HOOTING LIKE AN OWL: Integrated UnitErica PriscellaRDG 530: Curriculum Constructs-Reading and Language ArtsJuly 16, 2012Dr. Toni Vrdoljak

Introductory InformationUnit Title: HOOTING LIKE AN OWLUnit Focus: OWLUnit Length: Three to four weeksUnit goal: The goal is introduced students to owls and their life cycle. The owl unit will focus on the five main aspects of Reading and Language Arts while incorporating the lessons into different content areas. The goals and objectives for each lesson plan are listed below.Lesson PlansPhonics/ Physical Education Lesson 1. Students will say the beginning sounds of words with 100% accuracy and place them correctly under the right alphabetic letter.2. Students will work on locomotor skills to practice beginning sounds of words.Vocabulary/ Science Lesson1. Students will work together as a cooperative group to discuss, illustrate, and present their vocabulary word to the rest of the class.2. Students will understand the meaning of each of the vocabulary words.3. Students will be able to describe the characteristics of an owl with 100% accuracy.Comprehension/ Social Studies Lesson1. Students will be able to respond to questions based on the story Owl Babies by M. Waddel (1996).2. Students will be able to sequence the story in order from beginning, middle, and end with picture clues with 100% accuracy.3. Students will be able to tell similarities and differences of owls after reading White Owl, Barn Owl by N. Davies (2007). Fluency/ Math Lesson1. Students will be able to count to 20 with 100 % accuracy.2. Students will be able to show physical representations of a number up to 10.3. Students will be able to use concrete objects to illustrate the concepts of addition.4. Students will be able to use strategies to solve a problem with 100% accuracy.Writing/ Art Lesson1. Students will be given the opportunity to practice their cutting skills. 2. Students will be given the opportunity to practice their ripping skills.3. Students will be given the opportunity to draw large shapes to make their owl.4. Students will practice using glue.5. Students will write two sentences about their owl.

Cross-Curricular Chart

Curricular AreaLanguage Arts ActivityCross-Curricular Activity

Phonics and Physical EducationPhonics:Language Arts Standards 1: Reading Process Goal 1.3 Acquire Phonological Awareness Skills K.LA.1.3.6 Identify the initial sounds and final sounds of a spoken word. Goal 1.5 Acquire Decoding Skills Using Syllabication K.LA.1.5.1 Name upper and lower case letters.

Physical Education:Physical Education Standard 1: Skilled MovementGoal 1.1 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. K-2.PE.1.1.1 Achieve mature forms in the basic locomotor skills (e.g., walking, running, skipping, etc.) and vary the manner in which these skills are performed during changing conditions and expectations (e.g., levels, speeds, pathways, relationships, and effort).

Vocabulary and ScienceVocabulary: Language Arts Standard 1: Reading Goal 1.8 Vocabulary and Concept Development K.LA.1.8.3- Use words and concepts necessary for comprehending math, science, social studies, literature, and other Kindergarten content areas. Science:Science Standard 1: Nature of Science Goal 1.7 Understand that interpersonal relationships are important in scientific endeavors.Science Standard 3: Biology Goal 3.1 Understand the Theory of Biological Evolution 1. S.3.1.1- Observe and describe the characteristics of plants and animals.

Fluency and Social StudiesFluency: Language Arts Standard 1: Reading Process Goal 1.7 Acquire Fluency Math:Math Standard 1: Number and Operation Goal 1.1 Understand and use numbers K.M.1.1.4 Select strategies appropriate for solving a problem. K.M.1.1.1 Demonstrate knowledge of our numeration system by counting forward by ones to at least 31. Goal 1.2 Perform computations accurately. K.M.1.2.1 Use concrete objects to illustrate the concepts of addition.

