Carolyn Courtney Winston Park Elementary 4000 …browardedfoundation.org/wp-content/uploads/2015/01/Balancing... · Lesson Plan (detailed) Objectives ... o Antonyms o Odd and even

Carolyn Courtney Winston Park Elementary 4000 Winston Park Blvd.

Coconut Creek, Florida 33073 [email protected]

For information concerning IMPACT II opportunities, such as interschool visits, staff development, workshops and Adapter and Disseminator grants, please contact:

The Broward Education Foundation

600 SE Third Avenue, 1st Floor Fort Lauderdale, Florida 33301

(754) 321-2032 www.BrowardEdFoundation.net

IMPACT II is a program of The Broward Education Foundation

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TABLE OF CONTENTS

Introduction………………………………………………………………..……….. page 2 Goals and Objectives…………………………………….……………………… pages 3-5 Course Outline………………………………………………………..…………. pages 6-7 Lesson Plan (detailed)……………………………………………….………… pages 8-12 Lesson Plans…..…………………………………………………………...…. pages 13-32 Sample Worksheets……………………………………………………..……. pages 33-38 Resources……………………………………………………………………... pages 39-40 Bibliography……………………………………………………………………….page-41

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Introduction Mini books are created by students and used to reinforce skills. These mini books are

used as another form of assessment for students and teachers. After skills and concepts

are taught, students use mini books to demonstrate what they have learned. The

implementation of mini books can be used as a follow-up activity to reinforce, enhance

and motivate students’ learning, along with measuring learning gains. Students make

mini books after a lesson has been taught using any subject area content. A lesson in

Reading, Math, Language Arts, Science, Social Studies, Art, Music, or Writing can be

assessed or measured without students having to take a formal ‘paper and pencil’ test.

Teachers can use mini books to analyze what and how students are learning. Teachers

can also make modifications and adjustments to instructions to assist individual needs of

their students. After the content of students’ mini books are reviewed by the teacher,

books are returned to students so that they can view comments and teacher’s suggestions.

The collection of books produced after each lesson (that utilizes this type of assessment)

are then placed in a plastic basket with a handle (for easy carrying) and students can take

their individual collection home. Students can use books for practice and reinforcement.

They can share books with their buddy class, peers, friends, and family members.

Students can also use mini books as teaching tools for younger siblings. By the end of the

school year, students have gained a collection of mini books which they’ve created.

Students are proud of all books placed in their collected because they are given the

opportunity to produce, illustrate, color, correct, improve, or redo any books that need

improvement.

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GOALS

Goals Balancing Instruction by Using Mini Books as Assessments project is designed for

students’ use in the classroom. Students are taught lessons from any area across the

curriculum. After lessons, students use mini books as a follow-up activity or assessment

to demonstrate what they have learned. It is a student friendly alternative way of

assessing learning success in a fun way. Students are afforded a unique opportunity to

demonstrate what they’ve learned. This student-driven way of learning helps students

comprehend concepts and information in a less threatening method. Mini books are

created and generated by students and allows for feedback after lessons are taught. Mini-

books can be used with any subject area (Reading, Language Arts, Math, Science, Social

Studies, and Writing).

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OBJECTIVES Objectives

• Students will apply understanding of what is being taught by creating mini books

demonstrating concepts learned

• Students will participate in whole and small group instruction

• Students will utilize center activity to reinforce concepts

• Students will use follow-up activities to deepen understanding of skills.

• Students will apply key concepts learned in class to their writing:

o Noun usage

o Verb usage

o Descriptive language

o Compound language

o Antonyms

o Odd and even numbers

• Students will learn the life cycles of plants, insects, and animals

• Students will create a mini book All About Me

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Language Arts Standards:

L.2.1. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

• Use collective nouns (e.g., group).

• Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish).

• Use adjectives and adverbs, and choose between them depending on what is to be

modified.

L.2.2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. Capitalize holidays, product names, and

geographic names.

L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 2 reading and content, choosing flexibly from an array of

strategies.

• Use knowledge of the meaning of individual words to predict the meaning of

compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,

bookmark)

L.2.5. Demonstrates understanding of figurative language, word relationships and

nuances in word meanings.

• Identify real-life connections between words and their use (e.g., describe foods

that are spicy or juicy).

• Distinguish shades of meaning among closely related verbs (e.g., toss, throw,

hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

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COURSE OUTLINE

The idea of mini books is innovative, educational, and fun. These mini books can

be created and used throughout daily instructions as you teach State Standards and grade

level expectations across the curriculum. Using mini books reveal students’

understanding of what is being taught. Mini books can be used after teaching any lesson,

for example: Language Arts (phonics, vocabulary, word families, compound words,

rhyming words, proper and common nouns, word endings, adjectives, subject and

predicates), Math (fact families, even /odd, number sense, multiplication, division, telling

time, measurement), Science (phases of the moon, Earth/Sun/Moon relation, life cycle of

plants, insects, and animals, soil), Health (exercise, nutrition, food pyramid, the body),

and Social Studies (All About Me, family, community, getting along with others, and

diversity, etc.). As these lessons are taught, lessons are designed, well planned, exciting,

and useful in helping students master concepts and goals in ways that are appealing to

them. Students are self-driven, attentive, and involved in the lessons and hands on

process. After a lesson is taught, it is beneficial to assess or measure students’ knowledge

of whether the new information is retained. The use of mini books is an effective and

exciting method of assessment.

Assessment is a necessary component to instruction. Therefore, when utilizing

mini books, it is another way to measure students’ recalling and comprehension of

information other than written assessments in a test form. This method of assessment can

be used to determine if instruction is working or if skills or concepts need to be re-taught,

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modified, or adjusted. Producing these mini books also provides students with a

collection of mini books that can be used to reinforce skills and share with peers, friends,

and family.

Students will have the opportunity to collect books and re-visit books at centers.

Mini books are helpful in diagnosing students’ instructional needs and the effectiveness

of the instruction delivered. The data taken from mini books can be useful to differentiate

instruction as activities are planned as well as to set goals to meet students’ individual

needs. The utilization of mini books can be adapted using any subject and created after

teaching any lesson in which the teacher wants to measure knowledge gained or to collect

data. The instructional objectives for lessons taught would allow students to demonstrate

what they have learned by making a mini book to demonstrate whether they have

mastered skills or concepts. Then students will take books home at the end of the school

year.

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Lesson Plan (detailed)

Objectives • Students will apply understanding of what is being taught by creating mini books

demonstrating concepts learned

• Students will participate in whole and small group instruction

• Students will utilize center activity to reinforce concepts

• Students will use follow-up skills to deepen understanding of skills.

• Students will apply key concepts learned in class to their writing:

o Noun usage

o Verb usage

o Descriptive language

o Compound language

o Antonyms

o Odd and even numbers

• Students will understand the operations that a fact family can represent

• Students will learn the life cycles of plants, insects, and animals

• Students will see the relationship between Earth, sun, and moon

• Students will create a mini book All About Me

• Students will learn who the workers are in a community

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Benchmarks L.2.1. Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

• Use collective nouns (e.g., group).

• Form and use frequently occurring irregular plural nouns (e.g., feet, children,

teeth, mice, fish).

• Use reflexive pronouns (e.g., myself, ourselves).

• Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,

told).

• Use adjectives and adverbs, and choose between them depending on what is to be

modified.

• Produce, expand, and rearrange complete simple and compound sentences (e.g.,

The boy watched the movie; The little boy watched the movie; The action movie

was watched by the little boy).

L.2.2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

• Capitalize holidays, product names, and geographic names.

• Use an apostrophe to form contractions and frequently occurring possessives.

L.2.4. Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 2 reading and content, choosing flexibly from an array of

strategies.

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• Determine the meaning of the new word formed when a known prefix is added to

a known word (e.g., happy/unhappy, tell/retell).

• Use a known root word as a clue to the meaning of an unknown word with the

same root (e.g., addition, additional).

• Use knowledge of the meaning of individual words to predict the meaning of

compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,

bookmark).

L.2.5. Demonstrate understanding of figurative language, word relationships and

nuances in word meanings.

• Identify real-life connections between words and their use (e.g., describe foods

that are spicy or juicy).

• Distinguish shades of meaning among closely related verbs (e.g., toss, throw,

hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Mathematics » Grade 2 » Number & Operations in Base Ten

• 2.NBT.1. Understand that the three digits of a three-digit number represent

amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6

ones. Understand the following as special cases:

o 100 can be thought of as a bundle of ten tens — called a “hundred.”

o The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,

two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0

ones).

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• 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.

• 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number

names, and expanded form.

• 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds,

tens, and ones digits, using >, =, and < symbols to record the results of

comparisons.

Science:

SC. B2. 1. 5 - The student knows that every human actions requires energy that comes from food; student uses graphic organizers to classify food groups

LA. A. 2. 1. 4 -‐The student increases comprehension by rereading, retelling, and discussion LA. C. 2. 1. 4 -‐ The student retells specific details of information heard, including sequence of events SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

LA.C. 2. 1. 4 - The student will retell story giving specific details of information heard; student will put events in

Technology:

• Students will have the opportunity to use a computer to type out book cover, sentences, or words.

• Students will utilize a printer that is made available for their use. • Students will utilize a laptop computer, connected to a projector and a white

screen • Students will utilize additional resources such as: a document camera, a tape

recorder, paper trimmer, BindMate to bind books together.

Time

• 30 minute-interval to teach lessons • 20-30 minutes blocks of follow-up activities • Continuous and ongoing teaching and learning activities

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• Unit of study- 7 days

Materials

• GBC BindMate • GBC CombBind 100 pack • GBC 50 Pack Textured Binding Cover • X-Actor Paper Trimmer • Rectangular Basket w/handle • Brother DCP-J125 Desktop Color Printer • Ink cartridges • Markers, crayons, colored pencils

Procedures

• Whole groups lessons will be taught. Students will be reinforced with follow-up practices and center activities.

• To create mini book, students will select needed materials that will be provided

and available to them.

• Pages for the book will be pre-cut by parent volunteers.

• Students will follow directions to demonstrate and show understanding of whatever concepts being taught. Students will also draw a picture to illustrate subject matters, and then color each picture.

• Students will use the computer to write words, sentences, numbers, fine clip art to

create and write title for the cover.

• Students’ work will be checked and edited for errors.

• The teacher or parent volunteers will check students’ work and then return to students for revision or correction.

• When students’ work is completed and ready, the final copy will be bound with

spiral combs and presented to student.

• All students will have a basket w/handle where completed books will be stored for future use.

• At the end of the year, students will have a basket of books to take home.

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Title: Balancing Instruction by Using Mini Books as Assessments

Curriculum Area: Reading/Languages Arts

Subject Area: Language Arts/ Nouns

Grade Level: 2nd, 3rd, and 4th

Material/Equipment: Student’s book, worksheets, paper, pencil, crayons, name cards,

picture cards

Technology: Computer laptops, document camera, projector, printer, interactive white

board

Background Information:

Proper Nouns

• Proper nouns are nouns that name special places (California, Disney World), or

special people (George Washington, Mrs. Kennedy), or special things (The Statue

of Liberty, Cadillac).

• Proper nouns begin with a capital letter.

Common Nouns

• Common nouns are nouns that name unimportant people (boy, children, friend,

dad) or unimportant places (school, store, downtown, church, home, college) and

things (dress, dog, car, computer, refrigerator).

• Common nouns do not need to be capitalized

Singular and Plural Nouns

• Singular nouns are nouns that name one person (Example: boy, man, child,

person), or one place (Example: store, school, restaurant, beach), or one thing

(Example: shoe, bus, ball, chair, toy).

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• Plural nouns are nouns that name more than one person (Example: children,

people, men, girls, friends) or place (Example: cities, parks, airports, schools,

malls) or thing (Example: pencils, boxes, shoes, buses, supplies, rooms, dresses).

• To change most nouns from singular to plural, add the letter s. But for nouns that

end in s, ss, ch, sh, or x, add -es to show more than one.

• Some singular nouns have to be spelled in a new way. (Example: Singular-

goose, child, man, and person).

• Some plural nouns have to be spelled in a new way. (Example: Plural- geese,

children, men, and people).

