NOCTURNAL ANIMALS FIRST GRADE THEMATIC UNIT

Transcription

Carol L. Hunt-Fall 2009
N O CTU RN A L
ANIMALS
FIRST GRADE THEMATIC UNIT
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Running head: NOCTURNAL
Nocturnal Animals
Thematic Unit
Carol L Hunt
University of South Florida
Childhood Education Internship Level III – Fall 2009
Dr. Michelle Summers
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Nocturnal Animals
Rationale:
The animals on this planet are mysterious, beautiful, and unique creatures. This is why I
picked Nocturnal Animals as the topic for my thematic unit. This subject is so interesting that I
could adapt this unit to encompass an entire year. An additional reason for wanting to implement
this unit is that this theme is related to an upcoming field trip that our class will be taking on
November 13, 2009. The students will visit the Van Wezel Performing Arts Hall to see a dramatic
production of the children’s book Stellaluna. This story is about a bat and her child. I also decided
upon this topic after working closely with the students. I realized that animals in general held a
great interest to these children. I wanted to pick a theme where the students could become excited
about their own learning. This unit was considered because of the engaging manner in which
lessons could be delivered to the students.
Science is a large part of this unit. We will discuss and explore diurnal and nocturnal
animals. Students will participate in a diurnal and nocturnal animal sort. The class will also
participate in a dramatization of echolocation, which is how a bat locates food. Language Arts and
writing will be taught together using Reader’s Workshop. Using nocturnal animal books, we will
focus on comprehension skills such as author’s purpose, main idea, and characters and setting
during our mini-lessons. In Math, we will explore nocturnal animal patterns and pictographs.
However, we are following the Manatee County Curriculum Road Maps and are focused on
teaching addition and subtraction at this time. Social Studies lessons will focus on the need for rules
and laws in the community so that we as a society are better able to protect the habitats of our
nocturnal friends. We will use Music to further our understanding and learning by singing songs
about echolocation and nocturnal animals. Art will be incorporated into a cooperative learning
experience where teams of students will design an animal habitat for an assigned nocturnal animal.
Theatre Arts standards will also be addressed, as the children will participate in an echolocation
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activity where they will become bats and insects. In addition to the dramatization, the culminating
activity will be when the class goes to see a theatrical performance of the play Stellaluna.
In preparation for this Thematic Unit, I reviewed the Sunshine State Standards for 1st grade.
When I was planning the instruction, I was careful to differentiate the instruction for all of my
students. For the advanced readers in the classroom I created a Nocturnal Animal book. I will also
accommodate English Speakers of Other Languages (ESOL) and Exceptional Student Education
(ESE) children in my classroom and have an adequate number of teaching aides, graphic organizers,
pictures, and 3-D objects
It will be a great experience for all of us and I am personally very excited to be working with
the students in a creative and fun manner.
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NOCTURNAL ANIMAL MIND MAP (GARDNER’S)
Verbal
Naturalist
Students will watch a movie
and make observations about
nocturnal animals.
Students are to be actively
listening during read alouds and
movies about nocturnal animals.
Students will respond verbally to
the literature being introduced.
Visual
Students in cooperative
groups will create and design
a nocturnal animal habitat
box.
Logical
Bodily
Students will participate in a
bat echolocation activity to
understand how bats hunt and
search for their food.
Nocturnal
Animals
Students will complete an
animal sort and classify
whether an animal is diurnal
or nocturnal.
Musical
Students will learn and sing a
nocturnal song to gain a better
understanding about nocturnal
animals.
Intrapersonal
Students will complete an
acrostic nocturnal animal
poem. They can choose from
a bat, cat, or an owl handout.
Interpersonal
Students will explain to the
class, the cause and effect of
either following or not
following their nocturnal
animal habitat Star Rule.
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Lesson Plan Sequence
Day 1: Science/Diurnal & Nocturnal Animal Sort
Day 2: Social Studies/Community Rules
Day 3: Math/Nocturnal Animal Patterns
Day 4: Language Arts/Acrostic Poems
Day 5: Music /Nocturnal Animal Song
Day 6: Science/Echolocation Activity
Day 7: Art & Science/Habitat Animal Boxes
Day 8: Math: Nocturnal Animal Pictograph
Day 9: Language Arts & Science/Owl & Bat Comparisons
Day 10: Language & Theatre Arts: Stellaluna Read Aloud & Field Trip
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UNIT OVERVIEW - SUNSHINE STATE STANDARDS
Language Arts
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LA.1.1.6.2 The students will listen to, read, and discuss both familiar and conceptually
challenging text.
LA.1.1.7.4 The student will identify supporting details.
LA.1.1.7.8 The students will identify the author’s purpose in text and ask clarifying questions.
LA.1.5.2.1 The student will listen attentively and understand direction for performing tasks,
solving problems, and following rules.
LA.1.5.2.2 The student will retell specific details of information heard.
LA.1.5.2.3 The students will listen attentively to fiction and non-fiction read-alouds (PowerPoint)
and demonstrate understanding.
Math
•
MA.1.A.1.4 The student will use counting strategies, number patterns, and models as a
means for solving basic addition and subtraction fact problems.
•
MA.1.A.4.1 the students will extend repeating, growing patterns, fill in missing terms, and
justify reasoning.
Science
•
•
SC.1.L.14.1 The students will make observations that nocturnal animals have special
characteristics.
SC.1.L.17.1 The students will make observations and recognize how a nocturnal animal has
specials skills to interact with the environment to help it survive.
Social Studies
•
SS.1.C.1.2 The students will give examples of people who have the power and authority to
make and enforce laws in the school and the community.
Writing
•
•
•
LA.1.3.5.1 The students will produce, illustrate, and share a variety of compositions.
LA.1.4.1.2 The students will participate in writing simple stories, poems, rhymes, or song lyrics.
LA.1.4.2.1 The students will write in a variety of informational or expository forms (e.g. rules,
summaries, recipes, notes, messages, labels, instructions, graphs, and labels).
Music
•
MU.A.1.1.2 The students will sing, alone and with others, using a varied repertoire of music and
sings simple songs with appropriate tone, pitch, and rhythm, with and without accompaniment.
Theatre
•
•
TH.A.1.1.2 The students will act by developing, communicating, and sustaining characters
improvisation and formal or informal productions by pantomiming living or non-living objects.
TH.D.1.1.2 The student gives reasons for personal preferences for formal or informal
performances.
Art
•
VA.A.1.1.1 The student uses two-dimensional and three-dimensional media, techniques, tools,
and processes to depict works of art from personal experiences, observation, or imagination.
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UNIT INTRODUCTION - LESSON PLAN #1
Name: Carol L. Hunt
Grade: 1
Subject: Science
Lesson Title: Diurnal & Nocturnal Animals
Date: Oct/Nov
Teacher: Carol L. Hunt
Long Range Goals:
• SC.1.L.14.1The students will make observations that nocturnal animals have special
characteristics.
• LA.1.1.6.2 The students will listen to, read, and discuss both familiar and conceptually
challenging text.
• LA.1.5.2.3 The students will listen attentively to fiction and non-fiction read-alouds (PowerPoint)
and demonstrate understanding.
Instructional Objectives:
• Students in Mrs. Bauer’s class will be participating in a whole group science and language arts
lesson.
• Students will watch an introductory PowerPoint lesson on diurnal and nocturnal animals.
• Students will participate in a science lesson, and classify if an animal diurnal or nocturnal.
• Students will cooperatively participate in a think-pair-share and tell their partner the difference
between a diurnal and nocturnal animal.