Comprehension and MathComprehension: Language Arts Standard 2: Comprehension Goal 2.2: Acquire Skills to Comprehend Text K.LA.2.2.2 Respond appropriately to questions based on facts in text, heard, or read. K.LA.2.2.3 Identify and sequence information from text into correct order using picture clues. Goal 2.3 Acquire Skills for Comprehending Literary Text K.LA.2.3.2 Orally identifies the characters in the story that is read aloud. K.LA.2.3.4 Sequence and retell a story that is heard or read, into beginning, middle, and end.

Social Studies:

Social Studies Standard 1: History Goal 1.1: Build an understanding of the cultural and social development of the United States K.SS.1.1.3 Describe how individuals have similarities and differences.

K.SS.1.1.3 Vocabulary Words: Similar and Different

Writing and ArtWriting: Language Arts Standard 3: The Writing ProcessGoal 3.1 Acquire Prewriting Skills K.LA.3.1.1 Participate in generating ideas using prewriting strategies (e.g. whole class discussion) K.LA.3.1.2 Draw a picture about a story idea generated through discussion. Goal 3.2 Acquire Skills for Writing a Draft K.LA.3.2.1 Use ideas generated in prewriting to write a class draft. Goal 3.5 Acquire Skills to Publish Writing K.LA.3.5.1 Publish and illustrate draft with assistance. Art:

Humanities-Visual Arts Standard 3: Performance Goal 3.2 Communicate through visual arts, applying artistic concepts, knowledge, and skills. K.VA.3.2.2 Apply artistic concepts, knowledge, and skills to original artwork. Goal 3.3 Communicate through the visual arts with creative expression. K.VA.3.3.1 Experiment with different materials, techniques, and processes in the visual arts

