Learned Behavior vs Inherited Traits
Information Sheet for Elementary Informational/Explanatory Module
Module Title
Learned Behavior vs Inherited Traits
Module
description
(overview):
“In prior grades students learned about variations in inherited characteristics. In grades 4-5 students learn
that some differences in inherited characteristics may help plants and animals survive and reproduce.
Sexual reproduction results in offspring that are never identical to either of their parents and therefore
contributes to a species' ability to adapt to changing conditions. Heredity is a key feature of living plants
and animals that enables changes in characteristics to be passed on and for species to change over time.
Fossils provide evidence of what ancient extinct plants and animals looked like.” OSPI 4-5 science
standards.
Fourth grade students learn about the behavioral and structural adaptations of plants and animals, the
components of an ecosystem, and how organisms adapt to survive in their specific ecosystems. The more
difficult concept is of heredity and how organisms change/adapt over time in order to thrive in an ecosystem and
if that does not happen there are consequences. In this module, students will read articles, books, and use other
multimedia to explore what adaptations animals have that allow them to thrive in their ecosystems.
Science Standards:
4-5 LS3A In any ecosystem, some populations of organisms thrive and grow, some decline, and others do not survive at all.
4-5 LS3B Plants and animals inherit many characteristics from their parents. Some inherited characteristics allow organisms to
better survive and reproduce in a given ecosystem
In addition to addressing these key science standards, this module is intentionally designed to teach
R.I. 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened
and why, based on specific information in the text.
R.I. 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Template task
(include number,
type, level):
Teaching task:
Elementary Task 6 Template: [Insert optional question] After reading _____ (literary or informational text/s), write
a/n_____ (product) in which you describe_______(content). Give ________(an, several, or #) example/s from
____(text/s) to support your discussion. (Informational or Explanatory/Describe)
Why are inherited traits and learned behaviors important to an animal’s survival in their environment?
After reading several articles, both online and text, and watching multimedia presentations, write a Google
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presentation in which you describe why specific inherited traits and learned behavior are important to a certain
animal’s survival. Give at least three examples from several texts to support your discussion. (Informative or
Explanatory/Describe)
Grade(s)/Level:
4th Grade
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
ELA, Science
Author(s):
Shannon Francisco-Papcun
Contact
Information:
Shannon_francisco-papcun@sumnersd.org
Section 1: What Task?
TEACHING TASK
Background
You have learned what behavioral and structural adaptations in plants and animals are, the parts of an ecosystem, and food
to share with webs. Our next concept is to learn about inherited traits and learned behaviors and that organism’s inherited traits change
students:
and/or their learned behaviors adapt over time in order to thrive in an ecosystem and if changes are not made there are
consequences. In this module, you will read articles, texts, and use other multimedia to explore what adaptations animals have
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that allow them to thrive in their ecosystem.
Teaching
task:
Why are inherited traits and learned behaviors important to an animal’s survival in their environment? After reading
several articles, both online and text, and watching multimedia presentations, write a Google presentation in which you
describe why specific inherited traits and learned behavior are important to a certain animal’s survival. Give at least three
examples from several texts to support your discussion. (Informative or Explanatory/Describe)
Reading
text(s):
From Harcourt Curriculum:Mimicry and Camouflage by Mary King Hoff and various activities
PowerPoint: Inherited and Learned Trait. (will be in appendix)
You Tube:How Do They Know That? Innate and Learned http://www.youtube.com/watch?v=dj08D-tllHs
Science Probes: Adaptation and Habitat Change
Rice University Professional Development in Science: Inherited Traits vs Learned Behavior Cards, online Game
http://rescu.rice.edu/scope/78/teacher_background
http://www.sbusd.org/cms/lib/CA01000811/Centricity/Domain/42/Supplemetal_ResourceTeaching_Text_Structure.pdf
additional lessons for text structure
Extension
(optional):
http://www.uwyo.edu/smtc/_files/docs/projects/qr%20stem/performance%20tasks/general%20%20%20other%20examples/ubdanimalbehavior.pdf
Nature Works: Structural and Behavioral Adaptations: http://www.nhptv.org/natureworks/nwep1.htm
Online cartoon about plant adaptations:
http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-adaptations.htm
Learning A-Z Science: text Adaptations
Many reasons organisms adapt: http://www.bbc.co.uk/nature/adaptations
http://www.ereadingworksheets.com/text-structure/text-structure-activities/text-structure-lesson/
http://www.hoodriver.k12.or.us/cms/lib06/OR01000849/Centricity/Domain/873/LA_res_TxtStruc_ORS_Module%20copy.pdf
http://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/text%20structure%20from%20signal%20words.pdf
http://www.sbusd.org/cms/lib/CA01000811/Centricity/Domain/42/Supplemetal_ResourceTeaching_Text_Structure.pdf
http://www.scholastic.com/teachers/sites/default/files/asset/file/reading_bestpractices_nonfiction_nonfictiontools_1.pdf
http://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/text%20structure%20from%20signal%20words.pdf
http://learnzillion.com/lessons/1090-write-an-introduction-for-an-informational-text (writing an opening paragraph)
http://learnzillion.com/lessons/1091-draft-informational-researchbased-writing (writing sentences from bullets for body)
http://learnzillion.com/lessons/1093-write-a-conclusion-for-an-informational-text (conclusion)
Science Inquiry: Science Learning A-Z “Bird Beak Adaptations” experiment
Teacher and students can review adaptations, ecosystems and food webs with jeopardy game.
Science Probes: Adaptations and Habitat Change
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COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built-in” Reading Standards
“When Appropriate” Reading Standards (applicable in black)
1- Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
3- Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
2- Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.
4- Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
6- Assess how point of view or purpose shapes the content and style of a text.
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how specific word choices shape meaning or tone.
10- Read and comprehend complex literary and informational texts
independently and proficiently.
7- Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
8- Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9- Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built-in” Writing Standards
“When Appropriate” Writing Standards (applicable in black)
2- Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
6- Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
4- Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
7- Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
5- Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
8- Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
9- Draw evidence from literary or informational texts to support
analysis, reflection, and research.
10- Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
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LANGUAGE STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built-in” Language Standards
“When Appropriate” Language Standards (applicable in black)
1- Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
5- Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
2- Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
6- Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression.
3- Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
4- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
http://standards.ospi.k12.wa.us/ContentWithPEs.aspx?subject=10,PE&gl=29&content=270
source:
NUMBER
4-5 LS3A
4-5 LS3B
CONTENT STANDARDS
In any ecosystem, some populations of organisms thrive and grow, some decline, and others do not survive at all.
Plants and animals inherit many characteristics from their parents. Some inherited characteristics allow organisms to better
survive and reproduce in a given ecosystem
TARGETED STANDARDS FOR THIS MODULE
R.I. 4.3
R.I.4.9
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
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SUPPORTING (PRACTICED) STANDARDS FOR THIS MODULE
R.I. 4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
R.I. 4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
R.I. 4.4

