|Lesson Plan ID:
In this lesson students learn about wolves through literature and research. Students learn the truth about wolves by completing a WebQuest examining wolf myths. Then students have the opportunity to locate information about wolves through a variety of print resources and the Internet.
|ELA(2) ||4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. |
|ELA(3) ||4. Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. |
|ELA(3) ||8. Use text features to guide interpretation of expository texts, including italics, headings, maps, and charts. |
|ELA(3) ||12. Demonstrate retrieval skills needed to research a topic. |
|ELA(3) ||14. Demonstrate eye contact, articulation, and appropriate voice intonation with oral narrative presentations. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|TC2(3-5) ||10. Use digital environments to collaborate and communicate. |
|ELA2013(2) ||9. By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10] |
|ELA2013(2) ||27. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7] |
|ELA2013(3) ||19. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band independently and proficiently. [RI.3.10] |
|ELA2013(3) ||25. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.3.4] |
|ELA2013(3) ||27. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [W.3.6] |
|ELA2013(3) ||28. Conduct short research projects that build knowledge about a topic. [W.3.7] |
|Primary Learning Objective(s):
Students will identify the various types of wolves, their characteristics, habitats and other interesting facts. Students will use the Internet and print resources to locate specific information. Students will present collected wolf information by creating a slideshow presentation.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Multiple copies of Wolves, by Carolyn B. Otto (Scholastic, New York, 2000) or another expository text about wolves, encyclopedias and other reference books with information about wolves, nature magazines with articles about wolves
|Technology Resources Needed:
Computer(s) with Internet access, presentation software, LCD projector, copies of handouts (see attached) for each student
The teacher will need to secure multiple copies of the suggested text, as well as other pertinent print materials. The teacher will also need to copy the presentation template file and bookmark listed websites on the computers students will be using. Students will need basic keyboarding skills and a working knowledge of the Internet and how to access Internet sites for research (see Internet Navigation Guide).
1.)Using a KWL chart, explore through a class discussion what students already know about wolves. List things that students know in the "What I Know" column. List things the students are wondering or want to know in the "What I Wonder" column.
)This is a copy of a KWL Chart.
2.)After students have completed the "What I Wonder" section of the KWL chart, divide the class in small groups to use the WebQuest below to learn about wolf myths.
)This webquest teaches students about myths associated with wolves.
3.)After students finish the WebQuest, read Wolves, by Carolyn B. Otto, (or other expository text about wolves) with the students. Discuss the KWL chart and fill in the "What I Learned" section as students read the text.
4.)Inform students that they are going to be creating a presentation about wolves. Divide the class into small groups, then ask students to use other expository texts about wolves, encyclopedias or other reference materials and the Internet to complete their Fact Finding sheet. (See the attachments for the fact sheet and Internet sites.) Discuss with students the importance of noting sources of information so credit can be given to the author in their presentations.
5.)After students have compiled their research findings, allow the groups time to produce a PowerPoint presentation using the attached template. Teach students how to insert pictures from the Internet using the "Saving pictures from the Internet" attachment. Also, teach students how to change the font of a passage by using the attachment "How to change font of a selected passage."
6.)Once the groups have completed their presentations, give each group time to present their presentations to the class.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||How to Change the Font of a Selected Passage.doc|
Your Rubric Multimedia Project Wolves.htm
Wolf Information Websites.doc
Saving a picture from the Internet1.doc
Fact Finding Wolves.doc
The attached rubric will be used to assess students' slideshow presentations.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: