hatfield lesson enhansement
TRANSCRIPT
7/28/2019 Hatfield Lesson Enhansement
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ZookeepingLesson Plan (continued)
LEVEL Q
Q
UÊ ÀiVÌÊÃÌÕ`iÌÃÊÌÊ«>}iÊÎÊÊÌiÊL°ÊÝ«>ÊÌ>ÌÊÌiÊvÀ>ÌÊvÊÌÃÊLÊÃÊ>ÊÌiÀÛiÜ°Ê/iʵÕiÃÌÃÊ>Ãi`ÊLÞÊÌiÊÌiÀÛiÜiÀÊ>ÀiÊÜÀÌÌiÊÊL`Ê«ÀÌ°Ê/iÊâii«iÀ½ÃÊ>ÃÜiÀÃÊ>ÀiÊÜÀÌÌiÊafter his name.
UÊ >ÛiÊÃÌÕ`iÌÃÊ«ÀiÛiÜÊÌiÊÀiÃÌÊvÊÌiÊL]Ê}Ê>ÌÊ«ÌÃÊ>`ÊV>«ÌðÊ*ÌÊÕÌÊÌiÊ`iÝÊat the back of the book, and explain its purpose.
UÊ ÃÊÃÌÕ`iÌÃÊÀi>`]ÊÌiÞÊÃÕ`ÊÕÃiÊÌiÀÊÀi>`}ÊÃÌÀ>Ìi}iÃÊÊ>``ÌÊÌÊÌiÊÌ>À}iÌi`ÊÃÌÀ>Ìi}ÞÊpresented in this section.
Introduce the Vocabulary
UÊ ,i`ÊÃÌÕ`iÌÃÊvÊÌiÊÃÌÀ>Ìi}iÃÊÌiÞÊV>ÊÕÃiÊÌÊÜÀÊÕÌÊÜÀ`ÃÊÌiÞÊ`½ÌÊÜ°ÊÀÊiÝ>«i]Êthey can use what they know about letter and sound correspondence to figure out the word./iÞÊV>ÊÊvÀÊL>ÃiÊÜÀ`Ã]Ê«ÀiwÝiÃ]Ê>`ÊÃÕvwÝiðÊ/iÞÊV>ÊÕÃiÊÌiÊVÌiÝÌÊÌÊÜÀÊÕÌÊmeanings of unfamiliar words.
UÊ `iÊÜÊÌÊ>««ÞÊÜÀ`>ÌÌ>VÊÃÌÀ>Ìi}iðÊÀiVÌÊÃÌÕ`iÌÃÊÌÊ«>}iÊΰÊ7ÀÌiÊÌiÊÜÀ`Êhoofed on the board and ask them to find it on the page. Model how they can use prior knowledge andcontext clues to figure out the meaning of the unfamiliar word. Read the sentence Growing upon a farm, I’ve always liked working with hoofed animals. Ask students what they think of whenthey hear the word hoof (horse’s hoof). Have students use context clues and prior knowledge as
they relate to the following sentence to confirm the meaning of hoofed: Cows and horses arerelated to giraffes and zebras (a list of other familiar hoofed animals).
UÊ ,i`ÊÃÌÕ`iÌÃÊÌÊViVÊÜiÌiÀÊÜÀ`ÃÊ>iÊÃiÃiÊLÞÊÀiÀi>`}ÊÌiÊÃiÌiViÊÀÊÃiÌiViÃÊaround the unfamiliar word.
Set the Purpose
UÊ ,i`ÊÃÌÕ`iÌÃÊÌÊÌÊ>LÕÌÊÜ>ÌÊÌiÞÊ>Ài>`ÞÊÜÊ>LÕÌÊâÃÊ>ÃÊÌiÞÊÀi>`ÊÌiÊÌiÀÛiÜ°
During Reading
Student ReadingUÊ Guide the reading: Give students their copy of the book and have them read to the end of page 7.
Have students reread the pages if they finish before everyone else.
U 7i ÌiÞ >Ûi wÃi` Ài>`} >Ã ÃÌÕ`iÌÃ Ü>Ì Ì}Ã ÌiÞ >Ài>`Þ iÜ >LÕÌ Ìi V>Ài v
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ZookeepingLesson Plan (continued)
LEVEL Q
Q
After ReadingUÊ ÃÊÃÌÕ`iÌÃÊÜ>ÌÊÜÀ`Ã]ÊvÊ>Þ]ÊÌiÞÊ>Ài`ÊÊÌiÀÊL°Ê1ÃiÊÌÃÊ««ÀÌÕÌÞÊÌÊ`iÊÜÊ
they can read these words using decoding strategies and context clues.
