Ada Twist, Scientist - Illinois Reads Curriculum...
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1 Ada Twist, Scientist - Illinois Reads Curriculum Plan Introductory Information Submitted by Mitchell Mox – Loyola University Chicago Title of Book Ada Twist, Scientist External link to all materials https://drive.google.com/drive/folders/0BzU_M5OTilZlR1E4aDZRTWpqVzQ?usp=sharing Title of Unit What does it mean to be a scientist? Grade level (interest) 2 nd Reading Grade level Fry Reading Chart – Early 3 rd Grade Lexile Level 550L Guided Reading level 1 st –3 rd A. Purpose for Instruction/ Essential Questions The purposes of these lessons are to engage 2 nd grade students with a high-level text that teaches them about the scientific method, introduce them to the many elements and features of a story, and to further their vocabulary skills. Through many interactive PowerPoint activities and printed organizers, students will work to comprehend the text while working through the rich content presented within. B. Alignment to the depth of the Common Core – Standards addressed and assessed CCSS ELA Standards Lesson 1: RL.2.7 – Use information gained from illustrations and words in a print or digital test to demonstrate understanding of its characters, setting, or plot. Lesson 2: RL.2.1 –Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. Lesson 3: RL.2.5 – Describe the overall structure of the story, including describing how the beginning introduces the story and the ending concludes the action. Lesson 4: L.2.5 – Demonstrate understanding of word relationships and nuances in word meanings. Lesson 5: RL.2.4 – Describe how words and phrases supply rhythm and meaning to a story, poem, or song Lesson 6: L.2.5 – Demonstrate understanding of word relationships and nuances in word meanings.
Transcript of Ada Twist, Scientist - Illinois Reads Curriculum...
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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.
