The Bruins I.C.E. School

Transcription

1 The Bruins I.C.E. School Lesson 1: Spelling and Word Study Lesson 2: Informational Text Boston Bruins Guide and Record Book Lesson 3: Sticking With the Boston Bruins in Action Lesson 4: Boston Bruins Poetry Lesson 5: Boston Bruins Writing Prompt Worksheets Included: Please see each lesson for worksheets and frameworks applied to that lesson. 1

2 Lesson 1: Spelling and Word Study Concept/Topic to Teach: - Boston Bruins Weekly Spelling/Word Study - Class discussion on the Boston Bruins and words associated with the Bruins. Decide which words would be appropriate for 4 th grade spelling. - Spelling List: The whole class generates a Bruins Spelling list or uses a teacher created Bruins spelling list. (Number of spelling words can be determined by the teacher.) Spelling Activities: (Class work or homework) Spelling Practice Hat Trick Spelling (* suggested timeframe 2 or 3 days/nights) Spelling Trial Test Weekly Spelling Test Standards Addressed: Conventions of Standard English Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Spell grade-appropriate words correctly, consulting references as needed. General Goal(s) Expected Outcome Use the Bruins I.C.E. School Spelling/Word Study lessons to master spelling words over a five-day span. Specific Objectives: Students will complete their spelling activities during the five-day span. Students will master their spelling words while gaining knowledge of the sport of hockey and the Boston Bruins. Required Materials: List of Boston Bruins Spelling Words Spelling Worksheets: Spelling Practice Hat Trick Hockey Spelling Trial Test for homework and Buddy/Peer Trial Test for an in class assignment Weekly Spelling Test 2

3 Introduction Create a list (with students or by the teacher) of Boston Bruins/hockey words appropriate for 4 th grade spelling. Modeling/Explanation The teacher will read and discuss the directions for the lesson being taught. Students will be given time to complete the assignment. Independent Practice Students will complete their assignments independently and study their words in order to master them for the spelling test. Differentiated Instruction Adaptations Read directions out loud Fewer spelling words to study for the test Teacher check In for multiple day/night assignments Peer studying Extensions Create a longer list of more challenging spelling words Complete an additional assignment(s) on the Hat Trick Spelling Test Check for Understanding Students will master their weekly spelling words and retain the correct spelling for later use. Spelling Activities will be completed successfully and in a timely manner to be determined by the teacher. Closure/Wrap-Up Class discussion and sharing of Hat Trick Activities. Evaluation Assess students using the completed Hat Trick Spelling activities and the Spelling Test. 3

4 Name Date Bruins Spelling Practice Spelling List Spelling Pretest Words To Learn 4

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6 Name Date Hat Trick Spelling Get ready to score a hat trick! Choose 3 Spelling activities to complete this week. You will score a goal for each activity you successfully complete. Go for the Hat Trick! Black and Gold Spelling Write your spelling words on the left side of the paper. On the right side, write your spelling words with the consonants in black and the vowels in gold (yellow). Spelling Sentences Write 10 well written sentences using 10 or more of your spelling words. Each sentence should show something you learned about the Bruins or the sport of hockey. Correct capitalization and punctuation are needed. Left Hand and Right Hand Shot Write your spelling words using your dominant hand (the one you usually write with), then take a shot at writing the words using your other hand. Spelling Poster Create a colorful and neat poster using 10 or more of your spelling words, illustrating something related to the Bruins or the sport of hockey. Be creative, use lots of color, and be neat! Bostonbruins.hockey News Article Pretend you are a reporter for the news website bostonbruins.hockey. Use 10 or more of your words to write an informative article about the Boston Bruins or the sport of hockey. Cut It Out! Use magazines, newspapers, catalogs, or the computer to cut out the letters to make your spelling words. Create 10 or more of your spelling words and glue them onto a sheet of paper (you may use colored paper). Score 6

7 Name Date Boston Bruins Spelling Trial Test Ask your coach to give you a Spelling Test and then correct the test for you. You can award yourself one goal for each word you have spelled correctly. Score Coach s Signature 7