Annotated BibliographyButterworth, C. (1990). Owls. London, England: Heinemann Young Books. The book introduces students to owls and the parts of owls.Davies, N. (2007). White Owl, Barn Owl. Somerville, MA: Candlewick Press.The book is about a young boy helps his grandpa build a box for a barn owl in a tree and they want to see an owl. It describes about owls pellet, body features, and nesting habits. The book uses poetic words and realistic pictures to heighten students interest in Owls.Gibbons, G. (2006). Owls. New York, NY: Holiday House Press.The book is a colorful and factual book about owls in North America. It talks about owl development, communication, and habitats.Hopgood, T. (2009). Wow! Said the Owl. New York, NY: Macmillan.The book is about a little owl that stays awake during the day to explore the wonderful world of color. The book will allow students to explore color.Learning A-Z. (2012). Learning a-z. Retrieved from http://www.learninga-z.com/Learning A-Z is a comprehensive website that includes subtitles such as Reading A-Z, Writing A-Z, and Reading Tutors. These tools are perfect for teaching and tutoring language arts. Books, activities, assessment, and lessons are grouped by grade and reading levels making them a tailored lesson simple yet effective.Response to Intervention (RTI) and Literacy Collaborative. (n.d.). Retrieved from http://www.lcosu.org/documents/PDFs/RtI_in_Literacy_Collaborative_Schools.pdfThe newsletter describes how Response to Intervention encourages early identification and pre-referral intervention. It also requires the interventions be closely monitored with appropriate assessment tools.Waddel, M. (1996). Owl Babies. Somerville, MA: Candlewick, Press.The book is about three owl babies that wake up in the middle of the night to find their mom gone.Phonics/ Physical Education Lesson PlanSubject: Elementary, Language Arts, Physical EducationTopic/Unit: Owls, PhonicsGrade Level: KindergartenStandards:Idaho Content Standards Language Arts Standards 1: Reading Process Goal 1.3 Acquire Phonological Awareness Skills K.LA.1.3.6 Identify the initial sounds and final sounds of a spoken word. Goal 1.5 Acquire Decoding Skills Using Syllabication K.LA.1.5.1 Name upper and lower case letters.Physical Education Standard 1: Skilled MovementGoal 1.1 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.K-2.PE.1.1.1 Achieve mature forms in the basic locomotor skills (e.g., walking, running, skipping, etc.) and vary the manner in which these skills are performed during changing conditions and expectations (e.g., levels, speeds, pathways, relationships, and effort).Objective/Goal:1. Students will say the beginning sounds of words with 100% accuracy and place them correctly under the right alphabetic letter.2. Students will work on locomotor skills to practice beginning sounds of words.Summary: Students will work together while using various locomotor skills to practice beginning sounds of words and the letters of the alphabet.Learning Context: Students will practice beginning sounds of words and letters of the alphabet. Students will use locomotor skills and cooperative skills to work together.Task Analysis:1. Preparation: i. Students must be aware of the safety rules involved in the use of scooters. ii. Students must know that they must work together with a partner on the scooter. iii. Prepare the gym wall with the letters of the alphabet with a hula hoop under each letter. iv. The domes will be scattered throughout the general space in the gym with five to six cards placed under them.2. Teach the lesson i. Students should be reminded of the safety rules when using scooters. If any set of partners bump into walls, other people or get out of control in any way, then both partners will be sent to time out to think about what accidents can occur when you are not safe on the scooters. ii. Students are paired up with a partner that will assist them in accomplishing their goal. The student that is not on the scooter will either walk, run, skip, or gallop alongside the partner as they go to each done. (Another option is to have to partner push or pull the students on the scooter. iii. The game will begin with all students sitting next to a dome with their scooter upside down. iv. On the signal go, students will get on their scooter and the partner will assist them as suggested above. v. Once they arrive at the dome, they look under it. They pick up one picture card and determine the correct beginning sound, hand the card to their partner and move their scooter to the correct letter. vi. The picture card should be placed in the hula hoop under the letter that matches the beginning sound. For example, it the student picks up a picture of a cat, (s) he will ride their scooter over to the letter C and place it in the hula hoop. vii. If a student takes the last card out from underneath a dome, (s) he will turn the dome upside down so that no other student look under that dome. The game continues until all the cards are gone or time is up.3. Variations i. You may want to limit the number of beginning sounds and letters that are used, or have students do other skills such as dribble a ball as they move with their partner to the dome. Students could also run, pick up a card, dribble the basketball five times in a hula hoop, and then place the card under the appropriate letter.4. Adaptations for Students with Disabilities i. Allow students to travel in a different way instead of using a scooter.Materials: 30 domes Hula hoops 150-200 small picture cards One scooter for every two students Alphabet cardsTime Allotment: 45 minutes for 1 sessionAssessment: At the end of the activity, have students collect cards in each of the hula hoops. Go through the cards and make sure that they were placed in the appropriate hula hoop.

