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PROJECT GLAD Washoe County School District NV By Key Trainers Jeana Milligan and Jennifer Clements Home Sweet Home, a Houghton Mifflin Theme (Level 1) IDEA PAGES I . UNIT THEME: Include multicultural/self-concept theme People and animals live in different homes and none of the homes are exactly the same. People and animals move from one place to another. Geographic features impact the homes people and animals live in. Where are we on the map or in the world? Some animals and people are homeless. II. FOCUS/MOTIVATION Big Book - Shared Reading Observation Charts Launching the Theme T16 Inquiry Charts Super Scientist Awards III. CLOSURE Personal Exploration – Students will make a model of their homes and write three sentences to describe it. Sentences should include size, shape, color, and geographic location. Team Exploration – Teams will work to design an animal’s home and will use a diorama, mobile, or drawing to display it. Class Project – Class can decide how they would like to help homeless children, pets, or adults. Class Action Plan Example: Class can raise money for Habitat for Humanity Home Sweet Home an HMR Theme Level 1 NV 1 Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Page 1: PROJECT GLAD Fountain Valley School District THE WOLF ...€¦  · Web viewStudents know and use word analysis skills and strategies to comprehend new words encountered in text

PROJECT GLAD Washoe County School District NV

By Key Trainers Jeana Milligan and Jennifer ClementsHome Sweet Home, a Houghton Mifflin Theme

(Level 1) IDEA PAGES

I . UNIT THEME: Include multicultural/self-concept theme People and animals live in different homes and none of the homes are exactly

the same. People and animals move from one place to another. Geographic features impact the homes people and animals live in. Where are we on the map or in the world? Some animals and people are homeless.

II. FOCUS/MOTIVATION Big Book - Shared Reading Observation Charts Launching the Theme T16 Inquiry Charts Super Scientist Awards

III. CLOSURE Personal Exploration – Students will make a model of their homes and write

three sentences to describe it. Sentences should include size, shape, color, and geographic location.

Team Exploration – Teams will work to design an animal’s home and will use

a diorama, mobile, or drawing to display it.

Class Project – Class can decide how they would like to help homeless children, pets, or adults. Class Action Plan Example: Class can raise money for Habitat for Humanity

Process charts Inquiry Chart

Class/team Paragraph: How homes are different and the same.

IV. CONCEPTS – 1st Grade

PHYSICAL SCIENCESenses* Recognize and describe objects qualitatively in terms of texture.* Sort and classify objects according to observable properties (e.g., size, shape, color).

Home Sweet Home an HMR Theme Level 1 NV 1Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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EARTH SCIENCENature of Changes12.2.1 Investigate and describe how changes happen to many things (e.g., weather). 13.1.2 Observe and record seasonal changes. Investigate and describe how weather changes from day to day and

throughout the year. 13.2.1 Investigate and describe how the sun warms the land, air, and water. * Describe simple landforms (e.g. lake, mountain, river).

BASIC & INTEGRATED SCIENCE PROCESS SKILLSDaily Science Skills* Investigate & describe directions on a map.18.2.1 Explain that everybody can invent things and ideas. 18.3.3 Recognize that science engages men and women of all ages and backgrounds.20.1.1 Use toy models (e.g. miniature cars, toy animals) to explain the things they represent. 21.1.1 Make observations and give descriptions. 22.1.2 Draw pictures that describe observations. 22.1.3 Respect ideas and contributions of others. 22.2.2 Follow verbal instructions accurately.23.1.5 Make predictions based on observed patterns. 24.1.4 Record observations including date and time. 24.3.1 Use equipment properly and safely in all science activities24.3.3 Identify and gather tools and materials needed in an investigation.

Social StudiesGeographyContent Standard 1.0: The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

1.1.1 Locate places on a simple picture map.1.1.2 Recognize that maps and globes are representations of the Earth’s surface.1.1.8 Recognize the shape of Nevada.

Content Standard 2.0: Places and Regions: Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.

Content Standard 4.0: Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

4.1.3 Identify ways in which people or things move from one place to another.4.1.4 Identify the geographic setting of a picture or story.

Content Standard 7.0: Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

7.1.1 Ask questions about their neighborhood and other places.7.1.2 Recall geographic facts from a story.7.1.3 Sort and group pictures that display similar geographic places.7.1.5 Recall personal geographic facts, such as home address and phone number.

