Persistence: Grades K, 1, 2, and 3
CASTING THE
HABITS of MIND
Starring Role !
Introduction to Persistence (K,1) Pilgrims: Persistence (1)
Supporting Lead !
Pioneer Challenges (2) Come Back, Salmon (3)
Ensemble ! Pilgrims: The Pilgrim Settlement (1) Rocky Shores: Is this a House for Hermit Crab? (1)
COMMUNITIES Communities, Cycles, Change Self-Directed Learner and Community Contributor Lesson Title: Introduction to Persistence
Lesson Focus x Content Knowledge: “Trying Very Hard”
Implementation Time:
x Content Skill(s): Role-Playing
Resource(s): Skill Streaming in Preschool-Kindergarten (p. 125), Little Engine that Could, by Watty Piper, The Tortoise and the Hare, by Aesop
r
Materials Needed: “Trying When It’s Hard” Chart
Thinking Skill(s):
x Habit(s) of Mind: Persistence
Learner Outcome(s): What will happen for learners as a result of this lesson? The students will explore the importance of completing a task by practicing the Habit of Mind of persistence. Procedure: 1. Discuss with students as a whole group:
w w w
Times when they have been frustrated by something that’s hard, but kept trying Ideas about something that was hard Ways they kept trying (use vocabulary “persisted” interchangeably with “kept trying”)
2. Read “The Little Engine that Could” aloud to students. Discuss the feelings of each character and what might have happened if the little engine hadn’t kept trying (persisted). 3. Show visual steps to “trying when it’s hard” that the class can learn for things they’ll try that are challenging or new. w Stop and think w Say, “It’s hard but I’ll try” w Try 4. Involve students in a role play situation where they might use the three steps:
w w w w
Making your bed Writing your name Lining up Waiting for a drink in line
Closure/Assessment: Have students take home the “Steps of Persistence” chart to share with their parents. Include information about how to use the chart at home so parents can reinforce the behaviors and help students apply them in their home community. COPYRIGHT TAHOMA SCHOOL DISTRICT #409, AUGUST 2002 01. COMMUNITIES - INTRODUCTION TO PERSISTENCE.DOC
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Persistence Trying When It’s Hard Keeps on trying; does not give up easily Characteristics 1.
Stops and thinks.
2.
Says: “It’s hard, but I’ll try.”
3.
Tries the task.
4.
Stays on task.
5.
Completes the project.
J
K
L
Often
Sometimes
Not Yet
Comments:
Assessment date:
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Persistence Trying When It’s Hard A.
Stop and think.
B.
Say, “It’s hard but I’ll try.”
C.
Try.
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I’ll try.
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Dear Families, Our newest Habit of Mind is persistence (trying when it’s hard or “sticking to it”) when we learn we need to be persistent. Please take time to discuss this with your child. You might share examples of times that you have to be persistent. Ask your child to teach you the steps of being a persistent learner then draw an example. Parents can help!
Skill: Persistence Steps 1.
Stop and think. I’ll try.
2.
Say, “It’s hard but I’ll try.”
3.
Try.
Draw a picture of you doing something hard.
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Grade 1
Community Concepts Communities, Culture, Connections Self-Directed Learners and Community Contributors
Lesson Title: Introduction to Persistence Implementation Time: One 30-minute lesson Resource(s): The Very Busy Spider, by Eric Carle, Student Novel Set Materials Needed: Sequencing Graphic Organizer, Pocket Chart, sentence strips, Habitat Illustrating and Labeling, Persistence Chart and Checklist
Lesson Focus x Content Knowledge: Persistence x Content Skill(s): Identifying Persistence x Thinking Skill(s): Sequencing x Habit(s) of Mind: Persistence
Learner Outcome(s): What will happen for learners as a result of this lesson? Students will explore the Habit of Mind of Persistence by discovering how animals demonstrate this behavior. Procedure:
1. Share with students that today they will explore an important Habit of Mind. They will think about the meaning of persistence and see how the Very Busy Spider demonstrates these behaviors.