Learning Objectives:

• Students will identify a person, place, thing, or idea as a noun

• Students will be able to determine if a noun is a proper or a common noun

• Students will identify singular and plural nouns.

• Students will be able to identify nouns in a sentence

Procedure:

• The students will participate in various activities to help comprehend and

understand nouns. Students will be asked to look in their desk and name all

objects found inside their desk. Students will look around their classroom and

make a list of everything they see. The teacher will write the words Person, Place,

and Thing on the board. Each student will be asked to read one or more of their

objects out loud. The teacher will help students to categorize objects by

identifying them as a person, place or thing. (Examples: book, pencil, crayons,

markers, and ruler). Then students will look around the classroom and make a list

of objects they see. Students will go up to the board and write objects under the

proper heading.

(Example: projector, computer, desks, chair, teacher, Maria, window, Kevin,

door, and whiteboard).

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Evaluation:

Students will identify the nouns of each sentence written on the overhead and

identify what type of noun it is.

Example:

Rob and Cindy drove the car to the airport and then flew on an airplane to

California.

(Rob, Cindy, California -proper nouns). (car, airport, airplane – common nouns).

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Curriculum Area: Language Arts

Subject Area: Language Arts/Adjectives


Material/Equipment: Student’s book, worksheets, paper, pencil, crayons, name cards,

picture cards

Technology: Computer laptops, document camera, projector, printer, interactive white

board


• Adjectives are describing words that tell the number, size, color, shape, taste,

sound, feelings, smell, how it looks, or any other information relating to a noun.

• An adjective is a word that describes a noun (person, place, or thing).

• Adjectives answer questions like: How many? How big? What kind? Which?


• Students will be able to define and identify adjectives

• Students will be able to fine and recognize adjectives in a sentence

• Students will be able to categorize adjectives

• Students will be able to write sentences with their own adjectives

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Procedures:

• The teacher will introduce adjectives to the students by having a selection of

descriptive word-cards. Clip word on the board. Students will select and use a

word card to describe a pet, a friend, and a toy.

• Students will look at picture cards and use multiple adjectives to describe the

picture.

• Students will make a list of adjectives to describe who they are.

Evaluation:

Students will identify words that describe nouns in sentences, passages, and

stories.

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Curriculum Area: Reading/Language Arts

Subject Area: Language Arts/Antonyms

Grade Level: Second

Goal: Students will learn what antonyms are and use known Dolch sight words as opposites

Materials Needed: Handwriting paper, pencils, white board, printed Dolch words on index cards, projector, document camera, computer

Technology: Computer laptops, document camera, projector, printer, interactive white board


• Students will learn that antonyms are words that are opposites

• Students will be able to define and identify adjectives.

• Students will be able to recognize adjectives in a sentence.

• Students will be able to demonstrate and improve basic reading skills, including

reading, comprehension, and meanings.

• Students practice and improve language skills.

Evaluation: Students will match words with their opposites; Students will identify

opposites in sentences; Students will make a list of words and identify their opposites.

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Curriculum Area: Social Studies

Subject Area: Social Studies/ My ALL ABOUT ME Mini Book

Grade Level: Second

Background Information: Students return to school in August having a lot to share and

they especially like talking about themselves. Therefore, it’s an ideal time for letting

students write about themselves. It is a good way to get to know who the students are and

their likes and dislikes. Having students put information in a mini book is effective in

helping students celebrate their individuality and learn about likenesses and differences.

Creating mini books is also an effective method to build important beginning of the year

skills and a sense of unity among classmates. This thematic ‘All About Me’ unit

integrates Language Arts, Mathematics, Social Studies, Nutrition, and Physical Fitness as

it enhances the Reading Program.

Material/Equipment: Book, worksheets, paper, pencil, crayons, name cards, picture cards. vocabulary cards


Vocabulary: Likeness, difference, self-esteem, family, hobby, individuality, unity, career, profession, characteristics, description


• Students will write in complete sentences • Students will know that the name of special people, places, and things need

capital letters • Students will create and complete a mini book to provide an introduction at the

beginning of the school year. • Students will produce a mini book that will include personal and general

information about them.

