Intelligent Gorilla - Voyager Sopris Learning

Transcription

23
UNIT
Intelligent Gorilla
Activities
Read Aloud: ★ Koko’s Kitten
Oral Vocabulary: ★ American Sign
Language, ★ intelligent
Focus Lesson: Complete Sentences and
Pronoun “they”
Oral Vocabulary: ★ endangered,
★ protect
Handwriting
Letters: all, B, b, ★ G, ★ g, H, I, J, K, L, l,
M, N, O, o P, Q, R
Words: ★ bring, ★ bone, ★ go, ★ gorilla,
★ home, ★ meal, meat, ★ meet, ★ no,
★ note, ★ real, ★ rode, ★ sing, ★ so,
★ thing
Sentences: ★ I sing when I swing.
★ I would not tickle the gorilla with
that {picture}.
Story Writing: ★ Intelligent Gorilla Theme
Oral Vocabulary: ★ famous
Journal Writing: ★ What You Did Last Night
Planning Information
3–5 Day Unit
★ Introduction of a new activity, skill, or word
in Read Well 1 Composition
For more than two decades, Koko has enthralled all who learn about her. Read about the reasoning of
this gentle gorilla as she asks for, cares for, and mourns the loss of a feisty kitten. After reading Koko’s
Kitten, visit her Web site. Is Koko intelligent? Your students will write a persuasive paragraph, then end
the unit by writing to Koko.
To communicate is to share an idea,
a feeling, an opinion . . .
To communicate is an intelligent act.
23
UNIT
Plan Read Aloud and Composition Activities as your weekly
schedule allows. Complete activities in the sequence shown.
The daily Skill Work does not correspond to particular Read
Aloud and Composition Activities and can be completed anytime
during the day.
Skill Work
Read Aloud and Composition Activities
Day 1
20 Minutes
Focus Lesson
Complete Sentences and
Pronoun “they”
Oral Vocabulary:
★ endangered, ★ protect
Read Aloud
★ Koko’s Kitten
by Dr. Francine Patterson
Day 2
10 Minutes
Handwriting
★ G, H, I, J, K, L, M, N, O,
P, Q, R
★ real, ★ meal, meat,
★ meet
Day 3
10 Minutes
Handwriting
★g
★ sing, ★ thing, ★ bring
★ I sing when I swing.
Day 4
10 Minutes
Handwriting
Gg
★ no, ★ so, ★ go,
★ gorilla; ★ bone, ★ home,
★ note, ★ rode
Day 5
10 Minutes
Handwriting
Ll, Oo, Bb, all, Gg
★ I would not tickle the
gorilla with that {picture}.
658
15 Minutes
NONFICTION • NARRATIVE
Comprehension: Remember,
Understand, Apply, Analyze,
Evaluate
Oral Vocabulary:
★ American Sign Language,
★ intelligent
Story Writing
★ Intelligent Gorilla Theme
WEB RESEARCH, ESSAY/PERSUASIVE PARAGRAPH, AND
LETTER
Writing Process: Prewriting, Drafting, Editing/
Revising, Polishing/Publishing
Writing Traits: Ideas and Content, Organization,
Sentence Fluency, Conventions, Presentation
Oral Vocabulary: ★ famous
★ Visiting Koko’s Web Site
20–30 Minutes
★ Short Essay/Persuasive Paragraph
20–30 Minutes
Teacher Edit
Student Polish and Sharing
10–15 Minutes
Letter to Koko
20–30 Minutes
Teacher Edit
10–15 Minutes
★ Introduction of a new activity, skill, or word in Read Well 1 Composition
Unit 23 • Daily Planner
Read Aloud and Composition Activities
Journal Writing
15 Minutes
★ What You Did Last Night
Writing Process: Prewriting, Drafting, Editing/Revising
Writing Traits: Ideas and Content, Organization, Sentence Fluency, Conventions,
Presentation
Skills Connection
Read Well 1
Letter/Sound Associations • Gg, gr-, -ng, br- (Unit 24)
Review • Ss, Ee, ee, Mm, Aa, Dd, th, Nn, Tt, Ww, Ii, Th, Hh, Cc, Rr, ea, sh, Sh, Kk, -ck, oo, ar,
wh, Wh, e (short), -y (as in “fly”), Ll, Oo, Bb, all
Tricky Words • go, Go, gorilla, Gorilla, gorillas, Gorillas, gorilla’s, Koko, Koko’s, No, So, wanted
Tricky Word Review • a, A, about, are, as, because, could, Could, couldn’t, do, Do, has, his, is,
Look, mammal, no, one, One, said, should, so, the, The, there, There, to, two, want, Want,
wants, was, wasn’t, what, What, where, Where, who, Who, would, Would
In Unit 24, students read Great Gorillas and revisit the theme of mammals in their habitats with
a special focus on gorillas, including a summary of Koko’s Kitten. Children enjoy extending their
ability to read and understand nonfiction passages.
Read Well 1 Spelling and Writing Conventions
Letter/Sound Associations • Gg, O (long), cl-, gl-, -o (as in go) (Unit 24)
Review • Ss, Ee, ee, Mm, Aa, Dd, th, Nn, Tt, Ww, Ii, Th, Hh, Cc, Rr, ea, sh, Sh, Kk, -ck, oo, a_e,
ar, wh, Wh, e (short), -y (as in “fly”), Ll, i_e, Oo, Bb, all, o_e
Tricky Words • saw, there, where
Tricky Word Review (cumulative) • a, A, are, Are, as, could, do, has, his, His, I, into, is, little, said,
should, the, The, they, They, to, want, wanted, was, Was, what, What, who, with, would
659
Materials and Materials Preparation
Lessons
Teacher Materials
Read Well 1 COMPOSITION MATeRIALS
• Unit23Teacher’sGuide
• Koko’s KittenbyDr.FrancinePatterson
SCHOOL SUPPLIeS
• Projectionequipment(e.g.,overheadprojector,visual
presenter,etc.)andcoloredpens
• ComputerwithInternetaccessandLCDprojector
• ChartpaperorboardspaceforaBrainstormingChart
and/oraWordBank
Student Materials
• Unit23,FocusLessoninSkill Book 2,page25,andon
BlacklineMastersCD
• Unit23,Days2–5HandwritinginSkill Book 2,pages27–28,
andonBlacklineMastersCD
• Unit23,StoryWritinginComposition Book,pages81–86,
andonBlacklineMastersCD
• JournalWritingonBlacklineMastersCD
• SpellChecker(personalized)
When using blackline masters,
make one copy per student.
You may wish to use your Skill
and Composition books to
determine which pages to run
double-sided.
Teacher Sample: For Skill
Work, Composition, and
Journal Writing, make a copy
(transparency or paper) to
project.
SCHOOL SUPPLIeS
• Pencilsanderasers
• Colors(markers,crayons,orcoloredpencils)
Materials Preparation
• CopyandgluediscussionpromptsintothebookKoko’s
Kitten,orwritediscussionpromptsonstickynotes.
• SeetheWordWallWordsontheBlacklineMastersCD.Add
wordsonlyasneeded.Removewordsstudentsknow.Keep
thenumberofwordstoaminimum.
• PrepareanIntelligentGorillaThemeStoryWritingsample
andaWhatYouDidLastNightJournalsampletoshowto
studentsonyourprojectionequipment.
660
exPOSITORY
MATeRIALS TUb
(Reminder)
Collect resources about this
unit’s subject and put them
in a clearly labeled tub—
e.g., Unit 23: Koko and/
or Gorillas. Place the tub
where students can access it
during independent work.
Model how to care for
materials with respect and
always return them to the
tub.
How to Teach Skill Work
Focus Lesson and Handwriting
Increasing the Probability that Children become
Skilled Writers
Summarizing research on handwriting instruction, Graham, Harris, and
Fink (2000) conclude “Explicit supplemental handwriting instruction
that helps young children write letters accurately and quickly can
increase the probability that they will become skilled writers” (p. 631).
TeachSkillWorkfromthissection.Eachinstructionalcomponentisoutlinedinaneasy-to-teach
format.Somescriptingisprovidedtohelpyouprepare,andspecialtipsareprovidedtohelpyou
nurturestudentprogress.
Day 1
Focus Lesson
Complete Sentence
Name
1
s and Pronoun
Handwriting
What does the
Gorillas . . .
gorilla
sentence say about
UNIT
23 SkIll Wo
Handwri
Have stud
ents
What does the
People . . .
Have stud
ents
people?
sentence say about
ting
trace each
fill in the
ckline
(see tray
rk DAy
letter, star
2
Jada
G G G
G
Marilyn
Sprick,
Ann Wata
Lisa
nabe, Shell Howard, Heat
her Bird,
ey V. Jones
, Barbara
Gunn
Name
ting at the
dot and
following
the
arrow .
Then
have stud
ents writ
e the lette
r on their
25
Handwriting
Day 5
Handwriting
Maste
Comp osi
ion
list of con rs
tents)
Version
1.0
card for
own .
G
PQR
Jada
PQR
4 re
al meal
meat m
eet 1 Gg Gg
J
ada
2 no so
1 g
g g g
g
gorilla
2
3 no so
note rode
3 s in
4 bo ne
g
bring
Jada
4 I s
ing when
I swing .
Bb all Gg
1 Ll Oo
Bb all Gg
2 Ll Oo
not tickle the
3 I w ou ld
.
ith that
4 go ril la w
missing
letters
homes
need to protect 3their
2
and then
trace .
RW1C
P_BLM
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indd 1
6/5/09
UNIT
Day 4
A
Bla ckli
Maste neCoRead Well 1
rsBla mposition
s?
ct
could become ex1tin
G
GG
homes.
to protect their
ng Sopris W
arni
es
Le
t.
m
Comp osi
ion
served.
3 People need
s?
e
ts R
reserved .
Day 3
They
gorilla
sentence say about
are endangered
ome extinct.
Who or what?
What does the
Gorillas . . .
igh
?
sentence about
2 They could bec
Jada
“they”
ll R
Services . All rights
Handwriting
Focus
West Educational
Day 2
Work DAy
23 SkIll Lesson:
DAy
23 SkIll Work
iting
4
trace each letter
AM
Name
Handwr
Have students
✄
9:13:56
set and complet
e the happy face
when they’ve done
their best work .
and correct
UNIT
23 SkIll Wo
Handwri
Have stud
ents
Have stud
ents
Have stud
ents
Have stud
ents
© 2010
ting
trace each
trace the
rk DAy
Have students
letter, star
rhyming
3
ting at the
words and
Name
dot and
identify
what’s
following
the
the sam
arrow .
Then
e about
the wor
have stud
ents writ
e the lette
r on their
Have students
West Educa
write the words
trace the
rhyming
sentence
words from
and iden
row 2
tify the
and com
rhyming
plete the
happy face
whe
n they’ve
done their
best wor
tional Servic
es . All rights
complete the
happy face when
they’ve done their
best work .
✔ and correct
ds .
Have students
write the
from row 2 and
own .
trace the Bossy
E words and arrows .
k .
UNIT
words .
✔ and corre
ct
Sopris
trace the words .
✄
© 2010 Sopris
UNIT
DAy
23 SkIll Work
iting
5
Name
Handwr
letter review:
Have students
trace the letters .
reserved .
Have students
write the letters
from row 1 and
complete the
happy face when
they’ve done their
best work .
27
✔ and correct
Have students
trace and complet
e the sentence
with a picture
word .
© 2010 Sopris
West Educational
reserved .
28
Aftereachday’sSkillWork,continueyourcompositionlessonswiththeReadAloudand
CompositionActivitiesasyourscheduleallows.(Seepages667–688.)
661
Skill Work
Day 1 Focus Lesson • Complete
Sentences and Pronoun “they”
Seating
23 SkIll Work DAy
Focus Lesson:
Complete Sentence
1
s and Pronoun
reserved .
Name
ome extinct.
Who or what?
Jada
What does the
sentence say about
Gorillas . . .
gorillas?
Gorillas
are endangered
What does the
sentence say about
Gorillas . . .
gorillas?
They
25
➊ Introduce the lesson. Say something like:
“they”
angered.
Who or what
sentence aboutis the
?
2 They could bec
Procedures
could become extin
ct
ect their homes.
People
What does the
sentence say about
People . . .
people?
need to protect their
homes
You can write complete sentences to
tell a story. Today we are going to review what makes a
good complete sentence.
Vocabulary
Defining and Using:
endangered, extinct
Defining: protect
Sentence Structure
Identifying Sentence
(subject + predicate)
UNIT
1 Gorillas are end
People need to prot
Objectives
Sentence Fluency
Complete Sentences, Use of
Pronoun: they
Unit 23 Focus Lesson (Skill
Book 2 or Blackline Masters
CD), one copy per student;
overhead; pencils
West Educational
Students continue learning what
makes a complete sentence
by identifying the subject—who or what the
sentence is about—and the predicate—what
the sentence tells about the subject.
Materials
Handwriting
Accuracy and Fluency:
Gorillas are endangered.
They could become extinct.
People need to protect their
homes.
Purpose
© 2010 Sopris
FOCUS
LeSSON
Skills and
Strategies
Have students sit where
they can easily see the
teacher demonstration and
work at their desks.
20 Minutes
★
➋ Have students read sentence 1. Guide practice on your overhead copy.
Introduce “endangered.”
Point to Sentence 1. Everyone, touch number 1.
Point to each word as I read the sentence.
It says “Gorillas are endangered.”
An animal that is endangered could die out.
An endangered animal . . . could become extinct.
➌ Tell students to identify the parts of a complete sentence.
“Gorillas are endangered” is a complete sentence.
How many parts does a complete sentence have? (two)
Point to Sentence 1.
➍ Guide students as they identify the first and second part of the sentence.
Let’s see if we can find out who or what this sentence is about.
Listen to the sentence. “Gorillas are endangered.”
Hold up one finger. Who or what is the sentence about? (gorillas)
What does the sentence say about gorillas?
Gorillas . . . are endangered.
“Are endangered” is the second part of the sentence.
“Gorillas are endangered” has two parts, so it is a . . . (complete sentence).
Hold up a second finger.
➎ For Sentence 1, have students trace the first and second part of the sentence.
(continued)
662
Unit 23
Skill Work
(continued)
➏ Review the word “extinct” and have students divide the sentence into two
parts. Say something like:
They is a short way to say Gorillas.
Read the sentence with me. They could become extinct.
Who or what is the sentence about? (gorillas, they)
Yes, the word they is a short way to say . . . gorillas.
Do you remember what extinct means? (died out, gone from Earth)
That’s right. Something that is extinct has died out.
Read the sentence again. (They could become extinct.)
➐ For Sentence 2, have students write the first and second part of the sentence.
★
➑ For Sentence 3, introduce “protect.” Then have students divide the sentence
into two parts.
Everyone, touch number 3.
Point to each word as we read the sentence together.
People need to protect their homes.
Yes, the sentence says “People need to protect their homes.”
Protect means to keep safe. What does protect mean? (to keep safe)
So people need to keep the gorillas’ homes . . . safe.
Why? (Gorillas need homes.)
Have students divide the sentence.
Point to Sentence 3.
➒ For Sentence 3, have students write the first and second part of the sentence.
663
Skill Work
Day 2 Handwriting
Procedures
Objectives
Handwriting
Accuracy and Fluency: G, H,
I, J, K, L, M, N, O, P, Q, R
real, meal, meat, meet
Checking/Correcting
10 Minutes
★
rk DAy
Jada
GGG
capital letter G. Have students start with the dot and
G G G
G G
2 G
HI JKL
follow the arrow. Have them trace, then write the
M
N
O
PQR
3 G
HI JKL
letter to complete the row.
M
N
O
PQR
4 re
al meal
meat m
➋ For Row 2, have students fill in the missing letters
eet
and trace the remaining letters.
Jada
1 g
g g
2 s in
g thinag finger space
➌ For Row 3, have students copy the letters from Row 2, leaving
bring
3
between each set of letters.
Handwri
Have stud
ents
ting
trace each
1
Have stud
ents
Have stud
ents
Have stud
ents
Study Skills
Alphabetical Order
fill in the
write the
trace the
letter, star
missing
letters
shift y wor
letters
from row
UNIT
23 SkIll Wo
Handwri
Have stud
ents
Have stud
ents
Have stud
ents
ting
trace each
trace the
write the
rk DAy
letter, star
rhyming
rhyming
© 2010
Sopris
West Educa
tional Servic
sentence
words from
es . All rights
and iden
e the lette
r on their
own .
what’s
and com
following
the
the sam
plete the
arrow .
Then
e about
the wor
happy face
whe
have stud
ents writ
e the lette
rhyming
r on their
own .
ds .
n they’ve
done their
best wor
k .
words .
✔ and corre
ct
reserved .
27
(continue with the Read Aloud and Composition Activities)
UNIT
23 SkIll Wo
Handwri
2
Day 3 Handwriting
ting
rk DAy
2
GGG
HI KL
Have stud
ents
3
Have stud
ents
trace each
fill in the
write the
letter, star
missing
letters
letters
ting at the
and then
Name
dot and
following
the
Jada
arrow .
Then
have stud
ents writ
e the lette
r on their
shift y wor
NO
10 Minutes QR
from row
2 .
ds .