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
R.I. 4.5

R.I. 4.6
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a
text.
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
R.I. 4.8
Explain how an author uses reasons and evidence to support particular points in a text.
R.I.4.10

W. 4.2

By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c.
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
e.
Provide a concluding statement or section related to the information or explanation presented.
W. 4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.5
W.4.7
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W. 4.10
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to
support particular points in a text”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
W.4.6
L.4.1


Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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L.4.4



L.4.6

S.L.4.1

S.L.4.3

L.4.2
L.4.3
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a
range of strategies.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
Identify the reasons and evidence a speaker provides to support particular points.
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Elementary Teaching Task Rubric (Informational or Explanatory)
Scoring
Elements
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
Advanced
3.5
4
Attempts to address prompt,
but is off-task.
Addresses prompt, but focus is
uneven.
Addresses prompt with an adequately
detailed response; stays on task
Addresses key aspects of prompt in a
detailed response; stays on task.
Lacks a clear controlling idea to
inform or explain .
Establishes a controlling idea to
inform or explain, though may
lack clarity or credibility.
Establishes a credible controlling idea
to inform or explain.
Establishes and maintains a substantive and
credible controlling idea to inform or
explain.
Attempts to include reading
materials using examples,
quotes, or other references.
Presents some information from
reading materials but may lack
accuracy or relevance.
Accurately presents information from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important information from reading
materials to inform or explain.
Development
Attempts to inform or explain
but lacks details.
Informs or explains by
presenting some details.
Informs or explains using appropriate
details.
Informs or explains by providing detailed
and relevant information.
Organization
Lacks an opening, development,
and/or closure.
Demonstrates an attempt to
organize information within a
structure to inform or explain.
Organizational structure adequately
supports presentation of information.
Organizational structure enhances
presentation of information.
Demonstrates a command of standard
English conventions, with few errors
as appropriate to grade level.
Maintains a well-developed command of
standard English conventions, with few
errors. Response includes language and tone
appropriate to the audience, purpose, and
specific requirements of the prompt.
Presents generally accurate
disciplinary content.
Presents accurate and relevant disciplinary
content to enhance understanding of topic.
Focus
Controlling
Idea
Reading/
Research
(when
applicable)
Conventions
Content
Understanding
(When
applicable)
Lacks cohesion and control of
grammar, usage, and mechanics
appropriate to grade level.
Content is irrelevant,
inappropriate, or inaccurate.
Demonstrates an uneven
command of standard English
conventions appropriate to
grade level.
Shows uneven understanding of
disciplinary content.
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Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
S.L.4.1-Ability to connect the task and new content to existing knowledge
2. Task analysis (a)
S.L.4.1-Ability to understand and explain the task’s prompt
3. Task analysis(b)
S.L.4.1-Ability to break down and understand rubric. Creating individual goals
SKILLS CLUSTER 2: READING PROCESS
1. Readying for Reading
S.L.4.1 Ability to activate new knowledge and link to prompt
2. Close Active Reading,
Essential Vocabulary, and
Notetaking
Ability to:






R.I.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
R.I.4.5- understand nonfiction text has types of structure/identify what type is used
R.I. 4.4 –use vocabulary acquisition strategies to learn unknown, grade 4 academic/domain specific language
R.I.4.2- read to identify the main idea and main supporting details of a text.
R.I.4.8-understand how author uses reasons and evidence in a text to further their POV.
R.I. 4.6-Compare and contrast firsthand vs secondhand about the same topic) and describe differences in the focus and the information
provided.

R.I.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on
specific information in the text.

R.I.4.9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
*The specifics of the skills are shown developed in daily work (new instruction and daily practice of strategies)
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging new knowledge to
independent research
Ability to:
2. Readying as a Writer
Ability to:



W.4.7-Research to develop knowledge of subject through investigation
W.4.8- Gather relevant information from print and web based resources, taking notes, providing resources.
W.4.9 Draw inferences from informational texts(both paper and web based) to support analysis .
SKILLS CLUSTER 4: WRITING PROCESS
1. Introduce the topic
W.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
2. Planning
Ability to use graphic organizer to organize presentation.
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3. Development
Ability to:



4. Revision
L.4.1, L.4.3, W.4.5-strengthen writing by revising using checklist independently and then by partner revising grammar, vocabulary, and making sure
evidence backs up claim.
Ability to:


6. Completion
W.4.4-Produce clear writing appropriate to the task
L.4.6-Use precise and domain-specific vocabulary
Ability to:

5. Editing
W.4.2.Develop the topic with facts and details
L.4.1, L.4.2, W.4.5-strengthen writing by editing for punctuation, capitalization, and spelling.
W.4.6-Use technology (internet as well as Google presentation) to publish writing and practice keyboarding skills)
Ability to:



L.4.4 report on a topic, using appropriate facts, details, speaking in a clear, understandable pace.
L.4.5 use visual displays (PowerPoint) to enhance development of claim and evidence.
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
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Section 3: What Instruction?
PACING
SKILL AND DEFINITION
MINI-TASK
PRODUCT AND PROMPT
INSTRUCTIONAL STRATEGIES
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
1. Task engagement
Product
S.L.4.1-Ability to connect the
task and new content to
existing knowledge.
Student quick write
None
Small group discussion
Typed whole group response
Prompt
In two to three sentences, write: What is
the structure of a plant or an animal
mean?

