The Bruins I.C.E. School

Transcription

1 The Bruins I.C.E. School Lesson 1: Similes Lesson 2: Visualizing Lesson 3: Fact vs. Opinion Lesson 4: Informational Text Lesson 5: Narrative Essay Worksheets Included: Fact/Opinion Worksheet *You will need the Boston Bruins Guide and Player Book for lessons four and five available from I.C.E. School Web Site. Please see each lesson for frameworks applied to that lesson 1

2 Lesson 1: Similes Standards Addressed: 5.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5.L.5A: Interpret figurative language, including similes and metaphors, in context. General Goal(s) Expected Outcome: Using similes to describe characters Specific Objectives: Students will gain greater knowledge by incorporating similes into their writing. Technology Integration: Computer with Internet access/smartboard/elmo/overhead options Required Materials: Unlined White Paper Lined White Paper Crayons or Colored Pencils Modeling/Explanation Explain to students that similes occur when a writer makes comparisons between things or people using the words, like or as. Writers often use similes in a story so the reader can easily visualize what is taking place in his/her mind. The teacher displays the following sentence: Tyler Seguin is skating like a tornado moving through the Great Planes. The teacher asks students: Why is this statement considered a simile? What do you know about Tyler Seguin after reading this sentence? (Comparing Seguin to a fast moving tornado using the word like. I know that Tyler was skating very fast). The teacher displays the following sentence: Zdeno Chara is as tall as the Empire State Building. The teacher asks students: Why is this statement considered a simile? What do you know about Zdeno Chara after reading this sentence? Depending on the level of the students, the teacher may continue with more examples using specific Boston Bruins players. After sufficient knowledge of similes is attained, the teacher asks students to draw a color picture of a Bruins player on unlined white paper. This player can be a current player or a made up one. Tell students to put as much detail as possible into their drawing. They should think about the player s eyes, nose, ears, mouth, hands, legs, etc. 2

3 Once drawings are complete, ask students to choose three aspects of their character s drawing from this list: hair nose face lips eyes ears hands legs feet Ask the students to write three similes to describe the aspects chosen that will best describe the player. After, have the students write a descriptive paragraph that describes their player incorporates these similes into their paragraph. Independent Practice Paragraph Writing Differentiated Instruction Adaptations (For students with learning disabilities) Have the students write only one simile instead of three. Write one to two sentences instead of a paragraph. Extensions (For Gifted Students) Challenge students to think of strong adjectives to describe the player. Check for Understanding The teacher monitors students progress with similes and paragraph and assists when needed. Closure/Wrap-Up Students share drawings and paragraphs with class members. This is an opportunity to have them type up their stories and display them on a bulletin board along with pictures. Evaluation Check their paragraphs. 3

4 ELA Lesson 2: Visualizing Standards Addressed: 5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 5.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. General Goal(s) Expected Outcome Visualizing/summarizing while reading non-fiction text. Specific Objectives: Students will be able to use the process of visualizing to better help them summarize non-fictional text. Technology Integration: Computer with Internet access/smartboard/elmo/overhead options Required Materials: Bruins article from a newspaper or online source that is grade level appropriate Introduction Ask students what it means to visualize something. Ask for volunteers to describe a time when visualizing helped them to better understand something that they were reading. The teacher should share a story as well. Modeling/Explanation Tell the students that you would like them to visualize in their minds while listening to the article about the Bruins. Display the article while reading it to the students. Next, pass out a sheet of unlined white large paper. Have students fold the paper into six equal size blocks. Pass out a copy of the article to each student. Have the students split the article into six parts. This can be random or you may extend the lesson to incorporate as a review of beginning, middle, and end if you have already discussed this. Have students number each part. Using the white paper with the six blocks, the students must retell the article using only pictures. Remind them to not leave any important details out of their pictures. When complete, have the students share with their classmates. After, collect the articles and have students use their picture only to write a one paragraph summary of the article. 4

5 Independent Practice Picture creation and paragraph Differentiated Instruction Adaptations (For students with learning disabilities) Have students do only three drawings instead of six or one large drawing that captures the main idea of the article. Students then write one or two sentences to summarize. Extensions (For Gifted Students) If you have access to a computer lab or portable computer lab, have students find an article on their own to do this lesson. Check for Understanding The teacher monitors students progress of pictures and paragraphs and assists when needed. Closure/Wrap-Up Students share drawings with class members. Students may do a partner swap with a classmate to check each other s summaries. Evaluation Evaluate their drawings and paragraph. 5

6 Lesson 3: Fact vs. Opinion Standards Addressed: 5.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 5.RL.4: Determine the meaning of words and phrases as they are used in text. 5.RL.6: Describe how a narrator s or speaker s point of view influences how events are described. 5.RI.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 5.RI.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 5.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. General Goal(s) Expected Outcome Distinguishing between Fact and Opinion Specific Objectives: Students will be able to distinguish between a factual statement and an opinion statement. Technology Integration: Computer with Internet access/smartboard/elmo/overhead options Required Materials: Internet access in a computer lab or portable computer lab Corresponding worksheet Introduction On your Smartboard or Whiteboard, write the words Fact vs. Opinion. After, say the following to your students: Last night, I was watching the Bruins game. They were playing the Montreal Canadiens. It was an entertaining game. The final score was 4-2 Boston. Tell them that you just told them three facts and one opinion. Ask for volunteers to tell you what the facts were and what the opinion was and why. Write these statements on the board under the appropriate heading. 6