2. Present the persistence behavior chart to students. Explain that persistence means that you keep on trying and do not give up easily. Discuss the characteristics of persistence: Stays on task Keeps trying Finds alternatives Uses multiple strategies Takes time to think Asks for help Self corrects Believes he or she can do it!
3. Share with students that a spider is one of the most persistent animals. He stays on task and keeps on trying until his entire web is complete. That is why he is called, The Very Busy Spider.
4. Read The Very Busy Spider aloud to students. Read it a second time leaving out words in the pattern sentence for students to fill in orally: “He was very busy spinning his ___. He was very ___ spinning his web. He was very busy ___ his web. He was ___ ___ ___ ___ ___.”
5. Talk with the students: How does the very busy spider demonstrate persistence? What is his task? How does he keep trying? How does he show he believes he can do it?
Continued on next page…
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Community Concepts Introduction to Persistence, page 2 Procedure:
6. Invite the students to draw a picture of the Very Busy Spider and to label the picture. 7. Create a bulletin board in your classroom labeled “Persistence Awards” and post a picture of the Very Busy Spider. Add characters from literature over the school year who also demonstrate this Habit of Mind.
Closure/Assessment: Use the persistence checklist to assess student’s persisting behavior during class lessons. Continue to use the checklist and to refer to the persistence chart throughout the Community Concepts Integrated Unit. An assessment tool for checking progress of individuals with persistence growth goals. As a tool to assess and give feedback to the group on their persistence behavior during activities. Assessment checklist for the assessment portfolio to use in conferences with students and parents.
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Persistence
Keeps on trying; does not give up easily What it looks like: Stays on task Keeps trying—continued attempts Finds alternatives Uses multiple strategies Takes time to think What it sounds like: Asks for help Self-corrects Makes affirmations: “I can do this” “I’ll try this” “Let’s try another way”
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Name:
Date:
Performance Checklist Attribute:
Persistence
Keeps on trying; does not give up easily
Observable Indicators
Often
Sometimes
Not Yet
What it sounds like:
What it looks like:
Stays on task Keeps trying – continued attempts Finds alternatives Uses multiple strategies Takes time to think
Asks for help Self-corrects Makes affirmations: “I can do this,” “I’ll try this,” “Let’s try another way”
Notes:
Adapted from a checklist by Arthur L. Costa
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The Very Busy Spider Make an illustration of the very busy spider in his web. Label your picture.
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Grade 1
Community Concepts Communities, Culture, Connections Self-Directed Learners and Community Contributors
Lesson Title: Pilgrims: Persistence Implementation Time: Two 30-minute lessons Resource(s): Pilgrims, by Susan Moger, a variety of Pilgrim resources Materials Needed: Colored markers, Goal Setting graphic organizer, Persistence Performance Checklist, butcher paper or overhead
Lesson Focus x Content Knowledge:
Pilgrims were Persistent x Content Skill(s):
Brainstorming x Thinking Skill(s):
Goal Setting x Habit(s) of Mind:
Persistence
Learner Outcome(s): What will happen for learners as a result of this lesson? Through a study of Pilgrims, the learners will brainstorm ways the Pilgrims were persistent in order to practice goal setting to improve persisting behaviors. Procedure: 1.
Use the K-W-L chart for studying the Pilgrims to brainstorm the ways Pilgrims demonstrated persistence.
2.
List specific examples of how the Pilgrims demonstrated this Habit of Mind.
3.
Use the book Pilgrims to review information about the Pilgrims. Add ideas to the list of how the Pilgrims practiced persistence.
4.
Brainstorm different ways students can demonstrate persistence in the school or classroom.
5.
Make a list of student generated characteristics of practicing persistence.
6.
Have students choose a behavior the class needs to work on.
7.
Introduce goal setting by completing a graphic organizer demonstrating steps the class could reach their goal of improving a persisting behavior.
Extension: Students can set individual goals for improving persisting behaviors using the goal setting graphic organizer.
Closure/Assessment: At the end of a week, use the persistence performance checklist to determine the class’s progress in reaching their goal. As students set individual persisting goals, work with them to assess their progress using the performance checklist.