Teacher will show screen with prompt activating prior
knowledge.
 Teacher will ask students what group work looks like
and sound like (that all need to write and all need to
share, when someone is sharing, others are listening and
paying attention).
 Students will take 5 minutes to write and 5 to discuss
prompts in groups.

Teacher will take 5 minutes to call on groups and
each group’s response will be typed into prompt.
In two to three sentences, write: What is
the behavior of a plant or an animal
mean?
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Day 1
2. Task analysis
Product
S.L.4.1-Ability to understand
and explain the task’s
prompt
Partner discussion
None
Whole group break down of prompt
Students will add to vocabulary page in science
journal: inherited traits: passed on from parents to
offspring through their genes.
And learned behavior: a behavior that has changed
because of a certain experience.
Teaching task g.o. completed
Prompt
Product
Answers from PowerPoint questions
written in each student’s journal
Prompt:
1.In your own words, what is a trait?
2.Using complete sentences, describe 3
traits you inherited from your parents.
3.Using complete sentences, describe 3
learned traits that you acquired from
those around you.
Teacher will ask students to think, pair, share
unknown vocabulary and interesting/important
vocabulary

Additions made to vocabulary pages
Why are inherited traits and learned
behaviors important to an animal’s
survival in their environment? After
reading several articles, both online and
text, and watching multimedia
presentations, write a Google presentation
in which you describe why specific
inherited traits and learned behavior are
important to a certain animal’s survival.
Give at least three examples from
several texts to support your discussion.

Monitor for understanding of task
Teacher will monitor room for
understanding difference between
inherited traits and learned
behavior, using clarifying questions
to engage student conversation.
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Teacher will show and walk through teaching task graphic
organizer, students will write in what their understanding
of the task is.
Teacher will show learned behavior/inherited traits
PowerPoint. (appendix)
Students will write answers to questions in PP.
Students will have small group discussion on their
answers.
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Day 2
Task Analysis
S.L.4.1-Ability to break
down and understand
rubric. Creating individual
goals
Product
Small group discussion
Posters for each piece of rubric
Student presentations of posters
Students will actively participate in
discussion with agreed upon norms
present.
Prompt


In your group, read the definition for your
part of the rubric.

Use the poster paper to write in your own
words what it means. Add a graphic to
help remember this part.
Be prepared to present and answer
questions.
All participating
Eyes on speaker and only
one speaker at a time
Elaborates or asks
clarifying questions of each
other to show engagement
Students will show understanding of
language in rubric by using kid
friendly language accurately
Listeners, during presentations will
engage with comments and
clarifying questions
Goals show understanding of
prompt and rubric expectations
Teacher will display prompt daily, reminding students of
the end goal
Teacher will display rubric and hand out rubric to each
student
Posters will be around the room titled
reading/research, development, organization,
conventions, content understanding.
Teacher will use a poster for “focus” and read the
rubric and then deconstruct, using kid friendly
language. Next teacher will ask 5 students to come
into a circle with the poster for “Controlling Idea”.
They will read and teacher will guide them to make
kid friendly language, adding a unique graphic to help
remember each element of the rubric. Next each
table group will have one poster (reading/research,
development, organization, conventions, content
understanding). Teacher will read each one and then
hand them out. Students will work on putting the
words in kid friendly language/graphic. Students will
then present. Each time, teacher will ask a person
from each table group what the speakers said in their
own words.
Teacher will ask each student to write a goal for
themselves based on the rubric.
SKILLS CLUSTER 2: READING PROCESS
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Day 3
Readying for Reading
Product
S.L.4.1-Reading to Activate
new knowledge and link to
prompt
Short written response
Prompt:
What do animals need to hide?
Activating knowledge, no scoring, but
all need to write from group work if
not done previously independently.
T34 Use a web to activate schema. “Why do animals
need to hide?” is written in the middle with 4 circles:
answers (sneak up on prey, not be noticed by
predators, protect young, find a safe place to live).
Write with a partner. (Appendix)
Table groups then discuss web. Teacher asks students
to discuss web in context of animals they know and
use one or more of the reasons to hide.
Product
1.Emailed response
2. Written response
Teacher is monitoring for
understanding only. If many students
not understanding, reteaching is
necessary. If a few have
misconceptions, small group time is
needed.
Prompt
Station 1: Read either “Surprises in
Nature”284, or “Amazing Sea Creatures”
285
Email one piece of new learning
Station 2: Review animal/plant cards.
Take notes about adaptations putting an
(s) for structural and a (b) for behavioral.
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Students have independent time to work on new
skills. Teacher is working with small groups.
Stations: 1. Students read one of the articles from
Harcourt “Surprises in Nature” ,284 or “Amazing Sea
Creatures”,285 , students email to teacher new
learning about the animal adaptations that help
these animal survive.
Station 2. Students review animal/plant cards and
take notes about adaptations that help the animal
survive in their environment. Will put an (s) for
structural and a (b) for behavioral adaptation.(these
cards were taught previous to the LDC unit, but will
be included in Appendix). They are picture of an
animal or plant and on the back descriptions,
including adaptations).This can also be put on drive
and a document can be sent out with the question
about what animal adaptations students read a
particular animal or plant has to help them survive.
This way they can copy and paste the picture into the
document.
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Days 4
2. Close Active Reading,
Essential Vocabulary, and
Notetaking
Ability to:
R.I.4.1- Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from the
text.
R.I.4.5- understand
nonfiction text has types of
structure/identify what type
is used
R.I. 4.4 –use vocabulary
acquisition strategies to
learn unknown, grade 4
academic/domain specific
language
(teaching new concept)
Product
Class discussion
Small group discussion
Prompt(for small group work)
1.Read the paragraph and decide which
type of structure is used.
Answers questions with credible
response.
Table groups will provide evidence
of text structure.
In table groups students will actively
participate in discussion with agreed
upon norms present.
2.Write it down and defend your choice
with evidence from the text.