✄
UNIT
23 SkIll Wo
Handwri
Have stud
ents
Have stud
ents
Have stud
ents
© 2010
trace the
write the
trace the
ting
trace each
rk DAy
letter, star
rhyming
rhyming
sentence
3
ting at the
words and
words from
and iden
tify the
Name
dot and
identify
row 2
what’s
and com
rhyming
following
the
the sam
plete the
arrow .
Then
e about
the wor
happy face
whe
have stud
ents writ
e the lette
r on their
n they’ve
done their
best wor
k .
words .
West Educa
tional Servic
es . All rights
reserved .
27
➌ For Row 3, have students write the rhyming words from Row 2, leaving a finger
Phonemic Awareness
Rhyming
space between each word.
★
own .
ds .
✔ and corre
ct
Sopris
➍ For Row 4, have students trace the sentence. Have them identify the rhyming
words.
own .
trace .
real me
al meat
meet
J
a
d
★ ➊ For Row 1, have students trace the small letter g. Have
a
1 g
g g
g g g
students start with the dot and follow the arrows.
2 s in
g
g
Have them trace, then write the letter to complete
bring
3 s in
g thing
the row.
bring
4 I s
ing when
I swing .
★ ➋ For Row 2, have students trace the words. Have
them identify that the words rhyme.
trace the
4
Procedures
Have stud
ents
664
ents writ
Name
Have stud
ents
Sentences: beginning
capital, period at the end
have stud
2 .
dot and
identify
row 2
tify the
1
Conventions
arrow .
Then
trace .
3
Have stud
ents
Writing Traits
and then
following
the
ds .
ting at the
words and
Check and Correct
Have students check,
correct, and complete the
happy face to keep them
focused on doing their
personal best.
Handwriting
Accuracy and Fluency: g
sing, thing, bring
I sing when I swing.
Checking/Correcting
Name
dot and
I sing he
n I swinwhich
★ ➍ For Row 4, have students trace the shifty words. Have themwidentify
g
letter(s) changes from one word to the next.
trace the
4
Materials
Unit 23 Handwriting (Skill
Book 2 or Blackline Masters
CD), one copy per student;
overhead; pencils
Objectives
2
ting at the
✄
Have stud
ents
HANDWRITING
ROUTINeS, DAYS 2–5
Seating
23 SkIll Wo
UNIT
➊ For Row 1, demonstrate and guide how to trace the
Unit 23
Skill Work
Day 4 Handwriting
UNIT
★
23 SkIll Wo
Handwri
Have stud
ents
ting
rk DAy
Gg
2 no
so
3 no
so
4 bo
ne
trace each
1
Have stud
ents
Have stud
ents
➋ For Row 2, have students trace the words.
Have stud
ents
➌ For Row 3, have students write the words from Row
UNIT
2, leaving a finger space between each word.
trace the
write the
trace the
23 SkIll Wo
letter set
Name
plete the
happy face
whe
words .
words from
Bossy E
rk DAy
Jada
Gg
gorilla
4
and com
row 2
words and
and com
plete the
n they’ve
happy face
whe
done their
n they’ve
best wor
done their
k .
best wor
✔ and corre
ct
k .
arrows .
and corre
ct
rode
Jada
Ll Oo B
b all Gg
★ ➍ For Row 4, have students trace the Bossy E words and2 arrows. Tell students the
3 I
Bossy E makes the vowel say its name.
would no
t tickle th
4 go
e Ja
rilla with
da
at
(continue with the Read Aloud and Composition Activities) 1 GgthG
g Gg G
g
2 no
so go g
o
r
il
la
3
Handwri
letter revi
1
Have stud
ents
Have stud
ents
ting
ew: Hav
e students
write the
trace and
letters
complete
5
trace the
from row
the sent
Name
letters .
1 and com
ence with
UNIT
plete the
a picture
23 SkIll Wo
Handwri
Have stud
ents
Have stud
ents
Have stud
ents
Have stud
ents
trace the
write the
Procedures
Handwriting
Accuracy and Fluency: Ll,
Oo, Bb, all, Gg
I would not tickle the gorilla
with that {picture}.
Checking/Correcting
Writing Traits
Conventions
Picture Words
➊ For Row 1, have students trace the letters.
★
➌ For Rows 3 and 4, have students trace “I would not
done their
best wor
k .
✔ and corre
ct
rk DAy
letter set
4
Name
and com
words .
plete the
© 2010
words from
row 2
happy face
whe
Sopris
West Educa
n they’ve
tional Servic
done their
es . All rights
best wor
k .
reserved .
✔ and corre
ct
10 Minutes
and com
plete the
happy face
whe
n they’ve
done their
best wor
trace the
Bossy E
words and
k .
arrows .
✔ and corre
ct
UNIT
23 SkIll Wo
Handwri
letter revi
Have stud
ents
➋ For Row 2, have students write the letters from Row
1, leaving a finger space between each set of letters.
n they’ve
bone ho
me note
rode
Jada
1 Ll
Oo Bb
all Gg
2 Ll
Oo
3 I
would no
t tickle th
4 go
e
rilla with
that
.
4
Objectives
ting
trace each
28
Day 5 Handwriting
happy face
whe
word .
Have stud
ents
ting
rk DAy
ew: Hav
e students
write the
trace and
letters
complete
5
trace the
from row
the sent
Name
letters .
1 and com
ence with
plete the
a picture
happy face
whe
n they’ve
done their
best wor
k .
word .
✔ and corre
ct
28
tickle the gorilla with that {picture}.” Have students
brainstorm words to draw to complete the sentence. As needed,
remind students to complete the sentence with a period.
© 2010
Sopris
West Educa
tional Servic
es . All rights
reserved .
➍ Personal Best: Have students select their best handwriting work for the unit.
DeMONSTRATe AND
GUIDe PRACTICe
For each step, demonstrate
and guide practice as
needed.
Place this paper in a special folder for future reference.
665
✄
➊ For Row 1, have students trace capital G and small
letter g.
✄
Procedures
Objectives
Handwriting
Accuracy and Fluency: Gg
no, so, go, gorilla; bone,
home, note, rode
Checking/Correcting
10 Minutes
Important Tips
Scripting: Preparing to Teach Reminders
Read Well providesyouwithscriptingtohelpyoupreparetoteachwell.
ReAD ALOUDS
Followthescripteddiscussionpromptsandvocabularyinstruction.
•Teacherthinkaloudsmodelhowtoexplainthinkingandencouragestudentstoelaborate
andthinkwithyou.
•Literalquestionssupportinferentialthinking.Questionsguidestudentstodraw
conclusionsandengageinhigher-orderthinking.
•Vocabularyinstructionprovidesstudent-friendlydefinitions.Promptsencouragestudents
tousewordsinmultipleandnaturalcontextsacrossunits.
STORY-WRITING LeSSONS
•Readthescriptinginadvance.
Visualizewhenandhowtodemonstrateorshowandexplain.
Visualizewhentoguidethinkingandcomposingwithbrainstormingandpartnerwork.
Practicedeliveringalessonoutloudorwithacolleagueifproceduresarenotcleartoyou.
•Duringlessons,avoidreadingthescript,ifpossible.
•Monitorandadjustlessonsbasedontheneedsofyourstudents.
Web LeSSON
Inthisunit,wesuggestvisitingKoko’sWebsite.AsWebsiteschangefrequently,besureto
previewthesiteanddeterminewhichlinksyouwishtovisit.
Scriptingonpages673–676providesanexampleofhowtoguideyoungstudentsthrougha
Website.ProcedureswillneedtobetailoredtoKoko’scurrentWebsite.
IfyouchoosenottovisittheWebsite,Koko’s Kittenprovidesplentyofinformationtocomplete
thecompositionactivities.
Read, Analyze, Visualize.
Practice.
Then TEACH with enthusiasm.
666
How to Teach Read Aloud
and Composition
TeachtheReadAloudandCompositionActivitiesfromthissection.Eachinstructional
componentisoutlinedinaneasy-to-teachformat.Followthesequenceshownbelow.
Read Aloud
Koko’s Kitten
StoryWriting•IntelligentGorillaTheme
• Visiting Koko’s Web Site
• Short Essay/Persuasive Paragraph
• Teacher Edit, Student Polish, Sharing
• Letter to Koko
• Teacher Edit, Student Polish, Sharing
Journal Writing
What You Did Last Night
Unit 23 Essay
and Letter Writin
Date:
g
Unit 23 Essay Writing
A Short Essay
Intelligent Gorilla
Who: Koko
Intelligent
paints
Date:
© 2010 Sopris
West Educationa
l Services . All
Koko is an intelligent
animal. She learns
American Sign
Language. She can
sign 1000 words.
This amazing gorilla Last night I went shopping
even paints pictures.
the bus to the mal
Koko can communicate
l because
m
y dad had the ca
with us.
r. My
mom got a beautif
ul shirt.
3
rights reserved .
