Kindergarten LA LessonLesson Theme: Amazing Creatures Week 33 – (Treasures Unit 9 Week 3)

Objective: TLW be able to distinguish between fantasy and reality in events relating to dinosaurs. Language Objectives: The child will be able to use language to describe features of a fantasy story – fantasy, reality, dinosaur, past, and present.Standards (Texas Essential Knowledge and Skills):K.3C Recognize that new words are created when letters are changed, added or deletedK.4A Predict what might happen next in text based on the cover, title and illustrationsK.4B Ask and respond to questions about text read aloudK.5C Identify and sort pictures of objects into conceptual categoriesK.6A Identify elements of a story including setting, character and key eventsK.8A Retell a main event from a story read aloudK.8B Describe characters in a story and the reasons for their actionsK.14A Dictate or write sentences to tell a story and put the sentences in chronological sequence K.16B Speak in complete sentences to communicateK.16C Use complete sentencesK.18A Use phonological knowledge to match sounds to lettersK.18B Use letter-sound correspondences to spell CVC wordsK.18C Write one’s own nameK.21A Listen attentively by facing speakers and asking questions to clarify information K.F19 A Discuss the purposes for reading and listening to various textsK.F19 B Ask and respond to questions about textK.F19 C Monitor and adjust comprehensionK.F19 D Make inferences based on the cover, title, illustrations and plotK.F19 E Retell important events in a storyK.F19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidenceK.3A Model the action of separating to represent subtraction (Math)K.3C Explain the strategies used to solve problems involving subtraction within 10 using spoken words, concrete, and pictorial models, and number sentences (Math)K.3A Place events in chronological order (Social Studies)K.3B Use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today and tomorrow (Social Studies)College and Career Readiness:II.A.2.a. (Reading across the curriculum) Use context clues, including definitions, examples, comparison, contrast, cause and effect, and details provided in surrounding text.

VocabularyEssential:Fantasy/fantasía, reality/realidad, dinosaur/dinosaurio, past/pasado, present/presente, extinct/extinto

Supporting:Lumberjack/leñador, skyscraper/rascacielos, ski slopes/saltos de esquí, circus/circo, robbers/ladrones, atracadores

Lesson CyclePhonological Awareness:Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 32 pg 63 and 64.

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Anticipatory Set: Show students a selection of eggs (pictures or models) with one of the selections representing a dinosaur egg. Have the students make predictions on what animal could live in each egg.Read to Self

Lesson StagesVocabulary: From Instructional Routine Handbook. Use these steps to teach 3 – 5 vocabulary words from the inside back cover before the read. Ahead of time write each word on a sentence strip and include a picture. Before the read say the word, have the child repeat the word, give a brief child friendly definition. During the read say the brief child definition then continue to read. After the read, for each word, say the word, have the child repeat the word, together tap the syllables in the word, say the word, say the definition, use it in a sentence, and ask the student/s to give a sample of how they could use that word. Define: A fantasy story is a story about something that cannot really happen. Example: I was reading a fantasy book about a child that could fly.Ask: What are some things you know that cannot really happen in school today? (Be sure to include the vocabulary word in your response.)

Shared Reading/Read Aloud: PORTFOLIO PIECE: OBJ – USING THE COVER OF THE BOOK, IF THE DINOSAURS CAME BACK, BY BERNARD MOST, HAVE STUDENTS PREVIEW AND PREDICT WHAT THE FANTASY STORY WILL BE ABOUT. (TEKS K.4A)

Read aloud If the Dinosaurs Came Back and remind the students to determine which events are fantasy and which events are examples of reality.

Dual Language Activity 1 & 2Read Aloud Spanish Text: Si los dinosaurios regresaran by Bernard Most

Activity 1: Pairs will work together to express their thoughts as they help generate a class chart about things that are fantasy and reality. ¿Qué partes del cuento no pueden suceder en la realidad? ¿Que partes si pueden suceder en la realidad? (TEKS: K.4B)

Activity 2: Pairs work together to think about what would happen if the dinosaurs REALLY came back. They gather their ideas and engage in a individual writing piece by illustrating and answering the question. “Si los dinosaurios regresaran yo….”

