amazing animal world.jpg

The Amazing Animal World

Week 1

Objectives:
  • Explain the major differences between books that tell stories and books that give information, such as _ and .(RL.1.5)
    Define words by category and by one or more key attributes (e.g., a duck is a bird that swims). (L.1.5b)
    Write an informative text about an animal, supplying factual information and providing a sense of closure such as body covering, structure and movement. (W.1.2, LS.2.1.1)

    Recognize that there are different types of text
    Distinguish between text that gives information and text that tells a story
    Define the meanings of fiction and nonfiction
    Explain the major differences between books that tell stories and books that give information

    Recognize similarities and differences
    Sort and classify words by similar attributes
    Justify the sorting and classification of words
    Define words by category and by one or more key attributes (e.g., a duck is a bird that swims).

    Identify describing words (furry, hairy, scaly)
    Use describing words to write a description of real objects, persons, places and event

Assessment
  • Product : (RL.1.5) Physically sort books based on fiction and nonfiction texts.
    (L.1.5b) Students will represent vocabulary words in a non linguistic way such as acting out, creating a visual, etc.
    (W.1.2) Drafting/revising process of informative/explanatory writing
    (LS.2.1.1) Creating a graphic organizer by gluing the correct body covering (scales, fur,
    feathers) onto the picture of the animal; grouping animals by their structure, and grouping animals by how they move.
  • Key Questions (match Standard)Is this book informational or a story book? How do you know?
    Who is telling the story?
    What type of writing is this?
    What does this word mean and how could we explain/classify it?
    What stage of the writing process are you in?
    Which animals have feathers, fur, hair, or scales?
    How do animals move?
    How are each of the physical features different from the others?
    How are some physical features similar? (i.e. rivers, lakes, and oceans are water)
  • Observable Student Behaviors
    1. TLW
    2. TLW
Suggested Activities:

Teacher modeling/guidance of pre-writing process.

Create graphic organizers by grouping animals by their structure and how they move. (LS.2.2.1)

Directed Inquiry: Explore how fur can keep animals warm

Locate the key word in a text worksheet.

Use a set of cards with pictures of the seven physical features in whole group. Let students share what they know about the physical features. Suppy information for any physical feature that is unfamiliar. Introduce word cards for the names of the seven physical features (Vocabulary). Have students match the word with the physical feature. Add a set of cards showing how these physical features would be represented on a map. The cards can then be used in a center or as an independent activity as a matching activity.

In small groups, students construct one set of physical feature models or nature collages representing the seven physical features. Each student then chooses two physical features and identifies how they are similar and/or different by writing about those physical features.

Additional Resources:
http://kidszoo.org/wp-content/uploads/2011/12/furfeathscales.pdf

PCSSD Bloom’s digital taxonomy: http://inst.pcssd.org/insttech/training/DigitalStorytelling/Blooms.pdf

Bloomin Apps for Google: http://www.schrockguide.net/bloomin-apps.html

3-2-1 Strategy chart http://www.readwritethink.org/files/resources/lesson_images/lesson951/strategy.pdf

Using this student reproducible, from a ReadWriteThink lesson, students read an article and write three things they discover, two things they find interesting and a question they still have, as they apply the 3-2-1 reading comprehension strategy. See the student self assessment for the strategy at http://www.readwritethink.org/files/resources/lesson_images/lesson951/selfassess.pdf

Adventures in Non-fiction http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html

These activities provide a foundation for using nonfiction resources for developing and answering questions about gathered information. Using a wide variety of nonfiction literature, students learn to sort and categorize books to begin the information-gathering process. Then, working with partners and groups, using pictures and text, students are guided through the process of gathering information, asking clarifying questions, and then enhancing the information with additional details.