hatfield lesson enhansement

7/28/2019 Hatfield Lesson Enhansement

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ZookeepingLesson Plan (continued)

LEVEL Q

Q

UÊ ÀiVÌÊÃÌÕìÌÃÊÌÊ«>}iÊÎÊÊÌiÊL°ÊÝ«>ÊÌ>ÌÊÌiÊvÀ>ÌÊvÊÌÃÊLÊÃÊ>ÊÌiÀÛiÜ°Ê/iÊµÕiÃÌÃÊ>Ãi`ÊLÞÊÌiÊÌiÀÛiÜiÀÊ>ÀiÊÜÀÌÌiÊÊL`Ê«ÀÌ°Ê/iÊâii«iÀ½ÃÊ>ÃÜiÀÃÊ>ÀiÊÜÀÌÌiÊafter his name.

UÊ >ÛiÊÃÌÕìÌÃÊ«ÀiÛiÜÊÌiÊÀiÃÌÊvÊÌiÊL]Ê}Ê>ÌÊ«ÌÃÊ>`ÊV>«ÌÃ°Ê*ÌÊÕÌÊÌiÊìÝÊat the back of the book, and explain its purpose.

UÊ ÃÊÃÌÕìÌÃÊÀi>`]ÊÌiÞÊÃÕ`ÊÕÃiÊÌiÀÊÀi>`}ÊÃÌÀ>Ìi}iÃÊÊ>``ÌÊÌÊÌiÊÌ>À}iÌi`ÊÃÌÀ>Ìi}ÞÊpresented in this section.

Introduce the Vocabulary

UÊ ,i`ÊÃÌÕìÌÃÊvÊÌiÊÃÌÀ>Ìi}iÃÊÌiÞÊV>ÊÕÃiÊÌÊÜÀÊÕÌÊÜÀ`ÃÊÌiÞÊ`½ÌÊÜ°ÊÀÊiÝ>«i]Êthey can use what they know about letter and sound correspondence to figure out the word./iÞÊV>ÊÊvÀÊL>ÃiÊÜÀ`Ã]Ê«ÀiwÝiÃ]Ê>`ÊÃÕvwÝiÃ°Ê/iÞÊV>ÊÕÃiÊÌiÊVÌiÝÌÊÌÊÜÀÊÕÌÊmeanings of unfamiliar words.

UÊ ìÊÜÊÌÊ>««ÞÊÜÀ`>ÌÌ>VÊÃÌÀ>Ìi}iÃ°ÊÀiVÌÊÃÌÕìÌÃÊÌÊ«>}iÊÎ°Ê7ÀÌiÊÌiÊÜÀ`Êhoofed on the board and ask them to find it on the page. Model how they can use prior knowledge andcontext clues to figure out the meaning of the unfamiliar word. Read the sentence Growing upon a farm, I’ve always liked working with hoofed animals. Ask students what they think of whenthey hear the word hoof (horse’s hoof). Have students use context clues and prior knowledge as

they relate to the following sentence to confirm the meaning of hoofed: Cows and horses arerelated to giraffes and zebras (a list of other familiar hoofed animals).

UÊ ,i`ÊÃÌÕìÌÃÊÌÊViVÊÜiÌiÀÊÜÀ`ÃÊ>iÊÃiÃiÊLÞÊÀiÀi>`}ÊÌiÊÃiÌiViÊÀÊÃiÌiViÃÊaround the unfamiliar word.

Set the Purpose

UÊ ,i`ÊÃÌÕìÌÃÊÌÊÌÊ>LÕÌÊÜ>ÌÊÌiÞÊ>Ài>`ÞÊÜÊ>LÕÌÊâÃÊ>ÃÊÌiÞÊÀi>`ÊÌiÊÌiÀÛiÜ°

During Reading

Student ReadingUÊ Guide the reading: Give students their copy of the book and have them read to the end of page 7.

Have students reread the pages if they finish before everyone else.

U 7i ÌiÞ >Ûi wÃi` Ài>`} >Ã ÃÌÕìÌÃ Ü>Ì Ì}Ã ÌiÞ >Ài>`Þ iÜ >LÕÌ Ìi V>Ài v




LEVEL Q

Q

After ReadingUÊ ÃÊÃÌÕìÌÃÊÜ>ÌÊÜÀ`Ã]ÊvÊ>Þ]ÊÌiÞÊ>Ài`ÊÊÌiÀÊL°Ê1ÃiÊÌÃÊ««ÀÌÕÌÞÊÌÊìÊÜÊ

they can read these words using decoding strategies and context clues.