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• Students will share their likenesses and differences

Evaluation: Oral Presentation of Mini Books

Day One

• What's your name? • How old are you? • When were you born? • What gender are you? • What nationality are you? • Where are you from? • Where do you live? • What school subject do you like best? • What's your favorite sport? • What's your hobby?

Day Two

• How many people are in your family? • How many brothers do you have? • How many sisters do you have? • What is your dad’s job? • What is your mom’s job? • Do you live in a house or an apartment? • How many rooms are there in your house or apartment? • What is your bedroom like? • What's your favorite meal? • Do you have a pet? How many?

Day Three

• What time do you go to bed? • What time do you wake up in the morning? • What is the first thing you do after you awaken? • What do you have for breakfast? • What time do you leave for school? • How do you get to school each morning? • What is your school day like? • How do you get home after school? • What do you do first after you get home from school?

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• What time do you eat dinner?

Day Four

• What do you like to do in your spare time when you are not at school? • What do you do on Saturdays? • What do you like to do on Sundays? • Write about the activities you do on the weekends?

Day Five

• Make a list of your likes and dislikes. • What is your favorite sport? Tell why? • What's your favorite food? Tell why? • What is your favorite television show? • What is your favorite movie?

Day Six

• Name someone you love (father, mother, brother, sister, grandparent) • Write a physical characteristics description of what they look like. • Tall, short, medium etc. • Face (round, oval etc.) • Eyes (small, big, blue, brown etc.) • Clothes (baggy, tight, smart, shabby, elegant etc.) • Generous, mean, intelligent, honest, serious, funny etc.

Day Seven

• What would you like to be when you grow up? • Which career or profession would you choose? Why?

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Curriculum Area: Math

Subject Area: Math/ Even and Odd numbers

MA.2.A.4.2 : Classify numbers as odd or even and explain why.


Grouping Instruction: Whole

Material/Equipment:

• Number Line • Hundred Chart with numbers 1- 100 • Blank Hundred’s chart • Dice • Manipulative • Paper and pencils • Two- colored connecting/counting cubes


Essential Question: How are even numbers and odd numbers different? Vocabulary:

• Even Number-a whole number that can be divided by 2 or represented as pairs

• Odd Number-a whole number not divisible by 2


Students will be introduced to the concept of odd and even numbers. Communicate to

students that even numbers are numbers that end in 0, 2, 4, 6 or 8; Odd numbers are

numbers that end in 1, 3, 5, 7 or 9. Teacher will demonstrate and explain that an even

number of items can be divided equally into two parts or between two people. Have two

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students go up. Show the class a bag of apples. Ask students, “If there are six apples in a

bag, how can the two classmates divide them equally (each classmate can have three

apples). Six is an even number. However, each student has three apples and three is an

odd number, it is not an even number.


• Students will identify and classify numbers as even or odd.

• Students will recognize and understand that numbers ending in 0, 2, 4, 6 or 8 are

even numbers and numbers that end in 1, 3, 5, 7 or 9 are odd numbers.

• Students will add one and two digit numbers and determine if the sums are even

or odd.

Procedure:

1. Remind students that even numbers end in 0, 2, 4, 6 or 8 and odd numbers end in

1, 3, 5, 7 or 9.

2. Use a projector, computer, and white board. Find chart with two columns and

label one side Odd and the other side Even. Write numbers 1 through 20 on index

cards. Pass cards out, one to each student.

3. Have students say their number and identify whether it is an even or odd number.

Then write the number under the appropriate column.

4. Have students volunteer to roll a pair of dice. Then have the student count the

number of dots and say if the number is odd or even. Continue until each student

gets a turn. Once students have discovered the right answer, the teacher will write

the numbers in the odd or even column.

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Evaluation/Activities:

• Students will be divided into pairs. Each pair of students will be given a sheet to

record information. Each pair will also need a pencil and two dice.

• Prompt students to draw two columns on their papers and label one “even” and

“odd.”

• Have students take turns rolling the dice and identifying whether the number is

even or odd. Students will then use tally marks to record results. Each student will

roll five turns. Students will recognize the column with the most tally marks.

