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AdaTwist,Scientist-IllinoisReadsCurriculumPlan
IntroductoryInformationSubmittedby MitchellMox–LoyolaUniversityChicagoTitleofBook AdaTwist,ScientistExternallinktoallmaterials
https://drive.google.com/drive/folders/0BzU_M5OTilZlR1E4aDZRTWpqVzQ?usp=sharing
TitleofUnit Whatdoesitmeantobeascientist?Gradelevel(interest) 2nd ReadingGradelevel FryReadingChart–Early3rdGradeLexileLevel 550L GuidedReadinglevel 1st–3rdA.PurposeforInstruction/EssentialQuestions
Thepurposesoftheselessonsaretoengage2ndgradestudentswithahigh-leveltextthatteachesthemaboutthescientificmethod,introducethemtothemanyelementsandfeaturesofastory,andtofurthertheirvocabularyskills.ThroughmanyinteractivePowerPointactivitiesandprintedorganizers,studentswillworktocomprehendthetextwhileworkingthroughtherichcontentpresentedwithin.
B.AlignmenttothedepthoftheCommonCore–StandardsaddressedandassessedCCSSELAStandards Lesson1:RL.2.7–Useinformationgainedfromillustrationsandwordsinaprintordigitaltestto
demonstrateunderstandingofitscharacters,setting,orplot.Lesson2:RL.2.1–Askandanswersuchquestionsaswho,what,where,when,whyandhowto
demonstrateunderstandingofkeydetailsinatext.Lesson3:RL.2.5–Describetheoverallstructureofthestory,includingdescribinghowthebeginning
introducesthestoryandtheendingconcludestheaction.Lesson4:L.2.5–Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.Lesson5:RL.2.4–Describehowwordsandphrasessupplyrhythmandmeaningtoastory,poem,or
songLesson6:L.2.5–Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.
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C.StudentLearningOutcomes–TargetedstandardsinStudentFriendlyLanguage1.Icantellthingsaboutastory’scharacters,plotandsettingfromthepicturesinthestory.2.Icananswerwho,what,where,when,whyandhowquestionsaboutastory.3.Icandescribethebeginning,middleandendofastory.4.Icanunderstandthedifferencesbetweentwowordsthatmeanthesimilarthings.5.Icanidentifywordsthatgiverhymeandmeaningtothestory.6.Icandesignmyownexperimentfollowingthescientificmethodandthenshareitwithothers.Webb’sDepthofKnowledge:Recall,Skill/Concept,StrategicThinking,ExtendedThinkingBloom’sLevelsAddressed:
Remembering AnalyzingUnderstanding EvaluatingApplying Creating
D.AcademicLanguagetobesupportedatword,syntaxanddiscourselevels
VocabularyTier2Words
• Flop• Stench• Quivered• Gawk
• Frazzled• ConkedOut• WreakedHavoc
Tier3Words
• ScientificMethod• Hypothesis• Research
• Observation• Experiment• Conclusion• Communication
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E.InstructionalSupportsResearch-Based
Strategies&
InteractiveElement(UDL)
PowerPointHandoutOutline
(AppendixF)
Strategies InteractiveElementLesson1–MakingConnectionsPrediction
• PowerPointslides1–3• Printoutofimagesforonpostersforthewallorsheetsofpaperforontablesordesks.
Lesson2–StoryDetailsRemembering
• PowerPointslides4–6• StoryElementsOrganizer(AppendixA)
Lesson3–StoryMappingSequencing
• PowerPointslides7&8• BookBitsActivity(AppendixB)• StoryMap(AppendixB)
Lesson4–VocabularyStrategiesUnderstanding
• PowerPointslides9-12• VocabularyOverviewWorksheet(AppendixC)
Lesson5–AuthorStyle
• PowerPointslides13-17• Copiesofendrhymeanalysispassages(AppendixD)• Additionalwebsitesforfurtherinteractivesupport
Lesson6–Writing
• PowerPointslides18–20• Scientificmethodgraphicorganizer(AppendixE)
F.Assessment(AlignedtoSectionB)Formative • Studentcommentsduringgallerywalk.
• InteractivePowerPointactivities.• Studentanswersonworksheet.
Summative • Studentwillbeaskedtocreateapoemoftheirownthatinstructssomeonehowtocarryoutanexperimentfollowingthescientificmethod.