Copyright 2010 Cambium Learning Sopris West . All rights reserved.
82
Name:
83
© 2010 Sopris
West Educationa
l Services. All
rights reserved.
2
© 2010 Sopris West Educational Services . All rights reserved .
667
Read Aloud
15 Minutes
Seating
they can easily see the book.
Materials
Koko’s Kitten
Preparation
Copy discussion comments
and questions and affix the
notes to the appropriate
pages of Koko’s Kitten.
The first page of text is
designated as page 1. In this
book, page 1 says “Koko’s
full name is Hanabi-Ko,
which is Japanese for
Fireworks Child . . . .”
Objectives
Genre
Nonfiction • Narrative
Comprehension
Remember
Identifying, Using
Understand
Defining, Describing,
Explaining
Apply
Inferring, Using
Analyze
Classifying
evaluate
Making Judgments,
Responding
Vocabulary
Defining: mammal
Defining and Using:
nonfiction, communicate,
distraught
Using: American Sign
Language, intelligent,
patient, talent, fiction
Skills and Strategies
Setting a Purpose
Comprehension Monitoring
(and fix-ups)
Understanding Text
Structure
Title, Goal, Action
Study Skills
Viewing, Verifying
★ Koko’s Kitten
by Dr. Francine Patterson
Koko’s Kitten is the true story of a gorilla who uses
American Sign Language. Learn how Koko tells her
caregiver that she wants a pet. Your students will be
amazed at Koko’s ability to communicate. You will all
be touched by this story of friendship between Koko,
her caregiver, and her pet cat.
Procedures
Viewing; Identifying—What, Title; Defining
Vocabulary—nonfiction
➊ Before reading Koko’s Kitten by Dr. Francine Patterson,
introduce the book. Say something like:
Everyone, this book is called Koko’s Kitten. Show students the cover.
Look at the picture. What do you think Koko is? (a gorilla)
What’s the title? (Koko’s Kitten)
The author of the book is Dr. Francine Patterson. Her nickname is Penny.
Penny is Koko’s caregiver, teacher, and good friend.
This book is nonfiction, so the story is . . . (true).
The photographs were taken by Ronald H. Cohn.
Defining and Using Vocabulary—communicate; Using Vocabulary—American
Sign Language
➋ Review the vocabulary word “communicate” and introduce “American Sign
Language.”
Write the word “communicate” on the board.
Look at this snazzy word. This word is communicate.
Say the word. (communicate)
When you write a letter, what do you do? (communicate)
Yes, you communicate.
That means to share what you are . . . thinking or feeling.
What does communicate mean? (to share what we’re thinking or feeling)
When you talk what are you doing? (communicating)
Gorillas cannot talk, but scientists have learned they can share their
thoughts and feelings.
★ Koko has learned how to talk with American Sign Language.
What has Koko learned? (American Sign Language)
Koko talks with her hands, body, and face.
People who cannot hear often communicate with American Sign Language.
(continued)
668
Unit 23
Read Aloud
COMPReHeNSION
(Reminder)
The programmed questions
and comments help
students focus on important
comprehension strategies.
(continued)
➌ Read the book aloud to students. Discuss the content and pictures by asking
questions and making comments as you read. Explain your thoughts and
encourage students to elaborate.
Identifying—Who, What; Viewing; explaining; Using Vocabulary—
American Sign Language
a. Before reading page 1, say:
Penny is Koko’s caregiver and teacher. Penny is a scientist.
Who do you think is in the picture? (Koko and Penny)
Point to the photograph on page 1 and read the caption.
After reading the first two paragraphs, say:
What did Koko say when she was asked what she does on her birthday?
(eat, drink, [get] old)
How did she say that? (with her hands, with American Sign Language)
That’s right. Koko can’t talk, but she can communicate with American
Sign Language.
What did Koko say she wanted for her birthday? (a cat)
Yes, she signed cat.
Point to the photograph on page 0.
This picture shows Koko saying cat with her hands.
Identifying—What, Action; Viewing; explaining
b. After reading page 2, say:
Does Koko like to be read to? (yes)
What are her favorite books about? (gorillas and cats)
What is Penny doing in the photo?
(reading a book to Koko, showing her the pictures)
Look at Koko. She looks upset. The photo says she is signing mad.
The book is about the three little kittens who lost their mittens.
Why is Koko signing mad? (The kittens’ mother was mad at them.)
Point to the photograph on page 2 and read the caption.
Identifying—Goal, What; Describing
c. After reading the first two paragraphs on page 3, say:
Did Koko get a cat for her birthday? (no)
After reading the remainder of the page, say:
What did Koko want for Christmas? (a doll, nuts, and a cat)
What kind of cat did Penny get for Koko? (a toy cat)
(continued)
669
Read Aloud
(continued)
Identifying—What, Goal; explaining; Inferring; Verifying
d. After reading page 4 and the first paragraph on page 5, say:
What did Koko sign when she saw the cat? (that red)
Why did Koko sign the word red? (Red means that she was angry.)
Tell your partner why you think Koko was angry.
Have partners talk with each other.
[BJ], why do you think Koko was angry?
What did you and your partner say?
(Koko wanted a real cat. She did not like the toy cat.)
After reading the remainder of page 5, say:
Nod your head if you were right.
What did Koko want? (a real cat)
What does the photo show? (the toy cat)
Identifying—What, Action
e. After reading the first three paragraphs on page 6, say:
What did Koko sign when she saw the kittens? (love that)
What did Koko do with each of the kittens? (She blew in their faces.)
After reading the remainder of page 6, say:
Which kitten did Koko choose? (the tailless tabby)
A tailless tabby is a kitten with no tail.
Viewing; Inferring; explaining
f. Point to the picture on page 7 and say:
Koko is very big. Do you think she will hurt the kitten?
Why or why not? (She won’t hurt the kitten. She loves it. She seems to
know that she must be gentle . . . )
Identifying—What; Inferring; Using Vocabulary—intelligent; explaining
g. After reading the third paragraph on page 8, say:
What did Koko say when she saw the kittens? (Visit love tiger cat)
Yes, she signed “Visit love tiger cat.”
Thumbs up if you think Koko is very smart.
★ A snazzy word for very smart is intelligent.
Do you think Koko is intelligent? (yes)
Say the word for very smart. (intelligent)
After reading the remainder of the page, say:
What did Koko name the kitten? (All Ball)
Why did she name the kitten All Ball? (It was like a ball.)
Yes, it had no tail, so Koko thought it was like a ball.
(continued)
670
Unit 23
Read Aloud
(continued)
Identifying—Action; explaining
h. After reading page 11, say:
What did Ball do when he was older?
(He went to visit Koko by himself.)
Was All Ball afraid of Koko? (no)
Why not? (Koko was always gentle.)
Identifying—Action, What; Using Vocabulary—patient
i. After reading page 12, say:
What did All Ball do to people and Koko? (He would bite them.)
Which animal was naughty? All Ball or Koko? (All Ball)
Did Koko get upset with All Ball? (no) That’s right.
When All Ball bit Koko, Koko did not get upset.
Koko was . . . patient.
What did Koko sign? (Koko love Ball.)
Classifying; Identifying—Action; Defining Vocabulary—mammal; Setting
a Purpose; explaining
j. Before reading pages 14 and 15, say:
Is Koko a mammal? (yes)
What do mammals do with their babies? (take care of them)
Listen carefully to find out how Koko took care of Ball.
After reading pages 14 and 15, say:
How did Koko take care of Ball?
(carried Ball on her back, combed and petted Ball to keep her clean,
found ear mites in Ball’s ears . . . )
Identifying—What; Viewing; Inferring
k. After reading pages 16 and 17, say:
What did Koko paint? (Ball)
Look at the picture Koko painted.
Point to the black paint at the top center of the page.
Can you see All Ball’s head?
I think Koko has a special talent. What is it? (painting)
Identifying—What
l. After reading pages 18 and 19, say:
Koko liked to play gorilla games with Ball.
What are some gorilla games that Koko played? (chase, blow-it, tickle)
Did Ball like the gorilla games? (no)
What did Koko do that Ball liked?
(Koko gave Ball love.)
(continued)
671
Read Aloud
(continued)
Identifying—What; explaining; Using Vocabulary—distraught
m. After reading pages 20 and 21, say:
What happened to Ball? (Ball was hit by a car and died.)
How did Penny know that Koko was sad?
(Koko cried. Koko signed “sad.”)
Yes, Koko was upset.
What’s a word that means sad and upset? (distraught)
Right, Koko was distraught about All Ball.
Identifying—What, Goal; Responding
n. After reading page 22, say:
After All Ball died, what did people send Koko? (letters)
Everyone thought Koko should get . . . a new kitten.
Thumbs up if you agree that Koko should get another kitten.
