Language Art (Writers Workshop) Science (beetle anatomy) Art (thank you card design)

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1 Grade Level Duration Subject Area(s) Thank You Letter to a Guest Speaker Audrey Bullock & Corinne Solonar-Kong Hellgate Elementary 3 rd grade Three separate sessions, approximately 1hr, 45 min. total: Brain storming: 20 minutes Writer s Workshop: 40 minutes Card Art and assembling: 30 to 45 minutes Language Art (Writers Workshop) Science (beetle anatomy) Art (thank you card design) MONTANA STANDARDS FOR WRITING Writing Content Standard 1 Students write clearly and effectively. 2. develop a main idea through some supporting detail. 3. demonstrate awareness of personal voice, sentence structure, and word choice. 4. apply conventions of standard written English (e.g., spelling, punctuation, usage) appropriate for grade level and purpose. Writing Content Standard 2 Students apply a range of skills and strategies in the writing process. 1. plan writing by generating and organizing ideas and by considering purpose and audience. 2. write a draft that captures and organizes ideas 3. revise writing at the word, sentence, and paragraph levels using feedback from others 4. edit, with some assistance, by correcting errors (e.g., grammar, capitalization, punctuation, spelling, usage). 5. share/publish a legible final product.

2 MONTANA STANDARDS FOR WRITING (cont.) Writing Content Standard 3 Students evaluate and reflect on their growth as writers. 2. share writing with others, listen to responses, ask questions, and offer positive comments to others. Writing Content Standard 4 Students write for a variety of purposes and audiences. 1. identify the purpose for their writing and write appropriately 2. choose audiences (e.g., self, peers, adults) appropriate to purposes and topics. 3. experience writing in different genres (e.g., descriptive writing). IRA/NCTE Standards for the English Language Arts International Reading Association/National Council of Teachers of English Standards for the English Language Arts 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

3 National Science Education Content Standards MT Content Standards Grade Level Expectations NSES: Life Science Standards K-4 Characteristics of Organisms Life Cycles of Organisms Organisms and Environments (incorporated later with literature and social studies integration) MT Content Standards Content Standard 3: Students, through the inquiry process, demonstrate knowledge of characteristics, structures, and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment. End of Grade 4: Students will 3. describe and use models that trace the life cycles of different plants and animals ( and discuss how they differ from species to species [future lesson]) 5. create and use a classification system to group a variety of plants and animals according to their similarities and differences. Content Objectives Process Objectives Resources Students will practice the writing process using a descriptive genre by composing a thank you letter to our guest presenter, Annika Kinsner, a beetle researcher and lab manager at the University of Montana. Students will also apply scientific vocabulary and knowledge through the writing and card designing processes. Students will practice the writing process using Writer s Workshop (pre-writing/brainstorming, drafting, revising, editing, and publishing, using descriptive writing) and the design process through Fingerprint Beetles on a Log Card. Materials for writing: 2 pcs. each of lined writing paper or writing notebook for first draft and revision. 1 pc. each of lined writing paper, trimmed to approximately 7 x 5 for final copy. Pencil Thesaurus Dictionary Smartboard, white board, or chalk board

4 Resources (cont.) Preparation Materials for card: brown construction paper, one per student green construction paper (scrap pcs. will do) stencil - log shape (approx. 1 per 4 students) pre-cut larvae (x 25 or more) ink pads- 1 per 4 students, black, and assorted colors (washable ink is preferable) dampened cloth rag (for wiping ink off fingers) black marker or Sharpie pen beetle anatomy page for reference, if necessary scissors school glue assorted scrap tissue paper Cut stencils (approximately 1 per 4 students) of a branch or log shape for the card background. Pre-cut larvae (x25 or more) Have materials ready on an art table or designated area. Motivation/Hook Instruction: Prewriting/ Brainstorming Today, we are going to write a thank you card for Annika for bringing in the beetles for us to observe. We will make our cards in the shape of a log, and make fingerprint beetles on our logs with our fingers. But first, we get to write Annika a thank you letter. This class has been writing each other Warm Fuzzies each week. Today we get to write to Annika. Prewriting/Brainstorming (Approximately 20 minutes): Students will identify words describing the beetles they previously observed. Brainstorming allows for review of the observation session, prepares the students mentally for writing, and generates a vocabulary and spelling list. Brainstorming: Draw a simple sketch of a beetle to use as a word web. Students will brainstorm descriptive words cooperatively. Record student-suggested words on the board or Smartboard. Ask students to refer to dictionaries when in doubt about spellings or plural forms. Be sure to save the word lists!

5 Instruction: Prewriting/ Brainstorming (cont.) Instruction: Drafting Inquiry questions could include: What were the different parts of the beetle? What were the beetles Annika brought into class? What was the most interesting part of the presentation to you? Why? What was something you learned from Annika, or didn t know before?) Drafting (Approximately 40 minutes): Students will draft a thank you letter to Annika, using descriptive words assembled during the previous brainstorming session and saved on the board. First draft does not need to be written in cursive. The letter format includes Greeting: Dear Annika, Body: Indent, two fingers Single space At least three descriptive sentences A student may not write only, They were cool, or It was awesome. The student must describe WHY the beetles were cool, or WHAT was awesome. (e.g. It was cool when the beetle flew.) Closing: Indent four fingers, (half page) Sincerely, or Your friend, Don t forget the comma. (,) Signature: Write your own name, first, in cursive. Revising Editing Revision: Must be proof read by a friend. Corrections are made on the original draft. Check spelling in a dictionary. Do not use the same descriptive word twice. Use a thesaurus to find a similar descriptive word. (e.g. interesting, engaging, enthralling) Editing: Final draft must be edited and approved by a teacher or pre-service teacher.

6 Publishing Fingerprint Beetle on a Log Card Art Publishing: Re-write the thank your letter on the final, lined, half-sheet of paper With pencil In cursive Use your best writing Final copy must be approved by teacher or preservice teacher. As students finish their final copy, they may begin the Beetle on a Log Card project. Card Art and assembling: 30 to 45 minutes As students complete the letter writing assignment with prior teacher approval, materials will be available to begin the beetle card. One pre-service teacher or parent volunteer should monitor the art table, overseeing the finger printing process. At their desks, the student will : trace a log from a stencil on brown construction paper. cut out the paper log. glue the Thank You Letter to middle of paper log. At the art table, the student will carefully print beetle body parts for multiple beetles using: pinky finger for head pointer finger for thorax thumb for abdomen Beetle on a Log Card Art (cont.) The ink will easily smudge on the paper when wet, and will stain clothing. Use a cloth rag for wiping fingers and/or send students to the restroom to wash. With a fine point sharpie or marker, the student will add: Legs Antennae Horns (male) Wings (wing case and/or flight wings) The student will add additional features, such as: Green construction paper leaves Paper tissue flowers Log texture and detail

7 Beetle on a Log Card Art (cont.) Assessment Other creative features Place on a counter or table to dry. As students complete the cards, assign free reading or other quiet activity. Writing assessment will include the following: Pre-writing: participation in brainstorming Draft: must include greeting, body, closing, (signature on final letter) at least three descriptive sentences Revision: willing to proof read other student s work corrections are made on the original draft. changes made as necessary as advised by a peer. Edit: correct spelling, punctuation, word usage, and sentence structure good use of descriptive words utilize thesaurus to find a similar descriptive word, if necessary Publish: written on correct paper for publishing with pencil best cursive writing signature approved by teacher before moving to art stage Assessment of student work includes awareness of individual writing proficiency in assessing student work. Science assessment will include correct use of vocabulary, knowledge of body parts, and observations in writing and art work.

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