ALEX Lesson Plan

     

"Batty" About Bats!! (Writing)

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  This lesson provided by:  
Author:Judy Jester
System: Lawrence County
School: Hatton Elementary School
  General Lesson Information  
Lesson Plan ID: 4942

Title:

"Batty" About Bats!! (Writing)

Overview/Annotation:

As a part of a week-long unit about bats, the students will identify the characteristics of a bat and write an essay about bats. Student understanding will be enhanced through the use of books, poems, lectures, discussions, individual “flip books”, an art project, and the Internet.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: K-2
7 ) Use digital tools to access and retrieve information.

Examples: online libraries, multimedia dictionaries, search engines, directories

•  Evaluating accuracy of digital content
Example: determining fact versus opinion

English Language Arts
ELA2015 (2015)
Grade: 1
9 ) With prompting and support, read prose and poetry of appropriate complexity for Grade 1. [RL.1.10]

English Language Arts
ELA2015 (2015)
Grade: 1
31 ) Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]

English Language Arts
ELA2015 (2015)
Grade: 1
34 ) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]

English Language Arts
ELA2015 (2015)
Grade: 1
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

Local/National Standards:

 

Primary Learning Objective(s):

Students will listen with comprehension to a story read aloud. Students will demonstrate listening comprehension by using information from the story to write an essay.

Additional Learning Objective(s):

Students will make a book about bats that incorporates facts gleaned from print and online resources. Students will act out a story they have read.

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

The book, Stellaluna, by Janell Cannon (big book version); various fiction and nonfiction books about bats (see list below for examples); overhead projector; transparency of Level 0, B4 Think-Sheet from the Makes Sense Strategies CD (to review its use)(see attachment); Level 0 Rubric from the same CD for assessment (see attachment), one for each student; whiteboard, dry-erase marker(s); copies of Flip Book, one for each student (see website in Step 11 for directions); Reading Rainbow video of Stellaluna; crayons; writing paper (at least one page per student)
Book List
Bats by Gail Gibbons; Bat Jamboree by Kathi Appelt; Shadows of Night by Barbara Bash; The Bat in the Boot by Annie Cannon; Zipping, Zapping, Zooming Bats by Ann Earle; Bats on Parade by Kathi Appelt; Batbaby by Robert Quackerbush; The Bat-Poet by Randall Jarrell; Bats: Shadows in the Night by Diane Ackerman; Beautiful Bats by Linda Glaser; Bat by Caroline Arnold

Technology Resources Needed:

Computer with Internet access, Microsoft Word or other word processing software, Adobe Acrobat Reader 5.0, “Makes Sense” Literacy Strategies CD (all items needed from the CD are attached)
Suggested websites for Step 10:
http://fennerschool-associated.anu.edu.au/batatlas/index.html 

http://www.batcon.org 
http://www.cccoe.k12.ca.us/bats/
http://www.lhs.berkeley.edu/BatQuiz.html

http://www.bats4kids.org/

Background/Preparation:

A. Background: The teacher has introduced (I DO IT) and students have used (WE DO IT/YA’LL DO IT)the MS Literacy Strategies Think-Sheet, the SCOPE editing strategy, the PATH writing strategy, and the PLANS writing strategies in previous lessons--across the curriculum.
B. Planning Ahead: •Have Big Book version of book, Stellaluna, on book easel. •Access/Preview/Bookmark the Internet sites and read background information about bats. (List of websites is provided). •Assemble books (fiction and nonfiction) about bats for the Writing Center. •Make transparency of Level 0, B4 Think-Sheet. •Copy Level 0, B4 Think Sheet (one for each student). •Download and copy “What Does a Bat Look Like?” from the Internet [see URL in Step 10](one for each student). •Download and copy Flip Book [see URL in Step 11] (one for each student). •Check out video: Reading Rainbow – Stellaluna from library. •Assemble writing paper, pencils, crayons, and dry-erase markers. •Assemble completed masks from previous art class.

  Procedures/Activities: 
1.)Review vocabulary/facts about bats that have been introduced in previous lessons. List these on the whiteboard.

2.)State the purpose for reading the book, Stellaluna. Ask the students to listen for facts about bats while listening to the story.

3.)Read the Big Book version of Stellaluna. Discuss the story/pictures as the book is read.

4.)Review the items on the Think-Sheet and answer any questions about its use (the students have completed these in previous lessons).

5.)Put the transparency of the Level 0, B4 Think-Sheet on the overhead.

6.)Give each student a copy of the Level 0, B4 Think-Sheet.

7.)Have students complete the Think-Sheet with facts about the character, Stellaluna (a bat), from the book.

8.)Assess the Think-Sheets using the Level 0 Rubric (see attachment) as they are completed and offer suggestions (if needed).

9.)Have the students write an essay (using the completed Think-Sheet) on the provided writing paper.

10.)Distribute a printed out copy of “What Does a Bat Look Like?” Discuss the various characteristics of a bat. Provide a selection of children's books about bats for students to review. Allow computer time for students to visit websites previously bookmarked by the teacher (list provided in "Technology Resources" section).
(What Does a Bat Look Like?)
Includes a diagram of a bat and briefly describes the main parts of a bat.

11.)Distribute the Bat Flip Books and explain their use.
(Bat Flip Book)
Can be downloaded to a folder on your computer and printed on card stock or regular paper.

12.)Have students complete the Flip Book. Students will title each page with a different part of the bat’s body (Ex: ears, nose, eyes, feet, hands and wings, fur on their body) and write one or two facts about each body part.

13.)Allow students to share their Flip Books with the class.

14.)Allow students to act out the story of Stellaluna using the masks made in a previous art class.


Attachments:
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  Assessment  

Assessment Strategies

The teacher will check to see that each student has correctly completed the Level 0, B4 Think Sheet (from “Makes Sense” Literacy Strategies CD) using the Level 0 Rubric. The teacher will listen to each child’s verbal fact(s) about a bat’s body parts (from the Flip Book).

Acceleration:

View video: Reading Rainbow – Stellaluna. Complete Bat Mobile from http://www.allaboutnature.com/crafts/bat/. Provide additional books and resources in class for students.

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.