DAY 1- Concept Attainment (Modified)

8:00-8:45

STANDARDS: The student will understand that living things have characteristics that enable them to survive in their environment.

OBJECTIVES:

- TSWBAT list three characteristics of reptiles.

- TSWBAT list two examples of reptiles.

- TSWBAT identify one none-example of a reptile.

SET:

- Think for thirty seconds, of a time when you came across something that was new that you had not seen before, it could be a word, animal, action, or even a new activity. How did you go about finding out what it was?

- In your indoor voice, quickly share this challenge with your neighbor. - Now share your challenge with your table of four, and pick one that you would like to

share with the class. Put your hands on your head when you have decided.- Today we are going to learn a new strategy on how to find the similarities and

differences in new ideas or things.

INSTRUCTION:

- We will place the pictures of example reptiles and non-example reptiles up on the board, they are as follows:

EXAMPLES NON-EXAMPLESSNAKE W/ ARROW TO SKIN BUNNYTURTLE W/ EGGS CATALLIGATOR EAGLELIZZARD IN SUN ELEPHANT W/ BABYDINOSAUR SQUIRRELCROCODILE BEAR IN CAVE HIBERNATING

- We will have the students identify the similarities within each group (example and non-example), and then they will generate ideas about the differences between the two groups. We will write the similarities and differences up on the white board as the lesson progresses.

- Students will group the characteristics that only the examples have.- We will give about a five minute instruction overview on what to do at each center, and

students will rotate through them, spending 15 minutes at each station. Today will be free choice in what groups they want to be, but once in the rotation group members cannot switch.

Rotation 8:45-9:45

TIME Snakes Turtles Dinosaurs

8:45-9:05 Picture Walk- Teacher Instruction

Centers Centers

9:05-9:25 Centers Picture Walk- Teacher Instruction

Centers

9:25-9:45 Centers Centers Picture Walk- Teacher Instruction

Teacher Picture Walk (Lesson Plan)o Standards: the students will develop reading and listening skills necessary for

word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non print text.

o Objectives: TSWBAT use a KWL.o Materials: paper, pencil, and leveled-storieso Set: Have you ever judged a book by its cover? How did you feel after you found

out what it was really about? Tell a neighbor in about twenty seconds of an example of this. Today we will be doing a picture walk to help us predict what we might already know about the story, what we want to learn about the story, and what we have learned.

o Instruction: The teacher will do a picture walk with the leveled groups about their stories. After this they will do a KWL (only doing the KW for now), asking students what they know about the story from looking at the pictures, and what they want to know more about. Then students will read the story with teacher’s assistance.

o Closure/Assessment: The students will fill out the last column in their KWL Centers:

Art/Vocabulary:

Standard: 1.07 Develop and extend reading vocabulary Objective: TSWBAT correctly match the vocabulary words to the picture with a 95%

accuracy. Materials: Vocab word cut outs, picture cut outs, construction paper, glue, and crayons. Activity: Students will glue appropriate picture to each vocab word, and then color each

picture. (Vocab: egg, snake, scale, rattle, tail- attached)Science/Reading:

- Standard: 1.06 Read to develop fluency, expression, accuracy and confidence. - Objective: TSWBAT practice fluency with a partner.- Materials: Four Non-fiction Reptile books (see annotated bibliography)- Activity: In pairs the students will take turns reading a non-fiction picture book of their

choice to work on his/her fluency.Social Studies/Writing:

- Standard: write for a variety of purposes.- Objective: TSWBAT write three to four sentences about a where reptiles might be

found. - Materials: Paper, pencil- Activity: Students will individually write three to four sentences about where around the

world reptiles might be found.Technology:

- Standard: 1.2 Students will exhibit a proficiency in the use of technology.- Objective: TSWBAT explore the brain pop videos about snakes and dinosaurs.- Materials: Computer and internet- Activity: In pairs students will watch a video about their choice of snakes or dinosaurs.

http://www.brainpop.com/science/diversityoflife/reptiles/preview.wemlhttp://www.brainpop.com/science/diversityoflife/dinosaurs/preview.weml

Closure:- Students will list three characteristics of reptiles, two examples of reptiles, and one non-

example of reptiles.- They will share their examples with their neighbor, and then turn them in.

ANIMAL VOCAB PICTURES:

Day 2- Tuesday

8:00-8:10

SET:

- Name one thing you remember about snakes, that we discussed yesterday in class.- How are some of snakes’ physical differences helpful to them? Could any of these

characteristics cause problems for snakes?- Now we are going to read a poem (from Grade 2 Vol. 1 Basal) about a snake (which will

be displayed on overhead projector for all students to see and follow along, attached).- When reading the poem for the second time, students will imitate how the snake

moves.- Today we will be previewing stories with our reading groups about reptiles.

