Grade Level: Second
Approximate Length of Time for Phase I and II: One Hour and 15 minutes
Curriculum Areas: Language Arts, Social Studies, and Science
Utah Core Standards:
Language Arts:
Standard 6
Objective 1
Learn new words through listening and reading widely.
Standard 8
Objective 1
Prepare to write by gathering and organizing information and ideas (pre-writing).
Objective 2
Compose a written draft.
Objective 3
Revise by elaborating and clarifying a written draft.
Objective 4
Edit written draft for conventions
Objective 6
Write in different modes and genres.
Social Studies (content):
Standard 3
Objective 1
Investigate relationships between plants and animals and how living things change during their lives.
Objective 2
Observe and describe weather.
Standard 2
Objective 2
Examine important aspects of the community and culture that strengthen relationships.
Personal Objectives: I want to assess my students’ prior knowledge on what they know about oceans. I want to know what they know about ocean life, (plants and animals) communities by the oceans (jobs, professions) and how much they know about how oceans affect weather. I will introduce a poetry technique called an acrostic.
Materials:
· An overhead transparency of an acrostic poem that I wrote that fits my theme about oceans. If no overhead is available, I will use the white board to do a write aloud to demonstrate.
· Lined paper for a rough draft for acrostic poem
· White board and markers
· Construction paper
· White paper to write edited version of poem
Phase I: Exploration and Explanation
· Assess prior knowledge by doing a pre-write with my students on what they know about oceans. I will make a list on the white board as they tell me various things.
· Introduce the concept of an acrostic poem. First I will define it, and then I will show the students my acrostic transparency. We will talk about the elements of an acrostic poem and what it consists of. Following this, I may have students come and circle the things that they see that fit the acrostic criteria.
· Following my example the class and I will do a shared writing activity were we create an acrostic poem on the board. We will pick a word from our list.
· Following our shared writing activity, the children will be responsible for constructing their own acrostic poems.
· I will break the children into groups and hand them out a card. The card will either have an ocean plant, animal, profession, or type of weather pattern. The card will have information on the back of the card that describes features of it. From that information, the students will write their acrostic poems on the lined paper. I will give them about 15 minutes for this activity.
· When they are finished with the rough draft of the acrostic, they will meet in small groups to revise their work. They will have about 5-7 minutes to revise.
· Once they have completed the revision process the students will be asked to transfer their rough draft onto a piece of white paper for a final copy or publishing. Upon completion, the students will need to decorate their poems and mount it onto construction paper. They will have about 25 minutes.
· If time permits, I may have a few students share their work with the rest of the class.
Phase II: Guided Practice
Walk around the room coaching individual students in their individual zones of proximal development.
Phase Three: Independent Practice/ Assessment
During reading and writing center the following day, I will have books about the ocean and they will need to read one of the books and write an acrostic about what the book was about. From their acrostic I will assess that they comprehended the book as well as see if they understand the format of an acrostic poem.
DAP: Developmentally Appropriate
· Integrated lesson plan
· Begins with an assessment of prior knowledge
· Social, and cognitive aspects of development are addressed
· On going assessment throughout the lesson
Accommodations:
· Provide extra scaffolding
· Have students who are not participating due to lack of understanding be my helpers during shared writing activity
· Provide acrostic cards with pictures and very few words so that students maybe able to come up with their own words based on what they see
· Give students who are having difficulties smaller words to write about.
Kinky strands
Elevate upwards
Life flourishing
Proudly swaying with the waves.
Kelp Forest
Sailor
· Works on boats
· Delivers goods
· Helps captain
· Lives on the ocean
Sailor
· Works on boats
· Delivers goods
· Helps captain
· Lives on the ocean
Coral
· Animal life everywhere
· Very hard
· Is not a rock but an animal
· Very delicate
· Very important to ocean life, plant, and people
Coral
· Animal life everywhere
· Very hard
· Is not a rock but an animal
· Very delicate
· Very important to ocean life, plant, and people
Starfish
· Lives in the ocean
· Is a fish
· Moves by using its legs
· Has small spines all around it’s body.
Starfish
· Lives in the ocean
· Is a fish
· Moves by using its legs
· Has small spines all around it’s body.
Hurricane
· Large storm created by the ocean
· When warm air and cold air mix it creates a hurricane.
· very fast winds
· Produces very high tidal waves
Hurricane
· Large storm created by the ocean
· When warm air and cold air mix it creates a hurricane.
· very fast winds
· Produces very high tidal waves
·
Tidal Wave
· Large waves created by hurricanes and big storms as well as high winds.
· Destructive
· Can cause serious flooding
· Can be up to two stories high
Tidal Wave
· Large waves created by hurricanes and big storms as well as high winds.
· Destructive
· Can cause serious flooding
· Can be up to two stories high
Dolphin
· Mammals not fish
· Playful
· Like to follow boats
· People friendly
· Good jumpers
Dolphin
· Mammals not fish
· Playful
· Like to follow boats
· People friendly
· Good jumpers
Whale
· Largest mammals in the world
· Come in many varieties
· Migrate very long distances (travel)
· Live in deep water
Whale
· Largest mammals in the world
· Come in many varieties
· Migrate very long distances (travel)
· Live in deep water
Shark
· Not as scary as they seem
· There are tiger sharks, great white sharks, hammerhead sharks.
· Live all over the world
· Some live in deep water while others live in shallower water
Shark
· Not as scary as they seem
· There are tiger sharks, great white sharks, hammerhead sharks.
· Live all over the world
· Some live in deep water while others live in shallower water
Fishermen
· Catch fish and other sea life for food
· Fishermen catch fish for money
· Mostly live on boats
· Have large nets or fishing poles to catch sea animals.
Fishermen
· Catch fish and other sea life for food
· Fishermen catch fish for money
· Mostly live on boats
· Have large nets or fishing poles to catch sea animals.
Palm Trees
· Grow in hot, humid climates,
· Mostly by the beach
· Grow coconuts
· Have small trunks and large leaves called palm fronds
· Many people make things such as boats, homes, and baskets out of palm fronds.
Palm Trees
· Grow in hot, humid climates,
· Mostly by the beach
· Grow coconuts
· Have small trunks and large leaves called palm fronds
· Many people make things such as boats, homes, and baskets out of palm fronds.
Sea fan
· Sea plant
· Lives near coral reefs
· Food for many marine animals
· Beautiful and can be a variety of shapes and colors
Sea fan
· Sea plant
· Lives near coral reefs
· Food for many marine animals
· Beautiful and can be a variety of shapes and colors
Clam
· Sea animal
· Can make pearls
· Lives in a shell
· Can be eaten as food
Clam
· Sea animal
· Can make pearls
· Lives in a shell
· Can be eaten as food