Animal+3+Week+Unit+Activity+Outline

Create a Story Activity || Move Over Rover || Animal Habitat Research || Teacher starts with ball of yarn to model. Say one fact/personal connection about animals. Pass yarn, while holding onto one end, to a student. Each student gives a fact, holds on to yarn, and passes until all students have given a fact. When done students should be able to see a web of their background knowledge.(CC)
 * Week 1 user:rroe ||
 * Activity 1 || Activity 2 || Activity 3 || Activity 4 || Activity 5 ||
 * Web of Background Knowledge || Narrative Text- This Little Chick || The Farm Animals
 * Step-by-Step || Step-by-Step || Step-by-Step || Step-by-Step || Step-by-Step ||
 * Have students circle up.

Have students write in a journal what they think they know about animals and what they want to learn. Also have them write something about animals in their culture. (RW) (HC) If a student is unable to write in a journal, have a conference and write with the student. (EB) Respond to the journals.

Observe students' ability to form sentences about the topic. Use journals to see the students' strengths and weaknesses in writing and knowledge of topic. (A) || See Narrative Text (RW) (EB) (EL)

Observe as students answer questions to gain knowledge of their comprehension. Use worksheets to see areas that students understand or still need help with. (A) || Have students read the online text "The Farm Animals," making sure they use the provided audio to scaffold their reading and comprehension.

Students will write a short story about animals native to their culture or how animals are viewed in their culture. The story will be written in both English and their home language in order to promote biliteracy. Students can use "The Farm Animals," as well as other books from text set as examples. Students should be encouraged to use pictures, especially if their writing proficiency is lower. Students can use a website like[| http://littlebirdtales.com/] to produce their stories, add pictures, and add audio. Students will then read the stories of others in the class and give and receive feedback. (This can work with native English students too since they probably have different views of animals.) (RW) (HC) (T)

Observe students ability to read "The Farm Animals." Use the stories to see the students' ability to write including strengths and weaknesses. Compare the writing to the audio to see difference between spoken and written abilities. Also observe their ability to read the other stories as well as look critically at and give feedback on others' stories. (A) || Read book out loud to class (EB). Stress the rhyming and repetition. Ask comprehension questions.(A) Instruct on what rhyming and repetition are and why they are useful for writing and reading (RW) (EL).

Have students write in journals (or tell in a conference) about a time that they had to help someone and how they view helping others (do they think it is important, necessary, who should you help?). (CC) (HC)

Have students write their own rhymes and repetitions. (EL)

Observe answers to comprehension questions. Use journals to assess writing strengths and weaknesses as well as ability to write on a topic related to the story. Assess the students' ability to successfully use rhyme and repetition. (A) || Have students get into groups of up to 3 (individuals are fine if that’s what works best for them). Each group will pick a different habitat (ex. Saharan Dessert, coral reef, Brazilian rain forest, etc) to research.

Students will then present their information about the animals in that habitat on a poster with pictures/drawings, titles, and written information. They will also give a brief presentation of their poster to the class (EB) (make sure all students speak equally and do equal work in the project).

Before activity provide a model of the poster or video of a similar presentation. Also provide a list or approve whatever habitat they choose. Give different resources and websites they can use to research. Explain that the language used in the presentation should be academic (also make sure they are familiar with what academic language is) and that it should be well organized. Explain that writing, and reading, can be used in different ways (like for research and presenting information). (RW)

Assess students by observing their ability to speak in full sentences, clearly, and with organized meaning. Use the writing to see the strengths and weaknesses. Also observe the ability to work together to create a better product than they may have created on their own. (A) ||
 * Strategies Used || Strategies Used || Strategies Used || Strategies Used || Strategies Used ||
 * Modeling

Speaking for ELLs of lower proficiency

Provide feedback || Echo reading

Vocab

gestures

Modeling

use illustrations

provide feedback || scaffolding

examples provided

biliteracy creates more interest

group sharing to gain feedback from peers

provide feedback || reading with expression

using illustrations

scaffold

rhyming and repetition

provide feedback || collaborate group work

using different resources

modeling

presenting orally and in writing ||

Activity || Reader's Theatre: "Fur and Feathers" || Reader's Theatre... Continued || Frog Dissection Glogster || used during reading stations.(EB)
 * Week 2user:kthompson26 ||
 * Activity 1 || Activity 2 || Activity 3 || Activity 4 || Activity 5 ||
 * See How they Grow- Bunny || //Hello, Bumblebee Bat//
 * Step-by-Step || Step-by-Step || Step-by-Step || Step-by-Step || Step-by-Step ||
 * This strategy should be

Children will go on the website http://www. wegivebooks. org/books/see-how-they- grow--bunny?auto_launch =1 on their own computer.

Students will read about how rabbits grow and see pictures. (RW) || Teacher reads book to the class out loud.

Teacher writes down five questions from the story. Example: What do you look like? What do you eat?