Home Sweet Home an HMR Theme Level 1 NV 2Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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V. English/Language Arts 1st Grade

Reading:Content Standard 1.0: Students know and use word analysis skills and strategies to comprehend new words encountered in text.

1.1.1 Use knowledge of high-frequency words to begin reading aloud with fluency, accuracy, and expression.1.1.2 Use phonics and knowledge of word families to decode words in context by blending sound units.1.1.3 Use knowledge of common prefixes, suffixes, and abbreviated words to identify words in context.1.1.4 Use knowledge of simple spelling patterns (e.g., CVC=cat, CVCe=cake, CVVC=boat), blends, and

digraphs when reading; apply basic knowledge of alphabetical order.1.1.5 Identify synonyms and antonyms in context.1.1.6 Develop and apply newly acquired vocabulary by using prior knowledge and context clues.

Content Standard 2.0: Students use reading process skills and strategies to build comprehension.

2.1.1 Use, with teacher assistance, pre-reading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, and setting a purpose.

2.1.2 Use, with teacher assistance, the three cueing systems (contextual, structural and visual clues), self-monitoring, cross-checking and self-correcting strategies such as rereading, substituting (replacing a known word), and reading on.

2.1.3 Demonstrate reading skills that contribute to comprehension including recalling details of the text while reading, drawing conclusions and distinguishing between realism and fantasy.

2.1.4 Retell details of text including central ideas.2.1.5 Demonstrate directionality by tracking print from left to right, knowing concept of word and using return

sweep.

Content Standard 3.0: Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.

3.1.1 Identify characters, setting, and sequence of events.3.1.2 Identify simple character traits and predict story outcomes.3.1.3 Listen to and read stories from different cultures and eras.3.1.5 Identify rhythm, rhyme, and alliteration.3.1.7 Read and identify poetry and prose.

Content Standard 4.0: Students read to comprehend, interpret, and evaluate informational texts for specific purposes.

4.1.1 Locate and use title, pictures, charts, graphs, and names of author and illustrator to obtain information.4.1.2 Identify cause and effect and main idea.4.1.3 Use text, pictures, and graphs to answer questions.4.1.6 Read and follow a simple direction to perform a task.

Home Sweet Home an HMR Theme Level 1 NV 3Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Writing:Content Standard 5.0: Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.

5.1.1 Use a source to write a simple informative paper with teacher assistance.5.1.3 Write simple stories.5.1.4 Write, with teacher assistance, responses to literature.

Content Standard 6.0: Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.

6.1.1 Generate and select, with teacher assistance, ideas for writing from a variety of sources.6.1.2 Organize and sequence ideas, with teacher assistance, through activities such as drawing and discussing.6.1.3 Write across the curriculum, with teacher assistance, stories and/or other compositions such as personal

narratives, journal entries, friendly letters and poems.6.1.4 Revise writing, with teacher assistance, to include details.6.1.5 Edit, with teacher assistance, for correct word usage and conventions.6.1.6 Identify, with teacher assistance, an audience for writing.6.1.7 Read and share writing with others; respond, with teacher assistance, to the writing of others.

Content Standard 7.0: Students write using standard English grammar, usage, punctuation, capitalization, and spelling.

7.1.1 Use nouns, verbs, and pronouns in writing.7.1.2 Write complete sentences.7.1.3 Use end punctuation; identify contractions and singular possessives.7.1.4 Capitalize names, months, days of the week, and words at the beginning of sentences.7.1.5 Use correct spelling of CVC words and frequently used words (e.g., the, is, my).7.1.6 Print legibly using left-to-right, top-to-bottom directionality and correct spacing between letters and words.

Listening and Speaking:Content Standard 8.0: Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.

8.1.1 Identify purposes for listening such as to obtain information, to solve problems, or for enjoyment.8.1.2 Attend and respond to presentations.8.1.3 Recognize that different dialects exist.8.1.4 Follow simple spoken directions to complete a task.

Content Standard 9.0: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.

9.1.1 Use varied vocabulary to communicate ideas.9.1.2 Speak clearly at an understandable pace.9.1.3 Present ideas and ask questions in small and large groups.9.1.4 Recount experiences and retell stories in sequence.9.1.5 Give clear directions to complete a simple task.

Home Sweet Home an HMR Theme Level 1 NV 4Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Content Standard 10.0: Students participate in discussions to offer information, clarify ideas, and support a position.

