ALEX Lesson Plan

     

Wonderful Wolves

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Alesa Ryals
System: Lowndes County
School: Fort Deposit Elementary School
  General Lesson Information  
Lesson Plan ID: 14348

Title:

Wonderful Wolves

Overview/Annotation:

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.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 3-5
2 ) Use various technology applications, including word processing and multimedia software.

•  Using navigational features commonly found in technology applications
•  Identifying digital file types
Technology Education
TC2 (2009)
Grade: 3-5
8 ) Collect information from a variety of digital sources.

Examples: online libraries, multimedia dictionaries

•  Using technology tools to organize information
•  Demonstrating efficient Internet search strategies
Example: keyword search

•  Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
Technology Education
TC2 (2009)
Grade: 3-5
10 ) Use digital environments to collaborate and communicate.

Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts

•  Producing digital works collaboratively
Examples: developing shared writing projects and group multimedia projects

English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Range of Reading and Level of Text Complexity (Standard 10)
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex stories and poetry
Teacher Vocabulary:
  • read and comprehend
  • literature
  • stories
  • poetry
  • grade 2 - 3 text complexity
  • band
  • proficiently
  • scaffolding as needed
  • high end of the range
Knowledge:
Students know:
  • techniques for making meaning from difficult stories and poetry
  • techniques for engaging with and appreciating difficult texts
  • techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers
Skills:
Students are able to:
  • make meaning from difficult stories and poetry
  • engage with and appreciate appropriately complex texts
Understanding:
Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaborating with others about texts.
Curriculum Guide:
Objectives:
ELA 2.9.1: Read and comprehend literature, including stories and poetry of appropriate complexity for Grade 1.
ELA 2.9.2: Read emergent-reader texts with purpose and understanding.
ELA 2.9.3: Actively engage in group reading activities with purpose and understanding.
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students, working in a group with adult guidance, participate in shared research and writing projects by:
  • reading several books on a single topic
  • synthesizing information from several books on a single topic
  • producing a report on a single topic
  • recording science observations
Teacher Vocabulary:
  • shared research project
  • shared writing project
  • participate
  • a number of books
  • synthesize
  • produce a report
  • record science observations
Knowledge:
Students know:
  • techniques and behaviors associated with shared research and writing
  • books on a similar topic may contain different information about that topic
  • graphic organizers or note-taking strategies for use across several books
  • features of reports
  • techniques for recording numerical science observations
  • techniques for recording narrative science observations
  • vocabulary: research, topic, report, record, observation
Skills:
Students are able to:
  • actively participate in shared research and writing processes
  • find several books about a single topic
  • notice similarities between information presented in books
  • synthesize information from several books
  • produce report to summarize findings
  • record numerical science observations
  • record narrative science observations
Understanding:
Students understand that research based on several sources leads to understanding a topic.
Curriculum Guide:
Objectives:
ELA 2.27.1: Write simple sentences on-topic.
ELA 2.27.2: State how they will contribute.
Example: State work they will do.
ELA 2.27.3: State their role.
Example: Job on the team.
ELA 2.27.4: Recall knowledge from own background.
ELA 2.27.5: Discuss shared research and writing projects.
ELA 2.27.6: Demonstrate interest in writing projects.
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Reading: Informational Text
CCR Anchor:
Range of Reading and Level of Text Complexity (Standard 10)
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex informational texts
Teacher Vocabulary:
  • read and comprehend
  • informational texts
  • history / social studies texts
  • science texts
  • technical texts
  • text complexity band
  • independently and proficiently
Knowledge:
Students know:
  • techniques for making meaning from appropriately difficult informational text
  • techniques for engaging with and appreciating difficult texts
  • techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers
Skills:
Students are able to:
  • make meaning from difficult informational texts
  • engage with and appreciate appropriately complex texts
Understanding:
Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaborating with others about texts.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 3.19.1: Read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA 3.19.2: With guidance and support, read informational texts appropriately complex for Grade 1.
ELA 3.19.3: Answer comprehension questions related to text.
ELA 3.19.4: Read simple passages with fluency.
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students, with guidance and support from adults:
  • are flexible in their use of development and organization to create writing appropriate to task and purpose
  • apply this skill to all types of writing (opinion, informative/explanatory, and narrative)
Teacher Vocabulary:
  • guidance and support
  • development and organization
  • appropriate to task and purpose
  • grade-specific expectations
Knowledge:
Students know:
  • when to use guidance and support from adults
  • purposes for a variety of types of writing
  • techniques for developing ideas
  • techniques for organizing writing
Skills:
Students are able to:
  • use guidance and support from adults to improve writing
  • analyze a writing task to determine what is required
  • adapt writing to fulfill a specific purpose
  • adapt writing to meet the needs of an audience
  • develop ideas in a way appropriate to task and purpose
  • organize thoughts in a way appropriate to task and purpose
  • apply these skills to a variety of types of writing
Understanding:
Students understand that writing pieces are organized and developed based on task and purpose.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 3.25.1: Define sentence, paragraph, topic, revise, and edit.
ELA 3.25.2: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
ELA 3.25.3: Determine purpose and audience prior to writing.
Examples: purpose—writer addresses topic in correct mode; audience—writer uses appropriate ton.
ELA 3.25.4: Organize sentences into a paragraph to address a topic or tell a story.
ELA 3.25.5: Organize words into sentences.
ELA 3.25.6: Use a variety of sentence types.
ELA 3.25.7: Write a complete sentence using correct spelling, capitalization, and punctuation.
ELA 3.25.8: Write legibly in cursive or manuscript.
English Language Arts
ELA2015 (2015)
Grade: 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]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Production and Distribution of Writing
Evidence of Student Attainment:
Students, with guidance and support from adults:
  • use technology to produce and publish writing
  • use keyboarding skills
  • use technology to interact and collaborate with others
Teacher Vocabulary:
  • guidance and support from adults
  • use technology
  • produce
  • publish
  • keyboarding skills
  • interact and collaborate with others
Knowledge:
Students know:
  • when to use guidance and support from adults
  • technology can be used to produce and publish writing
  • techniques for using technology to interact and collaborate with peers
  • vocabulary: technology, interact, collaborate, keyboard
Skills:
Students are able to:
  • use adult guidance and support
  • use technology to produce and publish writing
  • use keyboarding skills
  • use technology to interact and collaborate with others
Understanding:
Students understand that technology may be used to produce and publish writing as well as interact and collaborate with others.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 3.27.1: Discuss and utilize a variety of digital tools and programs to produce and publish words, sentences and paragraphs.
ELA 3.27.2: With guidance and support from adults, use technology to produce sentences (using keyboarding skills).
ELA 3.27.3: With guidance and support from adults, use technology to produce words (using keyboarding skills).
English Language Arts
ELA2015 (2015)
Grade: 3
28 ) Conduct short research projects that build knowledge about a topic. [W.3.7]