Vocabulary/Science Lesson PlanSubject: Elementary, Language Arts, ScienceTopic/Unit: Owls, VocabularyGrade Level: KindergartenStandards:Idaho Content Standards Language Arts Standard 1: Reading Goal 1.8 Vocabulary and Concept DevelopmentK.LA.1.8.3- Use words and concepts necessary for comprehending math, science, social studies, literature, and other Kindergarten content areas. Science Standard 1: Nature of ScienceGoal 1.7 Understand that interpersonal relationships are important in scientific endeavors.Science Standard 3: Biology Goal 3.1 Understand the Theory of Biological Evolution1. S.3.1.1- Observe and describe the characteristics of plants and animals.Objective/Goal: 1. Students will work together as a cooperative group to discuss, illustrate, and present their vocabulary word to the rest of the class.2. Students will understand the meaning of each of the vocabulary words.3. Students will be able to describe the characteristics of an owl with 100% accuracy.Summary: Students will be able to work as a group to discuss, illustrate, and present their vocabulary word to the rest of the class. The students will also be able to describe the physical characteristics of an owl.Learning Context:1. Students know that an owl is a bird.2. Students want to know more about the owl and vocabulary words associated with owls.3. Students will get hands on experience and will learn about the different vocabulary words associated with owls.Task Analysis:1. Preparationa. Print the vocabulary words individually on a sheet of paper.b. Print a diagram of an owl for each student in the classroom.c. Gather materials (listed below).d. Break the students into groups for activity.e. Write the ten vocabulary words on the board.f. Prepare a Promethean board presentation with the definitions of the vocabulary words.2. Begin the lesson a. Introduce the topic of owls to the students. b. Introduce the vocabulary words to the class that are associated with owls. The vocabulary words are written on the board, but also present the Promethean board presentation with the definitions of the vocabulary words. i. Owlet-noun1. Meaning: A young owl ii. Talons-noun1. Meaning: The claws of an animal iii. Prey-noun1. Meaning: An animal taken by a predator as food. iv. Nocturnal-adjective1. Meaning: Active at Night v. Predator-noun1. Meaning: One that preys vi. Roost-noun1. Meaning: A support on which birds rest. vii. Wings-noun1. Meaning: One moveable feathered or membranous paired appendages viii. Beak-noun1. Meaning: Bill of a bird ix. Eyes-noun1. Meaning: A specialized light-sensitive sensory structure of animals. x. Feathers-noun1. Meaning: Outer covering of the body of birdsc. Once the presentation of vocabulary words has been presented. Break the students into their work group.d. Tell the students that they will be working together in a group to discuss, illustrate, and present their vocabulary word to the rest of the class. i. DIFFERINATION OPTION: Students who are having trouble can work with the teacher to explain their word and what it means.e. Students groups work on their vocabulary word.f. Student groups present their vocabulary word to the class.3. Day 2-Diagram of an Owla. Have the students sit at the carpet in a circle.b. Read Owls by Christina Butterworth (1990).c. Explain to students that they will be using some of the new vocabulary words that they learned yesterday to label an Owl. d. Use a brace model map to show the parts of an owl: beak, talons, wings, eyes, feathers. The parts of the owl are on Velcro on the brace model map, so as we talk about part, students will show it on their body. One student will come up and label the Owl.e. When all the parts have been discussed, students will move back to their tables and work on correctly identifying the parts of an Owl on a diagram independently. Materials: Vocabulary sheets Pencils Color pencils Scissors Glue Diagram of an Owl Owls by Christina Butterworth (1990) Brace Model Map with Velcro parts of an Owl Promethean BoardTime Allotment: 45 minutes for 2 daysAssessment: The assessment will include a vocabulary meaning test and an observation of each student throughout the individual tasks. The assessment will help the teacher understand what areas the students need to work on.

Vocabulary and Science ChecklistDirections: Observe the student perform a vocabulary and science tasks focused on the appropriate subcomponent. The student will be rated beginning, developing, or proficient throughout the lesson.

Vocabulary and Science SkillBeginning (1 point)Developing (2 points)Proficient (3 points)

Vocabulary WordsStudent can rarely recognize and say the vocabulary words.Student can sometimes recognize and say vocabulary words.Student can always recognize and say vocabulary words.

Identify meaning of vocabulary words.Student can rarely identify the meaning of the vocabulary words.Student can sometimes identify the meaning of the vocabulary wordsStudent always identifies the meaning of the vocabulary words.

Illustrate the vocabulary wordStudent cannot illustrate the vocabulary word.Student can draw a picture of the vocabulary word.Student can illustrate and draw picture of the vocabulary word.

PresentationStudent will not present the vocabulary word.Student presented the vocabulary word, but had the wrong meaning.Student was able to present the correct meaning of the vocabulary word.

Diagram of OwlStudent could identify one part correctly on the diagram of owl.Student could identify three parts correctly on the diagram of owl.Student could identify all five parts correctly on the diagram of owl.