What did Koko say she wanted for Christmas? (cat, cat, tiger cat)
Identifying—What; explaining
o. After reading page 23, say:
What kind of cat did Koko want? (a cat with no tail)
Yes, this kind of cat is called a Manx.
Why did Koko want a cat with no tail? (She wanted a cat like All Ball.)
Identifying—What; Inferring; explaining; Classifying; Using Vocabulary—
fiction, nonfiction; Making Judgments; Responding
p. After reading page 24 (including picture caption), say:
Did Koko get a new kitten? (yes)
What did Koko name her new kitten? (Lipstick)
How do you know that Koko loved the new kitten?
(She did not let the kitten go. She petted the kitten. She kissed the
kitten. She wouldn’t let Penny hold the kitten.)
Does this book have a happy ending? (yes)
Was this book fiction or nonfiction? (nonfiction)
That’s right. Koko is a real gorilla.
Thumbs up if you liked this book.
Why did you like the book? (Koko is amazing. She is smart.)
Thumbs down if you didn’t like the book.
Why didn’t you like the book? (It was sad . . . )
I agree. I liked the book, but it was very sad when All Ball died.
672
Unit 23
Story Writing
★
Visiting Koko’s Web Site
20–30 Minutes
In this Story Writing project, students write two short pieces. First, they surf
Koko’s Web site under your direction. Then they create a character map of Koko
and write a little essay—a persuasive paragraph explaining why they think Koko is
an intelligent animal. Finally, students write a letter to Koko.
Seating
computer projection.
Materials
Computer with projection
capabilities or overhead
(continued)
Important Internet
Preparation
Web sites change frequently.
Be sure to preview the
Web site and determine
which links you wish to visit.
Instruct accordingly.
(Scripting provides an
example.)
Directions may vary
depending on your Web
browser. We used the
Google search engine. You
want to end up at www.
koko.org, where you can
select “Kids Club” from the
menu at left.
If you cannot project the
Web site so all of your
students can easily see it,
download the appropriate
pages from the Web site
and prepare overhead
transparencies in advance.
If you choose not to
visit the Web site, Koko’s
Kitten provides plenty of
information to complete the
composition activities.
★
Web Research Procedures
Identifying—What; Defining Vocabulary—
intelligent
➊ Introduce the unit’s first writing project.
Look at your writing project.
We’re going to write a snazzy little paper
about Koko.
The paper is called an essay.
What are you going to write? (an essay)
Can you write a book? (yes)
Can you write a chapter book? (yes)
Writing an essay is easy.
You develop an idea and then you explain why you think your idea is right.
Thumbs up if you think Koko is intelligent.
What does that mean?
(She is smart.)
We’re going to write a little essay that explains why we think Koko is
intelligent.
I think you can do that.
Say “Yes I can” if you agree. (Yes I can.)
Drawing Conclusions; Using Vocabulary—famous
➋ Introduce students to the vocabulary word “famous” and your Web search.
Before we write our essays, we’re going to go on the Internet to find out a
little more about Koko.
There are many books and movies about Koko.
She has even been on TV.
(continued)
673
Story Writing
Objectives (continued)
Type of Writing/Genre
Web Research
Audience
Ourselves
Purpose
To learn and inform
Comprehension
Remember
Identifying, Using
Understand
Defining, Explaining,
Summarizing, Using
Analyze
Drawing Conclusions
Vocabulary
Defining and Using:
intelligent
Using: famous
(continued)
★ Someone who is known by many people is famous.
Do you think a lot of people know about Koko? (yes)
Yes, Koko is . . . famous.
Koko is so famous she has her own place on the Internet.
It’s called a Web site. Very cool . . .
Viewing; Identifying—Subject, What; Drawing Conclusions; explaining
➌ Have students help you find Koko’s Web site.
First, we have to find Koko’s Web site.
Whose Web site are we looking for? (Koko’s)
And, what is Koko? (a gorilla)
Yes, so I’m going to type in “Koko the Gorilla,” then click on the Search
button.
There, at the top of the page, it says “The Gorilla Foundation/Koko.org.”
Thumbs up if you think we’ve found Koko’s Web site.
Setting a Purpose
Summarizing
Understanding Text
Structure
It says “The Gorilla Foundation, home of Koko the gorilla famous for her
sign language skills . . . ”
Is that the gorilla we read about? (yes)
Subject, Action, Facts
Study Skills
Viewing, Verifying
How can you tell? (It’s about a gorilla named Koko. The gorilla is famous for
knowing American Sign Language.)
➍ Have students help you find the Kids Club on Koko’s Web site.
There’s a menu, so we can choose where we want to go on Koko’s Web
site. It says “Meet Koko, Current Pic . . . ”
There’s even a Kids Club.
If you want go to the Kid’s Club, say “Yes, click on Kids Club.”
(Yes, click on Kids Club.) Click on “Kids Club.”
It says “Welcome to The Gorilla Foundation’s Web site made especially for
kids!” I think we found the right place.
Note: The wonderful thing about Web sites is they can be changed and
updated. The following script provides some guidance for how to view
Koko’s Web site. We strongly recommend that you review the Web site
prior to visiting it with your class.
Viewing; Identifying—Who, Subject; Summarizing
➎ Read about Koko as a baby. Have students summarize what they learned.
Who do you see? (Penny and Koko)
Yes, and there are three questions next to their picture.
(continued)
674
Unit 23
Story Writing
(continued)
The Web site says:
What did Koko used to look like?
What was Koko like as a baby?
When did Koko meet Penny?
Let’s look at all three questions.
Open each link. Read the page and discuss the questions.
What did we learn about Penny and Koko?
(Penny has known Koko since Koko was a baby. She was very cute. Penny
met Koko in a zoo. Koko was sickly . . . )
Viewing; Identifying—Action, Who, What, Facts; Setting a Purpose; Verifying;
Summarizing; Using Vocabulary—intelligent; Drawing Conclusions
➏ Have students help you locate About Koko and Gorillas. Identify facts known
and facts learned.
• Locate the Links menu at left. Click on Facts and then on About Koko and
Gorillas.
There’s a lot of information on Koko’s Web site. Very cool.
Look at the picture of Koko and All Ball.
Under their picture, it says Links.
Then there are more pictures.
They say: Facts, Pictures, Ask, Help, and Back.
We’re going to go to Facts. Tell me what to do. (Click on Facts.)
Click on “Facts.”
In the middle of the page, there’s another menu.
It says: 10 Facts, About Koko and Gorillas, Betcha Didn’t Know . . .
Let’s go to About Koko and Gorillas. Tell me what to do.
(Click on About Koko and Gorillas.) Click on “About Koko and Gorillas.”
Who do you see in the picture? (Koko, Penny, and a kitten)
Listen to me read what this page says about Koko.
Listen for a new fact.
“Koko is the famous gorilla who uses sign language to communicate . . . ”
• Have students summarize what they knew and identify what they learned
about Koko.
Did we already know Koko was famous? (yes)
Did we know that Koko communicates with sign language? (yes)
We also knew that Penny is Koko’s . . . teacher.
We learned one new fact. How many words can Koko sign? (1,000)
That’s awesome. What does that tell us about Koko? (She is smart.)
What’s the snazzy word for very smart? (intelligent)
(continued)
675
Story Writing
(continued)
• Locate and discuss Penny’s page.
Look at the pictures underneath Koko, All Ball, and Penny.
It says “Tell me all about . . . ”
If we click on a picture, we’ll learn more about who or what is in the picture.
Let’s find out more about Penny.
Tell me what I should do to get to Penny’s page. (Click on Penny)
Click on “Penny.”
After reading the page, say:
This page says “Penny and Koko have been friends for over 25 years.”
How long have Penny and Koko known each other? (over 25 years)
Penny met Koko when she was a baby, so how old do you think Koko is?
(over 25 years)
Viewing; Identifying—Action; Where; explaining
• Locate and discuss Koko’s Home. After reading the first page, say:
Look at the pictures. Underneath the last picture it says “Koko’s Home.”
If we click on the picture, we’ll learn where Koko lives.
Tell me what I should do to get to Koko’s Home.
(Click on Koko’s Home.)
Click on “Koko’s Home.”
Where does Koko live now? (in California)
Click on “Next.”
Where does the Gorilla Foundation hope Koko can live one day?
(Hawaii)
Why? (Koko would like the warm weather . . . )
Yes, it is more like a gorilla’s real home in the wild.
Thumbs up if you think it would be nice for Koko to live in Hawaii.
676
Unit 23
Story Writing
★
Seating
Materials
Unit 23 Story Writing
(Composition Book or
Blackline Masters CD), one
copy per student; overhead;
pencils; colors; Spell Checker
Preparation
Prepare your overhead
sample paragraph in
advance. Complete the
planner page during
instruction.
