Subject: Science/Sharks and Ocean Name: Grace Rucker Life Date: day 1 Learning Target: I can I can identify

various text features in an informational text. Common Core Standard #: reading Domain/Strand: Reading standards for informational text Cluster/Career Readiness: craft and structure Standard(s): 5. Use text features and search tools (e.g., keywords, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Best Practices Lesson Component
APK(Activate Prior Knowledge)20% of instructional time(10 min)

Anticipation guide hand out anticipation guide to students. Read aloud the statements. Teacher should collect anticipation guide or ensure students dont lose them before end of unit.

TIP (Teacher Input) 20% of instructional time (10 min) Vocabulary power point teacher led instruction, student fill out vocabulary G.O.

Marzano
__Similarities & differences __Reinforcing effort & provide recognition __Summarizing/ note taking __Homework & practice _X_Nonlinguistic representations _X_Cooperative Learning __Setting obj. & providing feedback __Generating & testing hypothesis __Cues, questions & adv. Organizers

___Choice ___Flexible Grouping ___Tiered ___Product/Outcome _X__ kagan grouping

Differentiated by:

SAP(Student Active Participation)45% of instructional time(23 min) Nonfiction text feature search ask students to name non fiction text features (can use kagan structure jot thoughts round robin) , give each group of students a book on shark, they will look through their book and find text features in the books using graphic organizer. Give students post it notes to label each text feature they found (student #1 identify text features, student #2 record their findings on G.O., student #3 labels text features with postit notes onto book, student #4 is spokes person will report one thing the group learned from the book from just the text feature) ISS (Identify Student Success) 15% of instructional time (7 min) Formative assessment have students correctly labeled the text features in the book? How many text features can students remember during jot thoughts?

Resources/Materials/Preparation (websites, handouts, books): Vocabulary G.O.; anticipation guide; text feature search template Reflection: What needs improvement? Would you want to do this again? Why or why not?

Homebase/MTSS: Differentiation for struggling or ELL learners: provide differentiated vocabulary graphic organizer less writing, but for them to fill in the blanks. Provide more example sentences using vocabulary for them. Differentiation for above level learners: none for today.

Name: Grace Rucker Subject: Science Date: Day 2 Learning Target: I can generate deep questions that will guide me write my informative text Common Core Standard #: Science standard Domain/Strand: life science Cluster/Career Readiness: benchmark 1 The student will develop knowledge of organisms in their environment Standard(s): indicator 1. observes different organisms and compares and contrasts how similar functions are served by different structural characteristics. Indicator 2. compares basic needs of different organisms in their environment. Best Practices Lesson Component
APK(Activate Prior Knowledge)20% of instructional time(10 min)

1. Class discussion of class aquarium A class aquarium has been part of our classroom for a period of time (can be since beginning of school year or teacher can bring one later during the school year but before starting this unit- give students time to see it and take care of the organisms in it), ask students what they have noticed about the organisms in the aquarium (students can record 1 daily observation in a science notebook since start of aquarium is in classroom before unit). List students observations on board. (5 mins) 2. Open sort team students in groups of 4 (kagan grouping): students take list of observation and ask them to sort them into categories let students try the sorting without giving them labels for the categories, but if a group is struggling teacher can then hint feeding/eating, growing, moving, sleeping etc. TIP (Teacher Input) 20% of instructional time (10 min) Marzano Review difference between quick and deep thinking questions. __Similarities & differences Teachers should teach deep questioning with informative text before __Reinforcing effort & provide this unit during reading. (or with previous science units). Hopefully recognition science notebooks that record students wondering and questioning __Summarizing/ note taking was introduced before this unit as well. If not, the class aquarium is a __Homework & practice good starting place for students to begin their science/I wonder __Nonlinguistic representations notebooks. Teacher can use Nonfiction Reading Power (p. 63-86) or _X_Cooperative Learning __Setting obj. & providing feedback Reading Power by Adrienne Gear to help with teaching questioning. __Generating & testing hypothesis SAP(Student Active Participation)45% of instructional time(23 min) _X_Cues, questions & adv. Organizers Wonder Webs students independent work: give each student copy of wonder web template, page 71 of Nonfiction reading power (or if Differentiated by: using science notebook, students can draw web onto notebook). Using ___Choice their class observation list, give students 5 to 8 minutes of free ___Flexible Grouping thinking and writing time for their first draft of wonder web. Then, ___Tiered remind students of science unit objectives and day 2s learning target: ___Product/Outcome X Kagan grouping (1 beyond level, they will compare and contrast a shark to another organism that lives 2 on level, and 1 approaching level in water and write an informative text about it. The questions they will generate will guide them write their informative texts. Tell students) students to determine if their I wonder questions are quick or deep thinking ones. Tell students to consider where they will find answers to their questions. Tell students their wonder web needs to have 30% quick questions and 70% deep thinking questions, and they need to have AT LEAST 10 questions. *Student must determine what other organism they will choose to compare to sharks by end of day 2 and

the teacher will pair student with a research partner base on their choice.