10.1.1 Demonstrate turn-taking in conversations and group discussions.10.1.2 Ask and answer questions to gather and provide information.10.1.3 Share ideas and information in small groups.

Research: Content Standard 11.0: Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.

11.1.1 Formulate questions, with teacher assistance, to explore areas of interest.11.1.2 Locate and use, with teacher assistance, reference materials and technology to develop study skills.11.1.5 Share research findings, with teacher assistance, using various media.

Home Sweet Home an HMR Theme Level 1 NV 5Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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VI. CONTENT VOCABULARYHabitats home hive nest den cave burrow lairRoost pen sty shelter protection weatherPredators materials environment food food supplyPrey colonies webs spiders hermit crab shellBuild underground trees twigs grassMud apartment properties size shapeColor texture neighborhood place location

VII. HM Spelling Diagraph sh, ch, wh, tch, thConsonant Blends: nd, ng, nkSpelling patterns: ____ash, ___ush, ___ate, __ake, __ame, __ite, __ideHigh frequency words: right, small, these, long, light, more, room, grow, other, could, house, how, over, own, so, world, fly, give, good, her, little, our, try, wasStory words: heavy, rough, fancy, plain, wait, inside, hide, ball, country, countries, Earth, giant, special, street, streets, town, towns, anywhere, beautiful, convinced, easy, news, perfect, raining, weather

VIII. RESOURCES AND MATERIALS Fiction

The Mitten by Jan Brett“The Button” by Arnold Lobel The Hat by Jan Brett

Non-Fiction

Houghton/MifflinSee Theme 5 Leveled Bibliography pg. T6-T7

Home Sweet Home an HMR Theme Level 1 NV 6Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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PROJECT GLAD Washoe County School District

By Key Trainers Jeana Milligan and Jennifer ClementsHome Sweet Home, a Houghton Mifflin Theme

(Level 1) UNIT PLANNING PAGES

I. FOCUS/MOTIVATION • Cognitive Content Dictionary with Signal Word• Big Book: Use the frame The good news is… The bad news is… from “The Kite”• Observation Charts: Pictures of a variety of homes in different places • Inquiry charts: What do you know about homes and what do you want to know about homes?• Teacher Read Aloud: “The Two Japanese Frogs” T30• Read aloud different story book about animal homes • Personal Interaction: What kind of home would you like to live in and why?

II. INPUT• Comparative Pictorial Input: two homes-a house and an apartment• Narrative Input: “Moving Day” T46• 10/2 with primary language

- Learning Log /sketch • Read Aloud from fiction and nonfiction sources

III. GUIDED ORAL PRACTICE • T-graph for Social Skills• Team points • Picture file cards• Process Grid• Team Tasks• Poetry• Mind maps

IV. READING/WRITING • Total Class Modeling• Interactive Writing• Group frame - teacher uses information from students to model appropriate frame

- Frame FormatThere are many different types of homes.

Reading/Writing Skills- mechanics - paragraphing, periods, capitalization - fiction versus fact- decoding/sight words

Home Sweet Home an HMR Theme Level 1 NV 7Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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• Small Group- Team Tasks- Big Book- Pocket Poetry- Poetry Frame - Story Map- Strip Book

• Flexible Group Reading - leveled guided reading• Individual Activities

- Reading/Writing Choice Time- retelling Narrative Input- authentic reading events

- zoo, note pad, memo pad, gift store - checks, subscriptions, cash register

- Journals- Learning Logs- personal exploration - expository or narrative - Strip Book

V. EXTENDED ACTIVITIES • Videos – animal homes• Teacher resources T5

VI. DAILY ACTIVITIES • Read Aloud• Silent sustained reading/book sharing

- or reading/writing choice time • Silent sustained writing

- or reading/writing choice time • Listening activities• Oral language activities• Personal interaction• Poetry

VII. CLOSURE• Process Inquiry Charts• Sketch and label• Big book• Team dioramas

-animal homes• Action plan

-letters to people • Letter to parents

Home Sweet Home an HMR Theme Level 1 NV 8Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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PROJECT GLAD Washoe County School District

By Key Trainers Jeana Milligan and Jennifer ClementsHome Sweet Home, a Houghton Mifflin Theme

