Understanding By Design Lesson Plan

Name: Lynn Doyle Subject: 3rd ELA-Ocean Enrichment Unit

Stage 1 – Desired OutcomeContent Standards: CCSS.ELA-Literacy.L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.CCSS.ELA-Literacy.L.3.3.aChoose words and phrases for effect.CCSS.ELA-Literacy.L.3.4.aUse sentence-level context as a clue to the meaning of a word or phrase.CCSS.ELA-Literacy.L.3.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.CCSS.ELA-Literacy.L.3.5.aDistinguish the literal and nonliteral meanings of words and phrases in context.CCSS.ELA-Literacy.W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.CCSS.ELA-Literacy.W.3.7Conduct short research projects that build knowledge about a topic.CCSS.ELA-Literacy.RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text.CCSS.ELA-Literacy.W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.CCSS.ELA-Literacy.RI.3.10By the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.ISTE-NETS-S 1: Creativity & InnovationISTE-NETS-S 2: Communication & CollaborationISTE-NETS-S 3: Research & Information FluencyISTE-NETS-S 5: Digital CitizenshipISTE-NETS-S 6: Technology Operations & Concepts Understandings: Big Idea:

demonstrate understanding of figurative language

use Similes & Metaphors to make comparisons

distinguish literal & nonliteral meanings of words & phrases in context

use web 2.0 tools

I CAN Statements: I can figure out the meaning of an

unusual word or phrase when I read by using context clues

I can determine the meaning of figurative language when used in text

I can identify metaphors and similes as types of figurative language

I can use web 2.0 tools

Students will know:

how to use comparisons using similes & metaphors

how to use web 2.0 tools:TodaysMeet & Multigenre Mapper

how to create a book talk using a digital video camera

Students will be able to:

participate in large & small group sessions, volunteering interesting comparisons in oral discussions

dictate or write about ocean creatures using similes & metaphors & comparison words

illustrate their comparisons use web 2.0 tools use a digital video camera to create a

book talk

Stage 2- Assessment EvidenceGoal:

use comparisons while incorporating figurative language: Similes & Metaphors through guided practice & independent work

use many technology tools create a book talk using a digital

video camera about Ocean Life take the online ocean life quiz

Other Evidence: use the TodaysMeet for every

student to add their comparison statements

students will use & print out the online Multigenre Mapper graphic organizer

students will work with a partner to complete the online Ocean Scavenger Hunt and save their word document to the network-“Student- R” drive for grading

Stage 3 – Learning PlanDAY 1:

Students should work in pairs and choose an ocean book from the collection checked out from the library by the teacher. Have students ONLY look at pictures of whales, fish, and ocean creatures. Have a few groups picture walk through the book with the class. Do not read the stories at this point.

Encourage the students to discuss what they see in the pictures. Prompt students to finish sentence stems such as “The whale is as big as

___________” or “The fish is scary like a ____________.” As the students complete the sentence stems and they should add their own

statements/responses to the TodaysMeet discussion board. After sharing the pictures, invite students to read their comments on the

TodaysMeet with their partners. Ask students what the statements have in common. Elicit the fact many use

like or as. From this discussion, explain that many of the statements provided by the

students compare two unlike things. Ask students to craft their own name and definition of these comparisons

(formally, they are similes). Post their responses on the TodaysMeet. A possible definition is “when two things are compared using the word like or as.” What is important is for students to be able to describe the comparisons, not to use the word simile.

Invite the students to act as detectives in the coming days. Ask them to tell you when they hear or think of a simile. Add such statements to the TodaysMeet discussion board which will be linked to my teacher web page. Students with internet access will be able to access my teacher web page from home and add their examples they hear even when they are not at school.

Partners should choose an ocean book to read together.

DAY 2: Check the TodaysMeet for added similes or metaphors that students have

added and review the definition of similes and metaphors. Ask students to suggest why writers may use similes and metaphors and

add their responses to the TodaysMeet. Review and discuss their responses on the TodaysMeet. Students should discuss with their partner the pictures from their ocean

book and use similes or metaphors to describe them. Introduce the Ocean Life Scavenger Hunt Activity, pass out the questions for

ocean life for kids and explain to students that they will work with their

partner to complete the online scavenger hunt activity- Both partners will use their computer for this activity. One student will

have the scavenger hunt directions/site on their laptop while

their partner scavenger hunts for the answers. Students can document their answers on the worksheet and then open the word document to transfer their answers and save their document to the network: “Student-R-Drive.”

Students should take the online quiz

If time permits, students may make a fish

DAY 3: Go over the answers to the Ocean Life Scavenger Hunt Activity & Quiz. Explain that the students will complete a graphic organizer on ocean life

that features the comparisons they have been exploring. Each student should choose an ocean animal. Show the example of the Ocean Comparison Sheet to explain how students

will complete their graphic organizer.

Demonstrate the Multigenre Mapper and explain how students will use each of the areas of the tool:

Title: Ocean Comparisons Your Name In Section A, write the ocean animal the student has chosen. In Section B, write something about what you are comparing the ocean

animal to. In Section C: Title: Comparison-write a sentence comparison. In the drawing area, draw the ocean creature and/or what is named in

space B. Students can print their Map and if time permits share their ocean

comparisons with the class.

Day 4

Partners will work together to create a book talk of the ocean life book they chose. Students can choose how to give their book talk by:

o One of the students will video tape their partner giving a book talko Another student or the teacher can video tape the partners giving a book

talk together

EXTENSIONS:

Using their ocean theme, students could write a shape poem, using the online Shape Poems interactive.

More advanced students can create a Venn Diagram, comparing the attributes of Similes and Metaphors. Focus the exploration on the definitions and terms that students use naturally, rather than on using the formal names for the figures of speech.

If your students want to learn more about ocean life, explore Scholastic's Ocean Life. The octopus cam provides an excellent opportunity for students to observe marine animals and use figurative language to describe what they see.