ISS (Identify Student Success) 15% of instructional time (7 min) Students wonder web should be saved till end of unit teacher need to check to see if there is 30% of quick questions and 70% of deep thinking questions. Closing/exit slip at the end of block, teacher ask if anyone had used one or more of their 6 vocabulary words from day 1 in their I wonder web questions. Tell students to review their vocabulary graphic organizers and use 2 or more of their vocabulary words in their I wonder web Resources/Materials/Preparation (websites, handouts, books): Nonfiction Reading Power by Adrienne Gear p. 63-86 for teacher; page 71 for I wonder web for students Reflection: What needs improvement? Would you want to do this again? Why or why not?

Homebase/MTSS: Differentiation for struggling or ELL learners: during open sort - explicitly connect the categories such as feeding, growing, sleeping etc. with vocabulary words: for example habitat where they live; function of teeth to eat. Pair research partner with above level learner if possible, Differentiation for above level learners: teacher ask one on one with students ways or how they can incorporate their new vocabulary from day 1 into their daily conversations and or sentences

Name: Grace Rucker Subject: Science Date: Day 3 Learning Target: I canuse questioning strategy to get the main idea of a nonfiction text. Common Core Standard #: ELA Domain/Strand: reading standards for informational text Cluster/Career Readiness: craft and structure Standard(s): use text features and search tools to locate information relevant to a given topic efficiently Common Core Standard #: Science standard Domain/Strand: life science Cluster/Career Readiness: benchmark 1 The student will develop knowledge of organisms in their environment Standard(s): indicator 1. observes different organisms and compares and contrasts how similar functions are served by different structural characteristics. Indicator 2. compares basic needs of different organisms in their environment Best Practices Lesson Component
APK(Activate Prior Knowledge)20% of instructional time(10 min)

Marzano
__Similarities & differences __Reinforcing effort & provide recognition __Summarizing/ note taking __Homework & practice __Nonlinguistic representations __Cooperative Learning __Setting obj. & providing feedback __Generating & testing hypothesis __Cues, questions & adv. Organizers

Students review their I wonder web questions in science notebook, and then review their groups text feature search from day 1. Are any of their I wonder questions answered by the book they used on day 1? Teacher will also partner students base on what organism they choose to compare to for library research time today. Teacher review unit objective with student again they will write an informational text that compares and contrasts the needs and function of a shark to another organism that lives in water. With their objective and I wonder questions in mind, students will learn another strategy to help them comprehend informational text. (one strategy was the locating and understanding text features from day 1) TIP (Teacher Input) 20% of instructional time (10 min) Teach using questioning to find the main idea: Teach lesson 2 of page 93 in Nonfiction reading power book. This strategy combines locating text feature and questioning together to determine the main idea of a chapter or passage. Emphasize to students this is an useful strategy because they do not want to waste time reading a whole nonfiction book only to discover that the book or website does not have the answers they are looking for. Also briefly teach basic note taking skills when they locate the answer or info they need they need to write page number and paragraph number or heading/subheading so they can relocate it again. Talk to students about writing the page number on their I wonder web and using highlighters to help them locate what they need later faster and keeping it all together in one place.

SAP(Student Active Participation)45% of instructional time(23 min) ___Choice Library research time students need graphic organizer (possibly ___Flexible Grouping more than 1 copy) from p. 102 of nonfiction reading power and their ___Tiered science notebook (or I wonder web). Each student needs to find 2 ___Product/Outcome books (no more than 2) that can answer their I wonder questions and help them write/create their venn diagram and text. Students can also find websites that help them, but they must have 2 books each (websites are additional resources). Students are working in pairs they have chosen the same organism to compare to sharks so they should share info with each other. Students may start their venn diagram if there is time. Student should check out their books and/or print info they found on websites. ISS (Identify Student Success) 15% of instructional time (7 min) How are students doing with finding info and answers to write and create their venn diagram? Check students G.O. to see how they are using the strategy. Is the strategy helpful or are there students who struggle with strategy? If so how many students in the class? Closing/exit slip: student reflection in science notebook : Using the _______________ strategy today I learned _______________________________. This information will be useful to me later when I write because _____________________________. Resources/Materials/Preparation (websites, handouts, books): Lesson 2 (pages 93-94) of nonfiction reading power by Adrienne Gear Graphic organizer p. 102 Students need their science notebook (or I wonder web, hopefully it will be attached inside their notebook) Reflection: What needs improvement? Would you want to do this again? Why or why not?

Differentiated by:

Homebase/MTSS: Differentiation for struggling or ELL learners: as students are working with partner, their venn diagram can look the same as their partners to ensure efficient research time is used. Ask student one on one to use a new vocabulary from our unit in a sentence. Differentiation for above level learners: ask student one on one what new word they learned while researching in the library (word not from our 6 vocabulary), what does it mean and how will they use it in their everyday lives *these one on one questions should be recorded in student anecdotal observations/records.