(Level 1) SAMPLE WEEKLY LESSON PLAN

WEEK 1:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Observation Charts - variety of human and animal homes Inquiry Chart –What do you know about where people and animals live? What

do you want to know about where people and animals live?o Grammar: Asking or telling sentences

Read Aloud: Big Book Super Scientist Awards

- different homes

INPUT Narrative Input: “Moving Day”

o Day 1 read aloudo Day 2 read aloud, review with word cards

- Comprehension Skill: compare/contrast - Strategy: questiono Day 3 read aloud with speech bubbleso Day 4 teacher orally retells; story map

- Personal Interaction - Learning Log- ESL/L1 review

Read aloud from a variety of fiction and nonfiction about homes- “The Button”, by Arnold Lobel

- Comprehension Skill: compare/contrast - Strategy: question

GUIDED ORAL PRACTICE • T-graph

- Caring (or any other social skill students need to practice or know)- Team points

• Picture file card activity- Modeled writing - Exploration Report

• Chanting/Poetry – Perfect Match

READING/WRITING Expert Groups 1,2,3 Reading the Walls

Home Sweet Home an HMR Theme Level 1 NV 9Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Guided Reading – leveled readers Interactive Writing: Grammar = complete sentences

ORAlternate ending to the story “Moving Day” or describe the hermit crab’s new home using texture, color, size, etc. Grammar = complete sentences

Reading/Writing Workshop – T94 Personal Narrative (begin process)

CLOSURE Process Inquiry Chart Review charts, poems, chants, Home/School Connection

WEEK 2:FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Home/School Connection Poetry

- Highlighting- Sketching- Skills

INPUT Comparative Pictorial Input (Days 2-5 review with word cards)

-Learning Log-ESL/Primary language review

Teacher Read Aloud from H/M“The City Mouse and the Country Mouse”- making generalizations - summarizing- Read Aloud: The Mitten , Jan Brett

Read Aloud – variety of fiction and nonfiction about homes- making generalizations- summarizing

GUIDED ORAL PRACTICE Walking the Process Grid – orally creating sentences Shared Reading/Poetry/Chants – “A Place to Stay”

- Highlighting- Sketching- Skills

Process Grid Game

READING/WRITING Total Class reading “Me on the Map”

- making generalizations - summarizing

Home Sweet Home an HMR Theme Level 1 NV 10Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Guided Reading – leveled reading groups- ELD Group Frame – retell narrative input “Moving Day”

Team Tasks Expert Group 4 Interactive writing: Comparative paragraph utilizing facts from comparative input

chart OR write a letter to city mouse from country mouse T127o Grammar – asking and telling sentences

Reading/Writing Workshop – T94 Personal Narrative (continue process)

CLOSURE Home/School Connection Review charts, poems, chants

WEEK 3:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Home/School Connection Listen and Sketch/HM Teacher Read Aloud: “The Mouse’s House”

INPUT Read Alouds:

The Mitten , Jan Brett- cause and effect- monitor/clarify

GUIDED ORAL PRACTICE Walking the Process Grid – orally creating sentences Shared Reading/Poetry/Chants – Who Lives in a Den of Rock?

- Highlighting- Sketching- Skills

READING/WRITING Total Class: “The Kite” T206

- cause and effect- monitor/clarify

Flexible Reading Groups - Continue ELD Group Frame retell the Narrative, “Moving Day”

Interactive Writing: Whole Group Frame, teacher provides topic sentence and class generates supporting detail sentences from input charts and process grid; Suggestion for topic sentence “There are many different types of homes.”

- Type then provide a copy to teach child for independent reading Reading/Writing Workshop – T94 Personal Narrative (final draft)

- Using “I” or “me” in sentences

Home Sweet Home an HMR Theme Level 1 NV 11Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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CLOSURE Home/School Connection Review charts, poems, chants,

Home Sweet Home an HMR Theme Level 1 NV 12Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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1st Grade Weekly Lesson Plan GridGLAD Component Week 1 Week 2 Week 3

Focusing/Motivation Cognitive Content Dictionary (CCD) daily

Super Scientist Awards

Observation Charts (Different human and animal homes)

Inquiry chart: What do you know about where people and animals live? What do you want to know about where people and animals live? (grammar-asking and telling sentences)

