Language+Arts

__﻿**Lesson 1** __ __Objectives __: 1. Students will create a K-W-L chart as a class ([]). 2. Students will define key vocabulary words from the story. 3. Students will read __Fossils Tell of Long Ago__ by Aliki. 4. Students will sequence how fossils are formed. 5. Students will write a paragraph to explain how something happens or has happened. __Materials__: chart paper, book __Fossils Tell of Long Ago__, graphic organizer for sequencing, vocabulary template, journals, thesauruses __Procedure __: Students will acivate prior knowledge about fossils. This will be recorded on the K-W-L chart. Students will decide what they want to learn about fossils. This will be recorded on the K-W-L chart. Then vocabulary words for the story will be introduced (amber, fossil, extinct, peat, mammoth). Students will read the story in their reading groups. Students will find the words in the story. As they read the story students will use context clues to figure out meaning. Then students will complete their vocabulary template for each word ([]). Students may use a thesaurus to help them complete their vocabulary work. Students will work in cooperative learning groups to complete the graphic organizer for sequencing how fossils are formed. Individually, students will write in their journals about how something happens or has happened.
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__Objectives __: 1. Students will review the K-W-L chart from yesterday to determine knowledge gained from the content. 2. Students will read the story __The Dinosaur Who Lived in My Backyard__ by B.G. Hennessy. 3. Students will find compound words in the story. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">4. Students will create compound words of their own. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">__Materials__: K-W-L chart, book __The Dinosaur Who Lived in My Backyard__, journals, compound word graphic <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">([]) __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Procedure __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">: Students will review the K-W-L chart from yesterday and record what they've learned. Students will read __The Dinosaur Who Lived in My Backyard__ in pairs sitting back to back (buddy reading). Students will take turns reading and assisting each other with unfamiliar words until they can read the text perfectly. Students will work in groups to find compound words in the story. Students will make a list of compound words in the story in their journals. Students will create compound words of their own using a compound word graphic organizer. Journal Writing: Students will write about what it would be like to have a dinosaur living in their backyard.
 * __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Lesson 2 __**

__<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Objectives __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">: 1. Students will predict how dinosaurs became extinct. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">2. Students will examine theories of how the dinosaurs disappeared. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">3. Students will read __Why Did the Dinosaurs Disappear__ by Karen Sapp. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">4. Students will write a paragraph to explain how they think the dinosaurs disappeared. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">5. Students will create a list of synonyms. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">6. Students will select the correct synonym for each vocabular word. __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Materials __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">: dinosaur cut outs, concept/question board, story __Why Did the Dinosaurs Disappear__, paper, pencils, writing journals, synonym worksheet ([]) __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Procedure __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">: Students will use the concept/question bulletin board to post their predictions and questions. Students will use dinosaur cut outs to write their predictions and questions on. As they read, they will prove or disprove predictions and answer questions on the concept/question board. Show the book and read the title. Do a picture preview then have students make their predictions. Explain to students that they will be learning theories about how dinosaurs became extinct. Students will take turns reading aloud while the teacher gives students prompts and stops occasionally to discuss what is going on in the text. Explain to students that synonyms are words that have the same or similar definitions Ex. brilliant-clever, happy-cheerful, garbage-trash, automobile-car, street-road, etc. Have students create a list of synonyms in their cooperative learning groups. Introduce vocabulary words. Discuss what each vocabulary word means. Have students find each vocabulary word in the story and read the sentence the word(s) is used in then have students complete the synonym worksheet that has students select the correct synonym for each vocabulary word from the story. Vocabulary words: Climate, protection, moisture, erupt, discovery, and starve. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Journal writing: Students will explain why they think dinosaurs disappeared.
 * __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Lesson 3 __**

__<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Objectives __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">: 1. Students will analyze how physical characteristics of dinosaurs can be studied through fossils. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">2. Students will read the book __Let's Go Dinosaur Tracking__ by Susan Obuchi. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">2. Students will summarize how paleontologist track dinosaurs. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">3. Students will examine fossils. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">4. Students will identify the five parts of letter writing. <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">5. Students will compose a thank you letter. __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Materials __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">: book __Let's Go Dinosaur Tracking__, journals, magnifying glasses, letter template, pencils <span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">*Have a paleontologist from the local university come out to do a presentation for the class. Ask them to bring fossils (I have actually done this before). __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Procedure __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">: Activate prior knowledge by asking students: What are dinosaur tracks? Where might you see them? How did they get there? Are dinosaur tracks fossils? Shared Reading: The teacher reads part of the story, and the students read part of the story. Discuss how paleontologists search for fossils. After reading the story, explain to students that today we have a special guest who has brought fossils for the class to examine. Introduce the paleontologist, have them give their presentation. Then students will use magnifying glasses to examine the fossils. Journal Writing: Why do you think scientists and other people might be interested in studying dinosaur tracks? After journal writing, choose a few students to share their responses. Ask the paleontologist to share why they are interested in studying fossils and dinosaurs. Writing Activity: Show students the slide show from the website []. Discuss the five parts of a letter with students (heading, salutation, body, closing, signature). Have students work in cooperative learning groups to edit friendly letters. You can print friendly letters off of the website []. When groups have completed this, review the five parts of a letter with students and have them individually write thank you letters to the paleontologist who visited the classroom. Letter writing template [] __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">Objectives __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">: 1. Students will brainstorm what would happen if dinosaurs really came back. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">2. Students will listen to the story __If the Dinosaurs Came Back__ by Bernard Most. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">3. Students will participate in a discussion about what would happen if the dinosaurs came back. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">4. Students will create a page for a class book. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">5. Students will act out the book __Whatever Happened to the Dinosaurs__ by Bernard Most. <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">__Materials__: Chart paper, concept map template, book __If the Dinosaurs Came Back__, writing paper with the prompt If the dinosaurs came back, ____., pencils, markers crayons <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">__Procedure__: Activate prior knowledge. Ask students: What are some of the things you know about dinosaurs? Record student answers on chart paper. Ask students: What do you think the dinosaurs were like when they were here? What do you think would happen if dinosaurs came back? Read aloud and discuss the story __If the Dinosaurs Came Back__. After reading the story, explain to students that they are going to brainstorm a list of ideas of what might happen if the dinosaurs really came back and were a part of everyday life. Individually students, will brainstorm and complete a concept map of their ideas. Concept map template website: <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">[] <span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">When completed, students will share their ideas in cooperative learning groups. After students are finished sharing, explain to them that they will be writing and illustrating their own story for a class book about what they think would happen if dinosaurs came back. Give each student a piece of writing paper with the prompt If the dinosaurs came back, ____. When students are finished, collect all the pages to put together in a class book that students can look at and share with others. Choral Reading: As a class, read aloud __Whatever Happened to the Dinosaurs__. Explain to students that we will be having Readers Theater. Ask volunteers to act out the book as they read it aloud. After the readers theater performance, have a discussion with students comparing the explanations provided in the book to more realistic explanations about what happened to the dinosaurs.
 * __<span style="color: #800080; font-family: Georgia,serif; font-size: 140%; overflow: hidden;">Lesson 4 __**
 * __<span style="color: #800080; font-family: Georgia,serif; font-size: 150%;">Lesson 5 __**