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Curriculum Area: Science/ Reading/Art

Benchmark: SC. B2. 1. 5 - The student knows that every human action requires energy that comes from food; student uses graphic organizers to classify food groups

LA. A. 2. 1. 4 -The students increases comprehension by rereading, retelling, and discussion LA. C. 2. 1. 4 - The students retells specific details of information heard, including sequence of events SC.2.L.16.1 Observe and describe major stages in the life cycle of plants and animals, including beans and butterflies

LA.C. 2. 1. 4 - The student will retell story giving specific details of information heard; student will put events in sequential order.

Subject Area: Science


Material/Equipment:

Computers, Internet, Software programs, Kidspiration

Document Camera, Projector, and Promethean white board

Magazines, Notebooks, Paper, Posters, Charts

Art supplies (crayons, markers, paper, paint, scissors, pencils, etc.).

School’s butterfly garden, Caterpillars, Containers, Science notebooks, Chart

paper, Notepaper, Markers, Crayons, Pencils, Books (The Hungry Caterpillar),

other Fiction Non-fiction books, Computers, Posters, Picture cards of the life

cycles of butterfly/ stages of a caterpillar, Overhead projector, White board,

Document camera, Cameras

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Technology:

• Use the computer to select various types of graphic organizers that will be

appropriate to what they are learning; to view food pyramids.

• Use Kidspiration to compare and contrast the life cycle of a moth, plant and an

animal to butterflies or to each other.

• Students will use the Internet to gain information and facts as they research

butterflies, caterpillars, plants and animals.

• Students will use Kidspiration to show comparison life cycle of plants, animals,

and insects.

• Use Kidspiration to create a food pyramid


In this unit, students will gain direct science experience by demonstrating knowledge of

basic science concepts of life science, including and understanding of concepts related to

everyday life through characteristic properties of objects, patterns, and how they repeat,

and cycles. Students will learn about the life cycle of a butterfly and successfully know

the four stages (egg, caterpillar, cocoon, and butterfly) of the butterfly cycle. These

lessons and activities are designed to help students to understand and familiarize

themselves with the life cycle stages of a butterfly. Many insects go through either

complete or incomplete metamorphosis. The butterfly is an example of an insect that

undergoes complete metamorphosis. The butterfly life cycle is marked by significant

changes in the shape and structure of the insect. As students think about other animals or

insects, they will see similarities and differences in life cycles. The goal is to use this unit

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to teach students about the various stages of a butterfly's life, and how these stages are

similar to other animals, plants, and ours.

BIG IDEA: Heredity and Reproduction

Essential Question:

• Would you rather be a caterpillar or a butterfly?

• How many stages are there in a life cycle of a butterfly?

• What are some animal life cycles?

• What are some plant life cycles?

Develop Vocabulary:

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Fuzzy, Egg, Larva Pupa,

Chrysalis, Adult, butterfly, Moth, Metamorphosis, Life cycle, stages, insects changes,

food groups


• Students will learn about the life cycle of a butterfly.

• Students will successfully know the four stages of the butterfly cycle.

• Students will learn the differences between a butterfly and a moth

Grouping strategies: Whole group; Cooperative and Collaborative group; Independent

Introductory Instructional Activities:

Hook questions will be asked to motivate students during group discussion.

• What is your favorite food?

• What kind of foods do people eat when they are hungry?

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• What kind of foods do you think caterpillars eat?

Students’ responses will be charted into categories; Students will identify the five food

groups, then students will place foods by food groups.

Teacher will use the Promethean white interactive board, projector, and document camera

to search the Internet for animated caterpillars munching on what they eat.

The teacher will use the document camera to re-visit the book The Very Hungry

Caterpillar by showing pages in the book.

Activities:

1. Small groups of three students will work together as they view pages of the book

on the white board to identify and classify the foods the caterpillar ate.

2. While in small groups, students will create a group poster of the caterpillar and

what he ate. Students may choose from:

• Use a computer’s clip art program to get pictures of foods

• Painting pictures of foods

• Drawing pictures of foods

• Cut out pictures of foods from magazines

3. Each group will display poster and have the opportunity to volunteer to present

their poster to the class.

4. Students will independently list all foods they ate the previous day and then

categorize them into the five food groups.

5. Students will choose to draw, write, and record foods on paper, booklet, or poster.

Differentiated Activities:

Students will select a learning center to:

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• Design a menu for breakfast, lunch, and dinner, including food from all food

groups.