Scoring: Proficient- 11 points through 15 points Developing- 6 points through 10 points Beginning- 1 point through 5 points

Fluency/Math Lesson PlanSubject: Elementary, Language Arts, MathTopic/Unit: Owls, FluencyGrade Level: KindergartenStandards: Idaho Content Standards Language Arts Standard 1: Reading Process Goal 1.7 Acquire Fluency Math Standard 1: Number and Operation Goal 1.1 Understand and use numbers K.M.1.1.4 Select strategies appropriate for solving a problem.K.M.1.1.1 Demonstrate knowledge of our numeration system by counting forward by ones to at least 31. Goal 1.2 Perform computations accurately. K.M.1.2.1 Use concrete objects to illustrate the concepts of addition.Objective/Goal:1. Students will be able to count to 20 with 100 % accuracy.2. Students will be able to show physical representations of a number up to 10.3. Students will be able to use concrete objects to illustrate the concepts of addition.4. Students will be able to use strategies to solve a problem with 100% accuracy.Summary: Students will be able to count forward by ones to twenty. The students will also be able to show physical representations of a number with the concept of addition up to 10. Students will also be able to use strategies to solve a word problem. Learning Context:o Fluency: Students will be able to read the story problems.o Math: Students will use physical representation of numbers with the concept of addition up to ten and students will be able to use different strategies to solve a story problem.

Task Analysis:1. Preparation:a. Make sure there are enough supplies near the calendar concept board to do calendar time.b. Print owl mats and owls out for Math concept of addition for each student.c. Print the Math story problem for each student.d. Pick a student of the day.e. Teaching the Lesson:2. Calendar Timea. Have the students come to the carpet for calendar time. a. Introduce the student of the day.1. Monthly Calendara. Have the student of the day, write the days number on the calendar piece and add it to the calendar.b. Count the days of the month.c. Read the monthly pattern (abb). Read the pattern by color or by shape.2. Tally Marksa. Add a tally mark to the monthly tally mark sheet. (Every 5th day, circle the group of five tallies marks and writes a number 5 underneath them.)b. Count the months tally marks.3. Code Datea. Have the student erase yesterdays code date.b. Have the student write todays code date.c. Have the students read the code date, Todays code date is_____dash______dash______.4. Money Sheeta. Have the student add a penny to the money sheet.b. Have the students count the money on the sheet.5. Tooth/Birthdaya. When someone has a birthday or loses a tooth, place a tooth or cupcake on the graph. Then sing the tooth song or birthday song.6. Place Valuea. Have the student of the day add a Base 10 block to the ones pocket. (Every 10th day, bundle the Base 10 ones blocks and replace it with a ten long block to the ten's pocket.)b. Start with the Base 10 ten long blocks first, and then count the number of Base 10 one blocks.7. Yesterday, Today, and Tomorrowa. Have the student of the day add a number card for the day.b. Move the yesterday, today, and tomorrow cards over one spot.c. Have the students read, Yesterday was______, Today is_______, d. Tomorrow will be________.3. OWL MATH a. Give each student a strip of 5 owls, a work mat, and a recording sheet. b. Tell the students they are going to see how many ways they can make five by placing a different number in the tree and on the barn each time.a. Differentiation option: Some students can do addition to 10 with two strips of 5 owls. Others can work with the teacher to understand the concept of addition. c. When students have finished with their ways to make 5, then they are to do they story problems. Materials: Calendar time materials (Base 10 blocks, yesterday/today/tomorrow cards, tooth/cupcake stickers, pennies, calendar piece, and dry erase marker). Pencils Crayons Scissors Handouts for story problems Work Mat Owl StripsTime Allotment: 60 minutesAssessment: The assessment will include a checklist for each student throughout the individual tasks. The assessment will allow the teacher to know what each student needs to work on.Fluency and Math ChecklistDirections: Observe the student perform math fluency tasks focused on the appropriate subcomponent. The student will be rated beginning, developing, or proficient throughout the lesson.

Math FluencyBeginning (1 point)Developing (2 points)Proficient (3 points)

Calendar TimeStudent cannot recognize how many tally marks are on the monthly sheet.Student can sometimes recognize how many tally marks are on the monthly sheet.Student can always recognize how many tally marks are on the monthly sheet.