3.What is the main idea of this piece?

4. Be prepared to present your
information to the class.
Short reflective entry for each text
Product
Written response from text
Additions made to vocabulary sheet
Prompt
Station 1. Choose a text and with a
partner read it, annotate, looking for text
structure. Write which text structure is
used and defend with evidence from the
text.
Station 2. Read page 289 of Mimicry and
Camouflage.Use context clues to define
the words “Mimic” and “trait”, writing this
on your vocabulary sheet
All participating
Eyes on speaker and only
one speaker at a time
Elaborates or asks
clarifying questions of each
other to show engagement
Listeners, during presentations will
engage with comments and
clarifying question, showing
agreement or disagreement with
evidence
Station work shows understanding
by


providing correct text
structure to each text.
Having correct definitions
of vocabulary
R.I. 4.5
On T32, Graphic Organizer:R39/R40 Harcourt
StoryTown: Text Structure. (Appendix)
Can use above text to begin discussion with students
that writers of nonfiction text provide an overall
structure when writing. Give examples on
promethean board: (Appendix)
1. cause/effect (chain G.O.) -teacher reads paragraph,
students turn and talk, and share where cause/effect is.
2. chronology/sequencing (chain G.O.)(same as above)
3. Compare/contrast(box and T chart G.O.)(same as above)
4. Problem/Solution (T chart G.O.) (same as above)
Now gradually release with a paragraph to each table
and they have to defend with evidence what type of
structure is used.
Student groups present their information and class
has a change to agree/disagree on the text structure.
Students have independent time to work on new
skills. Teacher is working with small groups.
station 1: (practice)
Students (can work in partners)are given several texts
to choose from. They choose one and again read the
text, figure out what type of structure the text is and
defend choice with evidence from the text. (Appendix)
station 2: (practice)
Students will look at the page 289 in Mimicry and
Camouflage for the words mimic and trait. They will
use context clues to write a definition of each word on
a vocabulary sheet. (This will also be some prereading
of the upcoming text. )
Teacher will discuss with class the key words, their
definitions, and why they are important to the text.
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Page 16
Product
Work on Close Reading packet
Prompt
What is the main idea of this section of
“Adaptations”? Paraphrase the section
and work with your partner to answer
questions in your packet.
During Science block students
correctly fill in close reading packet.


Shows understanding by
correctly paraphrasing,
section, correctly
answering text dependent
questions
Demonstrating
understanding of
vocabulary by correct
definitions
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
During Science Block Teacher reads aloud from
Learning A-Z “Adaptations” pages 4-5. Teacher will
model how to orally paraphrase what was just read
and how to begin to use their Close Reading Packet
by answering text dependent questions.
Page 17
Day 5
2. Close Active Reading,
Essential Vocabulary, and
Notetaking
R.I.4.1- Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from the
text.
R.I.4.2- read to identify the
main idea and main
supporting details of a text.
Introduce and practice
R.I.4.8-understand how
author uses reasons and
evidence in a text to further
their POV.
Students will practice
4.1 close reading/drawing
inferences
4.2 determining main
idea/evidence
4.4 understanding
vocabulary
Product
4 colors of Post it notes on each page
read
For pages 289-293 close reading packet
filled out ( main idea/detail, vocabulary,
summary, and text dependent questions)
Prompt
Read along and take notes by placing post its
to mark the text for specific reasons:
Yellow: vocabulary that is unknown/important/
Green: vocabulary the author uses to further
their POV
Pink: Main idea/detail
Blue: Text Structure (cause/effect)
Product
Close Reading Packet
Prompt
Complete Close reading packet for pages 289293
Post it notes allow teacher to quickly
see by walk around and have quick
conversations with students about:




what vocabulary students
find important
if they are on track with
main idea
if they can understand
vocabulary or phrases the
author adds to support
their point of view
if they understand what
text structure is being
used
Review of close reading packets will
show understanding of material
being read, its main idea, and
written responses include textual
evidence
Teacher will monitor for
understanding
Product
Partner re-reading, packet filled out
Prompt
1.Re-read pages 289-293, fill out the questions
in your packet about this part.
2. Read page 290 and use context clues to
define the words “avoid” and “predator”,
writing this on your vocabulary sheet
Station work shows understanding
by:


correctly answering
questions
having correct definitions
for vocabulary
4.5 determining text
structure
Students will go to page 286“Mimicry and
Camouflage” in Harcourt, teacher T38. Teacher will
show colored sticky notes. Students are instructed to
use colors for marking text for different reasons.
Yellow for vocabulary that is unknown or important
(4.4) . Teacher will briefly discuss 4.8, how the author
uses reasons and evidence to support their point of
view with interesting vocabulary and/or
phrases(green post-it) and model this when reading
aloud. Pink for main idea/detail (4.2). Blue for cause
and effect (text structure, 4.5).
Teacher will read 289 (T41). Teacher will show she is
modeling with some type of visual que and show how
she would paraphrase what just read. Teacher will
then explain her thinking of how she is coming up
with the main idea and a supporting detail. Teacher
then writes main idea/detail down and repeats the
think aloud and writing down for a 2-3 sentence
summary. Teacher will continue reading 290293(T42-T45). Teacher will model using colored sticky
notes on each page. Students are given a Close
Reading packet. Teacher will stop and orally
paraphrase the sections before writing, showing how
to fill out pages for writing main idea/detail,
vocabulary, summary and one of the text dependent
questions. Teacher will gradually release after today
working on the packet. Students will practice and
share.
Stations:
1. Partners will reread this portion of the text and
answer the rest of the text dependent questions in
Close reading packet.
2.Students will locate the vocabulary:
avoid/predator(290) and use context clues to write
definition on vocabulary worksheet.
Teacher will discuss with class the key words, their
definitions, and why they are important to the text.
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Page 18
Product
Work on Close reading packet
Prompt
Paraphrase what has been read by turning
and talking and then writing in your Close
reading packet. What is the main idea of
this section of “Adaptations”? Provide
evidence from the text for this. Write this
in your packet. With your partner re-read
and answer text dependent questions.
During Science block students
correctly fill in close reading packet.


