Integrated Lesson Plan Reading / Writing / Social Studies

Prepared by: Kathy Tucker and Tina Bowersox

SOL’s covered:

Reading and Writing: 2.2a, b, c; 2.8a, b, c, d, g; 2.11a, c; 2.12a, c, d, f

Social Studies: 2.1 and 2.4a,b

KUD’s What will students Know, Understand, and Do?

Students will know:

that kites are one of the contributions we have from ancient China. key vocabulary from the book, The Story of Kites.

Students will understand that our lives today have been impacted by many earlier civilizations, including ancient China.

Students will:

compare and contrast make predictions draw and write main idea summarize develop vocabulary write a descriptive paragraph (simple explanation) make good word choice in their writing write complete sentences use correct punctuation work collaboratively work independently

Instructional Strategies Used:

identifying similarities and differences nonlinguistic representation cooperative learning front loading vocabulary scaffolding

Reading Part 1

Use key words from the mentor text to introduce today’s topic. Spend time talking about each of the vocabulary words as a group. Point out the pictures to associate with each of the words. Students each receive a word card. Students travel around the room to read as many different words as possible. They “teach” each student the name and meaning of their vocabulary word. After 2 or 3 minutes, have students return to their seats. Students can then get into groups to predict what the story will be about based on the key words. Read the mentor text, The Story of Kites by Ying Chang Compestine and spend time discussing what they know about the origin of kites. Have students reflect on the predictions they made about the story compared to what the story is actually about.

Reading Part 2

Reread the story and complete the Listen-Sketch-Write Activity. Read the story in three sections; pages 1-10, pages 11-18, and pages 19-28. After reading each section, ask students to sketch what the story was about. After sketching, students will write a sentence of what was most important. After completing the three sections and finishing the book, students will travel around the room to share what they have written with a partner. Students then return to their seats and write a two to three sentence summary of the story.

Writing Part 1

As a group, discuss the way the author kept our attention. Skim through the book to find examples of good word choice. Page 19 has good examples; launched, released, tossed, danced, flapped, etc. Turn to the pages of the story that show the many different kites. Ask students what words they would use to describe these kites. List the words on the board or chart paper. On the attached graphic organizer, have students think of exciting words that they would want to describe a kite that they would design. After most boxes are filled, have students travel around the room to share their ideas with others and to get new ideas from their classmates. When they return to their seats, encourage them to add to their list.

ART Have students design their own kite based on the story and their descriptive words. An optional pattern is attached. Display art without revealing the artists’ names.

Writing Part 2

With kites are completed and displayed, refer students back to their list of descriptive words. Students will now write a descriptive paragraph about their kite, focusing on using exciting words. When complete, students can share their descriptions and classmates can determine which displayed kite belongs to each student. Another option is to display the kites and descriptive paragraphs in a hallway or common area. Other students can then read and attempt to match the two pieces.

Social Studies

To review contributions and characteristics of Egypt and China, students can compare and contrast items associated with each. See the attached Smart Board lesson. The attached concentration game could be played in small groups. Concept Maps could be created to compare the two civilizations.

Assessment The Listen – Sketch – Write work sample can be used to assess main idea, summarizing, and oral comprehension. Students writing can be assessed based on the county rubric.Anecdotal notes can be taken on student understanding of vocabulary words and contributions and characteristics of Egypt and China.

Extension There is a wonderful lesson plan on Jan Brett’s, Daisy Comes Home on www.writingfix.com. The story takes place in China. The writing lesson incorporates idea development and organization.Reading other fiction or nonfiction stories about China.

Harvest Whistle Chopsticks

Bamboo Feathers Villagers

Wings Phoenix Released

Tail

Flapped

Flute

Surprised

Wind

Factory

RiceBirds

Dragons

Descriptive ParagraphHow would you describe the kites on the last page of The Story of Kites? What exciting words would you use? How would you want someone to describe a kite that you designed? What words would you want them to use? Remember to think of exciting words.

Now look at your IMPRESSIVE kite and write a paragraph to describe your kite. Use your exciting words from the boxes above.

My __________ kite is _________________________. It__________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Egypt versus China ConcentrationDirections:

2-6 players may play at a time.

All cards are placed face down in the middle of the playing area.

One at a time, students take turns uncovering two cards.

The goal is to uncover two cards that match.

If two unlike cards are uncovered, the student must put them back on the playing area, and their turn is over.

If two matching cards are uncovered, the student must name which country the item is associated with. If they know the correct country, they get to keep the cards. If not, they must return the cards to the playing area. If there is uncertainty about which country the item is associated with, the player to the right can check this page for clarity.

China EgyptGreat wall

KiteSilk

CompassBronze

FireworksSeasonsForests

CharactersAsia

CalendarPyramids

PaperClocks

HeirglyphicsMummies

Hot and dryDesert

Nile RiverAfrica

365 Day Calendar Pyramids

Paper w/ papyrus Clock

Hieroglyphics Mummies

Deserts Hot and Dry

365 Day Calendar Pyramids

Paper w/ papyrus Clock

Hieroglyphics Mummies

Deserts Hot and Dry

Nile River Africa

Nile River Africa

Great Wall Kite

Silk Cloth Compass

Bronze Fireworks

Great Wall Kite

Silk Cloth Compass

Bronze Fireworks

SeasonsForests, Hills, Mountains,and Deserts

SeasonsForests, Hills, Mountains,and Deserts

Characters Characters

Asia Asia