Objectives
Short essay/Persuasive
Paragraph • Intelligent Gorilla Theme
20–30 Minutes
In this activity, students develop a character web and then write a little essay—a
persuasive paragraph explaining why they think Koko is an intelligent animal. After
writing their essay, students survey two readers to determine whether their
writing was effective.
W ho: Ko
ko
Planner Procedures
Defining Vocabulary—intelligent
Unit 23
Essay Wri
ting
Intellige
nt
➊ Review the vocabulary word “intelligent.”
Americ
an Sign
Langua
ge
Some people do not understand how intelligent
gorillas are.
What does the word intelligent mean? (smart)
Yes, a person who is intelligent is very smart.
An animal that is intelligent is also . . . very
smart.
knows
paints
82
Essay/Persuasive Paragraph
Audience
Ourselves, Others
Purpose
To communicate
Thumbs up if you think Koko is intelligent.
2
© 2010
Sopris
West Educa
tional Servic
es . All rights
reserved .
Using Graphic Organizers—Planner/Character Web; Using
Vocabulary—intelligent; brainstorming—Facts; Planning—Facts
(Supporting Details)
➋ Demonstrate and guide developing a character web about Koko, using
Comprehension
Understand
Defining, Using
Vocabulary
Defining and Using:
intelligent
Using: mammal,
communicate, amazing
Using Graphic Organizers
Planner/Character Web,
Reader Survey
(continued)
“intelligent” as a trait.
• Have students identify who the character web is about.
Everyone, turn to page 2 in your essay. Touch Who.
Who are we going to write about? (Koko)
On the line next to Koko, what does it say? (intelligent)
• Have students brainstorm why they
think Koko is intelligent. Write
Facts About Koko
responses on the board.
Brainstorming Chart
We’re each going to write a
1. knows American Sign
paragraph that explains to other
Language
people why we think Koko is
2. knows 1000 words
intelligent.
I think Koko is intelligent because
she learned American Sign Language.
3. paints
4. named her kittens
5. communicates
(continued)
677
Story Writing
Study Skills
Using Reference Materials:
Word Wall, Spell Checker
Writing Process
Prewriting
Brainstorming, Planning
Drafting
Writing
editing/Revising
Checking/Correcting
Conventions
Writing Traits
Ideas and Content
Introductory Sentence,
Facts (Supporting Details),
Conclusion
Organization
Persuasive Paragraph
Sentence Fluency
Complete Sentences,
Varied Sentences
Conventions
Proper Names: beginning
capital
Paragraph Indents
Picture Words
Best Guess Spelling
Standard Spelling
Presentation
Handwriting, Neatness
(continued)
Partner 1, tell Partner 2 a fact that tells you Koko is intelligent.
Partner 2, tell Partner 1 a fact that tells you Koko is intelligent.
What tells you Koko is intelligent?
(She knows a thousand words, paints, named her kittens, likes books . . . )
• Have students write three reasons they think Koko is intelligent on their
character webs.
You have great reasons for thinking Koko is smart.
Write three facts you think explain how Koko is intelligent on the lines
below the word intelligent.
While students write, write “American Sign Language, knows 1000 words,
paints” on your sample web.
Writing Procedures
Using Graphic Organizers—Reader Survey
➌ Have students read the question “After reading my essay,
do you think Koko is intelligent?” Say something like:
Turn to page 4. Touch the question at the top of the
page. It says “After reading my essay, do you think
Koko is intelligent?”
Our job is to give our readers enough information
so they will answer . . . yes.
Unit 23
Koko is a
animal. S n intelligent
he
America learns
n Sign
Languag
e. S
sign 100 he can
0
This ama words.
zing goril
la
even pain
ts picture
s.
brainstorming—Persuasive
rainstorming—Persuasive Paragraph (Introductory
Sentence); Using Vocabulary—intelligent, mammal
➍ Show and have students brainstorm how they will
write their introductory sentence.
• Have students identify who their paragraph will
be about.
Let’s look at our character webs. Point to the word Who.
Who are we writing about? (Koko)
Point to the word “intelligent.” What word describes Koko? (intelligent)
We’re going to use our character webs to help us write why we think Koko
is . . . intelligent.
• Discuss the purpose.
What do we want our readers to understand about Koko?
(She is smart, intelligent . . . )
• Show and discuss how to write an introductory sentence.
First, we need to introduce who we are writing about and what we think.
Copyright
2010 Camb
ium Learni
ng Sopris
West .
All rights
reserved.
3
83
Point to the introductory sentence on your sample.
I wrote “Koko is an intelligent animal.”
Does the sentence tell who is intelligent? (yes)
(continued)
678
Essay Wri
ting
Unit 23
Story Writing
(continued)
What other words could you use for the word animal? (gorilla, mammal)
I’m going to draw a line under animal so you know there are other words
you can choose. Draw a line under “animal.”
How else could you introduce your reader to the idea that Koko is
intelligent? (Koko is very smart. Koko is an intelligent mammal. I think Koko
is a very smart gorilla. I know Koko is an intelligent animal. )
Partner 1, tell Partner 2 what you are going to write for your first sentence.
Partner 2, tell Partner 1 what you are going to write for your first sentence.
SCRIPTING
(Reminder)
Read the script in advance
of the lesson. Try to
visualize the lesson as you
read.
★USING PLANNeRS
Continue actively showing
and explaining how to use
planners. By doing so, your
students will never be at a
loss for words.
Using Graphic Organizers—Planner/Character Web; brainstorming—
Persuasive Paragraph (Facts [Supporting Details], Conclusion)
➎ Show and have students share with partners how they will use the information
on their web to explain why they think Koko is intelligent.
• Have students look at their webs and review why they think Koko is
intelligent.
Let’s look at our webs. Point to the word intelligent.
Under the word intelligent, we each have three reasons or facts that tell us
Koko is intelligent.
Point to your sample.
My web says “American Sign language, 1000 words, and paints.”
Whisper what your web says under the word intelligent.
• Show and discuss your sample paragraph.
I wrote a sentence about each of the three things on my character web.
Listen to my paragraph.
I hope it will help my readers understand how smart Koko is.
“Koko is an intelligent animal. She learns American Sign Language. She can
sign 1000 words. This amazing gorilla even paints pictures.”
I wrote one more sentence to put a finish on my paragraph.
I wrote “Koko can communicate with us.”
• Have partners orally share what they will write, using their webs to guide
them.
Partner 1, look at your web and tell your partner what you are going to
write about Koko.
Partner 2, look at your web and tell your partner what you are going to
write about Koko.
(continued)
679
Story Writing
★ DIFFeReNTIATe
This assignment can be
modified as follows:
• Have individual students
dictate an introductory
sentence to you. Write
the sentence with a
highlighter for these
students to trace.
• Have low-performing
students write a threesentence paragraph with
an introductory sentence,
one sentence explaining
how Koko is smart, and
a finish (e.g., Koko is a
smart animal. She can
paint pictures. I think
Koko is great.).
(continued)
Writing—Persuasive Paragraph (Introductory Sentence, Facts [Supporting
Details], Conclusion); Complete Sentences; Varied Sentences; Sentences:
beginning capital, period at the end; Proper Names: beginning capital;
Paragraph Indent; Picture Words; best Guess Spelling; Standard Spelling;
Using Graphic Organizers—Planner/Character Web; Using Reference
Materials—Word Wall, Spell Checker; Checking/Correcting Conventions
➏ Have students write their paragraphs. Remind students
to indent
two finger spaces. Have students write an introductory
sentence, at least three sentences that tell why they think
Koko is intelligent, and then a sentence that puts a finish
on the paragraph. Remind them to check and correct
their sentences for capitals, spaces, and periods.
Reader
Unit 23
Su rvey
After re
ading m
y essay,
do you
think
Mr. Lee
Miss Go
nz
ales
➐ Have readers read student essays and complete the
Reader Survey.
Note: Readers could be older students, adults, and/or
parents.
➑ As time permits, have students label the pictures on
page 4.
Koko feed
her kitte s
n
Koko
an d Pe
nny
84
4
© 2010
680
Sopris
West Educa
tional Servic
es . All rights
reserved .
Essay Wri
ting
Unit 23
Story Writing
Teacher edit
Preparation
Edit student work ahead of
the Student Polish. You may
prefer to edit each part of
the story as it is completed.
Procedures
Edit student work lightly in pencil. Provide positive descriptive feedback on teacher
notes—sticky notes or a small piece of paper. Comment on Ideas and Content.
Set up a transparency with
an edited ending as shown
in the sample.
Seating
Students work at their desks
for Student Polish and with
partners for Sharing.
Materials
Unit 23 Essay Writing for
Student Polish
(completed) for Sharing
Objectives
Audience
Partners (Sharing)
Purpose
To inform and communicate
Writing Process
editing
Correcting Conventions,
Syntax
Polishing/Publishing
Sharing (Partner)
POLISHING VS.