Launching the Theme T16 –T17

Teacher Read Aloud “The Two Japanese Frogs” T30

Teacher-made Big Book

------------CCD------------

--Super Scientist Awards—

Introduce Golden Pen Awards

Teacher Read Aloud “The City Mouse and the Country Mouse” T118

------------CCD------------

--Super Scientist Awards—

Introduce house-shaped booklets (use dye cuts)

Teacher Read Aloud “The Mouse’s House” can do Listen and Sketch here

Input Narrative Input “Moving Day” - Personal Interaction

Read Aloud from a variety of sources – Comprehension Skill: compare/contrast Strategy: question

Comparative Pictorial Input web vs. beehive

Read Aloud from a variety of sources – Comprehension Skill: make generalizations Strategy: summarize

Read Aloud from a variety of sources – Comprehension Skill: cause & effect, Strategy: Monitor/Clarify

Guided Oral Practice T-Graph for Social Skills – caring

Team Points for T-Graph

Shared reading “Perfect Match” – focus on diagraphs sh, th, tch, rhymes, sketch and add picture file cards, highlight vocabulary – interesting words, links, etc.

Review Narrative Input with word

Shared Reading “”A Place to Stay” – focus on long a words, sketch and add picture file cards, highlight vocabulary – interesting words, links, etc.

Review comparative input with word cards and practice walking the grid while pointing and saying sentences.

Shared Reading: “Who Lives in a Den of Rock?” Focus on asking and telling sentences, sketch and add picture file cards, highlight vocabulary – interesting words, links, etc.

Home Sweet Home an HMR Theme Level 1 NV 13Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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cards, speech bubbles, and story map. Also, focus on comprehension skill: compare/contrast and Strategy: question

Process grid game

Reading Whole Group “Moving Day”

(Narrative Input)Small Group Guided

reading/leveled readers

Expert Groups 1, 2, 3

Whole Group “Me on the Map”Small Group Guided

reading/leveled readers

Expert Group 4 ELD Group Frame

– retell the narrative

Whole Group “The Kite”Small Group Guided

reading/leveled readers

Writing Whole Group IAW: Alternate

ending to the story “Moving Day” or describe the hermit crab’s new home using texture, color, size, etc. – focus on grammar, complete sentences

Small Group Team Tasks: story

map for “Moving Day” with illustrations, sequence “Perfect Match” chant, using magazines make a different homes collage

Individual Learning Logs Reading/Writing

Workshop-Personal Narrative T94 (begin prewriting and drafting)

Whole Group IAW: comparative

paragraph utilizing facts from the comparative or write a letter to city mouse from country mouse T127

Small Group Team Tasks:

comparative pictorial input, 3 compare/contrast sentences using comparative pictorial, country or city webs T115, map the classroom T115, picture dictionary

Individual Learning Logs 3 compare/contrast

sentences using comparative pictorial input

Reading/Writing Workshop-Personal Narrative T94 (revising and proofreading)

Whole Group IAW: from process

grid complete whole group frame, read, revise, and edit

Small Group Team exploration:

Teams will work to design an animal’s home and will use a diorama, mobile, drawing, etc to display it.

Individual Students will make

a model of their homes and write three sentences to describe it. Sentences should include size, shape, texture, color, and location.

Reading/Writing Workshop-Personal Narrative T94 (publishing)

Closure/Assessment Process inquiry chart

Process Inquiry chart

Review all songs and chants

Process Inquiry chart

Review all songs and chants

Class Action Plan: Class can decide

Home Sweet Home an HMR Theme Level 1 NV 14Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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ways to help homeless pets, children, or adults and work to make a difference.

Home Sweet Home an HMR Theme Level 1 NV 15Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Super Scientist awards (just add pictures)

beehive beehive

Fox

Gorilla beaver

Beavers build a lodge hermit crab in a shell in a dam.

hermit crab in a shell

Spiders live in webs.

Webs help spiders catch their prey.

A fox lives in a den.

Home Sweet Home an HMR Theme Level 1 NV 16Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Big Book Text

Everybody Needs a HomeBy Jennifer Clements and Jeana Milligan

Page 1The good news is spider webs provide spiders with beautiful symmetrical homes made of silk.

The bad news is they use them to catch their prey.Page 2The good news is gorillas build very comfortable bowl-shaped nests made of branches, leaves, and sticks.

The bad news is they build a new nest every night.Page 3The good news is hermit crabs get to carry their homes on their backs wherever they go.

