Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
Student Materials (per student) -writing journals or lined paper -pencils -blue and green tissue paper (2 pieces of each color) -black construction paper (12 in. X 18 in.) -Earth template -glue Teacher Materials -chart paper -markers -writing rubric (found in attachment section) -example sentences (see teacher background information for preparation) -Earth template http://www.clipartbest.com/earth-template -writing target anchor chart (download in the attachment section) |
Technology Resources Needed: |
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Background/Preparation: |
Student Background Information: Students will need to know information that was taught in previous lessons in this unit, such as: -Reduce, reuse, recycle can lessen human impact on the environment. -Other ways to lessen human impact on the Earth can be to pick up trash, turn off lights when leaving the room, plants trees, save water, walk, ride bikes, etc. Students should be able to identify land and water on a map of the Earth. Students will also need to know that a sentence is a complete thought that contains a subject (noun), action (verb), uppercase letter at the beginning of a sentence, and punctuation. Teacher Preparation: The teacher should have a chart with four example sentences pre-written on the chart paper. Note: The answers are provided in parenthesis following the example sentences listed below. Example sentences are to be written as follows:
The teacher should make all required copies prior to teaching this lesson. |
Before Strategy/Engage (10 minutes) Pose the following question to the students: What must a sentence contain in order for it to meet our writing targets? Instruct students that they will turn and talk to their neighbor about the things that a sentence needs in order to meet learning targets. After the partner discussion, discuss the question as a whole group referring to the writing target anchor chart. During Strategy/Explore and Explain (40 minutes) 1. On chart paper show and read the first sentence to the class (the example sentences are found in the background/preparation section). Ask the students if it is a sentence based on the writing learning targets anchor chart. Have the students go through the anchor statements to check off the target requirements: uppercase letter at the beginning of a sentence, appropriate punctuation at the end, spacing between, sentence readability, and correct spelling. Once the students recognize that it is a complete sentence, move on to the next example. Once the students identify that the sentence is incorrect, make the corrections as a whole group on the chart paper. Continue with the previous steps on sentences three and four. 2. As a whole group, review with the students ways we can protect and lessen the human impact on the environment discussed in previous lessons (information found in background/preparation). 3. Instruct the students that they will create an informational writing piece using the information discussed on lessening the human impact on the environment and incorporating the correct structure of a sentence. 4. The students will write one way they can help protect the environment on paper or in their journals. 5. Next, they will create a collage of the Earth using tissue paper and the provided Earth template that can be found using this link http://www.clipartbest.com/earth-template. The students will tear the blue tissue paper into pieces. Then, glue the pieces of blue tissue paper onto the water of the Earth template. Next, the students will tear the green tissue paper into pieces and glue the pieces of green tissue paper onto the land of the Earth template. 6. Once the tissue paper collage is complete, the Earth will be glued at the top of the 12 in. X 18 in. black construction paper with their writing piece glued underneath. After Strategy/Explain & Elaborate (10 minutes) Students will share their writing sample with a partner. Students will critique their partner's writing sample for meeting the writing learning targets listed on the anchor chart and appropriateness of the response to the posed question. |
Assessment Strategies |
Formative Assessment: Students will be assessed informally through observation and questioning throughout the entire lesson. Examples sentences will be used to check students' understanding of the structure of sentence during instruction. The teacher will monitor writing through observation and conferencing. Summative Assessment: The students' writing piece will be assessed based the writing rubric in 6 areas: begins sentence with upper case letter, uses spaces between words, sounds out and spells words, sentence is readable, use appropriate punctuation at the end of a sentence, and response is on topic. See attached rubric. |
Acceleration: |
-During journal writing, students can write more than one solution to lessening the human impact on the environment. The solutions can be turned into posters to hang around the school to promote environmental friendliness on campus. -Students can share their work with others by creating an interactive piece using ChatterPix app which can be downloaded from iTunes using an iPhone or iPad. Go to the app store and search for ChatterPix Kids, then download the app. It is free, and it provides a tutorial at the beginning. |
Intervention: |
A prompt can be provided to help the students begin their writing. (For example: I can.....) |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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