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Final Assignment Thematic Unit RAINFOREST THEME GROUP ONE

Julianna M. Werlang Student ID#1075129 University of St. Thomas BIEDL-5338 Project #5 & Activity #6. Final Assignment Thematic Unit RAINFOREST THEME GROUP ONE. Lesson 1 Activities. Adverb Creation with Suffixes and Sloths. Morning Message. Dear Students,

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Final Assignment Thematic Unit RAINFOREST THEME GROUP ONE

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  1. Julianna M. WerlangStudent ID#1075129University of St. ThomasBIEDL-5338Project #5 & Activity #6 Final AssignmentThematic Unit RAINFOREST THEME GROUP ONE

  2. Lesson 1 Activities Adverb Creation with Suffixes and Sloths

  3. Morning Message Dear Students, Today in Ms. Werlang’s class, we are going to happily and nicely learn about the rainforest. Wow! In the rainforest, there are sloths that move slowly, snakes that move quickly, and jaguars that walk softly. What is your favorite jungle animal and how do they move? Can you find all of the words that end with “LY” in this paragraph? Sincerely, Ms. Werlang Morning Message is based on the school platform and culture for morning entry into the classroom. If students enter as a whole group then the message can be spelled out whole group phonetically and then later corrected through student editors. If the morning school culture includes breakfast in the classroom and emphasis on individual Do-Nows and Warm Ups then the students can copy a poorly written version of the Morning Message into their journals, correct the errors and then as an extension identify the adverbs, draw their favorite jungle animal and describe said animal with adverbs.

  4. Read Aloud: “’Slowly, Slowly,’ said the Sloth” by Eric Carle • Use modeling techniques for Think Alouds as well as ask Read Aloud questions of the story to further student thinking as well as identify adverbs (and their use) within the text to promote language in the classroom.

  5. Bridging Three-way Adverb Chart

  6. Adverb Literacy Activity

  7. Adverb Literacy Activity Continued…

  8. Frayer Model • Students will select an adverb from previous lesson activities and complete a Frayer Model to further explore the use and formation of adverbs.

  9. Lesson 2 Activities Sequence of Events and Food Chains

  10. Double Bubble Web Organizer Students can recall prior knowledge of the terms ‘food chain’ (blue center) and ‘sequence’ (red center) in whole group Double Bubble Web Organizer predictor. This allows students to see similarities and differences like a Venn Diagram, while allowing them to keep certain characteristics of each term uniquely separate.

  11. Shared Reading: “There was an Old Monkey Who Swallowed a Frog” by Jennifer Ward • Use modeling techniques for developing fluency with whole group shared reading of “Old Monkey”. Explore food chain and sequence of events in Shared Reading of the Elmo projection/Big Book Reading.

  12. Student Exploration: Leveled Readers and Online Sheppard Software Game • http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm • The use of leveled readers and the online program, allows children to explore by themselves food chains and their processes. This allows for personal association and deeper connection to the content.

  13. GLAD Poem: “There was an Old Lady” Fill-in-the-blank There was a _____ who swallowed a _____. It _____ and ______ inside of her. She swallowed the ____ to _____ the _____. • Following the pattern of the nursery rhyme “There was an Old Lady who Swallowed a Fly” create a true rainforest food chain. • (1) Note that food chains start small with herbivores and get larger with carnivores, therefore the main character should be a large carnivore and the first food should be a small producer or herbivore • (2) Have students create a list of animals they have so far learned about throughout the Thematic Unit • (3) Place the animals in logical size and food chain order to follow the sequence of events

  14. Sequence of Events Organizer • Students can self-assess new knowledge in individual self-created Sequence of Events Organizer of a food chain to place in their reading journals. Students can also make personal connections, such as “I caught a fish with a worm and then I ate it,” alluding to a three tier food chain.

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