The bad news is they outgrow their shells and have to find a new home that fits.Page 4The good news is beavers build lodges in dams made of branches piled high on and over water.

The bad news is a heavy rainstorm can cause severe flooding and damage their homes.

Page 5

Home Sweet Home an HMR Theme Level 1 NV 17Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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The good news is foxes live in dens in a variety of places.

The bad news is the place could be under your home or in a garden shed in your backyard.

Page 6The good news is hives provide thousands of bees with a home.

The bad news is you may get stung if you disturb the hive.

Page 7The good news is people live in house, apartments, and trailers which provide them with shelter and protection.

The bad news is not everyone has one.

The good news is we can help!!

Home Sweet Home an HMR Theme Level 1 NV 18Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Home Sweet Home an HMR Theme Level 1 NV 19Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Home Sweet Home an HMR Theme Level 1 NV 20Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Poetry Booklet

Name: ________Perfect Match

(To the tune of Twinkle, Twinkle Little Star)

Shelter, shelter protect me,Underneath the deep blue sea.Walking along the ocean floor,

Home Sweet Home an HMR Theme Level 1 NV 21Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Sometimes even on the shore,I carry my home on my back.My beautiful shell, we’re a perfect match.

By J. Milligan and J. Clements

A Place to Stay(To the tune of “Row, Row, Row Your Boat”)

Roost, roost little batHanging upside down,Roosting in a cave, you see.A place to stay you’ve found.

Spin, spin little spiderSpin the silk around.An orb-shaped web will trap your prey.

Home Sweet Home an HMR Theme Level 1 NV 22Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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A place to stay you’ve found.

Fly, fly little beeBuzz from flower to tree.Carry your pollen to the hive,The queen will be happy.

Gather, gather big gorillaMake your nighttime nest.Of branches, leaves, twigs and sticksSo you can get some rest.

By J. Milligan and J. Clements

Who Lives In A Den of Rock?

Who lives in a den of rock?“Bird lives in a den of rock.”“Who me?” “Yes you.” “Couldn’t be.” “Then who?”

“Bee lives in a den of rock.”“Who me?” “Yes you.”“Couldn’t be.” “Then who?”

“Hermit crab lives in a den of rock.”“Who me?” “Yes you.”“Couldn’t be.” “Then who?”

“Beaver lives in a den of rock.”“Who me?” “Yes you.”“Couldn’t be.” “Then who?”

“Gorilla lives in a den of rock.”“Who me?” “Yes you.”“Couldn’t be.” “Then who?”

Home Sweet Home an HMR Theme Level 1 NV 23Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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“Lion, King of the jungle lives in a den of rock.”“Who me?” “Yes you.”“You’re right! I do live in a den of rock.”

By J. Milligan and J. Clements

Home Sweet Home an HMR Theme Level 1 NV 24Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Date: ____________________

Project GLAD Home Sweet Home

HOME/SCHOOL CONNECTION #1

Tell your parents about the hermit crab’s house in the story “Moving Day.” Talk about how hermit crab’s house is the same or different than your house. Sketch and write about it.

Parent: ____________________ Student: ____________________

Date: ____________________

Project GLAD Home Sweet Home

HOME/SCHOOL CONNECTION #2

Ask your parents where your family comes from. (country, state, or city) Discuss the kinds of homes that are there. Write, sketch, or bring a picture of what the homes look like. Be ready to share.

Parent: ____________________ Student: ____________________

Home Sweet Home an HMR Theme Level 1 NV 25Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Date: ____________________

Project GLAD Home Sweet Home

HOME/SCHOOL CONNECTION #3

Describe your dream home to your parents. Sketch and write about it.

Parent: ____________________ Student: ____________________

Home Sweet Home an HMR Theme Level 1 NV 26Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Fecha: ____________________

Proyecto GladHogar Dulce Casero

Conexion entre Escuela y Hogar #1

Diga a sus padres sobre casa del cangrejo de ermitaño en día móvil de la historia "."diga cómo es la casa del cangrejo de ermitaño iguales o diferente que su casa. Bosqueje y escriba sobre él.

Firma de padres____________________ Firma del Estudiante ____________________

Fecha: ____________________

Proyecto Glad Hogar Dulce Casero

Conexion entre Escuela y Hogar #2

Pregunte a sus padres donde su la familia viene de.(país, estado, o ciudad) discuta las clases de hogares eso hay. Escriba, bosqueje, o traiga un cuadro de lo que parecen los hogares. Sea aliste para compartir.

Firma de Padres: ____________________ Firma del estudiante: ____________________ Fecha: ____________________

Home Sweet Home an HMR Theme Level 1 NV 27Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Proyecto GladHogar Dulce Casero

Conexion entre Escuela y Hogar #3

Describa su hogar ideal a sus padres. Bosqueje y escriba sobre él. 

Firma de padres: ____________________ Firma del Estudiante: ____________________

Fecha: ____________________

Home Sweet Home an HMR Theme Level 1 NV 28Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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NOTE: Please add text boxes for sketching after each paragraph.

Home Sweet Home Theme 5

Expert GroupDens or Earths

Dens are foxes’ homes. Their homes are made of brush, soil, and logs. You’ll find dens hidden in thick underbrush.

The dens are can be as long as 75 feet long with more than one entrance. The foxes build areas in the den to store food.

Sometimes foxes move into other animals’ burrows. Some make dens in the hollows of trees, clumps of brush, or in abandoned buildings. Log piles and the space under sheds can also be a den.

Home Sweet Home an HMR Theme Level 1 NV 29Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Home Sweet Home Theme 5

Expert GroupNests

Gorillas live in homes called nests. Gorillas build their nests with branches, brush, leaves, twigs, and sticks.

The nest must be big and strong enough to hold a gorilla. Nests are shaped like a bowl.

Every night male gorillas build new nests on the ground. Females build them in trees.

Home Sweet Home an HMR Theme Level 1 NV 30Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Home Sweet Home Theme 5

Expert GroupShells

Hermit crabs live in empty snail shells, but will use anything they can find to protect themselves.

The shells can be smooth or rough on the outside. The inside needs to be smooth and fit snugly. Hermit crabs look for shells with one round opening they can fit into.

Hermit crabs live on the ocean floor or on land by water.

Home Sweet Home an HMR Theme Level 1 NV 31Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Home Sweet Home Theme 5

Expert GroupLodges

Beavers live in homes called lodges. They build their lodges in dams above the water with trees, branches, and mud.

Their lodge is made of mud on the sides and wood shavings on the floor with a hole in the top for air. They can be many sizes and shapes.

Beavers’ homes are found on streams, lakes, ponds, and wetlands.

Home Sweet Home an HMR Theme Level 1 NV 32Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Home Materials(What is it made

of?)

Observable Properties

(size, shape, color)

Sketch Place(Where?)

Who lives there?

Dens

-concealed in thick undergrowth-brush-soil-buildings

-multiple entrances-up to 75 ft long burrows with food storage chambers-like rabbit holes only bigger

-will move into existing dens-hollows of trees-clumps of brush-abandoned buildings-log piles-under sheds

-foxes

Hives-pollen and nectar forms wax-queen bees make wax in abdomen

-chambers (hexagons) or cells-queen lays eggs in cells

-in the ground-in trees-on buildings

-honeybees-bumblebees

Web

-silk spun by spider’s spinnerets

-size depends on distance between anchors-orb pattern-gives web strength-symmetrical-colorless (camouflage)

-across paths (vertical)-between tree branches (vertical)-corners of eaves-above ponds (horizontal)

-spiders

Nest-brush-branches-leaves, twigs, sticks

-big enough to hold weight of gorilla-bowl-shaped-browns and greens

-on ground (males)-in trees (females)-build every night-one nest per animal

-gorillas

Shell-empty snail shells-need to conserve moisture

-smooth or rough exterior-snug fitting shell so stomach is protected from predators-smooth mother of pearl interior-circular openings

-ocean floor-land

-hermit crabs

Lodge

-branches piled high in and over water-mud on sides

-1 ft. to several feet high-gnaw and chew tunnels in dam-create one large room above water to live in-vent (hole in top for air)

-on islands-in water-river, streams, lakes, ponds-wetlands-on banks-lake shore

-beavers

Home Sweet Home an HMR Theme Level 1 NV 33Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)

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Home Materials(What is it made

of?)

Observable Properties

(size, shape, color)

Sketch Place(Where?)

Who lives there?

Home Sweet Home an HMR Theme Level 1 NV 34Jeana Milligan & Jennifer Clements - Project G.L.A.D (4/06 JB)