8 Boston Bruins Spelling (*sample Spelling/Word Study words) Stanley Cup offense National Hockey League Nathan Horton Boston defense Bruins assist Tuukka Rask franchise Claude Julien Zdeno Chara TD Garden broadcast Eastern Conference Champions slap shot Prince of Wales Cup competitive goal defenseman penalty Milan Lucic power play black and gold on ice officials Patrice Bergeron referees Blades linesmen attacking zone off ice officials concessions Andrew Ference hockey stick professionals puck athletic forward uniforms goalkeeper shut out face off standings Star Spangled Banner championship national anthem zamboni roster equipment substitution opponent wrist shot 8

9 Lesson 2: Informational Text Boston Bruins Guide and Record Book Concept/Topic to Teach: Informational text Read and understand the elements of informational/non-fictional text using excerpts from the Boston Bruins Guide & Record Book. Standards Addressed: Reading Standards for Informational Text Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Craft and Structure 4. Determine the meaning of general academic and domain specific words or phrases in a text relevant to grade 4 topics or subject areas. 5. Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts. In the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. General Goal(s) Expected Outcome Students will read and understand informational/non-fictional text by completing the Boston Bruins Scavenger Hunt. Specific Objectives: Students will complete the Bruins Scavenger Hunt by reading and interpreting excerpts of informational text from the Boston Bruins Guide & Record Book. Technology Integration: This is a site for the explanation of non-fictional text features. 9

10 Required Materials: Boston Bruins Guide & Record Book PDF File on (Teachers may copy pages they would like to use). Introduction Discuss the definition of elements of informational text and what information these elements provide to the reader. Modeling/Explanation The teacher will read and discuss the directions for the lesson being used and also provide a reference sheet for informational text elements. Students will be given time to complete the assignment. Independent Practice Students will complete their assignments for the Boston Bruins Scavenger Hunt. Differentiated Instruction Adaptations Read the directions out loud. Have the students work in pairs or small groups. Prepare a condensed version of the scavenger hunt. Extensions Students work together to create a chart showing the elements of non-fictional text found in their scavenger hunt. Check for Understanding Students will successfully respond to the schedule questions. Scavenger hunt will be completed successfully and in a timely manner. Closure/Wrap-Up The whole class creates a chart showing the elements of non-fictional text found in their scavenger hunt. Evaluation Scavenger hunt may be used as an assessment. 10

11 ELA 4 th th Grade Name Date Boston Bruins Non-fictional/Informational Text Scavenger Hunt We read non-fictional, or informational text differently than the way we read fictional text. In order to read and understand non-fictional/informational text, it is important that you use the features of non-fictional text to locate and understand the information. Complete the chart below using the Boston Bruins Guide and Record Book. Text Feature Photographs Found in Guide Page Number How Feature Helps You Understand Text Chart Bold Print Bullets Fact Box Timeline Title Table of Contents Pronunciation 11

12 Guide Other Text Features Found Extension: Using the information in the Boston Bruins Guide and Record Book, write 5 questions about the Boston Bruins. Ask a classmate to respond to these questions. Example: What is Answer: Page number where you found the response Lesson 3: Sticking with the Boston Bruins in Action Concept/Topic to Teach: 12

13 Grammar Sticking with the Boston Bruins in Action is an activity using verbs to show how they are related to the Boston Bruins and the sport of hockey. Students will write a descriptive paragraph about a hockey player in action, create a hockey player made from pipe cleaners, and illustrate a background above the paragraph before gluing the hockey player onto their paper. Standards Addressed: Language Standards Conventions of Standard English 1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. c. Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking.). c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. *MA. 1h Write legibly by hand, using either printing or cursive handwriting. * (Additional Massachusetts standard) 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. d. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. Vocabulary Acquisition and Use Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g. quizzed, whined, stammered) and that are specific to a particular topic. General Goal(s) Expected Outcome Students will show their knowledge of verbs and paragraph writing by creating an action figure of a hockey player, writing a descriptive paragraph detailing the action, and creating an illustration to go along with the player s action. Specific Objectives: Students will master action verbs and become familiar with the use of progressive verb tenses and modal auxiliaries. 13

