- I can draw a scientific diagram of my freaky frog. (W.3.2, W.3.4, W.3.10)
- I can identify the most important facts about my freaky frog from my research to include in bullet points on a trading card. (W.3.2, W.3.4, W.3.8, W.3.10, L.3.6)
- With peers, I can generate a scoring system for freaky frogs to be used on trading cards. (SL.3.1)
These are the CCS Standards addressed in this lesson:
- W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
- W.3.6: 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.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
- W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
- L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Daily Learning Targets
Ongoing Assessment
- Trading Card Planning graphic organizer (W.3.2, W.3.4, W.3.6, W.3.8, W.3.10, L.3.6)
- Scientific diagram on trading card (W.3.2, W.3.4, W.3.6, W.3.8, W.3.10, L.3.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Planning a Scientific Diagram (15 minutes) B. Planning Key Facts (15 minutes) C. Planning Scoring System (20 minutes) 3. Closing and Assessment A. Pair Share (5 minutes) 4. Homework A. Select one or more of the Simple, Compound and Complex Sentences practices in your Homework Resources to complete. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas where students may need additional support:
Assessment Guidance:
Down the road:
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In Advance
- Prepare Model Trading Card (see Performance Task Overview).
- Prepare student trading cards. Print template on cardstock.
- Prepare Trading Card Criteria anchor chart (see supporting materials).
- Prepare cardstock for the trading card (4 1/4 x 5 3/4).
- Post: Learning targets.
Tech and Multimedia
- Work Time A: Students could draw their scientific diagrams with an online drawing tool such as Sketchpad.
- Work Times B and C: Students could use an online trading card creator to create their trading cards--for example, ReadWriteThink .
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.8, 3.I.C.12, 3.II.B.4, 3.II.B.5, 3.II.C.6, 3.II.C.7.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to demonstrate the growth of their language and content knowledge over the module in an alternative format: the trading card. Adapting their language choices to various contexts will help learners find appropriate, varied ways to expressing similar ideas, thus expanding their knowledge of language structures.
- ELLs may find it challenging to keep up with the rapid pace of this lesson, and each stage depends on the completion of the previous stage. Consider giving some students more time to complete their cards during Work Time C. Consider allowing students who need extra support to work with partners throughout the lesson, preferably ones with higher language proficiency and experience playing similar card games. Remind students that some may work faster than others and that is okay as long as everybody is trying his or her best.
Levels of support
For lighter support:
- To foster learning through diversity and inclusion, provide context and schema for the card game by pointing out that popular card games from Japan are the inspiration for the Freaky Frog game. Emphasize this as an example of the amazing things that we can learn from other cultures. If practical, display some examples of these card games and of other games from different cultures. Example: Chess was invented in India. Go was invented in China.
For heavier support:
- To illustrate the concept of a scientific diagram, display various examples of diagrams and identify key elements such as labels and technical information.
- Make sure students know they can use all of the resources available to help them create their trading cards. Examples: Vocabulary Logs, anchor charts, informative essays.
Universal Design for Learning
- Multiple Means of Representation(MMR): Recall that some students may benefit from visual representation of the discussion questions. Consider providing these questions on display for student view during discussion.
- Multiple Means of Action and Expression (MMAE): It may benefit students to look at examples of bullet points about other animals in various informational texts before writing their own about their freaky frogs. Because these bullet points are a synthesis of their research and learning about their freaky frog, students who need support synthesizing their learning may need conferencing or modeling in advance of the lesson.
- Multiple Means of Engagement (MME): For students who lack artistic confidence, consider inviting adults with artistic expertise (art teacher, local artists, publishing experts, etc.) to support these them as they create their Freaky Frog trading card.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- scientific diagram (L)
Materials
- Performance Task anchor chart (from Unit 1, Lesson 1)
- Model Trading Card (one to display; see Performance Task Overview)
- Trading Card Criteria anchor chart (new; teacher-created; see Teaching Notes)
- Trading Card Planning graphic organizer (one per student)
- Cardstock (one per student; 4 1/4 x 5 3/4)
- Informative Essay about a Freaky Frog (from Lesson 10; one per student)
- Freaky Frog research notebook (from Unit 2, Lesson 1; one per student and one to display)
- Everything You Need to Know about Frogs and Other Slippery Creatures (book; one per student)
- Freaky frog texts: "All about the Water-Holding Frog," "The Amazon Horned Frog," or "Transparent Wonder" (from Lesson 1; one per student for his or her specific frog group)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Targets (5 minutes)
"I can draw a scientific diagram of my freaky frog."
"What is a diagram?" (a simple drawing that provides information) "How is a diagram different from a picture?" (It isn't as detailed. It shows the information the creator wants the reader to understand.) "What root word do you see in the word scientific?" (science) "What do you think a scientific diagram is?" (a diagram that represents scientific facts)
"I can identify the most important facts about my freaky frog from my research to include in bullet points on a trading card."
"What if we remove the word most from this sentence? I'll give you time to think and discuss with a partner." (It would change the meaning of the sentence. It would mean you aren't just interested in information, but the very best information.)
"With peers, I can generate a scoring system for freaky frogs to be used on trading cards."
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Work Time
Work Time | Meeting Students' Needs |
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A. Planning a Scientific Diagram (15 minutes)
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B. Planning Key Facts (15 minutes)
"Can you figure out why the designer chose those facts as the most important? I'll give you time to think and discuss with a partner." (The trading card is about unique adaptations and where in the world it lives, and the habitat may determine why the frog has those adaptations. For example, a frog that lives in a place without much water may need to be able to store water.)
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C. Planning Scoring System (20 minutes)
"Which features could you score all of the freaky frogs on?" (Answers may vary.)
"How does creating the Freaky Frog Trading Card and Scoring System add to your understanding of physical and behavioral adaptations? I'll give you time to think and discuss with a partner." (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Pair Share (5 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Select one or more of the Simple, Compound, and Complex Sentences practices in your Homework resources to complete. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
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