Follow-up Activity: A follow-up activity I think would be a good idea would be have the students present their page in the class book. All the students will get a good idea of the different types of animals around the world and where these animals live. Evaluation / Assessment: The teacher will be able to assess the students by seeing how well each student grasps the concept of different animal homes during the grand conversation. The teacher can also use the pages the students made to also see if the student understands that there are different homes for animals. When having the students present their page to the class the teacher can use the rubric to help evaluate the student. Rubric: Category 4 3 2 1 Uses Complete Sentences Always (99-100% of time) speaks in complete sentences. Mostly (80-98%) speaks in complete sentences. Sometimes speaks in complete sentences. Rarely speaks in complete sentences. Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience. Comprehension Student is able to fully explain their animal and where the animal lives. Student is able to give some explanation about their animal and where the animal lives. Student is able to provide a little information about their animal and where the animal lives. Student is unable to explain their animal and where the animal lives. Differentiated: There is a student who speaks Spanish. He usually understands instruction in English but has trouble speaking English. The teacher will make sure that the student sits next to other students who speak both Spanish and English. These students will assist the Spanish speaking student during the activity. Reference List: “A House for Hermit Crab” Standards:
4 3 2 1 Understand Story Elements Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately when and where the story happened. Student knows the names and descriptions of the important characters and where the story takes place. Student knows the names OR descriptions of the important characters in the story. Student has trouble naming and describing the characters in the story. Thinks about the story Student accurately describes what has happened in the story and tries to predict, "what will happen next." Student accurately describes what has happened in the story. Student accurately describes most of what happened in the story. Student has difficulty the story. Worksheet The students are able to accurately draw and label the butterfly life cycle in order The student makes 1 mistake when drawing and labeling the butterfly life cycle in order The student makes 2 mistakes when drawing and labeling the butterfly life cycle in order The student isn’t able to accurately draw or and label the butterfly life cycle in order Letter to a friend Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.
complete sentences. sentences. complete sentences. sentences. Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience. Comprehension Student is able to fully explain their animal and where the animal lives. Student is able to give some explanation about their animal and where the animal lives. Student is able to provide a little information about their animal and where the animal lives. Student is unable to explain their animal and where the animal lives. Additional Titles: