Katlyn Jumper

04/04/2023
Name: Katlyn Jumper Grade/Subject: 9-12 Principles of Agriculture Date: 03/27/23
1. Texas Essential Knowledge and Skills (TEKS): (C2)

130.2. ( c ) Knowledge and Skills

(12) The student develops technical knowledge and skills related to animal systems. The student is expected to:
(C) to identify and evaluate breeds and classes of livestock

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

1. Verb: develop, identify, evaluate

2. Content: breeds and classes of livestock
3. Context: students develop technical knowledge and skills related to animal systems
4. Test: match pictures to the correct breeds and what their purpose primarily is
3. SMART In class after going through the lesson, students will be able to identify different classes of
Objective(s): (C3) livestock by their characteristics.

Essential Question: What patterns are seen in some breeds that make them similar and different?

4. Central Focus The purpose of this lesson is to understand and know the breeds and classes of livestock.
(C4) Students will be able to determine different characteristics of breeds and how they are utilized
How will this lesson link within the agriculture industry. This is the building block for future lessons on livestock because
with other lessons in the the knowledge of breeds and classes are essential for future material.
unit?

Learning Targets “I can identify the breeds and classes of livestock and apply them in class.” “I can apply the
I CAN statements that knowledge of breeds and classes in future discussion topics in class.”
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Develop, evaluate, identify, describe, recognize
represents the language
of the discipline that
students need to learn and Vocabulary (words, phrases, and/or symbols that are used within disciplines):
use to engage in the Equine, cattle, sheep, goats, swine, mare, stallion, gelding, cow, heifer, bull, boar, sow, gilt,
content area in ewe, ram, buck, doe, angus, brahman, quarter horse, arabian, hampshire, Yorkshire, angora,
meaningful ways. saanen, suffolk, merino

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen, Matching assignment (Kahoot), PowerPoint Group Presentations, compare/contrast assignment
demonstrate and perform.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Students will have a paper with pictures of different breeds and they will write in what the breed
is and its characteristics. Students will create a PowerPoint presentation over one breed in each
species. To review the material, students will play Kahoot as a class to see their knowledge in
the topic. Students will compare and contrast the species and their breeds.
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04/04/2023
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) I will show students different ways to identify certain breeds of species by describing what
The resources, makes them different. I will show them different pictures of the different breeds so they can
representations, and identify them. As students work on their assignments, I will walk around to see if any students
strategies you will need any help or assistance.
provide to help students
understand, use, and Vocabulary Strategies - (GO TO Page)
practice the concepts and 1. Frayer Model – using different vocabulary within breeds and species
language they need to
learn within the 2. Word Games (Password) – I will put up a certain vocab word and split the class into two
discipline teams. One person from one of the teams sits in the chair and the team tries to explain the word
on the board without saying the word, if they guess the word right, the team gets a point.
Site the researcher’s
name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write: Write out the similarities and differences of the different breeds and species.

-Talk: Password. Students will describe the word on the board for their teammate to guess.

Syntax - (GO TO Page)

1. Flexible Grouping – using groups to further understanding of the breeds and species

2. Frayer Model – using different vocabulary within breeds and species

Making Content Comprehensible (R9)

Review of key concepts: group discussion, kahoot

7. Assessment/ Assessment of your TEK
Evaluation (C6) Formative: Class discussion following the lesson and will do an assignment comparing and
Assessment(s) must be contrasting the different species/breeds.
aligned to the TEKS,
and objectives. Summative: Students will be presenting a project with their group over a couple of breeds to
show their knowledge of the species of livestock. They will need to show that their know the
different characteristics and be able to answer questions/discussions over their project.

Assessment of your language demands:

Formative: Oral reports to determine if they know the breed based off of their characteristics.

Summative: Students will present their project with their group and along with their knowledge
of breeds, the vocabulary/language demand will be included. Within the rubric, they will have
to meet certain vocabulary/language demands.

8. Hook (C7) Hook activity (make connections to prior learning) Conversation starters – have pictures of
different breeds to get students to start talking about what we will learn that day.

Closure (C7) Closure Activity: (make connections to prior learning). 3-2-1 – this will show me where the students
are at after the lesson.

Personal assets: refers to specific background information that students bring to the learning
Student Assets (C7) environment
Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment
Community assets: refers to common backgrounds and experiences that students bring from the
community where they live
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04/04/2023
9. Body of Lesson/
Teaching Strategies and I DO – Teacher will provide the vocabulary associated with breeds/species through the lesson
Learning Task(s) on a PowerPoint. The teacher will also have picture of different breeds to show which breed is
(C9) which and using vocabulary along with it.

Be sure to include: WE DO – Students will be split into 2 teams. Each group will alternate sending a team member
How will students learn to the front of the class. Their teammates will write a word over their head from a list that the
and use academic teacher made. The teammates will be able to read the board, but the team member in the front of
language? the class will not. The team will give hints (not using the word) until they guess the word or
time runs out (10-20 seconds). The team with the most points wins.

Three higher order YOU DO – Students will create a PowerPoint presentation in groups over different
thinking questions. breeds/species that they have learned and researched. They will use their knowledge on different
characteristics and how they are similar/different.

Marzano Strategy Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: I would use tiered instruction

(Tomlinson). I would give those that need the extra help the outline of the lesson so that
they aren’t spending too much time trying to write and process what they are learning.

o Gifted / advanced learners: I would assign an anchor activity (Tomlinson). It would be a

worksheet that has the student identify the breed and match certain vocabulary with their
definition.

Technology: -(GO TO page)

Use Kahoot to review the vocabulary of the lesson, Microsoft programs (PowerPoint, Word),
Internet (research project), Schoology (to access PowerPoint), relevant livestock videos

Marzano Strategy - (GO TO page)

Comparing and contrasting, 3-2-1 summary

Higher Order Thinking Questions (GO TO page)

1. Can you compare and contrast the different breeds of livestock?
2. Can you identify the different breeds of livestock?
3. Can you explain why it is important to have different breeds within the agriculture industry?

Grouping / Partnering Technique: (Hattie)

Cooperative learning, small group learning, use of compare and contrast

Potential misconceptions and your plan to address it:

Some breeds look almost identical due to color, but I will make sure to show multiple picture
and explain the characteristics so that they are able to tell the difference.
10. Resources and Computer, pencil and paper, Kahoot, PowerPoint, printed outline, extra worksheets, 3-2-1
materials needed (C9) paper.

(E7) (How might you differentiate materials and resources for learners with various needs?)
Students could have the option to either use their computer or use pen/paper. I can also give
them a printed outline instead of them having to take their own notes.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

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04/04/2023
11. Classroom 1. Handing in work – I will have a bin where students will turn in their work
Management Strategies 2. Being tardy to class – If they are tardy by less than a minute, I won’t count them tardy, but
(CBM5) if longer than that, they will need to get a tardy pass
What procedures will you 3. Restroom breaks – I will have restroom passes and only one student will be able to leave at
employ to manage a time. This will help with students who want to wander the hall since other students may
transitions, behavior, have to go.
passing out materials,
engagement, etc.?

Add 3 procedures

12. Academic Supports

for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. One-on-one time with students who may need the extra help
strategies and planned
supports, will you employ to 2. Giving those students an extended timeframe on assignments
meet the needs of each
student that has identified
3. Having students tell me verbally on assignments rather than written
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Reducing the complexity of some activities (less detail on PowerPoints)

2. Having students work alone on some assignments instead of the group work

3. Having those students work at their own pace

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Give as many directions as you can in writing as well as orally.

2. Be aware of cultural differences (example: it is disrespectful to maintain eye contact)

3. Arrange for students to interact

4. Setting realistic expectations for your students who speak little English

5. Don’t rush to answer questions when students are struggling. Be patient to let student be
successful