Reflect on the Reading StrategyUÊ ÃVÕÃÃÊÜÊÕÃ}ÊÜ>ÌÊÌiÞÊ>Ài>`ÞÊÜÊ>LÕÌÊ>ÊÌ«VÊi«ÃÊii«ÊÃÌÕìÌÃÊ>VÌÛiÞÊÛÛi`ÊÊ

the reading process and helps them understand and remember what they read.

Teach the Comprehension Skill: Main ideas and details

UÊ Discussion: Ask students if they thought the interviewer asked good questions. Ask what questionsthey would have asked if they had been the interviewer.

UÊ ,iÛiÜÊÀÊiÝ«>ÊÌ>ÌÊ>ÞÊLÃÊ>ÀiÊ>LÕÌÊiÊÌ}°Ê-ÜÊÃÌÕìÌÃÊÌiÊLÊ>`Ê>ÃÊÜ>ÌÊthe main topic of this book is (zookeeping). Have students look through the book. Explain thateach interview question contains a main idea about zookeeping and that the question answersprovide details that tell more about the main idea.

UÊ Introduce and model: As an example, have students talk about the main idea on page 10 (Howthe zookeeper provides medical care for large animals). Ask them to name a detail they readthat relates to the main idea. (Zookeepers use blowpipes or air guns to give anesthesia to large

animals.) Reinforce that the detail provides additional information about the main idea.

UÊ Check for understanding: Have students look at page 4. Remind them that the topic of the bookis zookeeping. Ask them what this part of the interview is about (zookeeper skills). Read theparagraph. Ask students to name one detail that tells more about the skills needed to be azookeeper. (Observation is the most important skill; a zookeeper must use common sense aroundwild animals.)

UÊ Independent practice: /iÊÃÌÕìÌÃÊÌÊV«iÌiÊÌiÊ>ì>>`ìÌ>ÃÊÜÀÃiiÌ.

Extend the discussion: Instruct students to use the inside back cover of their book to write fourfacts they learned about giraffes.

Build SkillsGrammar and Mechanics: Irregular plural nouns




LEVEL Q

Q

Build Fluency Independent ReadingUÊ ÜÊÃÌÕìÌÃÊÌÊÀi>`ÊÌiÀÊLÊì«iìÌÞ°Ê``Ì>Þ]Ê>ÜÊ«>ÀÌiÀÃÊÌÊÌ>iÊÌÕÀÃÊ

reading parts of the book to each other.

Home ConnectionUÊ ÛiÊÃÌÕìÌÃÊÌiÀÊLÊÌÊÌ>iÊiÊÌÊÀi>`ÊÜÌÊ«>ÀiÌÃ]ÊV>Ài}ÛiÀÃ]ÊÃL}Ã]ÊÀÊvÀi`Ã°

Extend the ReadingWriting ConnectionHave students choose one of the following to write and share with the group.

UÊ 7ÀÌiÊ>ÊÃÌÀÞÊvÀÊÌiÊ«ÌÊvÊÛiÜÊvÊiÊvÊÌiÊ>>ÃÊÊÌiÊâ°Ê-Õ}}iÃÌÊÌ>ÌÊÌiÊ>>ÊÌiÊÜ>ÌÊâÊviÊÃÊiÊ>`ÊÜ>Ì½ÃÊ}`Ê>`ÊL>`Ê>LÕÌÊÌ°Ê/iÊÃÌÕìÌÃÊÌ>ÌÊÌiÊÃÌÀÞÊ>ÞÊLiÊhumorous or serious.

UÊ 1ÃiÊÌiÊvÀ>ÌÊvÀÊÌiÊÌiÀÛiÜÊÌÊÜÀÌiÊ>ÊiÜÃ«>«iÀÊ>ÀÌViÊ>LÕÌÊivvÊ*Vi°Ê-Õ}}iÃÌÊthat students provide information that answers the questions who, what, where, when, and why.

Visit 7ÀÌ}Êq< for a lesson and leveled materials on expository writing.

