Dana Mady Reading Lesson Plan: Look To the North: A Wolf Pups Diary September 24, 2011 Objective/Introduction

Subject: Reading Topic: Harcourt Trophies Story- Look To the North: A Wolf Pups Diary By: Jean Craighead George Duration: About one week Story Summary: This is a sequential story written in the form of a diary about three wolf puppies growing up to gain their position in their pack. The story teaches about wolf packs and how they develop and live together. It covers the first year of the pups and their struggles to gain a position and become a vital part of their pack. Lesson Idea: The students will gain knowledge on wolves and how they grow, raise their young, gain their place in the pack, hunt, play, and migrate. The story is written in a diary form covering the most important mile stones in the pups lives. As the story is read the students will learn how to chart their own detailed diary of the pups covering three parts: pups growth, place in pack, and season. They will also be responsible for understanding realistic nonfiction, vocabulary words and skills. Skills taught: Sequence, Cause and Effect, Summarize (Summary= main idea + details) Vocabulary: tundra, ceases, bonding, piteously, surrender, abundant Materials: Harcourt Trophy Text Book, Workbook, Smart board, Construction Paper, Markers, Computers, paper, pencils, vocabulary cards Procedure Introduction: (Teacher) Using the Smart board the teacher will introduce the Story theme and vocabulary. Using Website http://www.kyrene.org/reading/4th_grade/theme_3/index.htm. Once on that page click on theme 3 and click on Wolf pups diary. Use interactive vocabulary PowerPoint (http://www.vrml.k12.la.us/4th/Homework/read/voc/inter_ppt/book3/northpup_intvoc.ppt) presentation to introduce the stories theme and vocabulary. Go over each word and its meaning. After completion play vocabulary challenge. Each student will be grouped in a pod; with in that pod they will be given paper. The teacher will have posted the words and their meanings. The groups are to take the words and use them to write a story. The first group finished with the correct use of each word and written well will gain the most points. Once completed each group will read them allow and discuss.

Vocab review throughout the week: Each day use the vocab cards and definitions to play time trials. Each pod will be timed putting the correct word with the definition. Teams with the best time are the champs, each day they will try to beat the best time. Skills: (students) Pages 64-66 in their work books for homework. Teacher will review on the day they are due. Building Background: (Teacher) Using Kyrene Website again click on Boomerwolf website: http://www.boomerwolf.com/wolfwrld.htm Display website on Smart board and read and discuss with the students background knowledge about wolves. Have them read different parts out loud and discuss. Talk about the similarities they have to dogs and humans. Chart on the whiteboard- can be done in a box chart form or Venn diagram. Discuss wolves are now and why they are quickly becoming extinct in United States. Lesson: 1. (Teacher/Student) Read Vocabulary power and discuss words and their means. How they used the word correctly in a sentence. 2. (Teacher) Discuss genre and main idea: 3. (Teacher/Students) Create a Wolf Pup diary chart. STEPS- Teacher model for students 1. Fold the construction paper to make six squares and in each square they will label the time period in the wolf pups life. On each square they will record the wolf puppies season, place in pack, and growth patterns 4. (Teacher/Students) Students will take turns reading the story aloud and discussing the sequence of events. As the story is read students will record important information on their wolf pup diaries. Teacher will assist by having displayed PowerPoint presentation with steps. As students discuss information the teacher will type in the information for the students to copy. Make sure students are discussing information first with teacher and once teacher has completed information then they may copy. This gives them time to think, discuss, and ask questions about the story. 5. (Teacher/Student) When story is finish discuss the overall feel of the story and questions and comments about it. Have the students discuss what surprised them most and what they gained from it. For homework have them complete Think and Respond questions that should be answered in sentence form. 6. (Students) Students will be grouped into six pods. Within each pod they will be assigned two of the wolf pup stages. Using Google docs presentation each group will be responsible to create two or more pages explain the most important information regarding their pups stages. Upon completion students will then present the PowerPoint presentation to the class. Students will have the PowerPoint printed out to help them and assist them during the final test assessment.

7. (Teacher/Students) The day before the test play review game. Slap Game. Class will be split into two groups with a team captain to keep score on board. One person from each group will come to desk in the front against the other teams player. They will place their hands behind their backs. The teacher will ask a comprehension or vocabulary question. First player to buzz in first gets to answer. Player that gets the question correct gains the point. At the end the team with the most points wins the game. 8. (Students) Harcourt Trophies provided comprehension and vocabulary assessmentTest found in the back of student workbook

HEAT levels Higher-order Thinking -Students learning/questioning at the Understanding level and Students learning/questioning at the Applying level. I believe both of these categories fit equally. During the reading, discussing, and note taking stage of the lesson the students will be learning and question to understand the story and main ides and details. At the project level they should be applying what they have learned and creating a PowerPoint to present to the class. Engaged Learning -Students collaborate to define the task, the process, and/or the solution. During this level the students will be working in a group and as a class as a whole to read and understand the sequence of events in the early years of a wolf pup. They will work together to create and vocabulary story, written diary, build background and PowerPoint presentation. Authentic Connections: -The learning experience provides limited real world relevance The only part of the lesson that really touches on real world relevance is the building background. During that time we will discuss how the wolves are like dogs and humans. We will look at their lives and how they live, behave, grow, and play. We will also discuss where they are populated now and why they are quickly becoming extinct in our country. Technology Use -Students technology use is directly connected to task completion with one-to-one or unlimited resources. This lesson is based around the use of technology. The building back ground uses interactive websites and PowerPoints to discuss wolves. The vocabulary also uses interactive powerpoints. The students will use Google docs presentations to wrap up and conclude their summary or the story in a sequential format. They also will use Spelling city to play games to practice their

words for their spelling test that goes along with this story. This will be done either during free time or at home. Digital-Age Best Practice -Promoting shared expertise through networked collaboration This is done by collaborating in groups to complete a PowerPoint presentation. -Bolstering purposeful inquiry through student questions During building background, vocab and skill review, during and after reading the story and final assessment the test -Clarifying student understanding with formative assessments During review of vocab with games, during reading through student created diaries, charts, and PowerPoint presentations, and homework. Conclusion: How the students are being assessed Formative Assessment Vocabulary: Oral and visual assessment of vocabulary during review games and homework Skills: Sequence and Summary through student created diary journals and presentation Oral assessment through questioning understanding during reading and after. Summative Assessment PowerPoint presentation with use of a rubric Comprehension and Vocabulary Test

References: Book George, Jean Craighead. 2005. Harcourt Trophies: Lead the Way-Theme 3. Look To the North: A Wolf Pups Diary. Publications by Harcourt, Inc. 2005 Edition. Websites Boomerwolf University. 2006. Wolves Rock. Retrieved from website: http://www.boomerwolf.com/wolfwrld.htm Kyrene School District. Last Updated 2009, September 22. Literacy Activities and Resources: 4th Grade-Lead the Way, Theme 3- Make Yourself at Home. Retrieved from website: http://www.kyrene.org/reading/4th_grade/theme_3/index.htm