Heidi Yun February 15, 2013

Lesson Plan 1 Unit: Metamorphosis: Change Over Time Subject: Science Grade: Kindergarten Goals and Objectives: Students will use observation skills to become familiar with caterpillars/butterflies and their life cycle. Students will distinguish fact vs. opinion.

Standards: From PA Academic Standards for Science and Technology: Observe, compare, and describe stages of life cycles for plants and/or animals. Materials and Preparation: Class set of live caterpillars Clear cups Scientific Observation Journals Magnifying glasses Rulers A Closer Look by Brian Wildesmith Miscellaneous items (kitchen utensils, rocks, plastic plate, etc.)
Classroom Arrangement and Management: Students can have their caterpillar at their desk in a clear cup with a lid. Allow them to familiarize themselves with it before starting the lesson. Remind them that because they are live animals they are sensitive so to handle them with extra care. Let students discuss their findings with their table while monitoring their conversation so they do not digress. Direct Instruction: Introduce to students that these caterpillars are going to be their very own pet in the classroom. They are going to learn about them throughout the next few weeks. Read A Closer Look by Brian Wildesmith. Engage students by asking them questions written in the text. Ask students how they think they can observe their caterpillars. Students might say opinionated statements such as It moves funny so ask them if that is something that they can see or if its what they THINK. Differentiate fact vs. opinion that when we observe something we use our five senses. When we talk about opinions, its what we THINK. Tell students that they will observe and write about their caterpillars twice a week: once on Monday and once on Friday. Generate a class discussion about observation examples about the caterpillar. *In addition to them observing twice a week, every day 2 students will take my digital camera and take 2 pictures of their caterpillar. The 2 students will be assigned according to their Reading Partners.

Independent Practice: Write sentences on facts and opinion about caterpillars on sentence strips. Students will select which are facts and which are opinion-based statements. During Writing Workshop, hand out random items from the classroom and from home (kitchen utensils, rocks, plastic plate, etc.) to each student. As they explore their items, write down what they observe based on sight and touch. Have students explore the world around them. Put a note in their Pony Express, reminding parents to talk to their child about choosing something from home that they can observe and bring into class to share. Assessment: Select a student volunteer to stand up in front of the class. Have students discuss what they see. I will state opinion-based remarks to see if students can differentiate fact from opinion. Whenever students observe their caterpillar and write in their journals, assess to see if they are writing fact based statements. If they are writing opinionated sentences, ask them if that it is something that they can see. During the Writing Workshop activity, assess to see if they are writing fact based statements. If they are writing opinionated sentences, ask them if that it is something that they can see.

Lesson Plan 2 Unit: Metamorphosis: Change Over Time Subject: Science/Literacy Grade: Kindergarten

Goals/Objectives: Students will design a class informational text on either frogs or butterflies. Standards:
From PA Common Core ELA Standards:

CC.1.4.K.G - Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics. CC.1.4.K.J - Make logical connections between drawing and writing. CC.1.4.K.V - Participate in individual or shared research projects on a topic of interest. CC.1.4.K.W - With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

Materials and Preparation: Nonfiction text (5-6) on butterflies and frogs Room 233s Class Bear Book as a model Chart Paper Writing Workshop sheets Pencils Classroom Arrangement and Management: Before this lesson, I will conduct a survey for them to choose either frogs or butterflies as a family pet. Using this as a guideline, I will set up and divide the students into two equal groups. One group will write informational text on butterflies and the other frogs. Once the groups are set up, I will divide the room into a butterfly section and a frog section by decorating them. Students will be free to utilize the space in their assigned section as long as rules are being followed and they are not disrupting the other group across the room. Direct Instruction: Tell the students that they have been working hard on our unit about using different kinds of informational text. They will now get a chance to create their own informational text. Go over elements of informational text to active prior knowledge. You are going to create your own Butterfly Book and Frog Book. (point to a list of names of those working on butterflies and frogs on chart paper) This group is going to be TEAM Butterfly and this group is going to be TEAM Frog. Now, this is not going to be a game where if one group finishes first, they win. You are going to work together as a group, like a team to create a book. Once both teams have finished, you will share your books to the other group. Show a model of what another class book did for their informational text. As a group, discuss what elements should be a part of their book. Each student will write one page in their book. They can write one sentence or more than one sentence. Ask for volunteers on who wants to focus on the life cycle. Then, I will assign which students

will focus on which stage of the life cycle they will work on. The other students will choose a fact from either the graphic organizer that we generated together as a class or another fact that the student would like to explore. Show chart of the steps to create informational text. Independent Practice: Students will start a rough draft of what they want to write and draw about. Each group will discuss how they will design their informational text. They will use the various resources provided in the classroom to help support their evidence. Assessment: As I walk around the class, assess if the students who were assigned a stage of the life cycle writes only about that stage and not another stage. Make sure their picture relates to their words. See how students work together as a group when discussing what elements of informational text they will incorporate into their book. Accommodation: I plan on assigning the stages of the life cycle to students who are struggling writers so they can focus on the pictures in the stage and use words from our Science Word Wall to guide their writing. Providing an option for students to choose a Post-It under the Yes, We Were Right! and/or New Information category.

Lesson Plan 3 Unit: Metamorphosis: Change Over Time Subject: Science/Literacy Grade: Kindergarten

Goals/Objectives: Students will begin to formulate the RAN strategy (Reading and Analyzing Nonfiction) Standards: CC.1.2.K.A - With prompting and support, identify the main idea and retell key details of text. CC.1.2.K.G - Answers questions to describe the relationship between illustrations and the text in which they appear.
Materials and Preparation: Graphic Organizer (Pre-made RAN chart Post-It Notes Marker Caterpillar Big Book Classroom Arrangement and Management: Students will sit on the reading carpet for this lesson. No particular seating arrangement will be necessary unless there are behavioral issues. After I read the Big Book, I will take the pre-made chart out and place it on the easel. Direct Instruction: Show the students the Big Book. Since our classroom pets are caterpillars, we are going to be studying a unit on caterpillars. Were going to gather a lot of information from this book. Why do you think were reading this book? Lets look at the Table of Contents to see what kind of information we can get from this book. As I read the Table of Contents, ask the students what they know about the category. Use their previous knowledge and I will chart their responses on Post-Its onto the graphic organizer. Label them under What We Think We Know. Begin reading the text. Inform the students that as I read the text, their job is to see if we can move any of these Post-Its to the next section Yes, We Were Right! As I read the text if a sentence from the text confirms the childrens answers, move the Post-It over to the right. Independent Practice: When they read their nonfiction books, conference with the students by talking to them about what they think they know about the book before reading it. Assessment: During conferencing, have learners read their informational text to me and see if they can confirm their previous knowledge to the information from the text. Accommodation: Students will have books suited to their reading level. Try to get all of the students in the class to respond to fill the graphic organizer. As I chart student response on the Post-Its, I will bold/underline/use a different color to highlight key words in the text.