Materials and Resources:
• Document Camera
• White Board
• 22-Diurnal & Nocturnal Sort Box Worksheet
• 22-Diurnal & Nocturnal Animal Cards Worksheet
• Computer
• Projector
• Glue
• Scissors
Instructional Considerations:
• This lesson is a whole class activity. I will present the information to my ESOL students the day
before and review the instructions with the students. I will create a graphic organizer for my
ESOL students to utilize during the lesson. Students can also model or point to the pictures. I will
work with the small group at the guided reading table while monitoring the rest of the class.
Presentation:
The teacher…
The students…
Set – I will inform the students of the lesson
focus for today. We will be learning about
diurnal and nocturnal animals. I will have two
stuffed animals in a bag and play an
inferencing game with the students. I will
scaffold and ask questions about the two
Students will be actively listening
and providing responses.
Time*
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animals. One animal will be an owl, the other a
cow. I will ask questions about when these
creatures are awake.
PowerPoint presentation on diurnal and
nocturnal animals.
Students will be given their worksheets and
classify animals as either nocturnal or diurnal.
Students are permitted to work cooperatively in
their groups.
Students will perform a think-pair-share and
tell their shoulder partner the difference
between a diurnal and nocturnal animal.
Student groups will be listening
attentively.
15
Students work on their diurnal and
nocturnal animal sort.
15
Students will participate in groups.
2
Students will provide closure for the lesson.
Students will provide answers.
Student groups will define whether an animal is
nocturnal or diurnal.
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5
Evaluation:
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•
The teacher will informally evaluate each student while participating in whole group
instruction.
The teacher will formally evaluate each student’s worksheet to check for understanding.
Students will be assessed using a simple 3 pt. rubric.
.
Plans for re-teaching:
•
Students not mastering the worksheet will participate in a small group-reteaching session
to clarify and assist any misconceptions.
Rubric Score
3
2
1
Criteria
All animals sorted in the correct
category.
Less than 7 animals sorted in the correct
category.
Less than 4 animals sorted in the
correct category.
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COMMUNITY RULES - LESSON PLAN #2
Name: Carol L. Hunt
Grade: 1
Subject: Social Studies
Lesson Title: Community
Date: Oct/Nov
Long Range Goals:
• SS.1.C.1.2 The student will give examples of people who have the power and authority to make
and enforce laws in the school and the community.
• LA.1.1.7.8 The student will identify the author’s purpose in text and ask clarifying questions.
• LA.1.5.2.3 The student will listen attentively to fiction and nonfiction read-alouds and
demonstrate understanding.
• LA.1.4.2.1 The student will write in a variety of informational or expository forms (e.g. rules,
summaries, recipes, notes, messages, labels, instructions, graphs/tables).
• Students in Mrs. Bauer’s class will be participating in a whole group social studies and language
arts lesson.
• Students will participate in a hat sort game. Students will verbalize what the purpose is for
wearing a particular hat. Students will demonstrate understanding that just as we wear hats for a
purpose, authors write with a purpose in mind.
• Students will participate in the lesson by verbally identifying the author’s purpose in a variety of
books.
• Students will listen attentively to a read aloud of the book, A Walk Around A City (Roop, 1995)
• Document Camera
• Computer
• Map
• 40-Star Rule Cut-Outs
• A Walk Around A City (Roop, 1995)
before and review the instructions with the students. I will work with the small group at the
guided reading table while monitoring the rest of the class.
Presentation:
The teacher…
The students…
Set – I will inform the class of the focus of our
lesson. That we are going to talk about school
rules and read a story about who has the power
to make rules in the community.
The lesson will be focused on how we as
citizens can make laws that protect the habitats
Time*
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of our nocturnal and diurnal animal friends.
Read A Walk Around A City (Roop, 1995)
Model what the students are going to do on
their star handout. Students will write a new
rule to protect the habitats of nocturnal
animals. Students will be given 10 minutes to
write a 4 star sentence to complete their
handout. Sentence must contain the 4 star
elements: capitalization, spacing, makes sense
and proper punctuation. When they are
through, we will meet back at the reading
carpet.
Have students verbally state their star rules.