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LessonOne
Overview
Procedure
IDOWEDOYOUDO
CCSS.RL.2.7–Useinformationgainedfromillustrationsandwordsinaprintordigitaltesttodemonstrateunderstandingofitscharacters,setting,orplot.(MakingConnections)(Predicting)Inthefirstlesson,beginbyaskingstudentsiftheyknowanyfamousscientists*.Next,letstudentspreviewthecontentofthebookthroughtherichdrawingsDavidRobertsandAndreaBeatycreatedtoaccompanythetext.Studentscanmakepredictionsaboutthestorybasedontheinformationtheygleanfromtheimages.Thisisahelpfulwaytopre-assessstudents’backgroundknowledgeandtoprovideastartinggroundforintroducingtheunitof“Whatdoesascientistdo?”1. Askstudentsiftheyknowanyfamousscientists.2. Modelforstudentshowtopullobservationsandpredictionsfromtheimages.(Sampleimageon
slide2ofPowerPoint)3. Dopicturepredicationgalleryofthebook,askingstudentswhattheynoticeabouteachpictureand
howitrelatestoscienceandscientists.Askthemtopredictwhattheythinkthestorymightbeabout,howitmightunfold,whothecharactersmightbe,etc.Studentscouldrecordtheiranswersonaposterpaperthatisincludedwiththephotooronaseparatesheetofpaper.(TexttoSelfConnections)
4. Leadadiscussionaboutthephotosandwhatstudentsnoticed,focusingonthewho,what,whereaspectsoftheirobservations.Tellthemtokeepallthisinmindtoseeiftheirpredictionswerecorrect.
5. Readthefirstspreadoutloudtotheclasstoallowthemtoheartherhythmandrhymeofthestory.6. Readthesecondspreadwiththeclass.(Slide3ofPowerPoint)7. Pairstudentsupandhavethemtaketurnsreadingtheremainderofthestory.
*Ifyouwouldliketofocusonscienceandwhatitmeanstobeascientist,youcouldcreateananchorchartthatyouwouldusethroughoutthelessontocompareAdawithotherscientists.(Partscouldinclude(1)Famousscientistlist,(2)HowAdaisascientist,(3)Traitsofascientist,(4)Howtoconductanexperiment.)
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LessonTwo
Overview
Procedure
IDO
WEDO
YOUDO
CCSS.RL.2.1–Askandanswersuchquestionsaswho,what,where,when,whyandhowtodemonstrateunderstandingofkeydetailsinatext.(Questioning)(Remembering)(StoryDetails)Thislessonisacontinuationofthecontentideasinlesson1.Whilelesson1focusedonstudentspredictingtheelementsofthestoryfromtheimagesinthestory,thislessonanchorsitselfinthetexttodevelopstudents’awarenessofstoryelements.1. Introducequestionwords(who/what/where/when/how/why).Youcancompareaskingthese
questionsaboutabooktothesamequestionsthatAdaasked.2. Discussthedifferencebetweenwho/what/where/when/how/whyandhowtheyrelatetothe
story---who=characters,what=problem,where=setting(s),when=sequencing,how=solution,why=personalquestions.(Slide4ofPowerPoint)(Forevenricherdiscussions,questionscanberelatedtoscience/inquiryifyouareusingthebookforbothsubjects.)
3. UsingthegraphicorganizerfoundinAppendixA,studentswillcreatequestionsusingthesewords.(SeemodelquestionsonSlide5ofPowerPoint.)Somestudentquestionsmightnotbeabletobeansweredfromthetext,suchas“WhatisAda’sfavoritefood”.Talkwithstudentsabouthowtheinformationweknowcomesonlyfromthestoryandthereforewemightnotbeabletoanswereveryquestionthatwehave.
4. Inpairsorasaclass,havestudentsanswerthesewordsbysortingthewho/what/where/howelementsofthestory.(Slide6ofPowerPoint)
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LessonThree
Overview
Procedure
RL.2.5–Describetheoverallstructureofthestory,includingdescribinghowthebeginningintroducesthestoryandtheendingconcludestheaction.(Remembering)(Sequencing)Lesson3isintendedtocontinuetheconversationsthatarehadinlesson2.Whilelesson2focusesonthespecificelementsofthestory,lesson3ismeanttobebroader,askingstudentstosequencethestoryanddescribewhathappensatthebeginning,inthemiddleandattheendofthestory.1. Beginintroducingthethreepiecesofastorymapandwhatismeantbysequencing.(Slide7of
PowerPoint)2. Havestudentseitherre-readorskimthestoryagain.3. StudentwillthenworkinpairsortablegroupstocompletetheBookBitsactivity(AppendixB).
Oncestudentssorttheirbitsinwhattheybelievetobethecorrectorder,theycan‘check’theirworkbyflippingthemoverinplaceandseeingtheimagethatiscreated!
4. Asaclass,discusswhichpart(beginning,middle,end)eachimageorsentenceshouldgoin.Startfromthebottomleftandmovetotopright.Eachmouseclickactivateseachmovement.(Slide8ofPowerPoint).