Instruction:

8:10-8:15

- The teacher will give quick instruction to how all of the centers operate. Students will then be split up into their leveled groups for the daily rotation

Rotation:

TIME DINOSAURS TURTLES SNAKES8:15-8:45 Teacher Led

Vocabulary LessonCenters Write

8:45-9:15 Centers Write Teacher led Vocabulary Lesson

9:15-9:45 Write Teacher Led Vocabulary Lesson

Centers

- Teacher Led Vocabulary Lesson

Vocabulary list for:

Dinosaurs- Most, even, their, heard, animal, nobody

Turtles- once, which, under, other, each, anyone

Snakes- below, coat, owe, soap, sold, woke

Standards: 4.1.06 Expand reading vocabulary

Objectives:

- TSWBAT: predict meanings of new words using a prediction chart

- TSWBAT: predict meanings of new words using context clues

- TSWBAT: assess their predicts

Materials: basal stories, prediction chart (attached at bottom)

Set:

ABK: RRL: Have you ever used clues to figure something out? IAL: (small group) Share with the group.LL: Today we are going to do just that. We are going to use clues to help figure out the meanings of some words.

Instruction:

We will read over the words quickly before beginning the exercise. Predict the meaning of the vocabulary words below before you read the text. After you

read the sentences, go back and write what you think the word means. If your first prediction was correct, place a check in the box labeled After Reading. If you changed your prediction after you read, write your new definition. Identify the clue words in the reading that helped you with the definition.

Closure/Assessment:- VL: Have students talk about their predictions. Was their initial prediction correct? What

clues did they use to find the meaning?

- Centers: Vocabulary center #1

o Standard: 2.0 The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

o Objective: TSWBAT identify all vocabulary words on the word search TSWBAT create a word search using vocabulary words

o Materials: Graph paper o Activity: Each student will be given a half sheet of graph paper. Students will

use graph paper and vocabulary words to create a word search that will be distributed to a peer. Students will then find and circle vocabulary words

Vocabulary center #2

o Standards: 1.2.09 Write expressively using original ideas, reflections, and observations.

o Objectives: TSWBAT create 1-2 sentences using vocabulary words. o Materials: Vocabulary words, highlighter, paper, pencilo Activity:. A list of their vocabulary words will be placed on the table with a

highlighter. Students will look over vocabulary words and once they are finished the activity will begin. The students will be writing a complete sentence using a vocabulary word. After they have finished using that word, they will mark it off with the highlighter. The purpose of this activity is to create a story by having each student contribute using the vocabulary words. Students will rotate in a circle, each person taking turns. If time permits, the students will continue to expand on the story still using the vocabulary words.

Vocabulary Center #3

o Standards: 1.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

o Objectives: TSWBAT describe a vocabulary word to peers. o Materials: Index cards, white board o Activity: This is another activity where the students will be working together.

There are six index cards each with a vocabulary word on one side and a number (1-6) on the other. Tape each index card with the number facing the students on a white board shaped like a pyramid. Have each student come up and pick a card. After looking over the word, they will describe the word to the other students by using hints. The other students will try to guess the vocabulary word. Each student will get the opportunity to pick a card and give hints.

Vocabulary Center #4

o Standards: 2.0 The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

o Objectives: TSWBAT create vocabulary words by playing “swinging monkey”

o Materials: White board, white board markers o Activity: A pre-drawn tree will be put on the board. This game is played just like

“hang man” but is called “swinging monkey”. The students will draw several blanks on the board (depending on what vocabulary word he/she wants to use) and students, one at a time, will guess a letter. When a wrong letter is said a body part of the monkey will be drawn (head, body, arms, legs, tail, etc.).

- W rite:o Standard: Content Standard: 2.0 The student will develop the structural and

creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.

o Objective: TSWBAT write a narrative about the life of a reptileo Materials: pencil, papero Activity: Students will be given a prompt and write a narrative about what it

would be like to live as a reptile. Prompt: pretend you are a reptile (pick any) and write a short story about what life might be like. Remember to include where you will live, go, eat, sleep, and what you might see in your environment.)

CLOSURE:9:45- 10:00

- In about three sentences tell your neighbor a few things you know about reptiles.

- Then write down two of your vocabulary words that you learned in your small group today, and draw a picture next to them to show what it means.