They should also explain what the cause and
effect would be from either breaking the rule or
following the rule.
Students will be listening attentively.
Students will complete assigned
work.
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10
Students will be providing the
closure for the lesson.
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Evaluation:
•
•
instruction.
The teacher will formally evaluate each student’s work to check for understanding.
Students will be graded on a simple 4 pt. rubric.
.
•
Students not understanding the Star Rule activity will participate in a small groupreteaching session to clarify and assist any misconceptions.
Rubric Score
4
3
2
1
Criteria
Contain
Contain
Contain
Contain
4 elements of a star sentence.
1 element of a star sentence.
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NOCTURNAL ANIMAL PATTERNS - LESSON PLAN #3
Name: Carol L. Hunt
Grade: 1
Subject: Math
Date: Oct/Nov
Lesson Title: Nocturnal Patterns
Long Range Goals:
• MA.1.A.4.1 The student will extend repeating and growing patterns, fill in missing terms
and justify reasoning.
• Students in Mrs. Bauer’s class will be participating in a whole group math lesson.
• Students will participate in the lesson by deciphering nocturnal animal patterns.
• Students will demonstrate understanding by completing a nocturnal animal pattern worksheet.
• Document Camera
• Computer
• Nocturnal Animal Magnetic Patterns
• 22-Nocturnal Animal Pattern Worksheets
before and review the instructions with the students. Students can also model or point to the
pictures. I will work with the small group at the guided reading table while monitoring the rest of
the class.
Presentation:
The teacher…
The students…
Set – I will inform the class of the focus of our Students will be actively listening
lesson. That we are going to discuss patterns in and providing responses.
our world. I will bring in some picture
examples of items that have a repeating pattern:
a quilt, socks, a blouse, a blanket, etc.
The lesson will be focused on how use patterns
to help us see the patterns and relationships in
math.
Magnetic Board Animal Sort
their worksheet. Students will put up their
barricades and complete their nocturnal pattern
worksheet for an assessment. When they are
Students will be listening and
demonstrating understanding by
coming to the board to place the
animal patterns in order.
work.
Time*
5
10
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through, we will meet back by the magnetic
chart board.
I will collect the papers and formally, asses the
students and their understanding of the subject
matter taught.
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I will place the paper on the document camera
and call on students to provide the review for
the class.
Evaluation:
•
•
.
instruction.
•
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ACROSTIC POEMS - LESSON PLAN #4
Name: Carol L. Hunt
Grade: 1
Subject: Language Arts/Writing
Lesson Title: Acrostic Poems
Date: Oct/Nov
Long Range Goals:
• LA.1.3.5.1 The student will produce, illustrate, and share a variety of compositions.
• LA.1.4.1.2 The student will participate in writing simple stories, poems, rhymes, or song lyrics.
• Students in Mrs. Bauer’s class will be participating in a whole group language arts lesson.
• Students will verbally state descriptive words to write a class acrostic poem about a tree frog.
• Students will participate in the lesson by writing an acrostic poem about a bat, cat, or an owl.
• White Board
• Chart Paper
• Document Camera
• Computer
• 22-Bats Acrostic Poem Handout
• 22-Cats Acrostic Poem Handout
• 22-Owls Acrostic Poem Handout
before and review the instructions with the students. I will work with the small group at the
guided reading table while monitoring the rest of the class.
Presentation:
The teacher…
The students…
lesson. That we are going to write a class
acrostic poem. I will explain to the class how
an acrostic poem is constructed.
I have a very large stuffed green tree frog that
we can use as a 3D-Model. This stuffed frog
will help students brainstorm some descriptive
words. I will write the letters T-R-E-E- F-R-OG on chart paper. Students will provide
descriptive words for each letter in tree frog.
their acrostic poem handout. Students can pick
from three choices to write their acrostic poem.
Time*
5
10
work.
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Students will return to the reading circle to
share their poems with the class. All poems
should be descriptive, logical, and creative.