PUbLISHING
(Reminder)
“Polishing” vs. formal
“publishing” is an ageappropriate modification
to the writing process.
Polishing allows our young
students to complete
many compositions—each
with a sense of pride and
accomplishment.
10–15 Minutes
Procedures
➊ Demonstrate and guide how to correct work.
Unit 23
Letter Wri
ting
Date
My conclusion says “Koko comunicate
with us.”
There are two mistakes that I’m going to fix. It
should say “Koko can communicate with us.” I left
out the word can.
My paper has been fixed, or edited, just like
yours. I’m going to trace the caret and the word
can. Trace the caret and “can.”
4-15-0
9
Dear Ko
ko,
My name
I am a fir is Ms. Kolb.
st grade te
acher.
My class
loved rea
ding
about you
.W
gorillas. D e love
o you love
kids?
Web site. are
W
can comm e^ glad you
unicate w
ith
Now the story ending says “Koko can
comunicate with us.” There’s one more
mistake. I did a great job, but I misspelled the
word communicate. I’m going to gently erase comunicate and write
communicate.
© 2010
.
Sopris
West Educa
tional Servic
es. All rights
reserved.
85
erase “comunicate” and write “communicate.”
Is everything fixed? (yes) Do I need the correction any more? (no)
The last thing I’m going to do is erase the correction.
erase the edit “communicate.”
Everyone, thumbs up if my ending looks good.
Yes, it is great. Now I’m happy with my conclusion.
➋ Have students correct their own work—gently erasing the edits and neatly
writing letter and word corrections.
➌ Have students share their stories with the person next to them or with
partners. Remind students to provide each other compliments.
681
Story Writing
Letter to Koko • Intelligent Gorilla Theme
Seating
Materials
Unit 23 Story Writing
(Composition Book or
Blackline Masters CD), one
copy per student; overhead;
pencils; colors; Spell Checker
Preparation
Prepare your overhead
sample in advance.
Objectives
Letter
Audience
Ourselves, Koko
Students write a letter to Koko.
Procedures
Identifying—Letter; Using Vocabulary—famous
➊ Introduce the letter-writing activity.
Koko’s Web site has a link called “Write to Koko.”
Guess what we are going to do? (write to Koko)
That’s right.
Unit 23
Letter Wri
ting
Date
4-15-0
9
.
Dear Kok
o,
My name
People at the Gorilla Foundation say “The Gorilla
I am a fir is Ms. Kolb.
Foundation welcomes student letters, questions,
st grade te
acher.
My class
artwork, photographs, and gorilla jokes.”
loved rea
ding
about you
. We love
Hmmm. Do you know any gorilla jokes?
gorillas.
I loved go
Nod your head if you think Koko gets a lot of
Web site. ing to your
W
letters.
you can c e are glad
ommunica
te with
Yes, Koko probably gets a lot of mail.
people. W
She is . . . famous.
eh
move to H ope you can
She may not be able to answer us, but she will like
awaii soo
n!
Sincerely,
getting a letter from us.
Ms. Kolb
Do you think Koko likes kids? (yes)
© 2010
Purpose
To communicate
20–30 Minutes
Sopris
West Educa
tional Servic
es . All rights
reserved .
■ Middle
85
Unit 23
Comprehension
Remember
Identifying
Understand
Defining, Using
Vocabulary
Defining: extinct
Using: famous, intelligent,
communicate
Study Skills
(continued)
Sometimes, Koko answers kids’ questions on her
Web site.
Note: Koko’s Web Site includes Frequently Asked
Questions in the Kids Club.
Writing—Greeting; Proper Names: beginning
capital; Greeting: comma
86
➋ Have students write the date, trace “Dear,” and
Koko an
d All Ba
ll
© 2010
Sopris
West Educa
tional Servic
es . All rights
reserved .
write “Koko.”
Everyone, look at the next page.
What’s the first thing we need to do to start our letter?
(write the date)
That’s right. You know how to do that.
What do you do next?
(Trace “Dear” and write “Koko.”)
That’s right! Don’t forget the comma.
Everyone, write the date.
Then trace “Dear” and write “Koko” and the comma.
(continued)
682
Letter Wri
ting
Unit 23
Story Writing
Writing Process
Prewriting
Brainstorming
Drafting
Writing
editing/Revising
Checking/Correcting
Conventions
Writing Traits
Ideas and Content
Personal Communication,
Introductory Sentences,
Facts (Supporting Details)
Organization
Greeting, Body/
Paragraphs, Closing
Sentence Fluency
Complete Sentences,
Varied Sentences
Conventions
capital, period at the end,
question mark at the end
Proper Names: beginning
capital
Greeting: comma
Closing: beginning capital,
comma
Paragraph Indents
Picture Words
Best Guess Spelling
Standard Spelling
Presentation
Handwriting, Neatness
(continued)
brainstorming—body/Paragraph 1 (Introductory Sentences)
➌ Have students brainstorm how to introduce themselves.
Our next job is to write the first paragraph.
Because Koko doesn’t know us,
the first thing we’ll need to do is
Brainstorming Chart
introduce ourselves.
1. My name is _______ .
What will we do first?
I am _______ .
(introduce ourselves)
2. Hi! I’m _______ .
I wrote “My name is [Ms. Kolb].”
I am _______ .
Then I told Koko what I do.
I said “I am a first grade teacher.”
[Torrey], what might you write?
(Hi! I’m [Torrey]. I’m a first grader.)
Partner 2, tell Partner 1 how you will introduce yourself.
Repeat with Partner 1.
brainstorming—body/Paragraph 1 (Facts [Supporting Details])
➍ Have students brainstorm how to complete the first paragraph by telling Koko
one or two things about themselves.
The next thing we are going to do is tell Koko one or two things about us.
Read and finger track from your sample.
I wrote “My class loved reading about you. We love gorillas.
Do you love kids?”
What else could we tell Koko? It can be about our class or about you.
[Felipe], what are you thinking? (I want to tell Koko about our zoo.)
That would be interesting to her.
Did you know Koko was born in a zoo?
[Chloe], what are you thinking you’d like to tell Koko?
(I want to tell her I like to dance.)
I think she would enjoy hearing about that.
I wonder if Koko likes to dance. What do you think?
[Chloe] might write “I love to dance. I take dance lessons.”
To put a finish on her first paragraph, she could ask a question.
What else might [Chloe] ask Koko?
(What is your favorite dance? Do you know how to dance . . . )
Have partners orally share with each other what they are going to write.
(continued)
683
Story Writing
(continued)
Writing—body/Paragraph 1 (Introductory Sentences, Facts [Supporting
Details]), Complete Sentences; Varied Sentences; Sentences: beginning
capital, period at the end, question mark at the end; Paragraph Indent; Picture
Words; best Guess Spelling; Standard Spelling; Using Reference Materials—
SeNDING LeTTeRS
TO THe GORILLA
FOUNDATION
The Gorilla Foundation’s
address:
The Gorilla Foundation Kids
Box 620530
Woodside, CA 94062
Email: [email protected]
They request that you mail
all your letters in a single
envelope.
➎ Have students indent and write their first paragraph. Monitor and assist,
as needed.
Write your first paragraph. Indent using two finger spaces.
First, introduce yourself.
Then write a sentence or two.
To put a finish on your first paragraph, you might want to ask Koko a
question.
brainstorming—body/Paragraph 2; Defining Vocabulary—extinct
➏ Have students brainstorm how to complete a short second paragraph.
The next thing you are going to do is write a second paragraph.
In this paragraph, you will tell Koko why she is important.
Point to your sample. I indented my second paragraph.
Finger track and read from your sample.
I wrote “I loved going to your Web site. We are glad that you can
communicate with people.”
I used the snazzy word communicate because Koko is smart.
She will understand.
For my finish, I wrote “We hope you can move to Hawaii soon!”
beST GUeSS
SPeLLING
(Reminder)
When students are writing
unfamiliar words, encourage
them to use Best Guess
Spelling. Have them write
the letter/sounds they know
and make an educated guess
about other sounds.
Have students say the word,
then segment and write
each syllable. Tell them
to use a dash if they are
unsure of any letter/sound
association.
I think Koko will want to know that we are interested in gorillas.
Remember, gorillas are endangered.
That means they could become extinct, like the dinosaurs.
Who remembers what extinct means?
(It means to die out. Animals that die out are gone from Earth forever.)
The more people understand about gorillas, the more people will work to
save them.
Writing—body/Paragraph 2, Closing; Complete Sentences; Varied Sentences;
Sentences: beginning capital, period at the end; Paragraph Indent; Closing:
beginning capital, comma; Picture Words; best Guess Spelling; Standard
Spelling; Using Reference Materials—Word Wall, Spell Checker; Checking/
Correcting—Conventions
➐ Have students indent and write their second paragraph and closing. Remind
students to check and correct their sentences for capitals, spaces, and periods.
