Essential Question and Big Cats
Remind students about the work they did yesterday in their books and re-introduce the big/essential question. Read through any stickies that have been posted as answers to the question. You can read them aloud or ask the students who posted answers to come and share their answers with the class.
Read pages 14-17, “A Big Cat Career” and “Discovering the Mountain Tigers.” Quickly review text features on these pages then move into a Think Aloud about these two pages. Make connections to the pages you read yesterday. (Dr. Rabinowitz is a zoologist and I remember reading yesterday that means he is a scientist who studies animals.)
Out of the Lab: Jobs in Science Zoologists and Ecologists by Ruth Owen
Focus on some interesting vocabulary. Here are some words I would pay close attention to as I read: (page 14) devoted, critically (this is a repeat from yesterday’s lesson – how is it used the same and different?), poachers, foothills; (page 16) trekked, captured, series.
Discuss the unique habitats where the big cats live. Endangered big cats’ habitats on page 14 are being destroyed by people moving in and developing the land for agriculture. Dr. Rabinowitz on page 16 set up cameras in the mountains to get pictures of the tigers he was studying.
Tell students to think about the pages you just read and the essential/big question you introduced yesterday. What are some of their ideas about an answer to the question? Have students Think-Pair-Share their responses and call on two or three students to share with the whole group.
Tell students they will be thinking about this question and another one when they go back to their partner (small group) reading. Pass out sticky notes to write down the following question: What might be a challenge for zoologists when studying your animal/habitat? Remind students about the challenges Dr. Rabinowitz faced in studying big cats.
Release students to their partnerships (or small groups) with their sticky notes ready to go. They should get started partner reading their books and talking about their answers to the question with one another.
Science Vocabulary Readers (Scholastic) Powerful Polar Bears by Elizabeth Bennett
Time for Kids Bats! by Nicole Iorio
National Geographic Kids Frogs! by Elizabeth Carney
Wiggling Worms at Work by Wendy Pfeffer
Meet back for five minutes and let a few students share their ideas about the question with explanations from the book. (A zoologist might be challenged to study my animal because the animal is so rare that it is hard to spot. A zoologist might be challenged to study my habitat because the climate makes it a difficult one for humans.)
Students should return their partner (or small group) book to their book bins. They have the option to read this book later in the day for No Agenda Reading if they would like.