Shows understanding by
correctly paraphrasing,
section, locating main idea
and adding evidence from
text, correctly answering
text dependent questions
Demonstrating
understanding of
vocabulary by correct
definitions
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
During Science Block Teacher reads aloud from
Learning A-Z “Adaptations” pages 6-9. Teacher will
gradually release by modeling orally paraphrasing
and students copying in addition how to use their
Close Reading Packet to provide main idea/details,
summary, and questions about vocabulary, and
answer text dependent questions.
Page 19
Day 6
2. Close Active Reading,
Essential Vocabulary, and
Notetaking
practice
4.1 close reading/drawing
inferences
4.2 main idea/evidence
4.4 vocabulary
4.5 text structure
4.8 how author uses
reasons and evidence in a
text to further their POV.
Product
4 colors of Post it notes on each page read
For pages 294-295 close reading packet filled
out ( main idea/detail, vocabulary, summary,
and text dependent questions)
Prompt
Read along and take notes by placing post its
to mark the text for specific reasons:
Yellow: vocabulary that is unknown or
important
Green: vocabulary the author uses to further
their POV
Pink: Main idea/detail
Blue: Text Structure (cause/effect)
Post it notes allow teacher to quickly see
by walk around and have quick
conversations with students about:




what vocabulary students find
important
if they are on track with
main idea
if they can understand
vocabulary or phrases the
author adds to support their
point of view
if they understand what text
structure is being used
During class discussions, students now
use their post it notes to help engage in
conversations and to add to close
reading packet.
Teacher will read pages294-295 (T46-T47), “Looks Like
Trouble” and “Trouble Times Two”, continuing to model
paraphrasing and also having students then taking a
turn. Teacher will model where sticky notes go and
students will copy.
Teacher will ask students to turn and talk to their partner
about the main idea and a detail from the text. They will
also be asked to turn and talk about vocabulary the
author uses and give a 2-3 sentence summary. Students
will then share out. Teacher will write down information
for students to see about main idea/detail, vocabulary,
and summary and students will copy.
Station work shows understanding by:

Product
Partner re-reading, packet filled out
Prompt
1.Re-read pages 294-295, fill out the questions
in your packet about this section.
2. Read page 294 and 296 use context clues
to define the words “obvious” and “lure”,
writing this on your vocabulary sheet.

Showing understanding of
content by correctly
paraphrasing section, locating
main idea and adding
evidence from text, correctly
answering text dependent
questions
having correct definitions for
vocabulary
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Stations:
1.Stations: Partners re-read Mimicry and Camouflage
294-295, to answer text dependent questions
2. Students will locate the vocabulary: obvious(294),
lure(296) and use context clues to write definitions on
vocabulary worksheet.
Teacher will discuss with class the key words, their
definitions, and why they are important to the text.
Page 20
Product
Work on Close reading packet
Prompt
Paraphrase what has been read by turning
and talking . What is the main idea of this
section of “Adaptations”? Provide evidence
from the text for this. Write this in your
packet. With your partner write a 2-3
sentence summary and answer text
dependent questions.
During Science block students
correctly fill in close reading packet.


Shows understanding by
correctly paraphrasing
section, locating main idea
and adding evidence from
text, summarizing and
correctly answering text
dependent questions
Demonstrating
understanding of
vocabulary by correct
definitions
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
During Science Block Teacher reads aloud from
Learning A-Z “Adaptations” pages 10-12. Teacher will
release to partner work to paraphrase what they read
to each other and use their Close Reading Packet to,
provide main idea/detail, vocabulary, and will answer
text dependent questions.
Page 21
Days 7
2. Close Active Reading,
Essential Vocabulary, and
Notetaking
Practice
4.1 close reading/drawing
inferences
4.2 main idea/evidence
4.4 vocabulary
4.5 text structure
4.8 how author uses
reasons and evidence in a
text to further their POV.
Product
4 colors of Post it notes on each page read
For pages 296-297 oral paraphrase, close
reading packet filled out ( main idea/detail,
summary, vocabulary, text dependent
questions)
Prompt
Read along and take notes by placing post its
to mark the text for specific reasons:
Yellow: vocabulary that is unknown or
important
Green: vocabulary the author uses to further
their POV
Pink: Main idea/detail
Blue: Text Structure (cause/effect)
Product
Partner re-reading, packet filled out
Prompt
1.Re-read pages 296-297, fill out the questions
in your packet about this section.
2. Read page 298 use context clues to
define the words “deceptive” and
“resembles”, writing this on your
vocabulary sheet.
(science block)
Product
Work on Close reading packet
Prompt
Paraphrase what has been read by turning and
talking .What is the main idea of this section of
“Adaptations”? Provide evidence from the text
for this. Write this in your packet. What are
the vocabulary words the author uses to show
POV? With your partner answer text
dependent questions.
Post it notes allow teacher to quickly see
by walk around and have quick
conversations with students about:




what vocabulary students find
important
if they are on track with
main idea
if they can understand
vocabulary or phrases the
author adds to support their
point of view
if they understand what text
structure is being used
Teacher will read pages 296-297 (T48-T49), “Fatal
Attraction”. Teacher will continue to think aloud about the
key concepts, but ask students to work with their table
groups in placing the sticky notes for understanding,
paraphrasing to each other, and working on their close
reading packets.
Class will share out answers to close reading packet (main
idea/detail, summary, vocabulary that shows POV).
Station work shows understanding by:


Showing understanding of
content by correctly
answering text dependent
questions
having correct definitions for
vocabulary
During Science block students correctly fill in
close reading packet.