7 ELA 5 th th Grade Grade Modeling/Explanation Tell the students: To see if something is a fact, ask yourself, Can this be proven in some way? If it can, then it is a fact. Go back to the statements on the board and explain why each of those three facts are true facts and not opinions (Example: The final score was 4-2 Boston is a fact because that was indeed the final score of the game. You can find it on the Internet or in the newspaper as proof of the final score). Tell the students: To see if something is an opinion, ask yourself, Does this tell a thought or feeling? Would this statement be true 100% of the time? Write the following words on the board: feel, believe, always, never, none, most, least, best, worst Tell students that these words are often associated with opinion statements. After this introduction, students visit the News section of the Boston Bruins Web Site to find examples of facts and opinions. Independent Practice Web Quest for facts and opinions in Bruins articles Differentiated Instruction Adaptations (For Students with Learning Disabilities) Have a section of one article ready for students to review. Depending on the level of the students, determine how much of the article to use. Check for Understanding The teacher monitors student s progress of web quest and assists when needed. Closure/Wrap-Up The teacher shares examples of facts/details from web site articles on the board after students are finished. Evaluation Web Quest 7

8 Name: Date: Boston Bruins Fact vs. Opinion Web Quest Using the web site, find five examples of facts and five examples of opinions AND explain why each example is a fact or opinion. Be specific with your response. Fact #1: Why is this statement a fact? Fact #2: Why is this statement a fact? Fact #3: 8

9 Why is this statement a fact? Fact #4: Why is this statement a fact? Fact #5: Why is this statement a fact? 9

10 Opinion #1: Why is this statement an opinion? Opinion #2: Why is this statement an opinion? Opinion #3: 10

11 Why is this statement an opinion? Opinion #4: Why is this statement an opinion? Opinion #5: Why is this statement an opinion? 11

12 Lesson 4: Informational Text Standards Addressed: 5.RI.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.2: Determine two or more main ideas of text and explain how they are supported by key details; summarize the text. 5.RI.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.RI.5: Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts. General Goal(s) Expected Outcome Quoting accurately from informational text, comparing/contrasting, summarizing. Specific Objectives: Following the Writing Process and the Common Core Standards for Informational Text, students will be able to accurately quote from informational text, compare and contrast thoughts, ideas, and facts and be able to summarize from required texts. Technology Integration: Computer with Internet access/smartboard/elmo/overhead options Required Materials: Boston Bruins Guide and Record Book Milan Lucic and David Krecji pages Introduction The teacher gives brief introduction on the Boston Bruins activate excitement by discussing recent game highlights, Stanley Cup, etc. Pass out copies of the Lucic and Krecji pages from Guide and Record Book. Modeling/Explanation Read Milan Lucic and David Krejci pages from Guide & Record Book. Depending on the teacher s preference, students may read independently, with partners, in small groups, or with the whole class. Students will create an essay which encompasses the Common Core Standards for Informational Text for Grade 5. The essay should compare/contrast the current careers of Milan Lucic and David Krecji and attempt to answer the question How did these players get to where they are today as current members of the Boston Bruins? Students MUST: 1. Quote accurately from the text when explaining what the text says explicitly. 12

13 2. Summarize the text correctly. 3. Explain the relationship between these two players How are they alike? How are they different? 4. Compare and Contrast three important events of both players lives. The teacher may determine the length of the essay and specific parts to include under the Reading Standards for Informational Text Common Core Standards. Independent Practice The Writing Process - Rough Draft, Revise/Edit, Final Draft of essay Differentiated Instruction Adaptations (For Students with Learning Disabilities) Make appropriate changes in the length of the essay/assignment depending on the number of students present in the class. Extensions (For Gifted Students) Add to requirements of essay, if necessary, for exceptionally gifted students. Check for Understanding The teacher monitors student s progress in the writing process and assists when needed. Closure/Wrap-Up Students discuss approaches and procedures of the Writing Process. Evaluation Final Draft of the essay. 13

14 Lesson 5: Narrative Essay Standards Addressed: 5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. General Goal(s) Expected Outcome Narrative writing following the Writing Common Core Standards. Specific Objectives: Students will be able to accurately and thoroughly create a narrative life story of a current member of the Boston Bruins. Technology Integration: Computer with Internet access/smartboard/elmo/overhead options Required Materials: Boston Bruins Guide and Record Book or any reliable Internet source. Introduction The teacher begins a class discussion on athletes and why they are role models. Why are they important members of our society? Modeling/Explanation Ask students why members of the Boston Bruins are considered important members of the New England Community (Recent Stanley Cup win, etc.). Have students create a list of 10 qualities they look for in a professional athlete. Using their list, students select a current member of the Boston Bruins who matches at least four qualities from their list. Teacher may provide copies of pages from Guide and Record Book or other Internet sources. Students will create a narrative essay on their chosen player, which must include the following: 1. Appropriate technique in researching information for essay from supplied sources. 2. Appropriate use of graphic organizer (provided by teacher) to best organize thoughts, ideas, and format of essay. 3. Follow the Writing Process accurately. 4. Include the complete Common Core Standard of Narrative Writing for Grade 5: a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 14

15 c. Use a variety of transition words, phrases, and clauses to manage a sequence of events. d. Use concrete words, phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 5. Students complete a final draft version of their narrative essay. 6. Students draw a picture of their chosen player. 7. Students make a presentation to the class on their chosen player (The teacher should customize as necessary). Independent Practice Research/Note taking The Writing Process - Rough Draft, Revise/Edit, Final Draft of essay Presentation Differentiated Instruction Adaptations (For Students with Learning Disabilities) Make appropriate changes in length of essay/assignment depending on learners present in class. Extensions (For Gifted Students) Add to the requirements of the essay, if necessary, for exceptionally gifted students. Make specific requirements of presentation, as required. Check for Understanding Teacher monitors students progress of researching, the writing process, presentation and assists when needed. 15