Tell them to write a comma after their closing. Monitor and assist, as needed.
684
Unit 23
Story Writing
Teacher edit
Preparation
Edit student work ahead of
the Student Polish. You may
prefer to edit each part of
the story as it is completed.
Procedures
Edit student work lightly in pencil. Provide positive descriptive feedback on teacher
notes—sticky notes or a small piece of paper. Comment on Ideas and Content.
Set up a transparency with
an edited ending as shown
in the sample.
Seating
Students work at their desks
for Student Polish and with
partners for Sharing.
Materials
Unit 23 Letter Writing for
Student Polish
Unit 23 Letter Writing
(completed) for Sharing
Objectives
Audience
Partners (Sharing)
Purpose
To inform and communicate
Writing Process
editing
Correcting Conventions,
Syntax
Polishing/Publishing
Sharing (Partner)
MAKING
CORReCTIONS
(Reminder)
A good eraser is a valuable
tool for writers! Remember
to make corrections in
pencil so your students can
erase them after they’ve
corrected their mistakes.
Procedures
Date
10–15 Minutes
4-15-09
.
■ Middle
people.
We hope you can
move
➊ Demonstrate
moov to Hawaii soon!
and guide how to
Sincerely,
Dear Koko,
correct work.
My name is Ms. Kolb.
My letter ends
I
am
a first grade teacher.
“We glad you
My
class
loved reading
can communicate
about
you.
We love
with people. We
gorillas. Do you love kids?
hope you can
moov to Hawaii
are
Web site. We glad you
soon!”
can communicate with
There are two
mistakes that I’m
going to fix. It
should say “We are glad you can communicate with people.”
I left out the word are.
Koko and All Ball
© 2010 Sopris West Educational Services. All rights reserved.
85
86
3
My paper has been fixed, or edited, just like yours. I’m going to trace the
caret and the word are. Trace the caret and “are.”
Now the letter ending says “We are glad you can communicate with people.
We hope you can moov to Hawaii soon!” There’s one more mistake. I did a
great job, but I misspelled the word move. I’m going to gently erase m-o-o-v
and write m-o-v-e. erase “moov” and write “move.”
Is everything fixed? (yes) Do I need the correction any more? (no)
The last thing I’m going to do is erase the correction.
erase the edit “move.”
Everyone, thumbs up if my letter looks good. Now I’m happy with it.
➋ Have students correct their own work—gently erasing the edits and neatly
writing letter and word corrections.
➌ Have students share their stories with the person next to them or with
partners. Remind students to provide each other compliments.
685
Journal Writing
Journal entry ★ What You Did Last Night
DIFFeReNTIATION
Traditional, Framed,
and Sentence Pattern
Lessons
Teach the lesson that will
benefit most students. Then,
guide writing with a small
group of students who will
benefit from instruction with
one of the other lessons.
15 Minutes
For each type of journal entry:
• Show and explain or demonstrate and guide composing an entry.
• Have students write the date.
• Have students compose their own entries using picture words and/or copying
words from the board, Brainstorming Chart, or Word Wall, as necessary.
Remind students to check and correct.
• Have students illustrate their entries, using three colors and adding details.
Procedures: Traditional
Seating
Date:
Name:
Date:
I got cool pants. Then we
both had ice cream. We
had lots of fun!
Materials
My Journal (Blackline
Masters CD); one copy per
student; overhead; pencils;
colors
Preparation
Have chart paper or
board space available for a
Brainstorming Chart.
Last night I went shopping
with my mom. We rode
the bus to the mall because
my dad had the car. My
mom got a beautiful shirt.
TIMe SAVeR
(Reminder)
To conserve classroom
writing time, you may wish
to show and explain a
completed journal entry for
the Traditional and Framed
examples.
Objectives
Journal
Audience
Ourselves
Purpose
To communicate
Study Skills
Name:
➊ Introduce the journal topic—What You Did Last Night. Read your example.
You’re going to write about what you did last night. One of the things I did
last night was go shopping. So I started my journal with “Last night I went
shopping with my mom.”
➋ Guide brainstorming things students did last night. Number and write responses
on the board using Standard Spelling, best Guess Spelling, and picture words.
We’re going to write down a list
of things you did last night and the
details about it.
[ JC], what did you do last night?
(I did my homework.)
[Isabella], what did you do last night?
(I babysat my baby brother, then I
watched a movie.)
Things You Did
Brainstorming Chart
1. homework
2. played a game
3. babysat
4. watched a movie
(continued)
(continued)
686
Unit 23
Journal Writing
Writing Process
Prewriting
Brainstorming
Drafting
Writing, Framed Writing,
Sentence Pattern Writing,
Drawing
editing/Revising
Checking/Correcting
Conventions, Syntax
Writing Traits
Ideas and Content
Topic
Organization
Beginning, Middle, End
Sentence Fluency
Complete Sentences,
Varied Sentences
Conventions
Picture Words
Best Guess Spelling
Standard Spelling
Presentation
Handwriting, Neatness,
Illustrating
PReP NOTe
Framed entry
Write the sentence frame
on the board prior to
instruction.
Last night I
_____________ .
I went _______ .
I _______ and
_______ .
_______ .
(continued)
➌ Explain what you wrote. Then have students orally tell what they will write.
• Explain the introductory sentence.
I wrote about one thing I did last night. I started my sentence with “Last
night.”
Finger track as you read.
Then, I completed my sentence with what I did—“I went shopping with my
mom.”
Partner 1, tell Partner 2 what you will write. Start your sentence with “last
night.”
• Explain the sentences that tell about your shopping trip.
Next, I wrote the details about my shopping trip. “We rode the bus to the
mall because my dad had the car. My mom got a beautiful shirt. I got cool
pants. Then we both had ice cream.”
• Explain your ending with a big idea.
Next, I wrote a big idea that told how my shopping trip was overall.
I wrote “We had lots of fun!”
• Have students complete their journal entries.
Date:
Procedures: Framed
Name:
➊ Introduce the journal topic. Read your example.
➋ Guide brainstorming things students did last
night and the details about it. Number and write
responses. See page 686.
➌ Discuss your entry. Then have students orally tell
what they will write using a frame.
• Explain how you filled in the introductory
sentence.
Our first sentence introduces what our
entry is about.
Last nigh
tI
mooves. I went to the
we
Gracie th nt to see
e Gorilla
. I had
© 2010
Sopris
West Educa
tional Servic
es. All rights
reserved.
Point to the words in the frame.
We’re going to start with “Last night I.”
Then, I wrote “went to the mooves.”
I don’t think mooves looks right. I used Best Guess Spelling, so I underlined it.
Partner 1, tell Partner 2 what you will write.
• Explain the sentences that tell more about what you did.
Next, I wrote more about what I did at the movies.
Point to the words in the frame. I wrote “I went to see Gracie the Gorilla. I
had popcorn and soda.”
(continued)
687
Journal Writing
(continued)
PReP NOTe
Sentence Patterns
Write the sentence patterns
on the board prior to
instruction.
What did I do?
I {picture}.
What did I do?
I {picture}.
• Explain the ending sentence.
Next, I wrote an ending.
Point to the words in the frame.
“I had a lot of fun.”
• Have students complete their journal entry using the sentence frame on the
board. Encourage capable writers to add descriptive words and use varied
sentences.
Date:
Procedures: ◆ ◆ Sentence Pattern
Name:
➊ Introduce the journal topic—What You Did Last
Night.
➋ Demonstrate and guide how to write the sentence
pattern “What did I do?”
• Have students write the sentence and orally
repeat the sentence.
We’re going to write the question “What
did I do?”
[Monique], what will you write?
(What did I do?)
Everybody, write “What did I do?”
Point to the pattern.
What did
I do?
I
.
What did
I do?
I
.
© 2010
Sopris
West Educa
tional Servic
es. All rights
reserved.
What’s the first word? (What) Write What.
What’s the next word? (did) Write did.
Repeat with each word.
Point to the pattern.
Let’s read our sentence. What did I do?
• Have students answer the question.
Next, we’re going to answer the question by writing what we did. First, I
wrote the word I. Then, I drew a picture of me gardening.
Point to the pattern. What did I do? (gardened)
• Have students complete their journal entries using the sentence patterns on
the board. Encourage students to write many sentences.
[Caden], I’ll ask the question and you give me your answer.
What did you do last night? (I played soccer.)
So, [Caden] will write I and then draw a picture of himself . . .
(playing soccer).
688
◆◆ For ELLs and children with language delays, provide repeated and extended practice
with the language patterns

Intelligent Gorilla - Voyager Sopris Learning

Transcription

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