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I. Readiness
a. Motivation and Tapping Background of Experience:
Today, I am going to start out by showing you some pictures of a vacation
I took to Florida. (Show several pictures of the ocean and animals,
such as dolphins and manatees).
Transition: Today we are going to learn about different ocean animals,
but first I want to read a story about a little boy and his adventure
in the ocean. Pay close attention to the different animals he meets.
Read Dory Story
Transition: Dory Story was about a little boy pretending to be
in the ocean.
Tapping and building background:
Has anyone ever been to the ocean? Answers will vary:
Yes, we went to Florida last summer, and I swam in the ocean. No, but
we are going to go to California in June, etc. What did you
see there? Answers will vary: lots of sand, ships, fish,
a lighthouse, etc. Did you see any ocean animals? Yes,
I saw fish, a whale, seals, seagulls, etc. Has anyone ever
been to the zoo and saw animals that live in the ocean? Yes/No
What kinds of animals did you see? Otters, whales, dolphins,
manatees, fish, sharks, sting rays, etc. Students will share
other experiences they have had with ocean animals and the ocean.
Transition: Before we begin our reading about ocean animals there
are a few vocabulary words I want to go over with you so that you will
understand your reading better. Let’s start by looking at the following
words.
b. Concept Development/Vocabulary:
The following words are terms the students may have trouble with. I would
prime each of these words by having the students look at the pictures
of the book and write down their own definition. Then I would have them
compare with a partner and have volunteers share their answers.
The definition is found at the end of the book. The vocabulary word is
in bold print.
Anemones sting- anemones are also called a windflower,
lives in the sea and looks like a plant
Barnacles cling- a sea animal that has a shell, attaches
itself to underwater objects such as rocks and ships’ bottoms
Kelp forests sway- kelp are large brown/green seaweeds,
sometimes eaten in China and Japan
Manatees lumber- to walk or move with heavy clumsiness
Narwhals slumber- Arctic whale that is spotted, males
have a long twisted ivory tusk that sticks out from the left side of its
head
Umbrellamouths dine- a type of fish with a large mouth
like an umbrella
Zooplankton thrive- consists of corals, sea anemones
and jellyfish
Once students had their definitions of the words, I would guide them through
visualization and imagery strategies. I would ask the students if any
of these words sparked a mental image in their mind. Then, I would provide
an example such as Kelp makes me think of spinach because it’s greenish,
it is also eaten, it looks mushy, and I can picture mushy spinach swaying.
Next, I would invite students to share their mental images with the rest
of the class.
c. Purpose for Reading:
Reading Strategy Return
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Today you will be reading Into the A, B, Sea. You will be reading
to be informed about various ocean animals. You will use the thinking
skill of description to learn about the different animals. You will need
to complete a matrix, which we have talked about before, about the similarities
and differences of the ocean animals. Each student needs to choose
four animals to compare and contrast on their matrix. Later, as a class,
we will combine all of the animals and categories students chose. The
next day I would have the class matrix copied onto chart paper and posted
on the wall.
Example of a matrix.
II. Silent Reading: The students will read the text silently while
filling out their Matrix.
Differentiation Return
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Students may listen to the book on tape and follow along instead
of silently reading the story.
Discussion Strategy Return
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Discussion:
I would start out using Think, Pair, Share with students in dyads for
discussion. Students would talk about the description used in the book
such as how they pictured the animals because of what was written. They
would also discuss how different animals move, what they do, and how they
look. After talking about this for a while we would discuss their matrix,
create a class matrix, and fill out a chart classifying the animals as
a mammal or not a mammal. Then I would bring the class together and ask
the following questions.
QAR Questioning
(Text Implicit & Script Implicit) What was this
book about? (Ocean animals. The answer is Author
and Me because the text says, “Swim the ocean waves with me...”
and I know the animals in the book live in the ocean.)
(Text Explicit) How does a manatee move? (A
manatee lumbers. The answer is Right There because the answer
is found in the text.)
(Script Implicit) What does lumber mean? (It is how it
moves; it moves slowly and floats along. This answer is On My Own because
I don’t have to read the story to know the answer to this question.)
(Text Explicit) Barnacles do what? (They
cling. The answer is Right There because the answer is found
in the text.)
(Text Implicit & Script Implicit) What would
a barnacle cling to? (They cling to rocks, boats, or other
animals. The answer is Author and Me because the text tells me
the barnacle clings and I have to think about what it could cling to in
the ocean.)
(Text Implicit) What animals in the book might be
predators? (Answers may vary; one example would be a Tiger
shark. The answer is Think and Search because there are various
answers on different pages.)
(Script Implicit) Do you think some animals in this
book depend on others to live? (Yes, some fish hide in the
Kelp forests. The answer is On My Own because I know that fish
hide in Kelp to keep away from other fish that eat them like in Finding
Nemo.)
Differentiation Return
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Students may be given a matrix with half of the answers filled
in. This would provide them with a guide as well as a more manageable
amount of work.
I would end the discussion by talking about what the students wrote on
their matrix. I would draw a large matrix on the board to combine the
students' answers. The next day I would have the matrix transferred to
tag board to hang on the wall as a reminder of what we learned. I would
also have the class complete a chart defining the animal as a mammal or
not a mammal at this time.
Transition: Now that we have a clear understanding of what the ocean
animals are and a little description about them, let’s take a closer
look.
IV. Rereading:
Now you will be rereading the story with a partner. You need to pay
close attention to the different animals you read about. While you read
keep a list of the animals you would like to learn more about. Once everyone
is done you are going to choose an animal to learn more about.
V. Follow-up:
Writing Strategy Return
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Tonight or tomorrow in media class you need to find out more information
about the animal from the book you chose by looking on the internet, reading
other books, talking to your parents, or any other means to find out about
it. If you choose to use the internet, remember to use the search techniques
you were taught in media class. You need to organize your new information
into a paragraph. Remember that a paragraph should have four to six sentences.
Check to make sure you have punctuation at the end of each sentence, and
make sure each sentence starts with a capital letter. Once we have
read everyone’s paragraphs we will put them together to form our
own book.
Differentiation Return
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Provide materials for the student to use for researching their
animal. Students may type their paragraph on the computer or orally record
their paragraph using a tape recorder. |