Name ___________________________

Vocabulary Word Predicted Meaning After Reading Clue

Predict the meaning of the vocabulary words below before you read the text.  After you read the sentences, go back and write what you think the word means.  If your first prediction was correct, place a check in the box labeled After Reading.  If you changed your prediction after you read, write your new definition.  Identify the clue words in the reading that helped you with the definition.

Day 3

STANDARDS: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.

- 1.04 Develop and maintain phonemic awareness- 1.05 Develop and use decoding strategies to read unfamiliar words.

OBJECTIVES:

- TSWBAT correctly identify words containing a vowel rule (long o, r-controlled vowels, and y vowels).

- TSWBAT correctly identify through movement, a compound word.

- TSWBAT identify their favorite center.

- TSWBAT write a sentence telling one thing they learned in each center.

8:00-8:10

SET:

- Can someone tell me what we talked about yesterday? (vocabulary)- Find a partner around the room, and in about three minutes spell out one or two of your

vocabulary words using your body.

8:10-8:45

INTRODUCTION (Mini-Lesson on Compound Words):

- Explain to children word that a compound word is a long word that is made up of two smaller words.

- What two words do you hear in treehouse? (Will have two pieces of paper on board that when segmented become tree and house-visual).

- Sometimes when you are reading and you come across a big word you don’t know like this, you can break it down and find its meaning.

- Other examples to be addressed:o Outsideo footprinto toothbrush

- When you go to the compound word center you need to be in teams of four. There will be two memory games set up for you to play. Instead of finding an identical match you will turn over two pictures that make a compound word. (We will model).

- Students will then be given a quick overview of what they are to do in each center when the rotation begins. Students will also split up into their leveled reading groups.

Rotation:

TIME DINOSAURS TURTLES SNAKES8:45-9:05 Teacher Led Phonics

LessonCenters Centers

9:05-9:25 Centers Centers Teacher Led Phonics Lesson

9:25-9:45 Centers Teacher Led phonics Lesson

Centers

Teacher Led phonics Lesson: o Standards: 1.04 Develop and maintain phonemic awareness.o Set: From reading our story yesterday, did you notice any words that had similar

sounds? What were they? (as a group we will make a list on a white board). Today we will be studying those words with similar sounds that were in your story yesterday.

o Instruction: Each story is specific to their skill:

Dinosaurs:

- Objective: TSWBAT color code the vowel y in the spelling words. - TSWBAT identify vowel y sound words in a book. - Materials: Reptile books (see annotated bibliography), paper, crayons, pencil- Activity: The teacher will read a book to the students, and while reading students will

have to identify the vowel y sounds. Students will then be given a piece of paper that they will have to color code the words that have the y vowel sound in them. (Spelling words: baby, funny, many, my, why, and fly.)

Snakes:

- Objective: TSWBAT color code the long O sound in the spelling words.- Materials: Reptile book, paper, crayons, and pencil- Activity: The teacher will read a book to the students, and while reading students will

have to identify the long O sounds. Students will then be given a piece of paper that they will have to color code the words that have the long O sound in them. (Spelling words: below, coat, owe, soap, sold, and woke).

TURTLES:

- Objective TSWBAT color code the r-controlled sound in the spelling words.

- Materials: Reptile book, paper, crayons, and pencilActivity: The teacher will read a book to the students, and while reading students will have to identify the r-controlled sounds. Students will then be given a piece of paper that they will have to color code the words that have the r-controlled sound in them. (Spelling words: her, turn, hurt, girl, first, and bird).

o Assessment/Closure: Students will hand in their sheet with the color coded phonics words.

Centers:

COMPOUND WORD MEMORY GAME: Standard: 1.07 Develop and extend reading vocabulary. Objective; TSWBAT identify three compound words through playing the compound

word memory game. Materials: compound word pictures, pencil, and paper. Activity: The students will be in two groups, and play a memory like game, but instead of

finding an identical match they will find two pictures, that when combined, make a compound word. With five minutes left in the rotation, a timer will go off, and they will write down three of the compound words that they matched.

PHONICS:

- Standard: 3.03 Demonstrate knowledge of standard English spelling. - Objective: TSWBAT spell the phonics words correctly five out of six times.- Materials: spelling word index cards, any generic board game with spinner.- Activity: In pairs students will take turns asking each other to spell a word from his/her deck. If

the player spells the word correctly, the player spins/rolls and moves that number of spaces on the board.

Snakes Turtles DinosaursBoat Her BabyOwe Turn FunnySoap Hurt ManySold Girl MyWoke First WhyOpen Bird Fly

COMPOUND WORDS (TECHNOLOGY):

- Standard: 1.07 Develop and extend reading vocabulary.- Objective: TSWBAT indentify compound words through computer games- Materials: computer, website

- Activity: The students, in pairs, will match the beginning and ending of compound word pictures together or either website.