Shows understanding by correctly
paraphrasing, section, locating
main idea and adding evidence
from text, correctly answering
text dependent questions
Demonstrating understanding of
vocabulary by correct definitions
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Stations:
1.Stations: Partners re-read Mimicry and Camouflage,
pages 296-297 , Use Close Reading packet to answer
text dependent questions
2. Students will locate the vocabulary:
deceptive/resembles(298) and use context clues to
write definitions on vocabulary worksheet.
Teacher will discuss with class the key words, their
definitions, and why they are important to the text.
During Science Block Teacher reads aloud from
Learning A-Z “Adaptations” pages 13-15. Students
will work with partners paraphrasing and using their
Close Reading Packet to provide main idea/details,
summarize, write vocabulary, and will answer text
dependent questions.
Page 22
Day 8
2. Close Active Reading,
Essential Vocabulary, and
Notetaking
Practice
4.1 close reading/drawing
inferences
4.2 main idea/evidence
4.4 vocabulary
4.5 text structure
4.8 how author uses
reasons and evidence in a
text to further their POV.
Product
4 colors of Post it notes on each page read
For pages 298-299 oral paraphrase, close
reading packet filled out ( main idea/detail,
summary, vocabulary, text dependent
questions)
Prompt
Read along and take notes by placing post its
to mark the text for specific reasons:
Yellow: vocabulary that is unknown or
important
Green: vocabulary the author uses to further
their POV
Pink: Main idea/detail
Blue: Text Structure (cause/effect)
Product
Partner re-reading, packet filled out
Prompt
1.Re-read pages 298-299, fill out the questions
in your packet about this section.
2. Review all vocabulary with a partner, asking
them to give oral definitions and add the words
into sentences.
Post it notes allow teacher to quickly see
by walk around and have quick
conversations with students about:




what vocabulary students find
important
if they are on track with
main idea
if they can understand
vocabulary or phrases the
author adds to support their
point of view
if they understand what text
structure is being used
Teacher will read pages 298-299 (T50-T51), “Scents and
Lights”. Teacher will continue to think aloud about the key
concepts, but ask students to work with their table
partner in placing the sticky notes for understanding,
paraphrasing to each other, and working on their close
reading packets.
Class will share out answers to close reading packet (main
idea/detail, summary, vocabulary that shows POV).
Station work shows understanding by:


Showing understanding of
content by correctly
answering text dependent
questions
having correct definitions for
vocabulary
Stations:
1.Stations: Partners re-read Mimicry and Camouflage,
pages 298-299 , Use Close Reading packet to answer
text dependent questions
2. Students will review all vocabulary by partners
quizzing each other on definitions and how to put
words into sentences.
Teacher will discuss with class the key words, their
definitions, and why they are important to the text.
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Page 23
(Science Block)
Product
Completion of close reading packet
Prompt
Complete the close reading packet for
“Adaptations”


2. Close Active Reading,
Essential Vocabulary, and
Notetaking
Day 9
R.I. 4.6(teaching)
Compare and contrast
firsthand vs secondhand
about the same topic) and
describe differences in the
focus and the information
provided.
Product
Quick write from video
Whole class discussion
Prompt
What are three important things you learned
about adaptations from the video. Walk
around and give one/get one
Think of both the texts we read(secondary
source) and the video we watched (primary
source). Compare and Contrast how the
presentation was focused-was the information
presented in a similar fashion? If not how is it
different?
Shows understanding by correctly
paraphrasing, section, locating
main idea , summarizing, and
adding evidence from text,
correctly answering text
dependent questions
Demonstrating understanding of
vocabulary by correct definitions
Students will show engagement with
video by taking accurate notes
Students will actively participate in
activity by expressing ideas clearly to
others and by building on other’s ideas.
Stations work will show understanding
by:
Accurately responding to questions,
pictures, and online activity
Product
1.2.Discussions and written response
3.answering online questions
Prompt
1.Pick two cards, write a response.
2. With a partner use the animal antics cards and
write which is inherited and which is learned and
defend it with evidence.
3. Go to the site in your Gmail and answer the
questions.
Teacher will finish reading Adaptations 16-22. Students will
complete their Close Reading packet with a partner.
Class will watch video from scientist perspective of learned vs
inherited traits on orangutans (you tube, 15 minutes). Students
will take notes on video from prompt. Students will then walk
around and “give one/get one” about what they learned.
Class will look at Mimicry and Camouflage, Adaptations and also
the video notes they took. Whole class notes will be taken on
comparing and contrasting what was learned and the difference
of learning from primary and secondary sources. ( R.I.4.6)
Stations: Stations are meant to synthesize learning before research
on animal.
1.stations: Use of Learning A-Z question cards to
write response-student chooses two
2.stations: animal antics cards-with a partner decide
which behavior is inherited and which is learned.
Write up decision with an explanation.
3.stations: play online game (quiz) answering
questions about inherited vs learned independently.
SKILLS CLUSTER 3: TRANSITION TO WRITING
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Page 24
Day 10
1. Bridging new knowledge
to independent research
Product
Review original goal, revise as needed.
Ability to:
Review writing prompt:
Why are inherited traits and learned
behaviors important to an animal’s
survival in their environment? After
reading several articles, both online and
text, and watching multimedia
presentations, write a Google presentation
in which you describe why specific
inherited traits and learned behavior are
important to a certain animal’s survival.
Give at least three examples from several
texts to support your discussion.
W.4.7-Research to develop
knowledge of subject
through investigation
W.4.8- Gather relevant
information from print
and web based
resources, taking
notes, providing
resources.
Students will actively participate in
discussion with agreed upon norms
present.