Science and Social Studies ConnectionHave students research one of the animals mentioned in the book or another zoo animal of theirchoice. Suggest that they look for the following information: the animal’s natural habitat, what iteats, animals that prey on it, its current population, and its size and weight. Have students preparea poster report that includes a map showing the animal’s habitat and lists other important facts andìÌ>ÃÊÌiÞÊi>Ài`°ÊÃ«>ÞÊÃÌÕìÌÃ½Ê«ÃÌiÀÃÊÊ>ÊLÕiÌÊL>À`ÊÌÌi`ÊºÀÊÀii°»

Skill Review

Discussion cards covering comprehension skills and strategies not explicitly taught with the book>ÀiÊ«ÀÛì`Ê>ÃÊ>ÊiÝÌiÃÊ>VÌÛÌÞ°Ê/iÊvÜ}ÊÃÊ>ÊÃÌÊvÊÃiÊÜ>ÞÃÊÌiÃiÊV>À`ÃÊV>ÊLiÊÕÃi`Êwith students:

UÊ 1ÃiÊ>ÃÊ`ÃVÕÃÃÊÃÌ>ÀÌiÀÃÊvÀÊÌiÀ>ÌÕÀiÊVÀViÃ°



Teacher:Erin Hatfield School: Emerson

Grade:3

rd

- Wolterman Date: Week of 4/29/13

Times:Monday: 1:30-3:00Tuesday: 1:30-3:00Wednesday:Thursday: 1:30-3:00Friday: 1:30-3:00

Day: Monday-TuesdayStudents:

All- In reading groupsAgenda: Discussion about the book:1. Begin by discussing pets. What do

you have to do to take care of apet? Why? *Make list on Ipad

2. Are zoos like having a pet? Has

anyone been to a zoo? *Bring up picures of zoos on Ipad

3. Who takes care of the animals inthe zoo? What kinds of things doyou think they have to do?

Introduce Vocabulary 1. *Write words on iPad Have students

‘chuck’ word. Discuss meaning if they know

2. *If they don’t know the definition,have them look it up on iPad.Pod

3 U h d i t M k



CCSS.ELA-Literacy.RI.3.4

Determinethemeaningofgeneral

academicanddomain-specificwordsandphrasesinatext

relevanttoa grade3topicorsubjectarea.

content-specific vocabularywithin

scaffoldedacademicdiscussions,with

visual,non-verbalandtextsupport.

ReadingUsestextfeatures,including

tablesofcontents,graphs,and

charts/tables,tomakemeaningfrom

text,withsupport Writing Spellsgrade-levelwords,includingwordswithsimpleprefixes,

suffixes,andinflectionalendings,with

support HOQ: (Higher Order Questioning):

• What kinds of things does a

zookeeper have to do? Why? • Why don’t animals in the wild

have people to take care of them?

• How should we read this book?

Vocabulary: Anesthesia, Antelope, Exhibits,

Giraffes, Hoofed, Savannah, Species,Vultures, Zookeeper

Materials Needed:

Book- Zookeeper Computer or Ipad/pod

Assessment:Vocabulary knowledge, discussion,

Language Function (language to be Technology:



Day: Thursday-FridayStudents:

All- In reading groups

Agenda: Read the book:

1. Begin reading the book. Stop asnecessary to discuss and lookthings up.

2. Begin discussing concerns theymay have. Bring up topics likeendangered animals, types of zoos(cages vs natural habitat). Havestudents begin formulating an

opinion about a topic for use nextweek.

Objectives: By the end of this lesson,students will be able to…

CCSS.ELA-Literacy.RI.3.4Determinethemeaningofgeneral

academicanddomain-specific

wordsandphrasesinatextrelevanttoa grade3topicor

subjectarea.

CCSS.ELA-Literacy.RI.3.6

Distinguishtheirownpointof

viewfromthatoftheauthorofa

text.

SBIs:

Listening:Respondsappropriatelytoa

varietyoffactualandinferentialgrade-

levelquestionsthathavesimple

languagestructures.

SpeakingUsesgrade-level

content-specific vocabularywithin

scaffoldedacademicdiscussions,with

visual,non-verbalandtextsupport.

ReadingUsestextfeatures,including

tablesofcontents,graphs,andcharts/tables,tomakemeaningfrom

text,withsupport



Language Function (language to belearned)

Accountable talk- “I agree with__ because__” “Another thing I might addis ____” “I also know ___”

Technology:

• Integrate the Ipad into teacher use by

finding photos of unknown animals• Integrate the Ipods into students use

by looking up definitions of words,drawing definitions, and/or creatingflash cards

Language Objectives: By the end of this lesson, students will be able to… Listening

Followingdirections whenusing iPods.

Speaking

Discussion onpros and cons of zoos

Reading

Format of interview

Writing

Jot ideas &opinions aboutzoos

Day: Monday-FridayStudents: All- In reading groups

Agenda: Introduce Project/Problem 1. Using what was in the book as what

we already know, continuediscussing the pros and cons of zoos.