Additional books to read and activities.National Geographic Little Kids First Big Book of Dinosaurs by Catherine D. Hughes. Find a fact and draw a

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picture that goes with it.Danny the Dinosaur by Syd Hoff. Write about what you would do if you had a dinosaur as a pet.Work on WordsFine Arts: Brainstorm what one would see on a dinosaur hunt in prehistoric times. Act out a fictitious dinosaur hunt.

We’re Going on a Dinosaur HuntWe're going on a dinosaur hunt, We're going to find a big one.It's a beautiful day; We're not scared.How will we get there? Quick, into the time machine (whir, whir, whir)What's this? A tropical forest with giant, weird plants!We can't go over it, we can't go under it, got to go through it (slash, slash, slash).A really heavy rainstorm! (run, run, run)A big muddy swamp! (splosh, splosh, splosh)A wide deep river! (swim, swim, swim)What's that ahead? Skinny little arms with claws, hard scaly skin, dark beady eyes.It's -- a -- T. Rex!!!!Back through the river, the swamp, the rainstorm, the forest, back into the time machine (whir, whir, whir).Back in our own time! We won't go on a dinosaur hunt again!

A STEGOSAUR CAME THROUGH MY DOOR (Create movements to the story below as a class)A stegosaur came through my door And stomped across the kitchen floor A prehistoric visitor Was more than I had bargained for "What brings you to my kitchen floor?" I asked this giant dinosaur Is it the plant that's near the door, The one that measures five foot four? Oh yes!, it answered with a roar, I'm hungry and my belly's sore. There's nothing in the dino store To feed a famished herbivore A leafy lunch, a crunchy core Is all the food I'm looking for. If you agree to feed me more, This tempting plant I shall ignore. I spread some green across the floor, Then stood by in the corridor. And watched the starving stegosaur Gorge salad, soup and apple core. It left no litter on the floor, And thanked me at the kitchen door. I've never dined like this before, I promise I'll be back for more!

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Read to SomeoneFine ArtsMovement Activities:

Watch the video of Saturday Night at the Dinosaur Stomp by Carol Diggory Shields at http://www.youtube.com/watch?v=AQJv30gO5zI. Make large dinosaur feet using tissue boxes or paper bags. Have students imitate the steps of the dinosaur stomp as shown on the last page of the book.

Listening to ReadingShared Writing: Obj – Make a list as a class of realistic action word that dinosaurs could do in the present. Model creating a sentence with the help of the class. Discuss how each sentence begins with the same five words.

Write PORTFOLIO PIECES: STUDENTS WILL CREATE PAGES TO BE INCLUDED IN A CLASS BOOK MODELED AFTER IF THE DINOSAURS CAME BACK. (TEKS K.14A)Work on WritingMovement: Write the following song on chart paper. Separate the class into two even groups and sing the song below.

TEN DINOSAURS (Start w/ one number higher than the number of children you have so everyone will have a turn to remove a dinosaur.) Ten (nine, eight, etc.) huge dinosaurs Sleeping on a cave floor One woke up and started to roar, "There's no room, no more, no more, No more room on this floor!" They tossed and turned and pushed galore, (Move dinos around cave) Till one poor dinosaur was shoved out the door. (have a child remove a dinosaur) (Continue down to 1 dinosaur LAST VERSE) One huge dinosaur Sleeping all alone, on a cave floor, Wake up and started to roar, "I'm lonely, come back, it was better before, It's more fun, crowded together, on the floor." (Children can put their dinosaurs back in the cave)

Closure ActivityPORTFOLIO PIECE: STUDENTS WILL CREATE A DINOSAUR EGG USING THE ATTACHED TEMPLATE. HAVE THEM CREATE THEIR OWN DINOSAUR THAT WILL HATCH FROM THAT EGG. STUDENTS WILL SHARE OUT THEIR FICTITIOUS DINOSAUR TO THE CLASS THAT INCLUDES THE NAME OF THEIR DINOSAUR AS WELL AS THEIR ATTRIBUTES. (TEKS K.16B,C)Resource: http://carman1kent2010to2011.pbworks.com/w/page/29589985/Dinosaur Activitieshttp://carman1kent2010to2011.pbworks.com/w/page/31474893/"What Hatched out of our Dinosaur Eggs"

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Center ActivitiesABC Center: PORTFOLIO PIECE: STUDENTS ARE CRACKING "DINOSAUR EGGS" TO DISCOVER WORDS. THEY MUST SORT THE WORDS AND WRITE THEM UNDER THE CORRECT WORD FAMILY. SEE ATTACHED WORD FAMILY DOCUMENT. (TEKS K.18A,B,C)

Resources: http://eberhartsexplorers.blogspot.com/search?updated-max=2011-04-16T21:53:00-07:00&max-results=7

Science Center: Have students create their own dinosaur fossils using clay and different types of pasta.