Ways to make 5 Student can identify two ways to make 5 on their recording sheet.Student can identify four ways to make 5 on their recording sheet.Student can identify six ways to make 5 on their recording sheet.

Story ProblemStudent cannot solve a story problem.Student shows work to try to solve the problem.Student can solve and show work to solve the problem.

Scoring: Proficient- 7 points through 9 points Developing- 4 points through 6 points Beginning- 1 point through 3 points

Comprehension/Social Studies Lesson PlanSubject: Elementary, Language Arts, Social StudiesTopic/Unit: Owls, ComprehensionGrade Level: KindergartenStandards:Idaho Content Standards Language Arts Standard 2: Comprehension Goal 2.2: Acquire Skills to Comprehend TextK.LA.2.2.2 Respond appropriately to questions based on facts in text, heard, or read.K.LA.2.2.3 Identify and sequence information from text into correct order using picture clues. Goal 2.3 Acquire Skills for Comprehending Literary Text K.LA.2.3.2 Orally identifies the characters in the story that is read aloud. K.LA.2.3.4 Sequence and retell a story that is heard or read, into beginning, middle, and end. Social Studies Standard 1: HistoryGoal 1.1: Build an understanding of the cultural and social development of the United StatesK.SS.1.1.3 Describe how individuals have similarities and differences. K.SS.1.1.3 Vocabulary Words: Similar and Different Objective/Goal: 1. Students will be able to respond to questions based on the story Owl Babies by M. Waddel (1996).2. Students will be able to sequence the story in order from beginning, middle, and end with picture clues with 100% accuracy.3. Students will be able to tell similarities and differences of owls after reading White Owl, Barn Owl by N.Davies (2007). Summary: Students will be able to tell the similarities and differences of owl, respond to questions based on the story Owl Babies by M. Waddel (1996). Students will also be able to sequence the story in order from the beginning to the end using picture clues.Learning Context: Students will be able to sequence the events in the story using picture clues and answer questions based on Owl Babies by M. Waddel (1996). Students will be able to tell the similarities and differences in owls.Task Analysis:1. Preparation i. Write the following events on a separate sentence strip.1. The owl babies find their mother gone.2. The owl babies wait for their mother.3. The owl babies move together onto Sarahs branch.4. The mother owl returns to the tree. ii. Prepare the sequencing of events with picture clues for each individual student. iii. Prepare questions to ask about Owl Babies by M. Waddel (1996) iv. Prepare a similarities and differences graphic organizers with Snowy Owls and Barn Owls from the story White Owl, Barn Owl by N. Davies (2007).2. Teaching the Lesson i. Introduce the book Owl Babies by M. Waddel (1996) to the class and ask them what they think the story is going to be about. After letting a few students predict, read the title, the author, and the illustrator of the story. (Remember to point to each of them as you are reading them.) ii. Take a picture walk through the story.1. Turn to the first page and say, I can see three smaller owls and big one. The smaller ones must be three owl babies or owlets, and the big one must be their mother.2. Then flipping to the next page and say, It looks like the babies are alone. I wonder where the mother went. Ask the students where they think the mother went and discuss their ideas.3. Continue to take the picture walk throughout the story commenting ever few pages. When you are finished tell the students, Lets read to find out about the owl babies and their mother. I wonder if our predictions will be right. iii. Begin to read the story stopping to do a think aloud every few pages. This will allow the students to peek into your thoughts and learn what you are thinking when you read a story. You might say, The mother owl has been gone a long time. I bet her babies or owlets are getting worried. After reading the story, talk about what happened in the story and whether any of the predictions were right. iv. After you finish reading the story, show the students four sentences strips with the events written on them.1. Read over the events and then put them into a pocket chart out of order. Read then again and ask the students in the class if they remember how the story went. 2. Explain that even though those things happened in the story, it changes the story if you mix up the sequence. Have the students help you put into order again and reread them.3. Reread the story to see if we put events back in the right order. v. Write the sentence I want my mommy! on a sentence strip.1. Read it with the class and then cut the words apart. Choose four students to come up to the front of the class.2. Give each one a word from the sentence. Have them read their word and stand in order.3. Begin to read the book again. When you get to the part on the second page when Bill says, I want my mommy! the first time. Stop and have the students be the words-holding their word cards and reading the phrase. Choose four more students and repeat the procedure each time that you come to the phrase. vi. Day 2: Read a non-fiction book about owls called White Owl, Barn Owl by N. Davies (2007).1. After reading the White Owl, Barn Owl by N. Davies (2007), explain to the students that we will be doing a Venn diagram of the similarities and differences of the White Owl and the Barn Owl.3. Extension activitiesa. Talk about where owls live. Read the part in Owl Babies by M. Waddel (1996) that describes the owls home. b. Give the student a brown piece of construction paper with a black circle on it for a hole in the tree. c. Provide students with twigs, leaves, and feathers and have them glue it onto the bottom of their hole in the tree. d. Give the students a picture of an owl to color, cut out, and glue in the owl home that they made.e. Give each student a picture with three baby owls on it. Have the students color, and cut out the owls and glue them into the tree too.

