Dinosaurs
Before Dark
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Date created:
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11/13/2013
7:52 PM (CST)
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Format:
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Arkansas
Tech Format
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Just in case links don't work, all worksheets and pictures are attached below! :)
VITAL INFORMATION
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Author
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Jessika
Hintson
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Grade/Level
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Grade
2
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Subject(s)
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Information
Literacy, Reading
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Standards
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CCSS.ELA-Literacy.RL.2.7
·
Use information gained
from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot
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Objective(s)
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Students will identify
at least 5 characteristics of 4 dinosaurs in a columned-comparison
chart with 100% accuracy.
BL-1 MI-Linguistic
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IMPLEMENTATION
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Set
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In whole group, I
will ask a few questions:
From here, I will
bring out the book and introduce it to the class. I want everyone to see the
cover and then I will ask them to predict what happens in the book. Do you
think we will talk about dinosaurs? Which dinosaurs do you think we will talk
about? We will then bring out the graphic organizer.
This organizer is going
to work like a KWL chart except we are going to talk about what they know
before and then what they know after about the four dinosaurs in
the book. I am using a picture to represent each column because at grade
level 2, students are going to struggle with the names and this will be
something we might try to use as an opportunity for invented spelling. Also,
the pictures will help students with noticing the characteristics of the
dinosaurs.
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Learning Activities/Time Required
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Time required: one
hour a day for six days.
Day 1 (Friday)
The book has 10
chapters. It would be a lot for students to read two chapters by themselves,
so I will introduce the book and read the first chapter. After reading the
first chapter I will ask students what descriptions they heard in the book. I
will write the descriptors on a sticky note and then ask the students if they
can remember what dinosaur that description was talking about. I will choose
a student to add the sticky note on the smart board which will have the
graphic organizer on it. Remember that this part of the graphic organizer
will go below the line to represent after reading the chapters. To give the
students a writing opportunity, I will have the chosen student copy the
descriptor on the SMARTboard below the sticky note.
The students will
read chapter two on their own over the weekend. I want all students to keep
sticky notes of any description they see about each dinosaur. These
descriptions should be a one word answer and will help students with their
writing skills and comprehension of the book.
Day 2 (Monday)
The first thing we
will work on is reviewing chapter 2 with the students. I will ask for the
class to break up into groups of 5 students. In this group, I want all
students to talk about the chapter: what happened, what descriptors they got,
what more do they know about the dinosaurs, have they seen those dinosaurs
before? After about 10 minutes, I will have everyone go back to whole group
and we will talk about the answers they got. We will again convert the
answers to sticky notes and add them to the organizer.
On the reading
carpet, I will read chapter 3 for the class and repeat the discussion steps.
It is important that students make text to self-connections about similar
dinosaurs that they know and whether they are similar or different. Students will
read chapter 4 at home.
Day 3 (Tuesday)
We will again
revert back to groups and discuss what happened in the chapter. I will go
around and make sure students are on track and give a little support when
they can't identify the words or they may have missed a characteristic in the
book. We will go back to whole group and convert to sticky notes which will
go on the organizer. Then I will read chapter 5 for the class on the reading
carpet and discuss it. Students will be asked to read chapter 6 at home.
Day 4 (Wednesday)
Follow the same
steps for what we have been doing all week. I will read chapter 7 for the
class and discuss it; students will be asked to read and keep notes on
chapter 8.
Day 5 (Thursday)
Follow the same
steps for what we have been doing all week. I will read chapter 9 for
the class and discuss it; students will be asked to read and keep notes on
chapter 10.
Day 6 (Friday)
The book has been
completed. On the final day of the lesson we will finish up our group and
whole group discussions. Then I will take off all of the "after reading"
sticky notes and I will go through the "before reading" knowledge.
I want to go through each of the sticky notes and find out if the class
agrees or disagrees with each of the statements.
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Closure
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In closure, I will
remove all of the sticky notes and ask a few questions:
I would then ask
the final question: what did you learn about each of these dinosaurs?
We will be in whole
group and we will start with the graphic organizer again. My goal is to see
how much the students truly retained over the whole week. I believe that this
may be difficult and they will need a bit of guidance. Here is where I want
the students to be able to have retained at least 5 characteristics of the 4
dinosaurs. This will be a review before the final assessment.
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Resources and Unit Handouts
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Attachments:
1. Dinosaurs
Characteristics.docx Activity Sheet/Graphic Organizer
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Grouping for Instruction
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Throughout the
week, we will be working in groups, whole group, and interactive writing
settings. We will begin the lesson in whole group and introduce the set and
book. We will transition from whole group to the reading carpet for reading
the chapter in class. Once complete, we will transition to groups so students
can interact with others and discuss what they learned. Afterwards, we will
go back to whole group to review and separate characteristics of the
dinosaurs. There are a few ways that we will transition smoothly: from
reading carpet or groups, I will state "Okay class, let's use our inside
voices, rise up, and quietly tip toe back to your seats. To transition from
desks to groups or reading carpet, I will use the tune of "Frère Jacques"
"Are you listening,
are you listening,
table one, table
one,
come and sit on the
carpet, come and sit on the carpet,
table one, table
one"
this tune is sung
in the rhythm of the song "Frere Jacques, Frere Jacques".
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Adaptations / Modifications /
Interventions
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Academic
Behavior
Cultural
Physical
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Technology Integrated
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Throughout this
continued lesson, the entire class will get a chance to interact and write on
the SMARTboard. The SMARTboard provides a great way to "blow up"
our graphic organizer and helps students practice their writing with easy
erasing and engaging colors.
Parent Connection
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ASSESSMENT
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Assessment Activity
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For the assessment
over our lesson the students are going to match randomized characteristics of
the four dinosaurs to the dinosaur it identifies. I think this will be good because
it is hard for younger students to put their thoughts into words and come up
with specific identities for each of the dinosaurs, but providing the
dinosaur characteristics will help students identify the characteristics
without recalling 20 separate facts.
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Expectations for Performance
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Students have to
get 5 characteristics matched correctly for each of the 4 dinosaurs. I expect
a high performance level of at least 90% (18 out of 20). I believe they will
do well because we have taken a week to discuss, explain, and review over all
of the characteristics the book identifies. Having the students match instead
of think off the top of their heads will also increase the expectations I
have.
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Assessment/Rubrics
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I am attaching the
graphic organizer that will be displayed on the SMARTboard. This activity
sheet will also be used for the comprehension assessment with sticky notes
that have characteristics on them.
Attachments:
1. Dinosaurs
Characteristics.docx Assessment and Activity Sheet
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Reflection
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I know that this
lesson looks a lot like a unit plan. However, I am simply trying to show the
process of using a chapter book with a lesson plan. If this were a unit plan,
there would be many lessons and objectives to address and there would be far
more activities to keep the students engaged. This lesson plan is focused on
one objective and follows a single process multiple times. This activity
would most likely be used as a unit plan and the activities here would be
followed with actual hands-on activities after each reading and discussion.
I like this lesson plan because it works on student comprehension throughout the book. Furthermore, connecting dinosaurs to literature is great for integrated curriculum. Ultimately, I would like to add a few more interactive activities for the students to really grasp their comprehension in a visual way. Also, I know the assessment is the same worksheet used for the set, but the line that separates the "before" and "after" reading will be removed. This will ease students' minds with the assessment because it is a tool we have worked with before. Also point out that I added actual examples of what students would cut out and glue into their charts. I have extra descriptors so that the students are given hints by process of elimination to make the assessment more efficient.
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