14 Students will use conventions in writing correctly and handwriting will be legibly printed or written in cursive. Students will write a paragraph clearly showing the action that takes place in the sport of hockey. Required Materials: Large sheet of white construction paper for illustration, lined paper for written paragraph and a pencil Pipe cleaners Chart paper Markers, crayons, and/or colored pencils *Optional any spelling/grammar reference book available in the classroom Introduction The teacher will review action verbs, progressive tense verbs, and modal auxiliaries, as well as review what is needed for a well-written paragraph with the correct use of conventions. Modeling/Explanation The teacher will read and discuss the directions for the lesson being used. The teacher will show the students how to create an action figure using pipe cleaners. Students will be given time to complete the assignment. Independent Practice Students will write a descriptive, action paragraph about a Boston Bruins player or the sport of hockey with an action figure and an illustration to go along with the paragraph. Differentiated Instruction Adaptations Read the directions out loud. Have students work in pairs or small groups. Provide guidance in creating an action figure using pipe cleaners. Extensions Students may write more than one paragraph. Students may create more than one action figure. Students will view reference materials to use higher level/ more challenging verbs. Check for Understanding Sticking with the Boston Bruins in Action activity and writing assignment will be completed successfully and in a timely manner. The teacher may make appropriate paragraph and verb usage requirements. 14

15 Closure/Wrap-Up Peer/Small Group/ Whole class sharing of completed activity. Whole class creates a chart showing the action verbs associated with the sport of hockey. Evaluation Peer/Small Group/ Whole class sharing of completed activity can be used as an assessment. Name Date 15

16 Sticking With the Boston Bruins in Action 16

17 Concept/Topic to Teach: Poetry Standards Addressed: Lesson 4: Boston Bruins Poetry 17

18 ELA ELA ELA Grade 444thth th Grade Grade Writing Standards Text Types and Purposes *MA.3.a. Write stories, poems, and scripts that use foreshadowing, similes, and/or metaphors. *(Additional Massachusetts standard.) Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences. General Goal(s) Expected Outcome Students will apply their understanding of the characteristics of the poetry genre. Specific Objectives: Students will develop an understanding of the characteristics of the poetry genre through their writing. Required Materials: A variety of poetry books for the students to read poems cinquain, sensory, and list poetry Boston Bruins Poetry Worksheet Introduction Students will write different forms of poetry using the sport of hockey and the Boston Bruins: Cinquain Poem, Sensory Poem, List Poem. The teacher can determine the students requirement for the length of each poem. Discuss the directions on how to write each type of poetry using the Boston Bruins and the sport of hockey. Modeling/Explanation Cinquain Sensory Poem List Poem Independent Practice The students will write a minimum of one poem for each type of poetry. Differentiated Instruction: Adaptations The directions can be read orally and clarified for each type of poem. Students can be monitored frequently to make sure they understand the directions/pattern for each poem. 18

19 Extensions Students can write longer poems, or more than one of each type. Students can create Boston Bruins poetry notebooks with several poems and illustrations. Check for Understanding The students will follow the directions to successfully write each type of poem. Closure/Wrap-Up Peer/Small Group/ Whole class sharing of completed activity. Poems may be placed in Writers Notebook or folder if applicable. Evaluation Poems may be used for assessment using the teacher s grading system. Name Date Boston Bruins Poetry 19

20 It s time to get creative and write some poems about the Boston Bruins or the sport of hockey. Read the poems below and follow the directions or pattern to show off your own abilities as a Bruins Poet! Cinquain Here is an example: line 1: Noun about Boston Bruins or hockey line 2: Two Adjectives describing the noun line 3: Three ing verbs showing action about the noun line 4: Phrase about the noun line 5: Synonym or similar word for first noun Boston Bruins Determined, Focused Practicing, Scoring, Winning Set a goal to win the championship Professional Hockey Players Sensory Poetry Use the five senses to create a poem that enables the reader to imagine a vivid picture about the Boston Bruins! Each line of your poem is going to show a different sense: Sight Smell Hearing Taste Feeling Emotion or Touch Here is an example: TD Garden 20