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Brainstorming Chart List ways the Pilgrims showed they were persistent.
Attribute: Persistence Keeps on trying; does not give up easily.
Comments:
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Brainstorming Chart List ways the Pilgrims showed they were persistent.
Attribute: Persistence Keeps on trying; does not give up easily. Took several years to prepare for the journey.
Continued the voyage through sickness, death, and bad weather. Did not turn back.
Believed they could make it.
Found another way to get a ship when the first one didn’t work out.
Thought about and planned the trip before they left for America.
Asked for help from each other when they needed it.
Corrected how they did things when they didn’t work.
Comments:
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Name:
Date:
Performance Checklist Persistence Keeps on trying; does not give up easily Characteristics
J K L Often
Sometimes
Not Yet
Comments:
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Name:
Date:
Performance Checklist Persistence Keeps on trying; does not give up easily Characteristics 1.
Keeps trying.
2.
Takes time to think.
3.
Completes the task.
J K L Often
Sometimes
Not Yet
Comments:
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Goal: I will work to improve the persisting behavior of
¶ 3.
2.
J
List the steps you will take to reach your goal.
1.
Did you reach your goal? Tell why or why not.
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Goal: Our class will work to improve the persisting behavior of
¶ 3.
2.
J
List the steps you will take to reach your goal.
1.
Did you reach your goal? Tell why or why not.
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Goal: Our class will work to improve the persisting behavior of Staying on Task
¶ 3.
2.
J
List the steps you will take to reach your goal.
1.
We will discuss what staying on task looks like and sounds like in the classroom. We will use the term “staying on task” to remind ourselves that this is the expected behavior.
We will discuss after a “stay on task” time how we did. We will remind each other when we forgot We will praise each other when we succeed.
During the times when we are practicing “on task” behavior we will try to eliminate distractions (noise, movement, etc.) to make it easier to concentrate. Did you reach your goal? Tell why or why not. We reached our goal. Most students in our class were on task during story and work time. Most of us completed our work. We did a good job of reminding and praising each other. Our class is quieter.
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Early Americans
Early Americans Challenges, Conflicts, Change Self-Directed Learner and Community Contributor
Lesson Focus x
Content Knowledge: Pioneer Challenges
x
Content Skill(s): Listening Skills Pantomime
Resource(s): If You Traveled West in a Covered Wagon, by Ellen Levine, Quilt Block History of Pioneer Days, By Mary Cobb, Oregon Trail Software, by MECC
x
Thinking Skill(s): Inferring Decision Making
Materials Needed: Butcher paper or transparency, 3″ x 5″ cards, Student Reflection
r
Thinking Behavior(s):
Lesson Title:
Pioneer Challenges
Implementation Time: Three to Four 40-minute lessons or labs
Learner Outcome(s): What will happen for learners as a result of this lesson? Students will discover and act out pioneer challenges in order to infer that nature could be an obstacle to the pioneers. Procedure: Option: You may want to integrate these lessons after each Native American challenge lesson. For example, teach Native American challenges with basic needs, and then read about how pioneers supplied their basic needs. 1.
Refer to the Guiding Question #2 chart posted in the classroom. Summarize the challenges faced by the Native Americans. Help students to discover that before the white settlers arrived in their regions, most Native American challenges had to do with meeting their basic needs (shelter, food, clothing) and getting along with other tribes. Explain that after the pioneers came to their land, the Native Americans had to deal with many new changes. The class will be learning about those changes next.
2.
Ask students to think about the challenges the Pioneers may have faced. Remind them of the challenge cards that were used as ideas for their journal entries.
3.
Partner with a sixth grade classroom (they are studying Growth of a Nation) to go through the Oregon Trail simulation in the computer lab. Sixth grade students can help your students by reading the simulation to them and helping them in their decision making as they use the program. After participating in the simulation students will be aware of new challenges the Pioneers faced as they journeyed westward (for example, forging a river, bad weather, illness, etc.).
4.
List the challenges the children generate from their computer lab experience on a butcher paper chart or transparency labeled CHALLENGES.
5.
Read aloud to the class from, If You Traveled West In a Covered Wagon (pages 23–35), and, Quilt Block History of Pioneer Days (pages 19–24). Have students listen for and verbalize new challenges that you add to the Challenges chart.
6.
Write some the challenges on the chart on 3″ x 5″ cards, and have pairs or trios of students draw one challenge from a box or bag. They will then plan and pantomime the challenge. The rest of the class will make inferences from their actions; abut what the challenge might be. Model how to use exaggerated motions and not to speak as a Challenge is acted out. Tell students that their goal is to look at the acting clues to infer which challenge is being presented. Continued on next page…
Challenges
Early Americans
Pioneer Challenges, page 2 Procedure: 7.
Continue to read from the two resources over the next three days and add to the list of pioneer challenges. Discuss and make inferences from the challenge list as to how pioneers viewed elements of nature (mountains, deserts, storms, rain, snow, swollen rivers, etc.). Encourage responses like: something to overcome and conquer something to face with courage and persistence, etc. Explain that things in nature were great obstacles to the Pioneers, while the Native Americans had learned to live in harmony with nature and to use it to supply their basic needs.
Closure/Assessment: Discuss with students the kinds of behaviors pioneers had to display as they faced challenges: risk-takers, persistence, etc. Have students complete the reflection to list descriptions of the Early Native American’s characteristics. Add this informal assessment to their integrated unit folder to share with parents at conferences or Portfolio Night.
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Name:
Date:
Reflections I think the Native Americans are…
I think the pioneers are…
If I could be an Early American I would have been a…
G u i d i n g
Our Maple Valley Community Systems, Cycles, Relationships Self-Directed Learner & Community Contributor
Lesson Title: Come Back, Salmon Implementation Time: 3 days Resource(s): Come Back, Salmon, by Molly Crane Materials Needed: Problem Solving graphic organizer, Evidence of Risk-Taking sheets, Evidence Persistence sheets, Risk-Taking and Persistence indicator charts, Problem Solving Chart
Q u e s t i o n
T h r e e
Lesson Focus
x Content Knowledge: Salmon Cycle
x Content Skill(s): Finding Evidence
x Thinking Skill(s): Finding Evidence Problem Solving
x Habit(s) of Mind: Risk Taking Persistence
Learner Outcome(s): What will happen for learners as a result of this lesson? Learners will practice the problem solving strategy for the problem identified in Come Back, Salmon and find evidence of risk-taking and persistence in the text.
Procedure: 1. Read Come Back, Salmon to page 11. 2. Display the picture of Pigeon Creek on page 9. Have students identify the situation and problem faced by the students in the book. As a group write this information on the problem solving graphic organizer on the overhead. State the problem as a question. 3. Have students discuss in small groups solutions to the problem. Small groups share their ideas and the class fills in the graphic organizer as a class. Identify the pros and cons for each alternative and record (see example). 4. Review Risk-Taking and Persistence Habits of Mind indicator charts. Post these in the classroom. 5. Tell students they will be listening and looking for evidence of risk-taking and persistence in the story as you continue to read Come Back, Salmon out loud. (See teacher reference for specific page numbers where the behaviors are exhibited). Read the rest of the story at a comfortable pace for yourself and your class. Have students fill in “Evidence of Persistence” and “Evidence of Risk-Taking” sheet individually or record on overhead or enlarge chart for full group use.
Closure/Assessment: Students compare and contrast their problem solving strategy matrix with strategies used in the story.
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Problem Solving A Situation that Needs Resolution Strategy: 1. Define the problem
2.
Invent alternatives
3.
Critique alternatives
4.