Materials: Brown Construction Paper with a Black hole on it. Twigs, leaves, and feathers Paper Owl and Paper Owl babies Pencils Scissors Venn Diagram of Similarities and Differences of the White Owl and Barn Owl. Sentence Strips Word card Picture sequencing worksheet for Owl Babies, by M. Waddel (1996). Owl Babies by M. Waddel (1996) White Owl, Barn Owl by N. Davies (2007). Pocket ChartTime Allotment: 60 minutes for two sessionsAssessment: Giving students a strip of paper with the words I want my mommy! written on it. Each student will have to cut them out, mix them up, and put the sentences back together. Then have them glue the sentences back into order on another piece of paper and color a picture of the three owls. Give the students a picture sequencing worksheet and see if they can put the events in order. Students will do the similarities and differences of the White Owl and Barn Owl.Writing/Art Lesson PlanSubject: Elementary, Language Arts, ArtTopic/Unit: Owls, WritingGrade Level: KindergartenStandards:Idaho Content Standards Language Arts Standard 3: The Writing Process Goal 3.1 Acquire Prewriting SkillsK.LA.3.1.1 Participate in generating ideas using prewriting strategies (e.g. whole class discussion)K.LA.3.1.2 Draw a picture about a story idea generated through discussion. Goal 3.2 Acquire Skills for Writing a Draft K.LA.3.2.1 Use ideas generated in prewriting to write a class draft. Goal 3.5 Acquire Skills to Publish Writing K.LA.3.5.1 Publish and illustrate draft with assistance. Humanities-Visual Arts Standard 3: PerformanceGoal 3.2 Communicate through visual arts, applying artistic concepts, knowledge, and skills.K.VA.3.2.2 Apply artistic concepts, knowledge, and skills to original artwork. Goal 3.3 Communicate through the visual arts with creative expression.K.VA.3.3.1 Experiment with different materials, techniques, and processes in the visual artsObjective/Goal:1. Students will be given the opportunity to practice their cutting skills. 2. Students will be given the opportunity to practice their ripping skills.3. Students will be given the opportunity to draw large shapes to make their owl.4. Students will practice using glue.5. Students will write two sentences about their owl.Summary: Students will be given the opportunity to practice their motor skills with the art project on owls, and then they will write two sentences about the owl they created.Learning Context: Students will write two sentences about the owl they created. Students will create an owl collage. Students will learn the vocabulary word: Collage and be reintroduced to nocturnal.Task Analysis:1. Preparation: i. Have a vocabulary word card with Collage written on it. ii. Have a vocabulary word card with Nocturnal written on it. iii. Have a copy of the book Wow! Said the Owl by Tim Hopgood (2009) iv. Prepare the materials for the Art lesson (see in materials) v. Prepare the paper for the writing lesson (the next day)2. Teach the lesson i. Have the students come to the carpet. ii. Discuss with the students, what type of animal an owl is. iii. Tell the students that you are going to read a story about a little owl and some colors. iv. Read the story, Wow! Said the Owl by Tim Hopgood (2009)1. After the story is read, discuss with the students the world of color and what colors did the little owl see and where did he see it. v. Introduce the word collage to the students.1. Collage-nouna. Meaning: an artistic composition of materials and objects pasted over a surface, often with unifying lines and color. vi. Re-introduce the word nocturnal to students.1. Nocturnal-adjectivea. Meaning-active at night vii. While the students are still seated at the carpet, let them know that they are going to create an owl collage. viii. Have the students move back to their seats. 1. Hand out 1 piece of black construction paper to each student.a. On the black piece of paper, have students use their pencil to draw large shapes of their owl for an outline of the body.2. Tell students that they are to pick two different colors from the colored construction paper.a. Have students tear up their two colors of construction paper.b. Have students glue their torn construction paper onto their outline of their owl.3. When the bodies are filled, we will add a branch, eyes, and feet, and beak to our collage.3. Day 2- Writing i. When the collages are done drying, students will write two sentences about their owl. ii. Draft a list of words with the class that will be helpful for them to use with their sentences. iii. Give students writing paper to write their two sentences with.1. **Differentiation option: Some students who need more help can have teacher directed help and other students who can write more than two sentences. iv. Share the Owls and the writing in the classroom or outside the classroom for others to see. Materials: 12 x 18 black construction paper Assorted colored construction paper Pencils Scissors Glue Writing paper WOW! Said the Owl by Tim Hopgood (2009) Vocabulary Cards with Nocturnal and Collage on it for Pocket ChartTime Allotment: 60 minutes for session 1 and 30 minutes for session 2Assessment: Students will be assessed on their writing of their owl. A writing rubric will be used.