• Write a letter to the caterpillar persuading him to eat healthy foods, including food

from all food groups.

• Create a song, chant, or rap about the five food groups.

• Make a book including the stages of a caterpillar and the life cycle of a butterfly,

with illustrations.

Procedure:

Introductory Instructional Strategies:

Using the document camera, show students pictures of the steps in the life of a

human being. Discuss and share what one might do first thing in the morning,

second, next, then, last, etc. On the overhead, teacher will chart the sequence in a

typical school day.

Activities:

1. Using the document camera, preview and reread the pages in The Hungry

Caterpillar by Eric Carle.

2. Students will participate in a discussion about the events that took place each day

of the week. Ex: What day did the story start? What happened on Monday? What

day did the story end?

3. Students will work in cooperative learning groups. Each group will discuss how

to show the daily events in the caterpillar’s life.

4. Center activities – put word cards in ABC order; arrange number cards in

numerical order counting by ones, by twos, by fives, by tens.

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Students may choose to:

• Make a diary

• Create a comic book

• Design a coloring book

• Make a poster

• Create a slideshow

Outdoors Activities:

The class will take a nature walk to the school’s butterfly garden; students will

observe butterflies and their habitat; students will make note of butterflies’

behavior; students will take snapshots of butterflies in their habitat.

Introductory Instructional Activities:

1. The teacher will use the computer and Promethean white board to show snapshots

that were taken.

2. Students will be introduced to class caterpillars.

3. The teacher, whole group, will use chart paper to complete K and W section of

the KWL chart about the caterpillars and butterflies.

4. Teacher will share video segments of a butterfly using United Streaming.

5. Use websites as a class, or individually, to learn more about the life cycles of

butterflies and moths. Discuss these terms: (Egg, Larva, Caterpillar, Pupa,

Chrysalis, Cocoon, Adult Butterfly, Moth)

6. The teacher will read aloud, The Hungry Caterpillar by Eric Carle.

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Classroom Activities:

1. Students will a use science notebook to illustrate and write about what they

observed in the school’s butterfly garden.

2. Students will share and discuss orally what they observed in the school’s butterfly

garden.

3. Students will visit the classroom’s science center, where they will observe

caterpillars (in containers).

4. Students will use science notebooks to illustrate and record caterpillars’ behavior.

5. Students will discuss and answer questions about the order of events in the story.

a. Picture cards of the life cycle of a butterfly will be displayed; students will

identify the order.

b. Picture cards of the stages of a caterpillar will be displayed; students will

identify them and put them in order.

6. Students will use science notebooks to chart, record, and illustrate the growth of

the class caterpillar daily. To differentiate science notebooks, students will have

the opportunity to record entries by drawing, labeling, and illustrating with

captions and complete sentences.

7. Students will be placed in flexible groups. Groups will present by demonstrating

the life cycle of a butterfly. Groups will have the opportunity to choose from:

• Role Play • Pop-up Book • Slideshow • Model • Puppet Show • Diagram

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Evaluation:

1. Students will draw the parts of a butterfly. Students will label the parts of a

butterfly. (Head, eyes, thorax, abdomen, legs, antennas, and wings.

2. Students will put the stages of a caterpillar in sequence.

3. Students will complete the L section on the KWL chart about caterpillars.

4. Students will put the life cycle of a butterfly in sequence.

5. Students will complete the L section on the KWL chart about butterflies.

6. Students will show what they have learned about the life cycle of a butterfly, by

writing or presenting.

7. Students will write the cycles and identify what cycle comes first, second, third,

and then fourth.

Additional Assessments:

1. Students will use a science notebook to take notes and document information on

the life cycle of a caterpillar.

2. Students will use a science notebook to take notes and document information on

the life cycle of a butterfly.

3. Students will write a story with a beginning, middle, and end about a caterpillar or

a butterfly.

4. Students will illustrate the life cycle of a butterfly and compare a butterfly's life

cycle to that of a moth, a different insect or animal.