Execute a plan
+ -
Graphic Organizer:
Problem Solving Matrix
Situation:
Define the Problem
Problem:
Invent
Alternatives
Critique
Pros
Cons
Alternatives
Execute the Plan
Alternative 1
Alternative 2
Alternative 3
Proposed Solution and Plan: Reasons:
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Our Maple Valley Community 04. Come Back Salmon - Our Maple Valley Community.docx Copyright © Tahoma School District No. 409
Situation:
Define the Problem
Problem: Alternative 1
Alternative 2
Alternative 3
Invent Alternatives
Pros:
Critique Alternatives
Cons:
Proposed Solution and Plan:
Execute the Plan
Reasons:
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Situation: Salmon are no longer returning to Pigeon Creek to spawn due to heavy pollution. Define the Problem
Problem: How can Pigeon Creek be cleaned and kept clean in order for salmon to live there? Alternative 1
Alternative 2
Alternative 3
Invent Alternatives
Organize a community or school group for clean up
Create and disperse posters and/or pamphlets about the cleanup project in the community
Write letters to city officials
Pros:
You would have a large dedicated group of volunteers of which you can be a part.
People may get involved by helping in the project or watch for people who are dumping waste in the creek.
The city may offer to haul the waste away at no expense.
Cons:
Finding a group willing to take on the project.
People throw away pamphlets and don’t read posters. Cost of printing.
Letters may be ignored and you lose control over the project. Kids may not like to write letters.
Critique Alternatives
Proposed Solution and Plan: Organize a community group or school group for the clean up project. Execute the Plan
Reasons: It is more fun and less work for a large group of interested individuals to accomplish the goal.
Problem Solving Page 232
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Risk Taking Willing to take on new challenges; not afraid to make mistakes Looks Like
Our Maple Valley Community 04. Come Back Salmon - Our Maple Valley Community.docx Copyright © Tahoma School District No. 409
Sounds Like
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Risk Taking Willing to take on new challenges; not afraid to make mistakes Looks Like ¡
Sounds Like
Readily volunteers answers
¡
Expresses original thoughts
¡
Confidently volunteers opinions or suggestions
¡
Uses verbal expressions like: “I'll try” “I accept the challenge” “I'll give it a chance"
page 17
¡
Tries new activities pages 15, 18
¡
Attempts tasks beyond level of comfort and/or ability pages 14, 17, 27
¡
Performs in front of a group pages 14, 31
pages 14, 16, 39
¡
Remains positive in times of failure: “I learned…” “Maybe next time” “I'll try again” page 41
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Evidence of Risk-Taking Volunteers Answers
Tries New Activities
Tries New Tasks
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Performs Up Front
Uses Verbal Expressions like “I’ll Try”
Remains Positive
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Persistence Keeps on trying; does not give up easily Looks Like
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Sounds Like
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Persistence Keeps on trying; does not give up easily Looks Like §
Stays on task
Sounds Like ¡
pages 25–27, 39–40
¡
¡
Keeps trying—continued ¡ attempts pages 14, 22, 25–27, 39–40 ¡ Finds alternatives pages 14, 18, 39
¡
Uses multiple strategies
Asks for help pages 12, 18
Self-corrects Makes affirmations: “I can do this,” “I'll try this,” “Let's try another way” pages 12, 15, 27
pages 15–16, 18
¡
Takes time to think
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Evidence of Persistence Stays on Task
Keeps Trying
Find Alternatives
Our Maple Valley Community 04. Come Back Salmon - Our Maple Valley Community.docx Copyright © Tahoma School District No. 409
Asks for Help
Make Affirmations
Uses Multiple Strategies
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Grade 1
Community Concepts
Lesson Focus x
Content Knowledge: Pilgrim Settlement
x
Resource(s): The Pilgrims, by Frank Schaffer, “The Pilgrim Settlement,” classroom wall map
Content Skill(s): Map Skills Symbols Brainstorming
x
Materials Needed: “The Pilgrim Settlement” map and blackline (overhead and student copies), Symbol Brainstorming activity, Comparing/Contrasting T-chart
Thinking Skill(s): Comparing/Contrasting
x
Habit(s) of Mind: Persistence
Communities, Culture, Connections Self-Directed Learners and Community Contributors
Lesson Title: Pilgrims: The Pilgrim Settlement Implementation Time: One 45-minute lesson
Learner Outcome(s): What will happen for learners as a result of this lesson? The learners will explore the Pilgrim settlement by reading a map of the community in order to compare and contrast what the Pilgrims built and what nature provided. Procedure: 1.