All participating
Eyes on speaker and only
one speaker at a time
Elaborates or asks
clarifying questions of each
other to show engagement
Review rubric with table group, your
teaching task graphic organizer, and your
goal.
2. Readying as a Writer
Product
Active research taking place
Graphic Organizer filled out
Prompt
W.4.9 Draw inferences
from informational
texts(both paper and web
based) to support analysis.
Use the the graphic organizer(both sides)
to find important information about both
learned behaviors and inherited traits of
your animal.
Begin your research with the books
available and look online to answer the
questions
Completion of graphic organizer
will show understanding of topic and
of animal
Discussionss will follow norms


Both participating orally
and in writing
Asking each other
clarifying questions to
ensure they are ready to
use research to write
Teacher will show writing prompt. Students will review
their goal they wrote at the beginning, discuss with small
group and add more details to goal if needed.
Partners will choose an ecosystem and from a list of
animals that live there they will choose an animal they will
research to identify inherited traits and learned behavior.
(Teacher Quick Help Sheet in appendix can be used to
help teacher understand variety of ecosystems. This sheet
additionally has animals on it, or the teacher can have the
students go online within a chosen ecosystem to find an
animal to research).
Teacher will provide students with a graphic organizer
that they will use to prepare details for their presentation.
The graphic organizer is two –sided with one side showing
column notes for “ways the environment affects
animals”/”adaptations and learned behaviors that help
animals survive”. This is important for the teacher to see
if the students understand the difference between “eats
nuts from the trees” and “has a beak shaped for cracking
nuts”. The other side has spots for research for learned
behaviors and 3 inherited traits. (appendix)
Students will be instructed to find in their research at least
three inherited traits and three learned behaviors.
Teacher will additionally show how to simply site
resources used.
Stations and Science Block: Students will research and
take notes about animal both with text and online using
the graphic organizer (Appendix)
SKILLS CLUSTER 4: WRITING PROCESS
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Page 25
Day 11
1. Introducing a topic
W.4.2- Ability to write
informative/explanatory
texts to examine a topic
and convey ideas and
information clearly.
Product
Rough draft of opening paragraph

Prompt
Establishes a controlling
idea(thesis statement)
Write an interesting hook, answer the
hook, and provide evidence of what the
reader will learn in the text.
Identifies key points that
support development of the
controlling idea.

At this time, teacher will show teacher made presentation
page with two columns of notes about Cougar.
Teacher will have a whole class discussion about
“introducing a topic”.


Is participating in partner
discussions using norms.


Product
A rough draft of the first slide (opening
paragraph)
Prompt
Opening paragraph
Using the graphic organizer write an
opening paragraph that includes
introducing the topic and sequences the
details you plan to use in your
composition.


Meets Expectations if paragraph
has a hook that brings in the
controlling idea, and key points are
clear so the reader knows what the
text will be about.
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Teacher will show LearnZillion video on introducing a
topic. This video does not begin how we began.
Beginning at 48 seconds will help.
Teacher will show examples and non examples of
opening paragraphs of informational texts and ask
students which ones are strong and which are weak.
Teacher will show slide on cougar PowerPoint for
opening paragraph builder
Teacher will show slideshow graphic organizer
(appendix).
Students will begin writing independently, but talking
to partner a hook, answering the hook, and evidence
sentences by reviewing two column notes and
highlighting at least three pieces (needs to be some
from both columns).
Stations: write the opening paragraph into presentation
graphic organizer. Students will have the Learn Zillion
clip available on their Chrome Books to view again.
Page 26
Day 12
2. Planning
Review presentation graphic
organizer.
Days 1213
3. Development
Ability to:

W.4.2- Ability to write
informative/explanator
y texts to examine a
topic and convey ideas
and information clearly.

W.4.4-Produce clear
writing appropriate to
the task
L.4.6-Use precise and
domain-specific
vocabulary

Product
Bullet point outline completed for the rest
of PowerPoint.
Prompt
After watching the video on how to change
bullet points into your body paragraphs,
write your (at least ) three key points and
their bullet points into your graphic
organizer.
Using the graphic organizer
completely and accurately fill out
section for bullet points and begin
to draft the rest of the text.
Product
Bullets changed into sentences on graphic
organizer. Includes key points and
additional details to enhance the
understanding of the reader.
Prompt
Initial draft
Begin writing your bullet points into
paragraphs.
Remember to use legible printing, clear
ideas, and important and interesting
vocabulary that is specific to the
scientific information. Remember to
include evidence from the text.

Text includes both learned
behaviors and inherited traits.
After students create bullet point notes about each key
point, they will watch a LearnZillion video on creating
text from bullet points for the body paragraphs.
They will then use a graphic organizer to write out their
(at least) three key point, add bullets and use this to
begin writing a draft.
Text is clear, legible, and uses
vocabulary that is domain specific.
Provides complete draft
including opening paragraph, body
paragraphs, and conclusion.

Supports the opening in the
later sections with evidence from
the text.
 Text is clear, legible, and uses
vocabulary that is domain specific.


Teacher will model one paragraph.
Teacher will gradually release teacher presentation to
where students are helping to write third paragraph.
 Midway, teacher will present LearnZillion video on
how to write a conclusion.
 Teacher will show Cougar presentation with
conclusion.

No Stations, students needing support will sit with
teacher: Students will write their outlines and turn in for
teacher to check for understanding. Teacher will
encourage students to re-read prompt partway through
writing, to check that they are on-track.
After watching the video on creating a
conclusion, write your conclusion into your
graphic organizer, making sure it is
wrapping back around the opening
paragraph.
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012
Page 27
Days 14
4. Revision
Ability to:
L.4.1,L.4.3,W.4.5strengthen writing by
revising using checklist
independently and then by
partner revising grammar,
vocabulary, and making
sure evidence backs up
claim.
Day 15
5. Editing
Ability to:

L.4.1, L.4.2, W.4.5strengthen writing by
editing for punctuation,
capitalization, and
spelling.
Product
Revision shows on page with pen
Revise/Edit Checklist is initialed by both writer
and partner under “revision”
Prompt
Revise draft
Use your checklist, making sure:
1. Your grammar is accurate
2. Your vocabulary is powerful when
needed
3. You have used evidence to back up
your key points
Product
Exit Slip
Prompt
Exit Slip: What vocabulary did you change (the
old words and the new)that makes your
presentation more powerful?
Product
Editing shows on page with pen
Revise/Edit Checklist is initialed by both
writer and partner under “edit”
Prompt
Correct Draft
Use your checklist, making sure:
1. You have correct spelling on
domain specific and up to and
including 4th grade words.
2. You have correct punctuation.
3. You have correct capitalization.
Product
Exit Slip
Prompt
Exit slip:
What is one sentence that you corrected
for your partner?
 Graphic Organizer shows pens
marks of revision and
improvements are visible.
 Partner gives feedback.
 Review exit slips for significant
revisions made.
 Graphic organizer shows pen
marks of editing and improvements
of initial draft are visible.
 Partner gives feedback.
 Review exit slips for partner
editing.
LDC Elementary Argumentation Module Template – version 1 | © Literacy Design Collaborative, 2012

Students and teacher review teacher presentation,
looking for ways to improve grammar, change
vocabulary, making sure all key points have evidence to
back it up.
Stations:


Students look at checklist and then partner revise.
Students will write exit slips- What vocabulary did
your partner change (the old words and the new)that
makes their presentation more powerful?

Teacher will briefly review selected skills that many
students need to improve (typical spelling errors, typical
punctuation errors )with whole class.

Students look at checklist and then partner edit.
Stations:

Exit Slips-What is one sentence that you corrected
for your partner?
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Day 16
6. Type into Presentation
W.4.6-Use technology
(internet as well as Google
presentation) to publish
writing and practice
keyboarding skills)
Day 17
7. Completion
L.4.4 Ability to report on a
topic, using appropriate
facts, details, speaking in a
clear, understandable pace.
L.4.5 Ability to use visual
displays (PowerPoint) to
enhance development of
claim and evidence.
Product
Completed presentation typed into Google
Presentation
Prompt
Type up your graphic organizer pages into
your Google Presentation. When finished
you may change font and background.
Product
Student presentations
Peer recording on rubrics
Prompt
Today you will present your slide show. If
you are in the audience, good listening
skills are needed along with the rubric we
created in your own words/icons.
When presenting, good eye contact,
steady speaking voice is needed. Be
prepared to answer questions to clarify
meaning.
Typed presentation will:
 Have at least three clear
and accurate key points
with details
 Be free of spelling and
punctuation errors
 Be visually appealing

Presentations will be clear
understanding of topic.
 Presentation will include
accurate and important information
which responds directly to the
teaching task.
 Audience will be monitoring and
each student will use a rubric to
score two other students.

Teacher will show students how to create, rename,
and insert slides into presentation.

Teacher will tell students to wait until they are done
typing to change fonts, backgrounds, but showing
them how to now.
Stations:

Students will type presentation.

Each students is assigned two students that they will
be responsible for responding on rubrics with specific
feedback.


Students will present their final product to the class.
Class will respond to each presenter with questions
and specific feedback.

Audience will ask appropriate
question.

When scored, presentation will
meet or exceed standards.
MATERIALS, REFERENCES AND SUPPORTS
FOR TEACHERS
FOR STUDENTS
1.http://www.nhptv.org/natureworks/nwep1.htm
http://www.bbc.co.uk/nature/adaptations
Two good resources for teaching understanding
2.Teacher edition Harcourt Storytown
1.Graphic Organizer-Teaching task (Day One)
2.Graphic Organizer-“Why Do Animals Hide?” (Day Three)
3.Animal/Plant cards-(Day Three)-will have to make these
4. Graphic Organizers-Text Structures (Day Four)
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3. Learned Behavior/Inherited Traits PowerPoint(Day One)
4.http://www.youtube.com/watch?v=dj08D-tllHs video (Day
Eight)
5. Teacher Quick Help Sheet: Fast Facts About the Ecosystems
6. Sample Presentation (Day Eleven)
7. http://learnzillion.com/lessons/1090-write-an-introduction-for-aninformational-text Introduction
8. http://learnzillion.com/lessons/1091-draft-informationalresearchbased-writing Body Paragraphs
9. http://learnzillion.com/lessons/1093-write-a-conclusion-for-aninformational-text (conclusion)
5. Paragraphs for Text Structure (Day Four) hyperlinks in appendix
6.Close Reading Packet for “Adaptations” (Day Four)
7. Close Reading Packet for Mimicry and Camouflage (Day Five)
8.Give One Get One (Day Eight)
9.Animal Antics Cards (Day Eight) hyperlinks in appendix
10.Two Column Notes Graphic Organizer for research (Day Nine)
11. Note taking guide research (Day Ten)
12. Presentation graphic organizer (Day Eleven)
13. Revising/Editing checklist (Day Fourteen)
14. Student edition Harcourt Storytown
15. Science A-Z booklet “Adaptations”
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STUDENT WORK SAMPLES
Section 4: What Results?
Include at least two samples of student work that meets expectations. If possible, also include samples of student work at the advanced level.
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Background to share with
students (optional):
Classroom assessment task:
Reading texts:
Teacher Work Section
Here are added thoughts about teaching this module.
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Appendix
The attached materials support teaching this module.
Questions for Discussions on informational or technical texts:
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What can you know directly from the text? What can you infer?
What does____(word or phrase) mean in this context?
Why do you think the author chose these ___(sources, points) to support his ____(argument or explanation)?
How does the author structure his argument?
Is the author’s logic structure inductive or deductive?
How does the author structure his explanation?
Does the author admit or infer any biases?
Do you trust this author’s point of view and why?
What is missing, if anything?
Would you recommend this ____to a classmate? Why or why not?
Questions for Discussion on literary or imaginative texts (novels, short stories, poetry, drama, fantasy, science fiction, film):

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
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

What is the author’s/ director’s intent in this work?
Is the work clear or ambiguous?
Is the work provocative or predictable?
How does the author/director use language to convey meaning?
What literary or artistic devices does the author/director use to engage the _____(reader/listener/viewer)?
Are the characters believable, why or why not?
Which character makes the better choice, ____ or _____? Why?
How does setting support the work?
What is the plot line?
Would you recommend this ____to a classmate? Why or why not?
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