Name: ________________________________________________________________________Kindergarten Writing RubricSix Traits of Writing with emphasis on Ideas and ConventionsPre-Emergent WritingEmergent WritingDeveloping WritingNearly Conventional Writing

Ideas Uses the picture in connection with scribble writing or uses a picture to convey their message.

Students interpretation needed to understand text or picture.

Uses a picture with letters or words to convey their message.

Copies familiar words

Can read back some of the words they have written while touching them. Write familiar words, phrases, or a single sentence on one topic.

The picture and text match.

Can read back most of their own writing while touching the words. Writes multiple sentences on one topic.

Adds details to expand text or pictures.

Can read back all of their own writing while touching the words.

Conventions Represents writing with pictures, scribbles, or letter strings. Uses random directionality.

Spells few words correctly, but a representation of a word is present.

Rarely leaves spaces between their words.

Uses random punctuation.

Writes left to right

Spells some high frequency words correctly.

Uses phonetic spelling to represent some sounds in words.

Leaves spaces between most words.

Uses random capitals and periods. Writes top to bottom, left to right.

Consonants and vowels are present in all syllables of written words.

Uses correct spacing

Uses some capitals at the beginning of a word and some periods.

BibliographyBrown, A. (2012). Owl Collage. Retrieved from http://mrsbrownart.com/kindergarten.htmButterworth, C. (1990). Owls. London, England: Heinemann Young Books.Davies, N. (2007). White Owl, Barn Owl. Somerville, MA: Candlewick Press.Gibbons, G. (2006). Owls. New York, NY: Holiday House Press.Hopgood, T. (2009). Wow! Said the Owl. New York, NY: Macmillan.Learning A-Z. (2012). Learning a-z. Retrieved from http://www.learninga-z.com/Response to Intervention (RTI) and Literacy Collaborative. (n.d.). Retrieved from http://www.lcosu.org/documents/PDFs/RtI_in_Literacy_Collaborative_SchoolsWaddel, M. (1996). Owl Babies. Somerville, MA: Candlewick, Press.