- http://www.sbceo.k12.ca.us/~summerld/hungry/compound/pine3.html

Phonics:

- Standards: 1.04 Develop and maintain phonemic awareness.- Objectives: TSWBAT draw and label a picture of a phonics concept.- Materials: Crayons, pencil, paper- Activity: Students will come up with words from their phonics concept and illustrate and

label them. CLOSURE:

9:45- 10:00

- Give me a thumbs up or thumbs down if:

o Turtles: if her has an r-controlled vowel in it.

o Dinosaurs: if boy has a y vowel sound.

o Snakes: if go has a long o sound.

o Turtles: does sit have an r-controlled vowel in it?

o Dinosaurs: if watch has a y vowel sound.

o Snakes: if truck has a long o sound.

- Standup if dollhouse is a compound word. Sit down if someone is a compound word.

DAY 4:

STANDARDS: (see individual activities)

OBJECTIVES:

- TSWBAT complete a center evaluation form.

SET:

8:00-8:10

- I want you to find a friend around the room and stand next to them, give me two thumbs up when you have done this.

- Next I want you to tell your friend in about 3 minutes what the story you read about yesterday was about, put your hands over your mouth when you have finished this.

- Now I want you to go point to an object in the room that has the characteristic of a reptile, raise one hand in the air when you have found it.

- Today we will be working on understanding our stories a little bit more, and breaking them down. We will be in our animal groups so please go to your seats and pull out your books.

INSTRUCTION:

8:10-8:15

- During this time the teacher will give a brief description of what the child is required to do at each station. Students will then split up into his/her groups and begin the group rotation.

Rotation:

TIME DINOSAURS TURTLES SNAKES8:15-8:45 Teacher Led

Comprehension Write (edit) Centers

8:45-9:15 Write (edit) Centers Teacher Led Comprehension

9:15-9:45 Centers Teacher Led Comprehension

Write (edit)

- Teacher Comprehension lesson:o Standards: 1.09 Use active comprehension strategies to derive meaning while

reading and check for understanding after reading.

o Objectives: TSWBAT identify the who, what, when, where, and why in the basal stories.

o Materials: chart, book, pencilo Set: Pretend you work at a pizza place, and someone calls in ordering a pizza.

What do you have to do in order to get the correct order? Tell your neighbor in about twenty seconds an example of this. Today we will be paying special attention the details of your stories.

o Instruction: Just like when you order a pizza and the person taking your order pays

special attention to who you are, what you want, when you want it, and where to take it, it is important to take note of this when we are reading stories.

Students will fill out a who, what, when, where, why chart about their stories.

WHO

WHAT

WHEN

WHERE

WHY

o Assessment/Closure: Students will turn in their chart.- Write/Edit:

o Standard: # Recognize that groups of words make sentences. # Understand punctuation (e.g., period, question mark).

o Objective: TSWBAT edit the paper paying specific attention to sentences, and periods.

o Materials: pencil, pen, paper, storyo Activity: Students will be given a paper guiding them on how to edit their paper.

For this particular story they will focus one spelling and punctuation. Students will first edit a peer’s paper, and then his/her own.

- Centers:

PLOT:

- Standard: 2.02 Write for a variety of purposes.

- Objective: TSWBAT create a sequenced story strip pertaining to the basal stories.- Materials: White paper, crayons, pencil, basal story book.- Activity: Students will take the white piece of paper and fold it into four squares.

Students will then draw four sequenced pictures in the blanks. They will then provide a sentence for each picture to describe it.

ART:

- Objective: TSWBAT create a character from the basal stories with molding play-dough.- Materials: molding play-dough- Activity: Students will be given molding play-dough, pick a character from his/her basal

story, and create it.

PHONICS:

- Standard: 3.03 Demonstrate knowledge of standard English spelling. - Objective: TSWBAT spell the phonics words correctly five out of six times.- Materials: spelling word index cards, any generic board game with spinner.- Activity: In pairs students will take turns asking each other to spell a word from his/her deck. If

the player spells the word correctly, the player spins/rolls and moves that number of spaces on the board.

Snakes Turtles DinosaursBoat Her BabyOwe Turn FunnySoap Hurt ManySold Girl MyWoke First WhyOpen Bird FlyREADING:

- Standard: 1.12 Read independently for a variety of purposes. - Objective: TSWBAT read quietly for 20 minutes.- Materials: fiction books about reptiles (see annotated bibliography)- Activity: students will have free choice and read quietly for twenty minutes.