Reflect on the Reading StrategyUÊ ÃVÕÃÃÊÜÊÕÃ}ÊÜ>ÌÊÌiÞÊ>Ài>`ÞÊÜÊ>LÕÌÊ>ÊÌ«VÊi«ÃÊii«ÊÃÌÕ`iÌÃÊ>VÌÛiÞÊÛÛi`ÊÊ
the reading process and helps them understand and remember what they read.
Teach the Comprehension Skill: Main ideas and details
UÊ Discussion: Ask students if they thought the interviewer asked good questions. Ask what questionsthey would have asked if they had been the interviewer.
UÊ ,iÛiÜÊÀÊiÝ«>ÊÌ>ÌÊ>ÞÊLÃÊ>ÀiÊ>LÕÌÊiÊÌ}°Ê-ÜÊÃÌÕ`iÌÃÊÌiÊLÊ>`Ê>ÃÊÜ>ÌÊthe main topic of this book is (zookeeping). Have students look through the book. Explain thateach interview question contains a main idea about zookeeping and that the question answersprovide details that tell more about the main idea.
UÊ Introduce and model: As an example, have students talk about the main idea on page 10 (Howthe zookeeper provides medical care for large animals). Ask them to name a detail they readthat relates to the main idea. (Zookeepers use blowpipes or air guns to give anesthesia to large
animals.) Reinforce that the detail provides additional information about the main idea.
UÊ Check for understanding: Have students look at page 4. Remind them that the topic of the bookis zookeeping. Ask them what this part of the interview is about (zookeeper skills). Read theparagraph. Ask students to name one detail that tells more about the skills needed to be azookeeper. (Observation is the most important skill; a zookeeper must use common sense aroundwild animals.)
UÊ Independent practice: /iÊÃÌÕ`iÌÃÊÌÊV«iÌiÊÌiÊ>`i>>``iÌ>ÃÊÜÀÃiiÌ.
Extend the discussion: Instruct students to use the inside back cover of their book to write fourfacts they learned about giraffes.
Build SkillsGrammar and Mechanics: Irregular plural nouns
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ZookeepingLesson Plan (continued)
LEVEL Q
Q
Build Fluency Independent ReadingUÊ ÜÊÃÌÕ`iÌÃÊÌÊÀi>`ÊÌiÀÊLÊ`i«i`iÌÞ°Ê``Ì>Þ]Ê>ÜÊ«>ÀÌiÀÃÊÌÊÌ>iÊÌÕÀÃÊ
reading parts of the book to each other.
Home ConnectionUÊ ÛiÊÃÌÕ`iÌÃÊÌiÀÊLÊÌÊÌ>iÊiÊÌÊÀi>`ÊÜÌÊ«>ÀiÌÃ]ÊV>Ài}ÛiÀÃ]ÊÃL}Ã]ÊÀÊvÀi`ð
Extend the ReadingWriting ConnectionHave students choose one of the following to write and share with the group.
UÊ 7ÀÌiÊ>ÊÃÌÀÞÊvÀÊÌiÊ«ÌÊvÊÛiÜÊvÊiÊvÊÌiÊ>>ÃÊÊÌiÊâ°Ê-Õ}}iÃÌÊÌ>ÌÊÌiÊ>>ÊÌiÊÜ>ÌÊâÊviÊÃÊiÊ>`ÊÜ>̽ÃÊ}`Ê>`ÊL>`Ê>LÕÌÊÌ°Ê/iÊÃÌÕ`iÌÃÊÌ>ÌÊÌiÊÃÌÀÞÊ>ÞÊLiÊhumorous or serious.
UÊ 1ÃiÊÌiÊvÀ>ÌÊvÀÊÌiÊÌiÀÛiÜÊÌÊÜÀÌiÊ>ÊiÜë>«iÀÊ>ÀÌViÊ>LÕÌÊivvÊ*Vi°Ê-Õ}}iÃÌÊthat students provide information that answers the questions who, what, where, when, and why.
Visit 7ÀÌ}Êq< for a lesson and leveled materials on expository writing.
Science and Social Studies ConnectionHave students research one of the animals mentioned in the book or another zoo animal of theirchoice. Suggest that they look for the following information: the animal’s natural habitat, what iteats, animals that prey on it, its current population, and its size and weight. Have students preparea poster report that includes a map showing the animal’s habitat and lists other important facts and`iÌ>ÃÊÌiÞÊi>Ài`°Êë>ÞÊÃÌÕ`iÌýʫÃÌiÀÃÊÊ>ÊLÕiÌÊL>À`ÊÌÌi`ʺÀÊÀii°»
Skill Review
Discussion cards covering comprehension skills and strategies not explicitly taught with the book>ÀiÊ«ÀÛ`i`Ê>ÃÊ>ÊiÝÌiÃÊ>VÌÛÌÞ°Ê/iÊvÜ}ÊÃÊ>ÊÃÌÊvÊÃiÊÜ>ÞÃÊÌiÃiÊV>À`ÃÊV>ÊLiÊÕÃi`Êwith students:
UÊ 1ÃiÊ>ÃÊ`ÃVÕÃÃÊÃÌ>ÀÌiÀÃÊvÀÊÌiÀ>ÌÕÀiÊVÀVið
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Teacher:Erin Hatfield School: Emerson
Grade:3
rd
- Wolterman Date: Week of 4/29/13
Times:Monday: 1:30-3:00Tuesday: 1:30-3:00Wednesday:Thursday: 1:30-3:00Friday: 1:30-3:00
Day: Monday-TuesdayStudents:
All- In reading groupsAgenda: Discussion about the book:1. Begin by discussing pets. What do
you have to do to take care of apet? Why? *Make list on Ipad
2. Are zoos like having a pet? Has
anyone been to a zoo? *Bring up picures of zoos on Ipad
3. Who takes care of the animals inthe zoo? What kinds of things doyou think they have to do?
Introduce Vocabulary 1. *Write words on iPad Have students
‘chuck’ word. Discuss meaning if they know
2. *If they don’t know the definition,have them look it up on iPad.Pod
3 U h d i t M k
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CCSS.ELA-Literacy.RI.3.4
Determinethemeaningofgeneral
academicanddomain-specificwordsandphrasesinatext
relevanttoa grade3topicorsubjectarea.
content-specific vocabularywithin
scaffoldedacademicdiscussions,with
visual,non-verbalandtextsupport.
ReadingUsestextfeatures,including
tablesofcontents,graphs,and
charts/tables,tomakemeaningfrom
text,withsupport Writing Spellsgrade-levelwords,includingwordswithsimpleprefixes,
suffixes,andinflectionalendings,with
support HOQ: (Higher Order Questioning):
• What kinds of things does a
zookeeper have to do? Why? • Why don’t animals in the wild
have people to take care of them?
• How should we read this book?
Vocabulary: Anesthesia, Antelope, Exhibits,
Giraffes, Hoofed, Savannah, Species,Vultures, Zookeeper
Materials Needed:
Book- Zookeeper Computer or Ipad/pod
Assessment:Vocabulary knowledge, discussion,
Language Function (language to be Technology:
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Day: Thursday-FridayStudents:
All- In reading groups
Agenda: Read the book:
1. Begin reading the book. Stop asnecessary to discuss and lookthings up.
2. Begin discussing concerns theymay have. Bring up topics likeendangered animals, types of zoos(cages vs natural habitat). Havestudents begin formulating an
opinion about a topic for use nextweek.
Objectives: By the end of this lesson,students will be able to…
CCSS.ELA-Literacy.RI.3.4Determinethemeaningofgeneral
academicanddomain-specific
wordsandphrasesinatextrelevanttoa grade3topicor
subjectarea.
CCSS.ELA-Literacy.RI.3.6
Distinguishtheirownpointof
viewfromthatoftheauthorofa
text.
SBIs:
Listening:Respondsappropriatelytoa
varietyoffactualandinferentialgrade-
levelquestionsthathavesimple
languagestructures.
SpeakingUsesgrade-level
content-specific vocabularywithin
scaffoldedacademicdiscussions,with
visual,non-verbalandtextsupport.
ReadingUsestextfeatures,including
tablesofcontents,graphs,andcharts/tables,tomakemeaningfrom
text,withsupport
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Language Function (language to belearned)
Accountable talk- “I agree with__ because__” “Another thing I might addis ____” “I also know ___”
Technology:
• Integrate the Ipad into teacher use by
finding photos of unknown animals• Integrate the Ipods into students use
by looking up definitions of words,drawing definitions, and/or creatingflash cards
Language Objectives: By the end of this lesson, students will be able to… Listening
Followingdirections whenusing iPods.
Speaking
Discussion onpros and cons of zoos
Reading
Format of interview
Writing
Jot ideas &opinions aboutzoos
Day: Monday-FridayStudents: All- In reading groups
Agenda: Introduce Project/Problem 1. Using what was in the book as what
we already know, continuediscussing the pros and cons of zoos.
2. Have students break into twogroups- Pros & Cons
3. Students will use the iPads/pods toresearch their Opinion and put together a persuasive poster. Provide students with the Research
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tablesofcontents,graphs,and
charts/tables,tomakemeaningfrom
text,withsupport Writing Spellsgrade-levelwords,
includingwordswithsimpleprefixes,
suffixes,andinflectionalendings,with
support. HOQ: (Higher Order Questioning):
• Should we have zoos? Why or why not?