Resources: http://www.prekinders.com/dinosaurs-theme/

Math/Creative Station/Art: PORTFOLIO PIECE: STEGOSAURUS SUBTRACTION - THE STUDENTS WILL WRITE HOW MANY DOTS ON THE

DINO/WRITE IT ON THE LINE, ROLL THE DICE/WRITE IT ON THE 2ND LINE, & SUBTRACT. SEE ATTACHED DOCUMENTS FOR A COPY OF STEGOSAURUS SUBTRACTION. (TEKS K.3A)

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Pretend and Learn Center/Dramatic Play: Place small plastic dinosaurs in a bag. Have the group of students remove one of the dinosaurs. The students will then “become” that dinosaur and act out a story using their character.

Computer: Dinosaurs for Kids – http://www.kidsdinos.com/Kidsites - KidSites.com - Dinosaur Sites for KidsDinosaur Train - http://pbskids.org/dinosaurtrain/

Library: Author Study – Bernard MostWhatever Happened to the DinosaursWhere to Look for a DinosaurABC T-RexThe Littlest DinosaurThe Most Fun Dinosaur Ever!Enduring Understanding: Reading is a process that includes: applying a

variety of strategies to comprehend, interpret and evaluate texts.

Readers are able to determine and summarize important information in text.

Essential Questions: What ways do readers think carefully about

texts? How do readers use information from text to

analyze character actions and feelings? Why is it important to stop during reading and

think about what has been read so far?

Lesson PreparationTrade Book – If the Dinosaurs Came BackChart paper for poems and songsPlain paperAttached Activities (dinosaur egg, word families, stegosaurus subtraction, fantasy/reality sort)Paper Bags or tissue boxesAccess to project a you tube video*Additional items may be needed for center activities

Anchor of SupportCreate themed cards with picture support

fantasy

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Differentiation StrategiesStruggling Learners: Reread the text and directions to a small group. Create pictures and lists that reinforce fantasy and reality concepts. Provide additional support during the stations such as pictures, one on one sorting prior to station, word banks, vocabulary pictures with words. English Language Learners: Provide several examples of books and pictures that depict fantasy and reality situations. Extension for Learning: Read Dogs Don’t Brush Their Teeth by Diane deGroat. Discuss if the picture is fantasy or reality. Turn reality pictures into fantasy picture by adding stickers or drawing.

21st Century SkillsProductivity and Accountability: Demonstrate additional attributes associated with producing high quality products including the ability to: work positively and ethically, manage time and projects effectively, multi-task, participate actively, collaborate and cooperate effectively with teams, respect and appreciate team diversity, be accountable for results.Initiative and Self- Direction: Go beyond basic mastery of skills and/or curriculum to explore and expand ones own learning and opportunities to gain expertise.

English Language Proficiency Standards1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;4(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;For additional standards visit: ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html - 74.4

Check for UnderstandingFormative: Have students sort pictures into fantasy and reality categories. Fantasy vs. Reality Sort document attached. Summative: Have students illustrate a picture that depicts a real life animal doing a fictional activity and write a sentence that goes with their picture.

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Dinosaur Egg (Front)

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Dinosaur Egg (Back)

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Name: _________________________________________________________________________________

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_______ _______ _______ _______

_______ _______ _______ _______

_______ _______ _______ _______

_______ _______ _______ _______

_______ _______ _______ _______

Cut each word out and place one in dinosaur egg.mop pin pot spot

bin stop sit spin

got fin kit hop

hit pit pop split

top hot win not

Cut each word out and place one in dinosaur egg.mop pin pot spot

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bin stop sit spin

got fin kit hop

hit pit pop split

top hot win not

Count how many dots are on the dinosaur. Write it on the first line. Roll the dice and write that number it on the second line. Subtract the two numbers. 

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Name: __________________________________________________________________________

Fantasy or RealityCould this really happen? Sort the picture.Fantasy Reality

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