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Students will keep these papers in their writing
folders for a future writing story they are to
complete.
the class.
Evaluation:
•
•
instruction.
Students will be graded on a simple 3 pt. rubric.
.
•
Students not mastering the poem activity will participate in a small group-reteaching
session to clarify and assist any misconceptions.
Rubric Score
3
2
1
Criteria
All three elements included in the poem:
descriptive, creative, and realistic.
Two of the three required elements in
the poem
One of the required elements in the
poem.
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NOCTURNAL MUSIC SONG - LESSON PLAN #5
Name: Carol L. Hunt
Grade: 1
Subject: Music
Lesson Title: Nocturnal Animals
Date: Oct/Nov
Long Range Goals:
• MU.A.1.1.2 The student sings, alone and others, a varied repertoire of music and sings simple
songs with appropriate tone, pitch, and rhythm, with and without accompaniment.
• Students in Mrs. Bauer’s class will be participating in a mini-music lesson.
• Students will listen to a music recording about nocturnal animals on the CD player.
• Students will sing the Nocturnal Animal Song (Stewart, 2005)
• White Board
• Chart Paper
• CD Player
• Pointer
• Songs of the Month. (Stewart, 2005)
• Nocturnal Animal Song Printed on Chart Paper
before and review the instructions with the students.
Presentation:
The teacher…
The students…
Time*
lesson. That we are going to learn a song about
nocturnal animals. I will explain to the class
that this song will help us remember important
details about nocturnal animals. I will inform
the class that they must be singing along as I
will use my checklist and make notes about
who was participating and singing.
I will play the song twice. I will sing the song
once and then ask the children to join in on the
fourth playing of the song. I will use the
pointer and ask the students to follow the
pointer.
I will ask the students questions about
nocturnal animals. I want to know what
nocturnal animals they have seen at their
house.
Students will be actively listening.
3
Students will sing and listen to the
music CD.
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Evaluation:
•
instruction.
.
•
Students can listen to the CD with headphones during center time to clarify any
misunderstanding.
Nocturnal Song
On a moonlit night when the stars come out
There are nocturnal animals all about
1. Whoo, whoo, what do I see
(make circles with fingers, hold up to eyes)
A wise old owl looking at me
2. Meow, meow, what do I see
A big black cat is looking at me
3. Eee, eee, eee, what do I see
A little bat just looking at me
4. Ribit, ribit, what do I see
A big green tree frog looking at me
5. Squeak, squeak, squeak, what do I see
A garden dormouse looking at me
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ECHOLOCATION ACTIVITY - LESSON PLAN #6
Name: Carol L. Hunt
Grade: 1
Subject: Science
Lesson Title: Echolocation
Date: Oct/Nov
Long Range Goals:
• TH.A.1.1.2 The student will acts by developing, communicating, and sustaining characters
improvisation and formal or informal productions by pantomiming living or non-living objects.
• SC.1.L.17.1 The student will make observations and recognize how a nocturnal animal has
• Students in Mrs. Bauer’s class will be participating in a whole group science and theatre lesson.
• Students will participate in an echolocation dramatization.
• Students will participate in the lesson by writing an acrostic poem about a bat, cat, or an owl.
• Blindfolds
• Echolocation Activity Directions
• Kinderdome Area for activity
before and review the instructions with the students. I will assist the students during the
echolocation activity
Presentation:
The teacher…
The students…
Time*
lesson. That we are going to participate in an
outdoor activity. I will go over the rules for the
activity and the behavior that is expected of
them during our outdoor activity. Students will
be informed that they will be observed and that
they will be assessed based on their
cooperation, participation and following the
rules. Students will be given a “3” if they do a
good job following the three rules.
7
Students will participate in the
echolocation activity.
10
I will explain the echolocation activity to the
students. Students will then get up in an orderly
fashion and line up at the door. Students will
walk quietly in line to the Kinderdome.