• What are some reasons weshould get rid of zoos?
• What are some reasons weshould keep zoos?
Vocabulary: Anesthesia, Antelope, Exhibits,Giraffes, Hoofed, Savannah, Species,Vultures, Zookeeper
Materials Needed:
Book- Zookeeper Computer or Ipad/pod
Assessment:Discussion, research, project,collaboration
Language Function (language to belearned)
Accountable talk- “I agree with__ because__” “Another thing I might addis ____” “I also know ___”
Technology:
• Integrate the Ipad into teacher use by
finding photos of zoos• Integrate the Ipods into students use
by using it to look up information tosupport their opinion.
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ResearchOrganizer
PROZOOHerearesomewebsitesthatwillbeusefulforyourresearch:
• http://www.whyguides.com/why-are-zoos-important.html
• http://teacher.scholastic.com/scholasticnews/indepth/endangered_species/
background/index.asp?article=zoos
• http://wiki.answers.com/Q/What_is_the_importance_of_a_zoo#page2
Fillinthisinformationasyouresearch(youmaywrite,draw,sketch,etcto
rememberwhatyouhaveresearched)
OneReasonZoosareImportant:
AnotherReasonZoosareImportant:
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ResearchOrganizer
CONZOOHerearesomewebsitesthatwillbeusefulforyourresearch:
• http://www.peta.org/issues/animals-in-entertainment/zoos.aspx
• http://www.cereplast.com/are-zoos-cruel-the-pros-and-cons-of-zoos-and-
wildlife-parks/
• http://www.psychologytoday.com/blog/animal-emotions/201004/zoos-
and-aquariums-do-not-accomplish-what-they-claim-they-do
Fillinthisinformationasyouresearch(youmaywrite,draw,sketch,etcto
rememberwhatyouhaveresearched)
OneReasonZoosareNotGood:
AnotherReasonZoosareNotGood:
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TeacherName:Mrs.Hatfield
StudentName:________________________________________
CAT EG OR Y 4 - AboveS ta ndards 3 - M eets S ta ndards 2 - Approac hingS ta ndards 1 - B elow S ta ndards S core
SupportforPosition Includes3ormorepiecesof
evidence(facts,statistics,
examples,real-life
experiences)thatsupportthe
positionstatement.
Includes3ormorepiecesof
evidence(facts,statistics,
examples,real-life
experiences)thatsupportthe
positionstatement.
Includes2piecesofevidence
(facts,statistics,examples,
real-lifeexperiences)that
supporttheposition
statement.
Includes1orfewerpiecesof
evidence(facts,statistics,
examples,real-life
experiences).
PositionStatement Thepositionstatement
providesaclear,strong
statementoftheauthor\'s
positiononthetopic.
Thepositionstatement
providesaclearstatementof
theauthor\'spositiononthe
topic.
Apositionstatementis
present,butdoesnotmake
theauthor\'spositionclear.
Thereisnoposition
statement.
EvidenceandExamples Alloftheevidenceand
examplesarespecific,relevant
andexplanationsaregiven
thatshowhoweachpieceof
evidencesupportsthe
author\'sposition.
Mostoftheevidenceand
examplesarespecific,relevant
andexplanationsaregiven
thatshowhoweachpieceof
evidencesupportsthe
author\'sposition.
Atleastoneofthepiecesof
evidenceandexamplesis
relevantandhasan
explanationthatshowshow
thatpieceofevidence
supportstheauthor\'s
position.
Evidenceandexamplesare
NOTrelevantAND/ORarenot
explained.
Grammar&Spelling Authormakesnoerrorsin
grammarorspellingthat
distractthereaderfromthe
content.
Authormakes1-2errorsin
grammarorspellingthat
distractthereaderfromthe
content.
Authormakes3-4errorsin
grammarorspellingthat
distractthereaderfromthe
content.
Authormakesmorethan4
errorsingrammarorspelling
thatdistractthereaderfrom
thecontent.
Capitalization&Punctuation Authormakesnoerrorsin
capitalizationorpunctuation,
sotheessayisexceptionally
easytoread.
Authormakes1-2errorsin
capitalizationorpunctuation,
buttheessayisstilleasyto
read.
Authormakesafewerrorsin
capitalizationand/or
punctuationthatcatchthe
reader\'sattentionand
interrupttheflow.
Authormakesseveralerrorsin
capitalizationand/or
punctuationthatcatchthe
reader\'sattentionand
interrupttheflow.
DateCreated:Apr18,201311:02am(CDT)
PersuasivePoster:AreZoosImportant?