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LessonFour
Overview
Procedure
L.2.5–Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.(VocabularyStrategies)(Understanding)
Inthislesson,theintentistofocusonthestronglanguageAndreaBeatyusesthroughoutthestory.Becausemanyofthewordswouldn’tbeinstudentfriendlydictionariesandthereforenotwithinthestudent’sreach,richdiscussionaboutcontext,matchingdefinitions,andconnotationcanbehadwithstudents.
1. Beginwithadiscussionaboutotherwaystosaythings.Askstudentsiftheyknowotherwordsthat
mightmeanthesamethingascommonwordslike“eat,talkorthink”.(e.g.eat=chew,chomp,munch;talk=profess,gab,whine;think=ponder,believe,brainstorm,plan)
2. TalkabouthowAndreaBeatyusesbigger,fancierwordsinherstorytoevokecertainmeaningsandfeelings.Somewordsaremeanttosendgoodmeanings(positive),othersaremeanttoprovideabadmeaning(negative).Somewordsarejustwordsanddonothavemuchmeaning(neutral).
3. Askstudentsiftheycanidentify/recallanyofthesewords.(Hint:Theymightbewordsyou(thestudents)don’tunderstandyet.)
4. Provideanexampleforstudents,likeflop.(Slide9ofPowerPoint)5. Havestudentsidentifyiftheyknowit(K),haveahunchaboutwhatitmeans(H),haveseenitother
placesbutdon’tknowthemeaning(S),orneverseenitbeforetoday(N).(Slide10ofPowerPoint)6. Useavocabularydiagramtoconstructthedefinitionswithstudentsthewords.Usecontextclues,
substitutionwithfamiliarwordsorpossiblydictionariestocomeupwithadefinitionandconnotationfortheword.(AppendixCorSlide11onPowerPoint)
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LessonFive
Overview
Procedure
IDO/WEDO
YOUDO
RL.2.4–Describehowwordsandphrasessupplyrhythmandmeaningtoastory,poem,orsong(Analyzing)
Thegoalofthislessonistointroducestudentstopoeticstylesandhowrhythmiscreatedinwriting.Almostallofthestoryiswritteninrhymingcoupletswithmatchingsyllablecountswhichcreatesaverysing-songyflowtothestory.It’seasytoreadandmimicstheveryfamiliarstyleofDr.Seuss(Seussian).**ThePowerPointsectionforthischapterismeanttobepresentedandadvancedwhilediscussionabouttheendrhymesandrhymepatternisdiscussed.HandoutsofthepoemsamplesarefoundinAppendixD.
1. Introducetheconceptofrhymeandhowitprovidesrhythmtoastory.2. Re-readthefirstcouplepagesofthestory,tellingstudentstolistentotheendrhymeofeachline
andhowitmakesthestoryflow.Askstudentstotouchtheirnoseeverytimetheynoticeanendrhymeasyouread.
3. Afteryouread,askstudentsifthestorystructureremindsthemofanyotherauthors(TexttoTextConnection)
4. Usethefirstpageasanexampletoshowstudentsthatwordscanrhymeeveniftheyarespelledthesame.(Slide12ofPowerPoint)Showstudentshowtocircleandlabelrhyminglineswiththesameletters.(Slide12ofPowerPoint)
5. Givestudentspagesfromthetext,havethemfindwhichlinesrhymeandtolabeleachrhymepairwithletters.Theycancirclecorrespondingendrhymesinthesamecolorandlabelinfrontofeachlike,likethemodeldid.(Slides13–16ofPowerPoint–Slidesgetprogressivelymoreadvanced.)
Morerhymeresources:http://teacher.scholastic.com/activities/bll/reggie/
http://www.readwritethink.org/files/resources/interactives/construct/
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LessonSix
Overview
Procedure
L.2.5–Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.(Understanding)(AcademicVocabulary)
Nowthatstudentsknowwhatquestionwordsandunderstandthecraftofthestory,theycannowtacklethedomainspecificwordsthatareaddressedinthebook.Adaisascientist,andscientistsneedtoknowcertainwordsandprocessestobesuccessful.Throughhertrialsandcuriosity,Adadiscoversthescientificmethod.ThislessonaimstoteachstudentsageneraldefinitionofthescientificmethodanditsaspectswhilealsosortingAda’sadventuresintothedifferentaspects.1. Usingthelatterhalfofthebook,walkthroughtheprocessesthatAdafollowstoworkthroughher
experiments.2. Withinthecontextofthebook,allowstudentstobrainstormwhattheythinkeachwordstepis,
basedonwhattheyreadandseeAdadoing.Somewordsareusedexplicitlyinthetext,whileothersareleftoutforimplication.AllowstudentstosharetheirideasandenterthemonSlide18ofPowerPoint.