Closure:

Rating Scale:- Happy Face: enjoyed center and tried my best- Smug Face: thought it was ok, could of have tried harder- Sad Face: did not like, and did not do my best.

FLUENCY CHARACTER THEME PLOT

Put a star by your favorite center.

I like this center because _________________________________________________________________________.

Day 5

STANDARDS: (see individual activities)

OBJECTIVES:

- TSWBAT draw a picture of a character from the basal story.

- TSWBAT describe, with a phonics word, the character from the basal story.

SET:

8:00-8:05

- Think about what reptiles need and where they might like to live, keeping in mind the characters in your story.

- Tell a friend in about two minutes, what a reptiles ideal home would be like.

Instruction:

8:05-8:50

Compound Word Game:

- The class will go outside on a field and split up into two groups, one with the teacher, and the other with the teacher assistant, who will facilitate a compound word baseball game.

- The directions/instructions will be explained and modeled by the teacher and teacher assistant, and they are as follows:

- The teacher will identify where home, first, second, and third base are by having the students run behind them through the bases.

- The student will be given the beginning word of a compound word. If they correctly identify the other half, they will then be allowed to pick a “play” from a bucket. (EX: double play, single play, homerun, triple play). Students will then get to run the bases, if they do not correctly identify it they may ask for help from a friend on their team, but will not be able to pick a “play” and run the bases.

- List of compound words: ball, seat, pack, house, paste, brush, belt, band.

Rotation:

TIME SNAKES TURTLES DINOSAURS8:50-9:10 Write – Publish Centers Centers9:10-9:30 Centers Centers Write- Publish9:30-9:50 Centers Write- Publish Centers

- Write/Publisho Standard: 1.1.03 Demonstrate knowledge of concepts of print.o Objective: TSWBAT publish the stories.o Materials: crayons, pencil, paper, storyo Activity: Students will re-write his/her narrative about the snake on a new piece

of paper. When they have finished they will be allowed to draw a picture that represents his/her story. All the stories will be combined into a class reptile book.

- Centers:

FLUENCY:

- Standard: 1.06 Read to develop fluency, expression, accuracy and confidence. - Objective; TSWBAT read aloud one page from the basal story with expression.- Materials: basal story- Activity: Each child will read one page of the basal story with a partner using expression.

Then the students will come back together and read his/her page aloud to the small group.

CHARACTER (DINOSAURS/TURTLES):

- Standard: 2.09 Write expressively using original ideas, reflections, and observations. - Objective: TSWBAT compare two main characters from the basal story.- Materials: comparison table worksheet (attached), pencil, basal story.- Activity: the student will pick out two characters from their basal stories and fill out the

comparison table worksheet, discussing their differences.

CHARACTER (SNAKES):

- Standard: 2.09 Write expressively using original ideas, reflections, and observations. - Objective: TSWBAT predict an animal’s reaction to weather change.

- Materials: Paper, pencil, basal story.- Activity: the student will pick from the following three animals (rabbits, lizards, & bird),

and predict how the animal would react to the coming of Gollywampus (snow storm).

THEME (TURTLES):

- Standard: 2.10 Write in response to literature. - Objective: TSWBAT write three to four sentences about a time when they worked as a

team to accomplish a goal.- Materials: Journals, pencil- Activity: Students will be given the following prompt and will have to respond in three to

four sentences; Write about a time when you have had to work as a teach to accomplish a task/goal.

THEME (SNAKES):

- Standard: 2.10 Write in response to literature. - Objective: TSWBAT write three to four sentences about what would happen if snake

woke up.- Materials: Journals, pencil- Activity: Students will be given the following prompt and will have to respond in three to

four sentences in his/her journal; Write what might happen when snake wakes up.

THEME (DINOSAURS):

- Standard: 2.10 Write in response to literature. - Objective: TSWBAT write three to four sentences….- Materials: Journals, pencil- Activity: Students will be given the following prompt and will have to respond in three to

four sentences in his/her journal

Math:

- Standard: 1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

- Objective: TSWBAT compare lengths of reptiles.o TSWBAT order lengths of reptiles form least to greatest.

- Materials: toy snakes, rulers, pencil, paper.- Activity: Students will measure the lengths of a few toy snakes. After this students will

list them from least to greatest.

CLOSURE:

- Students will be given a piece of paper, and will be required to color a picture of a character from their basal story. The student will use a phonics word to describe their picture.

COMPARISON TABLE WORKSHEET:

CHARACTER ONE ____________________ CHARACTER TWO ___________________