Discuss with students the importance of symbols on maps. Explain that symbols stand for things that people make, such as buildings and roads, or they can stand for natural things, such as mountains and rivers.
2.
Work with students to brainstorm a list of things we might want to represent on a map and what symbol we would use for each thing.
3.
Give students a copy of “The Pilgrim Settlement.” Explain that the map shows how the pilgrim settlement may have looked in the 1620s. Discuss the symbols shown and allow the children to complete the activity based on the information shown on the map.
4.
Remind students that they will want to practice the Habit of Mind of being persistent as they work on their maps. Review what persistence looks like and sounds like.
5.
Use the comparing/contrasting T-chart graphic organizer to have students list the items on the map created by the pilgrims, and those provided by nature.
6.
Complete the activity with students. Work on the overhead to answer the questions. Students can work in pairs to complete the activity or copy group generated answers from the overhead.
7. Ask students to reflect on how they practiced persistence as they worked to complete this activity.
Closure/Assessment: Have students complete a symbol map of their own community, neighborhood, yard, or local park. Provide white drawing paper. Students can use a variety of resources to complete their map including crayons, clay, markers, or construction paper. Homework: Students can invite their families to participate in creating a three-dimensional symbol map of an area they choose, using recycled materials from their homes.
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Compare and Contrast the things the Pilgrims had to build and the things provided by nature. Built by the Pilgrims
Provided by Nature
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Compare and Contrast the things the Pilgrims had to build and the things provided by nature. Built by the Pilgrims
Provided by Nature
Houses
Woods
Fort
Trees
Stockade
Brook
Fence
Bay
Streets
Soil
Corn
Land
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Marine Life
Marine Life Communities, Cultures, Connections Complex Thinkers & Quality Producers Lesson Title: Rocky Shores: Guided Reading #5: Different Kinds of Crabs
Implementation Time: One 15-20 minute lesson Resource(s): Different Kinds of Crabs, by Donna
Lesson Focus x Content Knowledge: Non-fiction
x Content Skill(s): Using Prior Knowledge Read for Information Use of Photographs
Bailey and Christine Butterworth (Steck & Vaughn, Level 18)
x Thinking Skill(s):
Materials Needed: White board or chart paper for
x Thinking Behavior(s):
web, Comparing/Contrasting graphic organizer (student copies—optional)
Learner Outcome(s):
Comparing/Contrasting Inquisitiveness
What will happen for learners as a result of this lesson?
Students will discover how to read for and record information by comparing and contrasting information about different kinds of crabs.
Procedure: 1. Introduce the book Different Kinds of Crabs by having students look at the picture and read the title. § What do you think will be in this book? § Will it be a story that has factual information? (Elicit or use the term non-fiction.) § What makes you think so? 2. Tell students that strong readers think of what they already know about something and use it to help them read a new book about the same topic. § Tell what you already know about different kinds of crabs. § Record the information on a web with a circle for each kind of crab they know about. § Make lines out from the circle with factual details about each type of crab. (Hermit crabs may be best known.) Instructions § Tell what type of illustration is used. (Photographs.) § Why might photos be a good way to give a lot of detailed information about different crabs? § Encourage students to use the photos as they read to see how different kinds of crabs are alike and different. § Read pages 2-3 on your own to see what part the photographs relate to. § After reading, tell any details that you can fill in on the web. § Read page 4 to see if it’s still about the Christmas Island Crabs or a new type of crab. How can you tell? § Add any new details to the web. § Discuss vocabulary as you go along. Prompt using photos which provide good clues. § Difficult vocabulary words: burrow, mate. Copyright Tahoma School District No. 409, April 1998 06. Marine Life - Rocky Shores.doc
Page # Title Page
2–3 4
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Guiding Question One: Rocky Shores Continued on next page…
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Marine Life
Marine Life Lesson Title: Guided Reading #5: Different Kinds of Crabs, page 2
Procedure: Instructions § Ask students to start reading on page 5 and continuing until the book stops talking about a new kind of crab. § Add to the web the names of each crab and details about this kind of crab. § Continue to have students read about each new crab judging when the author moves to a new type of crab and recording information on the web. § What helps you know when the author changes to a new type of crab? (Name of crab, new photo, new type of protection, etc.) § What else could the author have done to help readers know where each part started and ended? (Title or headings, picture captions, chapter, etc.) § Difficult vocabulary words: burrow, mate, shelter, clever, swarm, protect. § Have students reread the book on their own and/or to another student in the class to share what they have learned about different kinds of crabs.