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WORK SAMPLES

Name……………………………………………… Date………………

friendship tagboard toothbrush birdhouse bookworm seahorse doghouse seashell playground sunshine spaceship starfish dragonfly clubhouse butterfly clothesline blueberries fireworks clubhouse scarecrow

seesaw skateboard grandmother grandfather cupcake football driveway basketball baseball kickball catfish strawberry snowman newspaper mailman lifeguard lighthouse inside footprint football

flagpole fingerprint flashlight fireman earrings everything haircut homework homemade handwriting hairbrush goldfish downstairs doorbell daytime classroom downtown floorboard laptop fireplace

chalkboard cowboy campfire rainbow ponytail policeman paintbrush popcorn

postcard playground pancake outside nighttime notebook newspaper mailman

shoeshine download teapot runway basketball sawgrass clubhouse sunglasses

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WORK SAMPLES

Name …………………………………………… Date …………………… Directions: (Remember) Adjectives are words that describe a person, place, or thing. Read each sentence below and underline the adjective. Then write the adjective on the line. 1. My class went on a field trip to a big zoo. _____________________________ 2. We saw a black bear playing with its cubs. _____________________________ 3. Did you see the otters swim through the blue water? _____________________________ 4. I saw a tall giraffe eat leaves from the tree. _____________________________ 5. The tiger showed us his sharp teeth. _____________________________ 6. The enormous elephant was eating peanuts for lunch. _____________________________ 7. We watched the colorful peacocks fan their feathers. _____________________________ 8. I bought a small monkey at the gift shop. _________________________________

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WORK SAMPLES

Name………………………………………… Date……………………….. Directions: Read each sentence carefully. Look at the underlined noun in each sentence. Bubble in the circle that tells whether it is a person, place, or thing. 1. On Saturday Maria and her brother are going on an exciting trip.

O person O place O thing

2. Will mother and father take us to Disney World? O person O place O thing

3. Maria jumped up and down when she heard about the trip. O person O place O thing

4. My brother will fly on an airplane for the first time. O person O place O thing

5. Maria told all of her friends at school about their trip. O person O place O thing

6. Maria’s best friend Kim will miss her while she is away. O person O place O thing

7. Her brother Willie will buy a shirt from Disney World. O person O place O thing

8. My mother and father will drive the car to the airport. O person O place O thing

A noun is a word that names a person, a place, a thing, or an animal.

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WORK SAMPLES

The dog ran across the street. Dog is a noun. It names an animal. Directions: Think of nouns that name a person, place, thing, or animal. Then write it in the appropriate column.

Person Place Thing Animal

teacher Ms. Courtney

house Florida

pencil Barbie

dog Sparky

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WORK SAMPLES

The children jumped up onto to the porch and then they jumped down. The antonyms are up/down. The opposite of up is down. Directions: Think of other antonyms that are opposites. Then write the words in the appropriate column.

Antonyms

An antonym is a word that means the opposite. Example: sad-happy, in-out, big-small

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WORK SAMPLES

Name………………………………………… Date……………………….. Is It Odd or Even? Odd numbers are numbers that have 1, 3, 5, 7, or 9 in the ones place. Even numbers are numbers that have 0, 2, 4, 6, or 8 in the ones place. Directions: Write even or odd on the line to show whether each number is odd or even. 12_____________ 27 _____________ 192_____________

33_____________ 40_____________ 144_____________

94_____________ 07_____________ 121_____________

17_____________ 55_____________ 172 _____________

03_____________ 63_____________ 148_____________

14_____________ 91_____________ 177_____________

88_____________ 10_____________ 113_____________

Is the sum of 6+7 odd or even? _____________



Is the difference between 13 and 10 odd or even? _____________



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BIBLIOGRAPHY Compound Words http://www.learningdifferences.com/Main%20Page/Topics/Compound%20Word%20Lists/Compound_Word_%20Lists_complete.htm Synonyms and Antonyms http://www.synonym.com http://www.synonym.com/antonym/ Nouns http://www.ucl.ac.uk/internet-grammar/nouns/nouns.htm

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Documents

Carolyn Courtney Winston Park Elementary 4000 …browardedfoundation.org/wp-content/uploads/2015/01/Balancing... · Lesson Plan (detailed) Objectives ... o Antonyms o Odd and even