2. Have students break into twogroups- Pros & Cons

3. Students will use the iPads/pods toresearch their Opinion and put together a persuasive poster. Provide students with the Research



tablesofcontents,graphs,and

charts/tables,tomakemeaningfrom

text,withsupport Writing Spellsgrade-levelwords,

includingwordswithsimpleprefixes,

suffixes,andinflectionalendings,with

support. HOQ: (Higher Order Questioning):

• Should we have zoos? Why or why not?

• What are some reasons weshould get rid of zoos?

• What are some reasons weshould keep zoos?

Vocabulary: Anesthesia, Antelope, Exhibits,Giraffes, Hoofed, Savannah, Species,Vultures, Zookeeper

Materials Needed:

Book- Zookeeper Computer or Ipad/pod

Assessment:Discussion, research, project,collaboration

Language Function (language to belearned)

Accountable talk- “I agree with__ because__” “Another thing I might addis ____” “I also know ___”

Technology:

• Integrate the Ipad into teacher use by

finding photos of zoos• Integrate the Ipods into students use

by using it to look up information tosupport their opinion.



ResearchOrganizer

PROZOOHerearesomewebsitesthatwillbeusefulforyourresearch:

• http://www.whyguides.com/why-are-zoos-important.html

• http://teacher.scholastic.com/scholasticnews/indepth/endangered_species/

background/index.asp?article=zoos

• http://wiki.answers.com/Q/What_is_the_importance_of_a_zoo#page2

Fillinthisinformationasyouresearch(youmaywrite,draw,sketch,etcto

rememberwhatyouhaveresearched)

OneReasonZoosareImportant:

AnotherReasonZoosareImportant:



ResearchOrganizer

CONZOOHerearesomewebsitesthatwillbeusefulforyourresearch:

• http://www.peta.org/issues/animals-in-entertainment/zoos.aspx

• http://www.cereplast.com/are-zoos-cruel-the-pros-and-cons-of-zoos-and-

wildlife-parks/

• http://www.psychologytoday.com/blog/animal-emotions/201004/zoos-

and-aquariums-do-not-accomplish-what-they-claim-they-do

Fillinthisinformationasyouresearch(youmaywrite,draw,sketch,etcto

rememberwhatyouhaveresearched)

OneReasonZoosareNotGood:

AnotherReasonZoosareNotGood:



TeacherName:Mrs.Hatfield

StudentName:________________________________________

CAT EG OR Y 4 - AboveS ta ndards 3 - M eets S ta ndards 2 - Approac hingS ta ndards 1 - B elow S ta ndards S core

SupportforPosition Includes3ormorepiecesof

evidence(facts,statistics,

examples,real-life

experiences)thatsupportthe

positionstatement.

Includes3ormorepiecesof


examples,real-life

experiences)thatsupportthe

positionstatement.

Includes2piecesofevidence

(facts,statistics,examples,

real-lifeexperiences)that

supporttheposition

statement.

Includes1orfewerpiecesof


examples,real-life

experiences).

PositionStatement Thepositionstatement

providesaclear,strong

statementoftheauthor\'s

positiononthetopic.

Thepositionstatement

providesaclearstatementof

theauthor\'spositiononthe

topic.

Apositionstatementis

present,butdoesnotmake

theauthor\'spositionclear.

Thereisnoposition

statement.

EvidenceandExamples Alloftheevidenceand

examplesarespecific,relevant

andexplanationsaregiven

thatshowhoweachpieceof

evidencesupportsthe

author\'sposition.

Mostoftheevidenceand

examplesarespecific,relevant

andexplanationsaregiven

thatshowhoweachpieceof

evidencesupportsthe

author\'sposition.

Atleastoneofthepiecesof

evidenceandexamplesis

relevantandhasan

explanationthatshowshow

thatpieceofevidence

supportstheauthor\'s

position.

Evidenceandexamplesare

NOTrelevantAND/ORarenot

explained.

Grammar&Spelling Authormakesnoerrorsin

grammarorspellingthat

distractthereaderfromthe

content.

Authormakes1-2errorsin



content.




content.

Authormakesmorethan4

errorsingrammarorspelling

thatdistractthereaderfrom

thecontent.

Capitalization&Punctuation Authormakesnoerrorsin

capitalizationorpunctuation,

sotheessayisexceptionally

easytoread.


capitalizationorpunctuation,

buttheessayisstilleasyto

read.

Authormakesafewerrorsin

capitalizationand/or

punctuationthatcatchthe

reader\'sattentionand

interrupttheflow.

Authormakesseveralerrorsin

capitalizationand/or

punctuationthatcatchthe

reader\'sattentionand

interrupttheflow.

DateCreated:Apr18,201311:02am(CDT)

PersuasivePoster:AreZoosImportant?

hatfield lesson enhansement

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