Page # 5
6-13
Closure
3. Study the web chart with students. § Use think aloud to demonstrate how you would find something alike and/or different about two specific kinds of crabs. § Use the book as a reference when needed. § Have students work with a partner to choose two kinds of crabs and think of things which are alike and/or different about them. (Students can use the comparing/contrasting T-chart to record information if desired.) § Have them share the discoveries with the whole group. § Repeat the process if desired.
Closure/Assessment: Have students use the web chart to explain a little about each kind of crab to others in the class during the sharing period. Have them tell how two kinds of crabs are alike and different.
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Guiding Question One: Rocky Shores
Sample Web for Different Kinds of Crabs Protects from enemies
Protects from sun
Swarm through houses and tennis courts
Male has one very large claw
Lives in sand burrows
Fiddler Crab
Claws grow back
Small
Christmas Island Crab
Looks like playing a fiddle
Live on land in burrows
Males fight with claws Once a year go to sea to mate Gets bigger shell when it grows
Sea snails
Different Kinds of Crabs
Use empty shells Drags shell with it
Back legs hold tight to inside of shell
Hermit Crab
Big front claw closes hole
Has a soft body to protect
Sponges grow to make a shelter
Sticks seaweed to hooks on back Holds sponge with both legs
Sponge Crab
Spider Crab
Cuts live sponges with claws
Changes weeds to hide in surroundings
Color code what students knew before reading and what they gained from reading. Page 234-C
Copyright Tahoma School District No. 409, April 1998 06. Marine Life - Rocky Shores.doc
Compare and Contrast Two Different Kinds of Crabs Both
Comparing/Contrasting Copyright Tahoma School District No. 409, April 1998 06. Marine Life - Rocky Shores.doc
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Marine Life
Guiding Question One: Rocky Shores
Marine Life Communities, Cultures, Connections Complex Thinkers & Quality Producers Lesson Title: Rocky Shores: Guided Reading #6: Is this a House for Hermit Crab?
Implementation Time: One 15-20 minute lesson Resource(s): Is This a House for Hermit Crab? by Megan McDonald (Orchard Books, Level 20)
Materials Needed: Vocabulary list, Plot Profile, Student Reflection, individual white boards and pens
Lesson Focus x Content Knowledge: Fiction (Story Elements) Character Traits and Plot Profile
x Content Skill(s): Vocabulary Learning Strategies Picture, Sentence, and Story Context
x Thinking Skill(s): Goal Setting
x Thinking Behavior(s): Persistence
Learner Outcome(s):
What will happen for learners as a result of this lesson?
Students will explore the character traits of goal setting and persistence and the excitement of plot event building in order to discover ways to acquire unknown word meanings independently.
Procedure: 1. Introduce the book Is This a House for Hermit Crab? by having students look at the cover, title, and title page. § Predict if this will be a story or a book with factual information. § Does it remind you of any other books you know? § Who will be the main character? § Who might some other characters be in the story? 2. Tell students to read until they know the main character’s problem and goal. Students can make notes on white boards and use them for discussion. 3. Continue to read until you see a pattern the author is using to tell the events of the story. Again, white board notes can precede discussion. Have students check the book and read parts aloud that show the pattern. 4. Read on to see if the pattern continues. § Note each thing Hermit Crab tries in order to reach his goal. § Write down any word where you are not sure of the meaning.