21 The TD Garden is full of excited fans dressed in Bruins shirts representing their favorite players, faces painted in black and gold while holding signs for their favorite players, Hot, buttery popcorn spilling from boxes, spicy cheesy nachos, along with steamy hot dogs with mustard and relish fill the air, We Want a Goal, and Let s Go Bruins are chanted loudly bouncing off the TD Garden walls, Victory is on the tip of everyone s tongue as the clock ticks :04, :03, :02, :01, :00, Tears streaming down the faces of players, coaches, and fans of all ages as everyone realizes the Boston Bruins are the best team in the NHL! List Poem Writing a list of things can turn into a well-written poem. What do you think of when someone says Boston Bruins? Think about this question as you write a list of nouns, adjectives, verbs, and phrases. Once you have completed your list, revise and edit it, and you have a really good poem! Characteristics of list poems: Each line is a list of nouns, adjectives, verbs, or phrases about your topic Some lines may be repeated to stress a point Lines may or may not rhyme You create a thoughtful list END STRONG leave the reader thinking about your poem Here is an example: Boston Bruins Powerful Determined Focused Number 1 fans Save Tuukka Rask Goal Patrice Bergeron Coaching -Claude Julien Hockey s best Lesson 5: Boston Bruins Writing Prompt Concept/Topic to Teach: Boston Bruins Narrative Writing Prompt for Long Composition 21

22 Standards Addressed: Writing Standards Text and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. *MA.3.a. Write stories, poems, and scripts that use foreshadowing, similes, and/or metaphors. *(Additional Massachusetts standard.) Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences. Language Standards Conventions of Standard English 1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. *MA. 1.h. Write legibly by hand, using either printing or cursive handwriting. *(Additional Massachusetts standard.) 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization Use commas and quotation marks to indicate direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. b. Spell grade-appropriate words correctly, consulting references as needed. 22

23 Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussions). General Goal(s) Expected Outcome Students complete a narrative in response to a Bruins writing prompt over an extended period of time by planning, revising, editing, and peer sharing. Specific Objectives: Students will complete a narrative in response to a Bruins writing prompt by planning, revising, editing, and peer sharing. Required Materials: Boston Bruins Writing Prompt (may be used for first draft and/or final piece) Planning/Brainstorming Worksheet Dictionary/Thesaurus Writing Paper (if not using writing prompt sheets) Colored pencils, pens, highlighters, etc. for revising and editing Introduction The teacher will lead a class discussion on being focused and determined to reach a goal. Modeling/Explanation The students will read the Bruins Writing Prompt and ask any questions they may have about the prompt. The teacher will review the writing process of planning, brainstorming/first draft, revising & editing, and final writing piece. The teacher will discuss the writing time frame with the class. Independent Practice The students will work independently on their writing assignment and be prepared to conference with the teacher (schedule to be determined by the teacher). Differentiated Instruction Adaptations A scribe may be necessary 23

24 Some students may need to be coached during this writing assignment Shorter composition may be assigned to some students Check for Understanding Conferencing between individual students and the teacher Peer Conferencing Closure/Wrap-Up Final writing pieces are completed by the end of the timeframe determined by the teacher Evaluation Final writing pieces are graded according to the assessment standards of the teacher (e.g., rubric, checklist, focal correction areas, etc.). Additional Teacher Resources Reference books for teaching the craft of writing Name Date Writing prompt: The Boston Bruins are focused and determined during the hockey season in order to accomplish their goal of being the best hockey team in the NHL--always working toward being Stanley Cup 24

25 Champions! They are working very hard on the ice during practice and in games, as well as off the ice, where they take care of their bodies with exercise and healthy eating. Think of a time when you were focused and determined to reach your goal. Maybe your goal was to win a championship in one of your sports or activities, to achieve a high grade in school, ride a bike without training wheels, or anytime you decided to try to accomplish something. Write a story showing how determined and focused you were to reach your goal. Use details in your story to show the reader how determined and focused you were, and include how you felt when you reached your goal. 25

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29 Planning/Brainstorming Use the space below to create a graphic organizer before you write your composition. 29