Text Detectives Investigate Meat Eating Plants

Transcription

1 Text Detectives Investigate Meat Eating Plants Resurce ID#: Primary Type: Lessn Plan This dcument was generated n CPALMS - In this lessn, students will identify the text features f nn-fictin bks and use several infrmatinal texts n meat-eating plants t answer text dependent questins. Students will becme "text detectives" and learn hw t use the text t find the evidence t prve that their answers t questins are right. The students will learn t use evidence frm infrmatinal texts t write explanatry paragraphs. Subject(s): English Language Arts Grade Level(s): 1 Intended Audience: Educatrs Suggested Technlgy: Cmputer fr Presenter, Cmputers fr Students, Internet Cnnectin, LCD Prjectr, Speakers/Headphnes, Micrsft Office Instructinal Time: 11 Hur(s) Freely Available: Yes Keywrds: meat-eating plants, explanatry papers, text-dependent questins

2 Instructinal Cmpnent Type(s): Lessn Plan, Unit/Lessn Sequence, Assessment, Vide/Audi/Animatin, Frmative Assessment Instructinal Design Framewrk(s): Direct Instructin, Writing t Learn Resurce Cllectin: CPALMS Lessn Plan Develpment Initiative ATTACHMENTS WRITING RUBRIC.dcx WHOLE TO PART CHECKLIST.dcx Text Detective Exam.dcx Nnfictin text features.pptx Text Feature Recrding Sheet.dcx LESSON CONTENT Lessn Plan Template: General Lessn Plan Frmative Assessment Befre beginning this lessn students shuld be able t write an explanatry piece. Given a tpic the student shuld be able t write a tpic sentence and at least three supprting sentences. If the majrity f students are unable t d this task this lessn shuld be delayed until later in the year r until at which time students can cmplete such an explanatry paper. At the start f the lessn the teacher will ask the students a series f questins t determine their level f knwledge in regard t text features. The fllwing are questins that will be asked. 1. What is a table f cntents? 2. Hw d we use a table f cntents? 3. What is a glssary? 4. What are headings? 5. Why are headings useful when reading? 6. Why d infrmatinal bks have pictures/illustratins? Based n the level f knwledge the students have at the beginning f the lessn the teacher can determine hw much time needs t be spent n explaining the features f the text. If that understanding already exists the teacher can mit the lessn that intrduces

3 the text features and may delve right int using the text features t identify key details in infrmatinal text. During the lessn the teacher will gauge student understanding based n student respnses prvided during guided and mdeled activities as well as using a thumbs up (I get it), sideways thumb (unsure/i still have questins) thumbs dwn (dn't get it, ttally lst) methd t questins asked thrughut the lessn t check fr understanding. Feedback t Students Students will be given cntinual verbal feedback thrughut the lessn and during all mini-lessns, mdeled lessns and guided practice exercises. Fr partner exercises and writing activities, feedback will be prvided thrugh individual cnferences. During individual cnferences the teacher will meet with the student t review their wrk. The teacher will prvide tw psitives and then tw cnstructive criticisms t the student. Summative Assessment TEXT DETECTIVE EXAM --- The students will read a shrt sectin f an infrmatinal text at the student's independent reading level. The student will then be asked 3 questins regarding that text and be expected t answer the text with accurate infrmatin. Scre accrding t the rubric Text Detective Exam.dcx WHOLE TO PART ACTIVITY --- The students will be given a cpy f a piece f infrmatinal text. They will cut apart the article and break it dwn accrding t text features and then label the infrmatin using a wrd bank. Scre accrding t WHOLE TO PART CHECKLIST.dcx EXPLANATORY WRITING --- Students will be given a bk apprpriate t their reading level assigned by the teacher n the tpic f meat-eating plants. The student will need t read the text, create a brainstrm map and then write an explanatry paragraph using evidence learned frm the text. Students will prvide an apprpriate heading r title fr their paragraph. Students will publish their wrk using Micrsft Wrd r anther wrd prcessing prgram with which they are knwledgeable. Scre accrding t the rubric WRITING RUBRIC.dcx Learning Objectives: What shuld students knw and be able t d as a result f this lessn? Utilizing the text Venus Flytraps by Kathleen V. Kudlinski, the students will prvide evidence frm the text t supprt and prve the answers t given textdependent questins. Given the bk Venus Flytraps by Kathleen V. Kudlinski, the students will identify text features and use the text features t assist them in identifying the details in the text. Using illustratins and details frm a text, the students will identify the main idea fr a sectin f the text and utilize that infrmatin t determine a new heading fr the sectin that was read.