Name: Grace Rucker Subject: Science Date: Day 4 Learning Target: I cancreate a venn diagram that compares and contrasts the needs and functions of a shark to another organism that lives in water Common Core Standard #: ELA Domain/Strand: reading standards for informational text Cluster/Career Readiness: integration of knowledge and ideas Standard(s): compare and contrast the most important points and key details presented in two text on the same topic (*even though students are comparing two different organisms, both organisms lives in water so that counts as the same topic) Common Core Standard #: Science standard Domain/Strand: life science Cluster/Career Readiness: benchmark 1 The student will develop knowledge of organisms in their environment Standard(s): indicator 1. observes different organisms and compares and contrasts how similar functions are served by different structural characteristics. Indicator 2. compares basic needs of different organisms in their environment Best Practices Lesson Component
APK(Activate Prior Knowledge)20% of instructional time(10 min)

Using the text feature search template (p.60-61 of nonfiction reading power) and questioning strategy template (p. 102 of nonfiction reading power), and their I wonder web, students will begin to create their venn diagram and writing their informational text.

TIP (Teacher Input) 20% of instructional time (10 min) None give student work time to create venn diagram and writing. Remind students they need to create text features to go with their informational text so they should look and decide which text features will be useful to support their text. **Students should create venn diagram FIRST before deciding text feature and writing. Marzano
__Similarities & differences __Reinforcing effort & provide recognition __Summarizing/ note taking __Homework & practice __Nonlinguistic representations __Cooperative Learning __Setting obj. & providing feedback __Generating & testing hypothesis __Cues, questions & adv. Organizers

SAP(Student Active Participation)45% of instructional time(23 min) Student work time- also provide work time during writing block

___Choice ___Flexible Grouping ___Tiered _X__Product/Outcom

Differentiated by: ISS (Identify Student Success) 15% of instructional time (7 min) Check students progress on venn diagram Closing/exit slip student reflection in science notebook I am choosing to use __________ text feature in my writing because __________.

Resources/Materials/Preparation (websites, handouts, books): Reflection: What needs improvement? Would you want to do this again? Why or why not?

Homebase/MTSS: Differentiation for struggling or ELL learners: After giving student work time to write their drafts, teacher should organize students into writing groups (grouped by ability) to give additional writing support and work on targeted writing skills. Provide sentence frames for students who need them. Differentiation for above level learners: also group into writing groups to provide differentiated support or work on targeted skills.

Name: Grace Rucker Subject: Science Date: Day 5 Learning Target: I canwrite an informative text that compares and contrasts the needs and functions of sharks to another organism living in water Common Core Standard #: ELA Domain/Strand: Writing Cluster/Career Readiness: text type and purposes Standard(s): write informative/explanatory texts to examine a topic, convey ideas and information clearly a. introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Common Core Standard #: Science standard Domain/Strand: life science Cluster/Career Readiness: benchmark 1 The student will develop knowledge of organisms in their environment Standard(s): indicator 1. observes different organisms and compares and contrasts how similar functions are served by different structural characteristics. Indicator 2. compares basic needs of different organisms in their environment Best Practices Lesson Component
APK(Activate Prior Knowledge)20% of instructional time(10 min)

None- student work time

TIP (Teacher Input) 20% of instructional time (10 min) At the end of the block: unit closing and reflection student jigsaw to share knowledge of what they learned. Put students who chose different organisms into groups (the goal is for students who chose different organism can share what they learned and wrote). Each student needs to share two pieces of info from their writing. Marzano
__Similarities & differences __Reinforcing effort & provide recognition __Summarizing/ note taking __Homework & practice __Nonlinguistic representations __Cooperative Learning __Setting obj. & providing feedback __Generating & testing hypothesis __Cues, questions & adv. Organizers

Differentiated by:

Student review and reflect their anticipation guide and I wonder web teacher give blank copy of anticipation guide to students to fill out, after, students compare anticipation guide from day 1 to day 5. How many misconceptions they had on day 1, how many misconceptions are cleared now? what questions from their I wonder web that were not answered? why were they not answered not enough time, not relevant to writing topic, could not find info? Or maybe its a question that cannot be answered (no right or wrong answer) Will you be willing to go the extra mile to find the answer? If you will be award extra credit points for answering it, how many points would it make it worth your effort?

___Choice ___Flexible Grouping ___Tiered ___Product/Outcome

SAP(Student Active Participation)45% of instructional time(23 min) Student work time

ISS (Identify Student Success) 15% of instructional time (7 min) None, except collect writing and other materials for summative assessment Resources/Materials/Preparation (websites, handouts, books): Reflection: What needs improvement? Would you want to do this again? Why or why not?

Homebase/MTSS: No differentiation needed today.