3. Clearupanymisconceptionswiththemaboutthedefinitionsofeachword(Slide19ofPowerPoint)4. YouwillwanttohighlighthowAdafirstasksaquestion,thenshedoesresearchaboutit,she
makesaguess,experiments,drawsaconclusion,andfinallycommunicatesherresultswithherpeers.
5. Now,havestudentssortAda’sactionsintotheappropriatestage.(Slide20ofPowerPoint)6. Studentscanalsodesigntheirownexperimentsfollowingthescientificmethod.
**Ifyouareplanningtohaveamoresciencefocusedlesson,considerhavingthestudentsaligntheirexperimentstotheNGSS.(2-LS2-1Planandconductaninvestigationtodetermineifplantsneedsunlightandwatertogrow.)
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PlansforSummativeAssessment
ReviewthePowerPointmaterialwithstudentswhileyouworktoclearupanyfinalmisconceptionsorquestionsthatstudentsmighthaveaboutthetext,aboutcertainvocabularywords,oraboutthescientificmethod.Option1:Presentstudentswiththeideathattheyaregoingtotakeontheroleofanauthor,likethatofAndreaBeaty,andtheyaretocreatearhymingpoem/storyaboutthe6stagesofthescientificmethod.Option2:Presentstudentswiththeideathattheyaregoingtotakeontheroleofanauthor,likethatofAndreaBeaty,andthattheyneedtocomeupwithalistofcharactersandstoryelementsthatcanbuildastory.Whiletheywon’thavetowritetheentirestory,theyshouldbeabletoelaborateitenoughthattheycanfilloutastorymapaboutwhattheywouldwriteabout.
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AppendixA
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BookBitsActivityTeacher:Printthispageandthefollow
ingpageback-to-back.Then,cutalongalldottedlinesandscram
blethebookbitsforthestudentstosort.Oncetheyhavesortedthebitsin
sequentialorder,theycanflipovertheirstripsandseeiftheimagecom
esout.Ifso,theysequencedcorrectly;ifnot,theyshouldflipthem
backoverandtryagain.
Adasharesherexperimentswithherclass.
Ada’sfamilyhelpsherexperiment.
Adaissenttothethinkingchair.
Adasmellssomethingpungent.
Adatriestowashthecat.
Adatestthecabbagestew.
Adasaysherfirstword,“Why?”
Adaclimbsagrandfatherclock.
AppendixB
13AppendixBcont.
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AppendixBcont.
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AppendixCSuggestedwordsfromstorytouseonvocabularyoverviewworksheet.
NuancedWord
Sentencewithinthecontextofthestory Othersamplesentences
Example:Flop “Thetestwasaflop.” Theboys’attempttofrightentheteacherwithaspiderwasaflop,becauseshelikesspiders.
ConkedOut “Sheranthroughthedaychasteneachsightandsound,anddidn’tslowdownuntilsheconkedoutatnight.”
Afterworkingalldayinthehotsun,mydadconkedoutonthecouchoncehegothome.
Frazzled “Herparentswerefrazzled–buttriednottofreak–asAdagrewbiggerandstilldidnotspeak.”“Herparentswerefrustrated,frazzledandmad.”
Thestudentswerefrazzledbythemathlessonthattheydidn’tunderstand.
Quivered “Ada’schinquivered,butshedidn’tnotcry.” WreakedHavoc
“EvenMissGreerfoundherhandswerequitefullwhenyoungAda’schaoswreakedhavocatschool.”
Ifyouleavethewindowopenwhenyougothroughacarwash,thewaterwillwreakhavocinsidethecar.
Stench Adawasbusythatfirstdayofspring,testingthesoundsthatmakemockingbirdssing,whenahorriblestenchwhackedherrightinthenose–apungentaromathatcurleduphertoes.
Idonotlikethestrongstenchofrottingfruit.
Gawk “They(Ada’sparents)lookedatthehallwayandjusthadtogawk.”
Itwashardnottogawkatthelarge,pinkdog!
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AppendixCcont.
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AppendixCcont.
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AppendixD
Text:Beaty,Andrea,andDavidRoberts.AdaTwist,Scientist.N
ewYork:Abram
sBooksforYoungReaders,2016.Print.
Text:Beaty,Andrea,andDavidRoberts.AdaTwist,Scientist.N
ewYork:Abram
sBooksforYoungReaders,2016.Print.
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AppendixDcont.
Text:Beaty,Andrea,andDavidRoberts.AdaTwist,Scientist.N
ewYork:Abram
sBooksforYoungReaders,2016.Print.
Text:Beaty,Andrea,andDavidRoberts.AdaTwist,Scientist.N
ewYork:Abram
sBooksforYoungReaders,2016.Print.
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AppendixE
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AppendixF
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AppendixFcont.
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AppendixFcont.
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AppendixFcont.
