amazing animal world.jpg

The Amazing Animal World

Week 2

Objectives:
  • Distinguish and sort major categories of writing (e.g., stories, poems, informational text). (RL.1.5)

    Analyze categories of writing
    Compare/contrast categories of writing
    Explain why we use different categories of writing
    Sort categories of writing

    2. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims). (L.1.5b)

    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).

    3.Write an informative text about an animal, supplying factual information and providing a sense of closure such as its habitat and how it gets food. (W.1.2, LS.4.2.2, LS.4.4.2)

    Identify describing words
    Use describing words to write a description of real objects, persons, places and events such as wetlands, oceans, desert, and forest.
  1. Assessment
  • Product : (RL.1.5) During read aloud, shared reading, etc. students will be able to identify what the writing type is and explain why.
    (L.1.5b) Illustrate a vocabulary word and write a sentence that explains their illustration using at least one attribute.
    (W.1.2) Edit and publish an informative/explanatory writing piece such as: “What would happen if an animal moved to a different habitat?”
    (LS.4.2.2) Directed Inquiry: Where Do Animals Live
    (LS.4.2.2) Create a collage of magazine pictures to show animals that live in the ocean, forest, desert, and wetland habitats.

  • Key Questions (match Standard)What type of writing is this?
    What animals cannot live in Florida?
    What does this word mean and how could we explain/classify it?
    What stage of the writing process are you in?
    How do I inform/explain about my topic in a writing piece?
    How are herbivores and carnivores alike and different?
    What are the major habitats and environments?
    What animals live in your environment?
    What animals live in Florida?
  • Observable Student Behaviors
    1. TLW
    2. TLW
Suggested Activities:

Describe how a text can group information into general categories.

Write an informative/explanatory text about a given topic (e.g., about an animal), supplying factual information and providing a sense of closure.

Directed Inquiry: Where Do Animals Live, Teacher Wrap Around, p. 28

Create a collage of magazine pictures to show animals that live in the ocean, forest, desert, and wetland habitats.

Write a story about an animal living in its habitat. Talk about the animal’s environment including food and shelter.

Compare and contrast two different animals using a Venn diagram and/or flow chart graphic organizer (see example from May 12, 2012 on the following blog). (W.1.2)

As a class, have students identify pictures of animals that are herbivores (cow, sheep, deer, rabbit) or carnivores (lion, hawk, frog, spider, shark).

Additional Resources:
Students will take home a (Prewriting) plan sheet or map with the main topic in the middle and fill out the categories for an animal they would like to write about. PreWritingActivityPlanning.doc, PreWritingActivityPlanningMap.pdf
Students will retell a story to their parents/caregivers about a real animal they have read about in school. (Pet, Zoo Animal, etc.)
Students will sort animals into categories by drawing pictures. (Zoo animals/Pets)

Albrecht Dürer, //Two Squirrels, One Eating a Hazelnut// (no date)

Marc Chagall, //I and the Village// (1945)

Paul Klee, //Cat and Bird// (1928)

Henri Rousseau, //The Flamingoes// (1907)

Susan Rothenberg, Untitled (Horse) (1976)

Henri Matisse, The Snail (1953)

Animal Study: From fiction to facts http://www.readwritethink.org/classroom-resources/lesson-plans/animal-study-from-fiction-286.html

Art Safari http://edsitement.neh.gov/websites/art-safari
This site takes users on an "art safari," where animals and art are examined together. Students examine images of paintings and then create stories about them based on questions accompanying each image. Students can also use their computers to create their own animal artwork.

Animal Habitats http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Animal_Habitats.aspx

Games
http://www.sheppardsoftware.com/content/animals/kidscorner/gamesforkids.htm