4 Utilizing infrmatinal texts at apprpriate reading levels, students will write an explanatry paper n meat-eating plants. Based n their wn written explanatry piece the students will determine an apprpriate heading fr their explanatry paper and assign that title t their paper. Utilizing classrm r lab cmputers students will publish their piece using Micrsft Wrd r anther apprpriate wrd prcessing applicatin. Given supprt frm the teacher, the class will evaluate and cmpare their individual explanatry pieces t cmpile an infrmatinal text that includes a table f cntents, a heading and a glssary. Guiding Questins: What are the guiding questins fr this lessn? Hw d we knw ur answers t questins abut the text are right? Why d nn-fictin bks have s many different text features? Why d texts r sectins f texts need main ideas? Hw can we use texts t write explanatry papers? Hw d titles r headings r infrmatinal texts help readers? Why use cmputers t publish writing? Why is the rganizatin f an infrmatinal text imprtant? Prir Knwledge: What prir knwledge shuld students have fr this lessn? Hw t wrk with a partner Students shuld read at a DRA level 6 r higher Knw hw t type a simple paragraph using a wrd prcessing prgram Understand what a Main Idea is Teaching Phase: Hw will the teacher present the cncept r skill t students? The "Hk" and Activatin f Prir Knwledge 1. Day 1 -- The questin "D plants eat meat?" wuld be pised t the class. The students wuld be asked t turn t their shulder partner (persn sitting next t them n the right) and talk (discuss) abut their ideas r thughts n whether plants d r d nt eat meat. The teacher will als remind the students t include why they think that plants d r d nt eat meat when talking with their partner. After abut 3 minutes f discussin the teacher will call all students back t attentin. The teacher will call n partners t share their thughts. Then the fllwing vide clip will be shwn: (Advertisements appear prir t the start f the vide. Cue the vide t it';s starting pint prir t student viewing). The students will again be asked t turn and talk t their shulder partner t discuss their previus thughts and the thughts that they currently have regarding the questin psed by the teacher. After 1 minute the teacher will call the class back t attentin and then ask the class whether plants d r d nt eat meat. 2. Get the class excited t read abut meat-eating plants. Tell them that they are abut t becme "text detectives" and will be finding all the prf/evidence in bks that prves plants eat meat.

5 3. Intrduce the bk Venus Flytraps by Kathleen v. Kudlinski (ATOS 3.6) -- Begin by lking thrugh the bk with the class and identifying the text features f the bk. Discuss the guiding questin: Why d nn-fictin bks have s many different text features? Take this time t ask the Frmative Assessment questins regarding text features. Gauge the level f knwledge f the class and cntinue with the read alud if an adequate understanding f text features and their purpses exists. If the class des nt have an adequate understanding r a slid understanding then use the Text Feature Pwer Pint t intrduce and discuss text features. Nn-fictin text features.pptx 4. Read Alud Chapter 1 f the bk. Pint ut text features and remind students f their purpse as yu cme acrss them. As yu read think alud fr the students. Fr example, after reading the first 2 pages say, "I was wndering hw the plant was ging t catch a fly." Then explain t the students that the text just gave us that exact answer. Reread the sectin and then see if they can prvide yu with the evidence frm the text. If they can, prvide specific praise and mdel again fr the student wh might nt have understd. If n ne can prvide the answer shw them the exact wrds that illustrate exactly hw the plant catches the fly. "Sharp pints n the edges f the leaf fit tgether t make a cage." Als pint ut that the picture n the page helps them visualize what is happening and shws them the sharp pints and hw the plant makes a cage t trap the fly. 5. Pse the guiding questin --- Hw d we knw ur answers t questins abut the text are right? -- After finding the evidence in the text help the students t see that if the questin "Hw des a Venus Flytrap catch an insect?" was asked, that the infrmatin r evidence t prve this answer is right there in the text; if they can prve their answer in the text then they knw that their answer is right. 6. Day 2 -- Review the text features f the bk. Pse the guiding questins: Hw d titles, r headings, r infrmatinal texts help readers? Why d texts r sectins f texts need main ideas? 7. Read Alud Chapter 2. Cver the heading f that sectin with electrical tape r sme kind f tape that des nt allw the class t see thrugh it but will peel ff the page withut damage. After reading have the class discuss what the sectin f the bk was mstly abut r cme up with the main idea f the sectin. Discuss hw the Headings in nn-fictin bks relate t the main idea r what the sectin is mstly abut. Have students generate a list f pssible Heading Titles fr the sectin that was read alud. Reveal the actual title f the heading and cmpare with the class list. 8. Read Chapter 4. (Chapter 3 can be read but may be scientifically t difficult fr first grade s fr this part f the lessn I wuld nt use it) Again discuss what the sectin is mstly abut and then have the students generate a list f pssible Headings and then reveal the actual heading. 9. Ask the fllwing questins r ther text-dependent questins. Have students cite the evidence in the text t prve their answer. -- Hw des a Venus Flytrap get insects t cme near it? -- Hw des a Venus Flytrap eat an insect?