All students will stand in a circle outside. I will
explain that all the students will be insects and
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that they will call out Buzz, Buzz. I will pick
students randomly to be the bat. The bat will
call out Beep, Beep as it tries to locate insects.
If a Bat eats (tags) as student, they will have to
go and sit in the bat cave until we play the
game over again.
Students will return to the class, do a think pair
share with their shoulder partner, and tell them
how a bat uses echolocation to find food.
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Random student groups will be called on to
share their responses to the class.
Evaluation:
•
•
instruction.
The teacher will formally evaluate each student’s level of cooperation, participation, and
following the rules. A score of three will be given to each student that demonstrates the
three criteria for this lesson.
.
Rubric Score
3
2
1
Criteria
Student follows all three activity rules:
cooperation, participation, following the
rules.
Student follows two of the rules.
Student follows one of the rules.
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NOCTURNAL HABITAT BOXES - LESSON PLAN #7
Name: Carol L. Hunt
Grade: 1
Subject: Science, Language & Visual Arts Date: Oct/Nov
Lesson Title: Habitat Boxes
Long Range Goals:
• SC.1.L.17.1 The student will make observations and recognize how a nocturnal animal has
• LA.1.1.7.4 The student will identify supporting details.
• VA.A.1.1.1 The student uses two-dimensional and three-dimensional media, techniques, tools,
and processes to depict works of art from personal experiences, observation, or imagination.
lesson.
• Students will participate in a cooperative team learning activity.
• Students will participate in the lesson by reading an information sheet about a nocturnal animal
and artistically create a nocturnal habitat box.
• 5-Shoeboxes
• 5-Nocturnal Animal Information Sheets (Mouse, Owl, Red-Eyed Tree Frog, Bat, Cat)
• Construction Paper Scraps
• Glue
• Crayons
• Markers
• Pencils
• 5-Resource Books about Nocturnal Animals
• This lesson is a whole class activity. ESOL & ESE students will work with their teams to create a
habitat box. I will monitor the progress of my ESOL & ESE students during the activity to make
sure that their needs are being met during this activity.
Presentation:
The teacher…
The students…
lesson. I will go over the rules for the activity
and the behavior that is expected of them
during our habitat activity.
Students will be informed that they will be
observed and that they will be assessed based
on their cooperation, participation, and
presentation. Students will be given a “3” if
Time*
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they do a good job following the three rules.
I will pass out a shoebox that contains an
information sheet about a nocturnal animal.
The sheet will contain simple information and
sentences that describe a nocturnal animal
habitat.
Students will work in their cooperative teams.
Students will have five minutes to plan and
discuss their habitat boxes.
I will be monitoring the class during this
cooperative activity.
I will ask all the student groups to return to the
reading circle.
Students will design and create a
nocturnal habitat box within their
cooperative group.
Students will describe and discuss
their animal habitat boxes.
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5
Students will provide closure by describing
their nocturnal animal habitat boxes.
Evaluation:
•
•
instruction.
The teacher will formally evaluate each student’s level of cooperation, participation, and
following the rules. A score of three will be given to each student that demonstrates the
three criteria for this lesson.
•
Students not mastering the activity will participate in a small group-reteaching session to
clarify and assist any misconceptions.
Rubric Score
3
2
1
Criteria
Student follows all three activity rules:
cooperation, participation, and
presentation.
Student follows two of the rules.
Student follows one of the rules.
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NOCTURNAL ANIMAL PICTOGRAPH - LESSON PLAN #8
Name: Carol L. Hunt
Grade: 1
Subject: Math
Date: Oct/Nov
Lesson Title: Nocturnal Pictograph
Long Range Goals:
• MA.1.A.1.4 The student will use counting strategies, number patterns, and models as a
means for solving basic addition and subtraction fact problems.
• Students in Mrs. Bauer’s class will be participating in a whole group math lesson.
• Students will participate in the lesson by deciphering a nocturnal animal pictograph.