Continued on next page…
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Marine Life
Marine Life Lesson Title: Guided Reading #6: Is this a House for Hermit Crab?, page 2
Procedure: 5. Have students stop after reading about the fishing net. § Discuss any questions about vocabulary words that students have written on their boards. § Ask for unknown word meanings. (If they have none, use the list supplied below to identify words they aren’t sure about.) pricklepine fish burrow creature budge heap glided clunk gigantic driftwood sleeker comfortably hollow scurried steeple peering clamped § Demonstrate word meaning through a think aloud about how you would use picture clues, other words in the sentence, and thinking about other parts of the story or things you already know, to make your best guess about what the word means. Sometimes reading on a while and then coming back, helps clarify what the word means. Some students may suggest checking in the dictionary. Although it’s not the focus of this lesson, indicate that it is another strategy and follow-up on at least one word this way to demonstrate, confirm, and encourage this process. 6. Using their own or assigned vocabulary, have students work with partners to use picture and context clues to better understand and explain the words. 7. Ask students to read on until they come to the most exciting part of the story. § What picture and word clues does the author use to make it exciting? § How can your voice show it is exciting as you read this part? § Demonstrate and practice a few sentences chorally or in partners. (Pauses, volume, speed, and facial expression changes are effective storytelling devices.) 8. Have students complete the story. § Note vocabulary and tell what happened to the excitement by the end. § Ask what things helped Hermit Crab reach his goal. (Elicit several ideas and discuss them.) 9. With student participation, fill out a plot profile, naming main events, and judging how exciting each is in the story. 10. As a follow up, students may work with some additional vocabulary and/or practice for an oral reading of the story to the class.
Closure/Assessment: 1. Have students fill out the Self-Reflection form. 2. Have students practice and then perform the story aloud, using voice, volume, and speed to build excitement as the plot unfolds. Sharing time, four corners reading, or paired reading could be used for this.
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Guiding Question One: Rocky Shores
Student Reflection Is This the House for Hermit Crab? Name: 1.
My favorite part(s) of the pattern in this story is (are):
2.
The funniest thing Hermit Crab tried for a shell was _______________ because
3.
The scariest thing Hermit Crab tried for a shell was _______________ because
4.
I think Hermit Crab reached his goal because
5.
I didn’t quite understand the meaning of these words: _________ __________ __________ __________ Something(s) that helped me understand what one of these words meant was
6.
I think the most exciting part of the story was
The author used these words to make it sound exciting _________ __________ __________ __________ The illustrations made it exciting by I can make my reading aloud exciting by making my voice Page 238-C
Copyright Tahoma School District No. 409, April 1998 06. Marine Life - Rocky Shores.doc
Marine Life
___________________ and ___________________
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Not Very Exciting
06. Marine Life - Rocky Shores.doc Copyright Tahoma School District No. 409, April 1998
Snuggles into safe new home
Fish swims away
Pricklepine fish can’t see him
Crawls into empty shell
Hides behind sea snail
Pricklepine fish (comes after him)
Big wave (pushes him back)
Fish net
Fiddler Crab burrow
Pail (fell in)
Driftwood
Very Exciting
Tin can
Rock
Shell (too small)
Guiding Question One: Rocky Shores
Plot Profile: Is this a House for Hermit Crab?
5
4
3
2
1
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Marine Life Events
Very Exciting
Plot Profile: Is this a House for Hermit Crab?
5 4 3 2 1 06. Marine Life - Rocky Shores.doc
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Not Very Exciting
Events
06. Marine Life - Rocky Shores.doc Copyright Tahoma School District No. 409, April 1998
Snuggles into safe new home
Fish swims away
Pricklepine fish can’t see him
Crawls into empty shell
Hides behind sea snail
Pricklepine fish (comes after him)
Big wave (pushes him back)
Fish net
Fiddler Crab burrow
Pail (fell in)
Driftwood
Tin can
Rock
Shell (too small)
Guiding Question One: Rocky Shores
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Marine Life
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