6 10. Day 3 -- Tell students that they have been excellent text detectives and that by answering questins and prving the infrmatin they have gathered a lt f evidence. Pse the questin: Hw can we use texts t write explanatry papers? Discuss and then either reiterate r explain that when we write we can use evidence abut tpics that we have read abut t write explanatry papers. Create a brainstrm map (any type f bubble, r map, r web will wrk) tgether abut the Venus Flytrap. Think alud t start reminding students f infrmatin learned frm the read alud and list it n the brainstrm map. After the brainstrm is cmplete, chse a fact frm the map and mdel fr the students hw t frm a sentence using that fact. Assign remaining facts t each set f shulder partners and then have them turn and talk with their partner t create a sentence using their assigned fact. Write all the sentences n sentence strips as the students give them. Then arrange the sentence strips and mdel fr the students hw t rganize the sentences int a chesive paragraph. Guided Practice: What activities r exercises will the students cmplete with teacher guidance? Intrducing the Activity 11. Review the things that the students have learned tgether as a grup: What text features are and why they are useful in nn-fictin bks Hw t be a text detective and find evidence fr answers in the text Why Headings are useful t readers Hw t use evidence frm a text t write an explanatry paper Student Actins during the activity Wrking with a partner, students will select ne f the teacher pre-selected texts n meat-eating plants. Tgether the students will read the text and identify an example f each type f text feature by recrding n the Text Feature Recrding Sheet.dcx (Day 4) Then the students will reread the text and recrd interesting facts that they learned and can prvide evidence fr in the text. (Day 5) The students will refer t their fact sheet t write an explanatry paper abut meat-eating plants based n the infrmatin learned frm their infrmatinal text. (Day 6 and Day 7) The students will reread ne sectin frm their bk and discuss with the teacher what anther apprpriate heading culd be fr that sectin (Day 6 and Day 7) The partner grups will share with the class their explanatry papers (Day 8) Teacher Actins during the activity

7 On days 4 and 5 the teacher will circulate and prvide help t grups as necessary r ffer guidance t students as necessary; verbal feedback will be prvided t all grups as they wrk On days 6 and 7 the teacher will cntinue t prvide supprt t the grups as necessary but will als take the time t wrk with each grup t discuss anther apprpriate heading fr ne f the sectins f their bk. On Day 8 the teacher will cnference (2-4 minute meeting that begins with praise and then prvides necessary cnstructive criticism ) with each grup and prvide feedback n their explanatry papers. Suggested Bk Titles Plants that Eat Animals by Allan Fwler (ATOS 2.7) Strange Plants by Angela Rystn (ATOS 3.7) Hungry Plants by Mary Batten (ATOS 4.2) Plants Bite Back By Richard Platt (ATOS 4.8) Plants that Bite Back by Katy Pike (ATOS 3.9) Meat-Eating Plants by Margee Guld (ATOS 4.3) Meat-Eating Plants by Wiley Belvins (ATOS 3.1) Independent Practice: What activities r exercises will students cmplete t reinfrce the cncepts and skills develped in the lessn? Summative Assessments Whle t Part Activity Students may cmplete the activity independently while the teacher calls the partner grups t cnference with them abut their paper. The teacher will review and write the wrds title, table f cntents, heading, diagram, captin, label, glssary, and index n the bard t create a wrd bank f the text feature names fr the students t use. The teacher will explain that the students will be given a cpy f a bk. (Venus Flytraps by Kathleen v. Kudlinski (ATOS 3.6) will wrk fr this activity. Hwever, a cpy f any infrmatinal text can be used as lng as it includes all f the text features). They are t cut the bk apart t shw the text features f an infrmatinal text. They will glue the parts n t a separate sheet f paper and use the wrd bank (written n bard) t label each text feature. (Day 8) Text Detective Exam