• Students will demonstrate understanding by completing a nocturnal animal pictograph worksheet.
• Document Camera
• Computer
• Magnetic Chart Board
• Dry Erase Markers
• Animal Magnets (Pig, Cow, Horse)
• 22-Nocturnal Animal Pictograph Worksheet.
before and review the instructions with the students. Students can also model or point to the
pictures. I will work with the small group at the guided reading table while monitoring the rest of
the class.
Presentation:
The teacher…
The students…
lesson. That we are going to discuss a
pictograph chart. I will create pictograph on the
board using magnetic pictures of a pig, cow,
and a horse.
The lesson will be focused on how to use a
pictograph chart to help us find out
information.
Pictograph Activity-I will create a pictograph
on the board. I will place on the board-8-pigs,
6, cows, and 3 horses. I will ask the students
random questions about the graph.
5
Students will be listening and
demonstrating understanding by
coming to the board to count the
animals and to answer the question.
10
Ex: What animal is there more of on our graph?
What animal is there the least of on our graph?
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etc.
their worksheet.
I will collect the papers and asses the students
and their understanding of the subject matter
taught.
work.
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10
5
the class.
Evaluation:
•
•
.
instruction.
•
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OWL & BAT COMPARISONS - LESSON PLAN #9
Name: Carol L. Hunt
Grade: 1
Subject: Science & Language Arts
Lesson Title: Owls & Bats
Date: Oct/Nov
Long Range Goals:
• SC.1.L.14.1 The students will make observations that nocturnal animals have special
characteristics.
• LA.1.5.2.1 The student will listen attentively and understand direction for performing tasks,
solving problems, and following rules.
• LA.1.5.2.2 The student will retell specific details of information heard.
lesson.
• Students will listen to two read alouds to make owl and bat comparisons, using a Venn diagram.
• Students will listen to the book Quiet Owls (Riley, 2004).
• Students will listen to the book Squeaking Bats (Berman, 1998).
• Students will participate in the lesson by retell and describing information heard in a read aloud.
• Large Venn Diagram Dry Erase Chart
• Quiet Owls (Riley, 2004)
• Squeaking Bats (Berman, 1998)
• Markers
• This lesson is a whole class activity. I will pair each of my ESOL students with a friend. ESOL
students can use the 3D stuffed animals to assist them during this activity.
Presentation:
The teacher…
The students…
lesson. We are going to learn and discuss the
differences between a bat and a bird. There is
often confusion, as some children believe bats
are birds. I will have a stuffed owl and a bat
and ask the students to identify the different
features of each animal. Once I am finished, I
will let my ESOL students use these for the
Venn diagram activity.
I will then read my two books. I will tell the
students to keep their listening ears open, and
to keep their eagle eyes focused on the pictures.
Time*
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I will read Quiet Owls (Riley, 2004) and then
ask them to fill in the one side of the Venn
diagram with all the details specific to an owl.
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I will then read Squeaking Bats (Berman,
1998). I will then have the students fill in the
other side of the Venn Diagram.
Then I will ask them to think critically and
think about the features that the two animals
have in common. I will write those in the
middle of the Venn diagram. I will scaffold as
necessary and correct any misunderstandings.
I will ask all for student volunteers to restate
the features that Owls and Bats have in
common.
Students will describe and discuss
their animal habitat boxes.
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Evaluation:
•
instruction.
•
Students not mastering the concept will participate in a small group-reteaching session to
clarify and assist any misconceptions.
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STELLALUNA FIELD TRIP - LESSON PLAN #10
CULMINATING ACTIVITY
Name: Carol L. Hunt
Grade: 1
Subject: Language & Theatre Arts
Lesson Title: Stellaluna (Cannon, 1993)
Date: Oct/Nov
Long Range Goals:
• LA.1.5.2.2 The student will retell specific details of information heard.
• LA.1.5.2.3 The student will listen attentively to fiction and non-fiction read alouds and
demonstrate understanding.