Students will answer these questions about themselves and one animal of their choice by using resources and writing on a notecard. (HC) (CC) (RW)

Class will come back together to share animal and personal facts written down on the nte- card. (HC) (CC)

Teacher will check under- standing by listening to student responses. (A) || Assign students a role in the play "Fur and Feathers" (there may need to be two groups).

Have students highlight their lines and read over them silently. (RW)

Have students research their animal that they are playing. Include how they look, their eating habits, etc. (RW) (CC)

Give students materials to make masks for the animals they are going to be playing.

Have students practice in their groups. Listen in on the groups and make sure students have facts about their animals. (A) (EB) || Put students back into groups to practice lines using masks. (RW)

Perform plays in front of class. (CC)

End with a large class discussion about the plays performed. Discuss what they though about the animals and how they represented each culture. (A) (HC) (CC) || Review anatomy vocabulary. (RW)

Pull up Frog Dissection Glogster http://tehes cmarts.edu.glogster. com/frog-dissection/ in front of class.

Go through the steps of dissection on the Glogster so the students can see. (CC)

Check for understanding by asking questions and pointing to diagram or self. (A) ||
 * Strategies Used || Strategies Used || Strategies Used || Strategies Used || Strategies Used ||
 * Language experience

Guided reading || Making connections to other content areas and student background knowledge.

Reading and writing connection

Word study (descriptions) || Visual supports as an aid to comprehension

Cooperative learning groups

Engagement in animal characteristics

Support for ELL students || Engagement in animal characteristics

Cooperative learning groups

Reading with expression || Frontloading vocaulary

Visual aid supports anatomy in animals.

Making personal connections in anatomy. ||

Writing Task || Extreme Animals: Creepy Animals- Academic Text || Meet Baby Animals - Writing Task Part 2 || Meet Baby Animals- Writing Task Part 3 || Beginner readers (T, EB, EL, CC)
 * Week 3 ||
 * Activity 1 || Activity 2 || Activity 3 || Activity 4 || Activity 5 ||
 * Little Owl's Night || Meet Baby Animals-
 * Step-by-Step || Step-by-Step || Step-by-Step || Step-by-Step || Step-by-Step ||
 * This online book is for

Have students on individual computers reading the text (T)

Have them write in journals about what they had read, paying particular attention to new vocabulary and what baby animals they relate too (EL) (RW)

Share with friends about animals they learned about (CC) || See Writing Task (EB, RW, A, CC)

Read story to class, telling students to keep in mind their favorite baby animal

Teacher hands out large sized note card to each student

Introduce activity (Writing Task): Have student choose favorite baby animal and write 5 clues to what baby animal they chose. (RW) Example: My animal has white and black stripes.

When students are finished, do turn, pair, share. Have students critique one another and think of ways they can improve their hints.

Collect note-cards when hour is up (A) || See Academic Text (EL, CC, HC)

Explain activity before reading, to have students keep in mind different facts they want to share.

Read one story of an animal to students.

Have students circle up and teacher explans web of understanding activity (See Academic Text for details) (CC, HC)

Do activity (EL, CC)

Show the web of understanding that was accomplished by activity || Hand back the collected not card from end of Activity 2.

Have students remember their peer's critiques or do another turn pair share for a reminder.

Have students re-do their original bullet pointed activity with improvements on hints and format from their fellow classmates(RW)

Have them add on a sentence about why it is their favorite animal Example: This baby animal is my favorite because it makes the funniest noise (CC)

Collect Notecards || Hand back notecards and one new notecard.

Have students do final draft of their favorite baby animal writing task. (RW)

When everyone is finished, have students circle up.

Teacher then allows each student to say his/her hints and why it is their favorite baby animal, allowing the class to guess the answers. (EL)

Collect and post around the room when done. || Recalling information Reading and writing connection || Style of bullet forms Connecting text to self Recalling text || Connection to text Learning in groups || Recalling text Format/Style of bullet forms Connecting Text to self || Recalling Text Group work Reading in front of peers || Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning readers/writers, T = technology, HC = home language/culture/community connection, EL = explicit attention to language
 * Strategies Used || Strategies Used || Strategies Used || Strategies Used || Strategies Used ||
 * Technology based

Use observation and student work to assess: Content: Collect writing activities including worksheets, notecards, technology tests, journals, etc. user:kthompson26 Communicative: Students will communicate in large group activities, small group activities, partner activities, etc. The web of knowledge, performing Readers Theater, and even journals can be a form of communication. Always check to see if students are actively interacting with the different lessons. user:kthompson26 Linguistic: Students will be involved in many activities that provide opportunity for linguistic assessment e.g. share and pair, web of knowledge, Readers Theater. These activities provide the teacher with opportunities to assess the students level through observation. user:bfogus Literacy: Students will be reading online material and reflecting about what they have read. In order to assess this, have them reflect verbally about what they have read to you instead of another activity. This provides an opportunity for Linguistic and Literacy assessment. user:bfogus Cross-Cultural: At end of unit have students write in journals what they learned about animals from different cultures. Check to see if they acknowledge that different cultures view, use, value, and treat animals differently and that different areas have different animals living in them. user:rroe
 * Assessment **