8 Students will read Plants that Eat Animals by Allan Fwler. (ATOS 2.7) The students will then be asked 3 text dependent questins and will be expected t prvide the evidence frm the text that supprts their answer. The fllwing questins culd be used f thers culd be develped. (Day 9): 1. Hw des the Venus Fly Trap attract insects? 2. What keeps an insect frm getting ut f a pitcher plant? 3. Hw des a Bladderwrt plant catch an insect? Explanatry Writing --- Students will be given a bk apprpriate t their reading level assigned by the teacher n the tpic f meat-eating plants. The student will need t read the text, create a brainstrm map and then write an explanatry paragraph using evidence learned frm the text. Students will prvide an apprpriate heading r title fr their paragraph. Students will publish their wrk using Micrsft Wrd r anther wrd prcessing prgram with which they are knwledgeable. (Days 9, 10, and 11 if needed) Expected Student Prducts and/r Perfrmance Students will receive 8/10 n Writing Rubric Students will receive 6/6 n Whle t Part Activity Checklist Students will receive 8/10 n the Text Detective Exam Clsure: Hw will the teacher assist students in rganizing the knwledge gained in the lessn? Guided by the teacher, all the class pieces will be cmpiled tgether int a class infrmatinal text n meat-eating plants. The teacher will tgether with the class review the parts f the bk that have been made and explain their purpse by revisiting the guiding questins. 0. The class will rganize individual pieces and create a table f cntents fr the pieces. 1. The class will highlight learned wrds that shuld be part f the glssary that individuals included in their writing. 2. The class will create the glssary and prvide definitins fr the selected wrds. 3. Cmpile the class bk 4. Share with the principal r n the schl news 5. CELEBRATE!! ACCOMMODATIONS & RECOMMENDATIONS Accmmdatins: Fr the independent assessments, if a student is wrking at a very lw reading level the text culd be read with/t the student s that the fcus remains n finding the evidence in the text that answers the questins.

9 If a student is a struggling writer the student may dictate their explanatry piece t the teacher. Extensins: Using the text Hungry Plants by Mary Balten, the student will identify tw types f meat-eating plants and using evidence frm the text will write an explanatry paragraph fr each type f plant. Using the text Hungry Plants by Mary Balten, the students will write three textdependent questins and prvide the answers with evidence frm the text. Suggested Technlgy: Cmputer fr Presenter, Cmputers fr Students, Internet Cnnectin, LCD Prjectr, Speakers/Headphnes, Micrsft Office Special Materials Needed: The teacher culd print r use an verhead prjectr t view PwerPint if applicable. Any f the infrmatinal texts culd be substituted with ther acceptable titles that meet the needs f the reading levels and cntent apprpriateness fr the grup f students. SOURCE AND ACCESS INFORMATION Cntributed by: Rachel Mntisan Name f Authr/Surce: Rachel Mntisan District/Organizatin f Cntributr(s): Sarasta Is this Resurce freely Available? Yes Access Privileges: Public License: CPALMS License - n distributin - nn cmmercial Related Standards Name LAFS.1.RI.1.1: LAFS.1.W.1.2: LAFS.1.RI.2.5: LAFS.1.W.2.6: Descriptin Ask and answer questins abut key details in a text. Write infrmative/explanatry texts in which they name a tpic, supply sme facts abut the tpic, and prvide sme sense f clsure. Knw and use varius text features (e.g., headings, tables f cntents, glssaries, electrnic menus, icns) t lcate key facts r infrmatin in a text. With guidance and supprt frm adults, use a variety f digital tls t prduce and publish writing, including in cllabratin with peers.

10 LAFS.1.RI.3.7: Use the illustratins and details in a text t describe its key ideas.