Insight Unpacked Content
Column Definitions

Strand: Writing
CCR Anchor:
Research to Build and Present Knowledge
Evidence of Student Attainment:
Students:
  • conduct short research projects about topics of individual interest to build understandings of the topics
Teacher Vocabulary:
  • conduct short research projects
  • build knowledge
Knowledge:
Students know:
  • research is a way to build knowledge
  • steps in the research process (i.e. define question, locate resources, evaluate and use information, organize findings, share findings, etc.)
  • vocabulary: topic, research process
Skills:
Students are able to:
  • select a topic for short research
  • locate resources to learn about topic
  • use a graphic organizer to record thoughts
  • build knowledge about a topic through research
Understanding:
Students understand that research is a way to build knowledge about a topic.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 3.28.1: Define research.
ELA 3.28.2: Interpret information from simple charts, maps, graphs and directions.
ELA 3.28.3: Generate oral and written questions to gather information.
ELA 3.28.4: Use alphabetical order to the first or second letter to access information.
ELA 3.28.5: Use print or digital reference materials (e.g., informational texts and/or literature) to locate information.
ELA 3.28.6: Participate in shared research and writing projects.
Examples: Explore a number of books by a favorite author and express opinions about them; read a number of books on a single topic to produce a report.
ELA 3.28.7: Discuss shared research and writing projects.
ELA 3.28.8: Select information from print and non-print resources pertaining to the topic.
ELA 3.28.9: Locate print and non-print resources for information.
ELA 3.28.10: Recall and share knowledge from own background.

Local/National Standards:

 

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):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

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

Background/Preparation:

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).

  Procedures/Activities: 
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.
(KWL Chart)
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.
(Wolves WebQuest)
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.
  Assessment  

Assessment Strategies

The attached rubric will be used to assess students' slideshow presentations.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.