• TH.D.1.1.2 The student gives reasons for personal preferences for formal or informal
performances.
• Students in Mrs. Bauer’s class will be participating in a language arts lesson.
• Students in Mrs. Bauer’s class will be attending a field trip to see Stellaluna (Cannon, 1997), at
the Van Wezel Performing Arts Center.
• Students will listen to a read aloud of the book Stellaluna (Cannon, 1997).
• Students will informally evaluate the Stellaluna (Cannon, 1993) performance.
• Students will participate in the lesson by retell and describing information heard in a read aloud.
• Stellaluna (Cannon, 1997) – Big Book
• Chart Paper
• Markers
• 22-Tickets to Stellaluna performance on 11-13-09
• This lesson is a whole class activity. I will pair each of my ESOL students with a friend.
Presentation:
The teacher…
The students…
Set – To prepare the class for our trip to the
performing arts center, I will review the
expectations for student behavior on the field
trip.
To introduce them to the story, I will read
Stellaluna (Cannon, 1993) using a big book. I
will tell the students to think about the story
while it is being read, as I want them to
compare it to the performance we are going to
see.
Students will attend the performance of
Time*
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60
Carol Hunt
Stellaluna (Cannon, 1993).
Students will return to school. I will ask them
to meet me at the reading circle so I can have
the students give their personal opinions about
the Stellaluna performance.
Students will provide opinions and
preferences for the show they just
experienced.
5
Evaluation:
•
The teacher will informally evaluate each student while participating on the field trip.
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Resources
Berman, Ruth (1998). Climbing Tree Frogs. Minneapolis, MN: Lerner Publications
Company
Berman, Ruth (1998). Squeaking Bats. Minneapolis, MN: Lerner Publications Company.
Berman, Ruth (1998). Watchful Wolves. Minneapolis, MN: Lerner Publications Company.
Cannon, Janell (1997) Stellaluna-Big Book. Orlando, FL: Harcourt Books
Cowley, Joy (1999). Red-Eyed Tree Frog. New York: Scholastic, Inc.
Earle, Ann (1995). Zipping, Zapping, Zooming Bats. New York: Harper Collins.
Fraser, Mary Ann (1999). Where Are The Night Animals? New York: Harper Collins.
Gibbons, Gail (2005). Owls. New York: Holiday House
Hutchins, Pat (1972) Good-Night Owl! New York: Simon & Schuster Books for Young
Readers.
Ipcar, Dahlov (1969). The Cat at Night. New York: Double Day & Company
Jeunesse, Gallimard (1994). Night Creatures. New York: Scholastic, Inc.
Lies, Brian (2006) Bats at the Beach. Boston, MA: Houghton Mifflin Company
Lies, Brian (2008) Bats at the Library. Boston, MA: Houghton Mifflin Company
Ling, Mary (1992). See How They Grow Owl. New York: DK Publishing.
Meredith, Susan (2003). Night Animals. London: Usborne Publishing.
Milton, Joyce (1993). Bats Creatures Of The Night. New York: Grosset & Dunlap.
Nelson, Kristin, L. (2001) Clever Raccoons. Minneapolis, MN: Lerner Publications
Company.
Riley, Joelle (2004). Quiet Owls. Minneapolis, MN: Lerner Publications Company.
Royston, Angela (1992). See How They Grow Mouse. New York: DK Publishing.
Simon, Seymour (2005). Amazing Bats. San Francisco, CA: Chronicle Books.
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Audio
Stewart, Nancy (2005). Songs of the Month. [Audio CD]. Friends Street Music.
Media
Knowledge Adventure (2002). Jump Start Animal Adventure Game [DVD]
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Resources
Note: I created all the forms and documents in the Resources section.
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Informal Grading Sheet
Name
Participation
Effort
Confusion
On Task
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Comments____________________________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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NOCTURNAL ANIMALS FIRST GRADE THEMATIC UNIT

Transcription

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