Teacher will show three animal pictures on the projector (Lion, eagle, giraffe). Ask the class basic questions about the animals. Where do they live? What do they eat? Can you describe them? (Big, tall, has feathers, has brown fur....)

Prior to class the teacher will prepare a series of notecards (6-8) with basic descriptions of animals already learned in class. (I am big. I love to eat fish. I have sharp teeth and long fins. I live in the ocean. Who am I?... A shark) Teacher will take volunteers to come forward and read a card to the class. The first student to raise his/her hand and guess the correct animal will receive a point for his/her row.... Repeat this with each card. (To help lower level students the teacher could prepare a slide with all pictures of 8 animals. This could help the students to narrow their choices).

Using the slide already on the board the teacher will highlight the key vocabulary from the unit. Content checking questions such as - Which animal has__scales____? What do birds have?....

Teacher will again model the language used in the "exposure" section. This time writing a simple description on the board. Teacher will give out half sheets of paper to each student. On the paper students must write a short description of an animal of their choice. (Following the format and example given), As students write the teacher can walk and monitor for comprehension. When students are finished they should hold their papers. Early finishes can bring their compositions forward for more specific feedback and error correction from the teacher.

Students will repeat the exposure activity, this time reading their own compositions. As students read the rest of the class must guess what animal their classmates are describing. Again points can be awarded to student/rows who guess correctly.

While students are reading their cards to the class the teacher should listen for common mistakes. Without naming specific students the teacher can write a few examples on the board. Ask students if they can self-correct the errors. As a whole class ask for feedback focusing on creating full sentences with correct verb usage.

Insert the classroom routine for cleaning up, giving behavioral rewards and preparing for break time. Release students to go to their break.